Enhancing innovation in elementary dance classrooms through the learning community model

Abstract

This study aimed to: (1) investigate current conditions and practices in developing dance classrooms using the learning community model for elementary dance teachers; (2) create a dance classroom using the learning community model with elementary dance teachers; and (3) assess the effectiveness of this development approach. The study includes 20 experts studying existing circumstances and making recommendations using questionnaires and interviews. There were 150 elementary school kids and six volunteer instructors among the participants. The research techniques comprised a dance classroom setting, a competency evaluation form for dance teachers, an assessment of students' innovation ability, and an opinion questionnaire. The data was analyzed using frequency, percentage, standard deviation, and t-tests. It found that creating a dance classroom required four steps: (1) surveying, (2) planning, (3) managing, and (4) applying. The main results were: (1) dance teachers' abilities significantly improved at .05; (2) students' average abilities increased during the study, with the experimental group performing significantly better than the control group; and (3) the experimental group demonstrated a significantly higher ability to create dance innovations than the control group at the.05 level. The results revealed that employing a learning community model in dance classrooms effectively improved students into innovation creators.