This study examines how Han Seongjun’s aesthetics in Jeukheungmu were transmitted to Gang Seonyeong. Using documents from the Joseon Music and Dance Institute and oral accounts from Gang and her successor Gim Miran, the study employs an interpretive method. Han’s instruction- “gcombine the learned movements and create your own dance”-shows his view of Jeukheungmu as a form of individuality and inner freedom. Gang embodied this lineage through affective contrasts of stillness and sudden release and the coexistence of joy and sorrow. Testimony on the “six movements” confirms Jeukheungmu as a core creative-pedagogical system reflecting Han’s aesthetics. This study clarifies how freedom and emotion are inherited within Korean dance.

The purpose of this paper is to explore the relationship between Bak Geum-seul's "Chumdongjak" movement principles and Somatics. It is also to examine the movement principles of Bak Geum-seul’s "Chumdongjak" in relation to the theory of the Five-Elements: Wood, Fire, Earth, Metal, and Water. Through the embodied experience in Bak Geum-seul's basic dance moves, the results of the study are as follows: First, one of Bak Geum-seul's movement principles is to enable a dancer to recognize and be aware of their body, which is similar to a principle of somatics that focuses on body awareness. Second, Bak Geum-seul's ‘upper body’ movements can be represented as Wood and Fire. Bak Geum-seul’s ‘middle body’ movements can be described as Earth while her ‘lower body’ movements can be symbolized as Metal and Water according to the theory of the Five Elements. The study suggests what happens inside of our bodies can be signaled through emotions. I hope that this study, which emphasizes the importance of expressing internal emotions through dance, may promote a healthy and harmonious lifestyle.

This study suggested the effect and implication of the emotionalisation programme as an education or a training tool for enhancing face expression of performers utilising FACS which is based on facial muscle anatomy and muscle behaviour. For this purpose, this study limited the body range of the training from head to neck, showing how this programme could be applied to performers. In order to verify the effectiveness of the programme, this study measured the pre-to-post test of the WLEIS scale on emotional intelligence. In addition, observational logs, self-report journals, and in-depth interview data were collected to examine the psychological and physical changes of the participants. The collected data were analysed quantitatively using statistical analysis package IBM SPSS Statistics 22 as well as qualitative analysis using NVivo 12 software. As a result of WLEIS, the average before and after the programme showed a statistically significant difference. According to the qualitative result, participants began to observe self and others, and was able to perceive two aspects of universal and personal emotion. By putting the emotional expression of the other persons on own faces of participants, the clearer standard of the facial muscle behaviour was acquired, their facial impression was changed positively, and the new emotional arousal was brought up. Therefore, it discovered the possibilities of this emotionalisation programme not only to extend to the general public who improve their face expression for emotional purpose but also to be a foundation of the face training.

The purpose of this study is to investigate the influence of empathy ability on dance emotion and dance expression of college students. The subjects of this study were 169 college students who majored in modern dance at each four universities in Seoul, Busan, Gyeonggi, and Jeolla provinces. The survey tool used a empathy ability, dance emotion and dance expression questionnaire, and collected data were analyzed by frequency analysis, correlation analysis, t-test, ANOVA, and multiple regression analysis using SPSS 21.0 program. As a result, first, students of modern dance majors had high physical expression ability in boys and 9~11 years in dance participation period, and high cognitive ability in 4th graders. Second, the empathy ability of college students of modern dance major had a significant influence on fun, vitality, pride and achievement. Third, empathy ability of college students of modern dance major had a significant influence on dance expression ability. Fourth, the fun and vitality of dance emotions of college students had a significant influence on the performance of dance expression. The results of this study are expected to provide basic data for teaching dance expression in the curriculum of modern dance majors.