Development of a Novel Digital Health-Integrated Teaching Methodology for College Dance Programs

Qiuping Zhang
Haikou University of Economics, Haikou, Hainan, 571127, China

DOI:https://doi.org/10.5912/jcb1612

Abstract:

This paper presents an innovative approach to teaching college dance majors by integrating biomechanics and digital health concepts into the curriculum. Utilizing dance movement extraction and matrix transformation based on Euler angles, the study constructs a biomechanical dance matrix to revolutionize traditional dance teaching models. The focus on biomechanics, an integral aspect of digital health, allows for a deeper understanding of body mechanics and movement efficiency, which is crucial for dancers' physical health and performance longevity. The paper critically analyzes three prevalent dance teaching modes: professional dance teaching, teacher training in dance, and comprehensive college dance instruction. This analysis identifies inherent issues within these traditional models and proposes a novel, dual-subject interactive teaching model underpinned by digital health principles. This model emphasizes the importance of understanding body mechanics and utilizing technology to enhance dance education, aligning with contemporary health and digital advancements. Experimental analysis was conducted to validate the feasibility and success of this new teaching model. The data revealed three primary methods within the dual-subject interactive approach: role exchange (40%), small group cooperative learning (30%), and interactive communication (10%). Student preferences for these methods were high, with 80% favoring role exchange, 50% for small-group cooperative learning, and 59% for interactive communication. Post-teaching assessments showed that 60% of students achieved the standard in dance movements. Furthermore, 60% attained grade A in expressive performance, while most achieved grade B in music selection. The integration of digital health and biomechanics in this teaching model not only enhances the technical proficiency of dance students but also prioritizes their physical well-being, an often overlooked aspect in traditional dance education. By focusing on the healthful and efficient execution of movements, this model fosters a more sustainable and injury-preventive approach to dance training. In conclusion, this paper offers a valuable reference for innovative teaching in college dance programs. By adopting this biomechanics and digital health-focused approach, colleges can significantly contribute to the progressive development of dance education, preparing students for a career that demands artistic excellence and a strong foundation in health-conscious practices.