Dance education

[citation needed] Professional and vocational dance education is offered by both public and private institutions.

Dance workshops generally go from a day to a week, often in Summer, and offer a variety of dancers an opportunity to hone their skills.

Younger children have a harder time remembering full dance routines, so it is important that they focus more on listening to the beats of the music and practicing beginner moves to the rhythm.

[15] The general guidelines for implementing dance in secondary education stress the importance of self-expression and independence as teenagers exhibit a strong desire to establish their identity.

[16] Higher dance education focuses on the intellectual inspection of human physicality rather than the training of professional dancers.

[18] Dance has faced many challenges on a global level on its way to becoming an acknowledged form of art and part of the wider education system.

[15] For instance, Germany requires public primary schools to make dance part of the official curriculum.

In Finland, for example, dance is more advocated as part of the formal education in private sectors as opposed to Germany and Portugal.

[15] Australia has also increased the number of generalist teachers to implement dance as part of their teaching techniques.

[21] Dance in Syria was influenced heavily by Europe and Russia and performed in nonformal settings of homes and communities.

[22] Furthermore, as stated by the National Arts Council of Singapore, research and documentation in the area of dance education are severely lacking.

[22] The education system, thus, focuses more on scientific and humanistic subjects with almost no room for aesthetic appreciation of different arts.

[22] South Korea has implemented 7 iterations of the national dance curricula formulated by the Ministry of Education, Science and Technology.

[23] The latest iteration places special focus on fostering rational thinking and developing creative expression through dance.

[24] Dance educators strongly advocate the standardization of curricula and assessments in order to improve teaching methods.

[25] However, dance evaluation is an extremely complex process on levels of both individual performances and teaching programs as dance is a nonverbal form of art and is closely tied to many parts of one's personal identity such as body image, sexuality, gender, religion as well as spirituality.

[25] Overall, dance evaluation is based on the dancer's presence, movement, rhythm, timing, posture, and how well the skills are executed.

Dancers are found to have higher than average muscle memory that allows them to recall dance movements of a given choreography.

[27] According to a study conducted by Harvard Medical School, dance improves brain health by being a very great stress reliever as well as produces serotonin.

[27] Dance students naturally respond to external stimuli with movement and are generally more sensitive to music.

[27] However, there is not enough empirical evidence to conclude that certain personality traits lead to higher success in pursuing dance education.

[27] Success in dance education is dependent on optimal motivation, growth mindsets, well-developed psychological strength and social skills.

[27] A key element of successful dance education is access to a variety of sources such as teachers, mentors, parents and financial resources.

[27] The latter has the most weight as the ability to travel and gain access to dance lessons with competent instructors is directly linked to one's financial means.

[29] However, dance has been increasingly classified as a female art form as a by-product of the Western culture and rise of feminist viewpoints.