Targeting community-based and certified dance instructors. an investigation was conducted to reveal the motives for providing dance classes. having got 102 respondents in three levels of license. As a result of an exploratory factor analysis on the reason of beginning own activities. 6 factors were extracted such as “expectation to a new activity and circle”, “release”, “interest to dance”, “indirect interest”, “needs for physical activities” and “interests to the instruction”. In comparison between the license levels and the factor scores, concerning “interests to the instruction”, license-A showed significantly higher score than B and C, and concerning “needs for physical activity”, C showed significantly higher score than B and A. For activities’merits, 6 factors such as “sharing concerns and learning process”, “joy of music and dance”, “creativeness and release”, “self-efficacy”, “transformation” and “group cohesion” were extracted. The relation between factor scores and license levels has shown no significant difference, but A holders may have shown the higher value in 3 factors of “sharing concerns and learning process”, “creativeness and release”, “self-efficacy”. Conclusion: (1) in lower level license, motive to body satisfaction works more, and in advanced levels, motive to act as a good leader work stronger. (2) Instructors with higher level license recognize nature of dance activities such as creativity and sharing body experience with others, and develop “self-efficacy” further.

The purpose of this study is to clarify the relationship between Body-Mind Awareness and resilience. The subjects of research are 536 nurses and 320 nursing students. The results are as follows (1) Body Mind Awareness makes affirmative change for the “movement likes” “dance lovers,” “mental health,” “mental resilience”. (2) “Mental health measure” has four factors structures of [melancholy] [lack of concentration] [impatient] [physical symptoms]. Especially there was improvement in [physical symptoms]. (3) “Mental resilience measure” has four factors structures. There was a change in the factor structure before and after practical training (4) By conducting “subjective interactive” creative body expression activities through relationships with people, the state of the body (mind and body) was improved.

The purpose of this study, for the mother and child, what kind of prop is valid in creative movement, is that to consider. A series of monthly seminars in creative movement was conducted for 2-year-olds and their mothers.Six types of props of the following was prepared.

1) Newspaper 2) Air bubble sheet 3) Movement scarf 4) Light and video 5) Stretch cloths 6) Hoop. After each activity, mothers were evaluated for self-evaluation and their children. Score are based on a scale of 1 to 5, five being the highest score. Mothers are encouraged to express their true feelings.

The results show that children and mothers created the various movements with props. Using newspapers, they created ripping, punching, and shaking movements. There are many movement of the upper body. On the other hand, with popping sheets of bubble wrap they created stepping, walking, turning, and jumping movements. The movements mostly used the lower body. Lights raised consciousness of the body part, the stretch cloths nourished the balance in the whole body. Scarves and hoops produced imitative movements.

Mothers were highly satisfied with the use of newspapers. Children favored the sheets of bubble wrap, and the use of sheets closely correlated with their assessment by mothers. Mothers enjoyed dancing with scarves the most. Lights and videos produced a large standard deviation in assessments and marked variations. Assessments of the stretch cloths were divided, as some children enjoyed the cloths and others were scared of them. The hoops were the most satisfying prop for children.

Children and their mothers differed in their assessments of each prop, and different props induced different forms of creative movement. Encouragement of creative movement needs to be devised in accordance with the intended purpose of that movement.

The purpose of this study was to examine the utility of rubric for the instruction method class of the modern rhythm dance (the IMC-MRD) at teacher training university. In the present study, a novel rubric was designed for conducting the IMC-MRD. Ten items of rubric were organized carefully for evaluating technical skills, as well as creative thinking and cooperative attitude. Eighty students were divided into two groups, which took classes with the rubric (intervention group) and without rubric (control group). By using the rubric, attainment target and assessment criteria of the IMC-MRD were shared definitely between the teacher and students.

It was possible that the rubric to be used as a tool to share the evaluation standard between the teacher and students, and also was possible for the teacher to utilize through the class period as the rule of the guidance. And also there was a possibility that the students’ acquisition reach of the skill and the knowledge is promoted. However, because of not being able to complete the comparison conditions, as a result, an outcome couldn't be done clearly in this research.

To study continuously will lead toward the unification of learning and instruction and the evaluation in the IMC-MRD in teacher training university.