Study on class classification using multiliteracies in the field of dance education

This study provides the purposes on clarifying further implication and importance of using multiliteracies to study dance education efficiently and be inspired to create dance artworks. With a literature review, this article clarifies the appropriateness and necessity of multiliteracy to broaden the understanding of education. The article provides the pedagogy and content of a dance class based on the theoretical overview on multiliteracy education introduced by New London Group (NLG) and the five key concepts suggested by the U.S Center for Media Literacy (CML). The subject of the class was chosen by the instructor. The students would create their own artworks through the process of recognizing, collecting, analyzing, evaluating, interpreting. The researcher concludes the following implications. First, understanding media duality could enhance the critical thinking since the producer applies the criteria of fairness and accuracy. Second, the creative artwork would be available with more expressive articulation by approaching and analyzing information. Third, when the students share the final version in a class, it would embrace mutually supportive cooperation and can contribute to empathic abilities. Fourth, using a device such as a smart phone could assist effective teaching. Therefore, the findings of this research clearly illustrate positive aspects on discussing the literacy in dance education and implies guidances on further studies of detailed research on multiliteracy.