Enhancing Dance Curricula in Hebei Vocational Art College Via the Four-Component Instructional Design

Abstract

This study explores the application of the Four-Component Instructional Design (4C/ID) model in the context of dance performance curriculum development and improvement in Hebei Vocational Art College (HVAC). The researchers employ a case study methodology to explore the intricate dynamics of pedagogical design in dance performance programs, situated within the context of dance as an educational practice. To understand how the 4C/ID model could be effectively applied to the dance performance curriculum, we employed a range of qualitative data collection methods. Data was collected through in-depth interview, focus group interview and participant observation activities. The analysis reveal that the introduction of the 4C/ID instructional design method facilitates the restructuring of dance curricula to align more closely with the demands of professional roles in the dance industry. It systematizes the intuitive teaching experiences of dance educators, transforming them into long-term, sustainable curriculum resources. Moreover, the study enhances the educational logic and coherence of dance programs, providing effective strategies and a valuable reference for the improvement of vocational dance curricula. In conclusion, by integrating the 4C/ID model, this research highlights its potential to address the unique challenges of dance education and to bridge the gap between teaching practices and professional competencies in vocational contexts.