The Transition of the Dance Education in Japan and Problem Brought by Compulsory Dance for Male and Female Students in Junior-high School

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  • 日本のダンス教育の変遷と中学校における男女必修化の課題
  • ニホン ノ ダンス キョウイク ノ ヘンセン ト チュウガッコウ ニ オケル ダンジョ ヒッシュウカ ノ カダイ

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Abstract

In Japan, dance education had been only for female students in junior high schools more than 100 years since 1881. In 1989, in the shift to gender-equal society, males also became able to take dance for elective subject. However, dance had not been common elective for males due to its previous long history. Accordingly, in 2008, the course of study was revised and dance became compulsory subject for both males and females in the first and second grade in junior high school. On the other hand, in 1947, dance contents changed from a mastery learning of existing dance movement to a creative learning such as “creative dance”. Furthermore, in 1998, “contemporary rhythm dance” was adopted as creative learning content, although people had often treated it as a mastery learning of existing dance movement by misunderstanding or intentionally. <br>　Therefore, I investigated the dance class plans in junior high schools; it was to make clear the transfiguration of dance education during transition period from the revision in 2008 to full implementation in 2012, and to clarify the problems about dance education in the future. <br>　The results were as follows: Dance was become common as a compulsory subject in 2012. Since dance class increased twice, male teachers, as well as female teachers, were getting to teaching dance. 70% of dance classes were planned as single-gender class. And 70% of classes for male students were by male teachers. But, many male teachers didn’t have experience in dancing and teaching dance. Therefore, they were awfully confused. So dance classes often fell into disorder. 70% of dance classes were about “contemporary rhythm dance”, because many students had interest in it. However, misinterpretation had been made often on the learning content; deterioration in the quality of teaching was concerned. <br>　These results suggested the necessity of training teachers in dance teaching and of study in “contemporary rhythm dance” as learning content.

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