Aesthetic Awareness and Creative Development in Dance Education: An Embodied Cognition Perspective

Lin Zhu

doi:10.47297/wsprolaadWSP2634-786514.20250606

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Aesthetic Awareness and Creative Development in Dance Education: An Embodied Cognition Perspective

6卷第6期

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Aesthetic Awareness and Creative Development in Dance Education: An Embodied Cognition Perspective
Aesthetic Awareness and Creative Development in Dance Education: An Embodied Cognition Perspective
University of Roehampton, London, SW15 5PU, UK
2025年6卷第6期页码：61-65
纸质出版：2025-12-30
DOI：10.47297/wsprolaadWSP2634-786514.20250606
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Lin Zhu. (2025). Aesthetic Awareness and Creative Development in Dance Education: An Embodied Cognition Perspective. 文艺发展研究（英文版）, 6(6), 61-65.

Lin Zhu.Aesthetic Awareness and Creative Development in Dance Education: An Embodied Cognition Perspective[J].Research on Literary and Art Development,2025,06(06):61-65.
Lin Zhu. (2025). Aesthetic Awareness and Creative Development in Dance Education: An Embodied Cognition Perspective. 文艺发展研究（英文版）, 6(6), 61-65. DOI： 10.47297/wsprolaadWSP2634-786514.20250606.

Lin Zhu.Aesthetic Awareness and Creative Development in Dance Education: An Embodied Cognition Perspective[J].Research on Literary and Art Development,2025,06(06):61-65. DOI： 10.47297/wsprolaadWSP2634-786514.20250606.

摘要

Abstract

Recent developments in dance education emphasize the cultivation of aesthetic awareness and creative capacity as central learning outcomes. However

traditional technique-centered pedagogies often fail to engage learners in processes that support embodied meaning-making and creative exploration. To address this gap

this theoretical paper examines how Embodied Cognition Theory (ECT) provides a coherent pedagogical foundation for fostering aesthetic cognition and creative development in dance learning. Drawing on scholarship in dance education

somatic practices

aesthetic philosophy

and creativity research

this article proposes an integrative framework linking embodied experience

aesthetic reflection

and choreographic creativity. The paper argues that dance learning grounded in embodied cognition enables students to develop nuanced perceptual awareness

articulate aesthetic understanding

and engage in iterative creative processes. Pedagogical implications and recommendations for curriculum design are discussed.

关键词

Keywords

references

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