The purpose of this study is to examine the significance of learning creative dance in progressive stages and the structure of the students’ learning experiences. Students learned two courses in sequence: “Creative Dance Derived from Movement” followed by “Creative Dance Derived from Anything.” The questionnaire survey of 43 students reported that physical/kinesthetic and linguistic Movement Intelligence was the basis of the learners' experiences and was utilized in various situations. These included, getting ideas for movement,creating dances, facilitating group activities, expanding movement options, refining dance pieces through choreography, and observing and interpreting one's own and others' movements throughout the creative dance process. In particular, it was found that Movement Intelligence was helpful in “Creative Dance Derived from Anything” because the difficulty of how the group activities progress, which affects the enjoyment and fulfillment of learning, increases as the degree of freedom increases. From these ways of using the Movement Intelligence, it was suggested that students shifted between Inner, Outer, shared, and others’ space, such as feeling their own bodies and movements from the inside and watching the choreographed movements and the movements of others from the outside. In addition, the experience of learning the relationship between Inner and Outer promoted awareness around the depth and richness of expression and creation in dance. From the above, the positive outcomes related to Movement Intelligence in this study indicate the importance of creative dance study in progressive stages.

The purpose of this study is to analyze the effects obtained by the continuous practice of mindfulness. 195 female university students practiced the sitting meditation method in the mindfulness. Then, in the 14th week, they answered the question freely, “Did your mental and physical condition change as a result of meditation?” As a result of content analysis, 5 categories were extracted. 1. Habituation of mindfulness, 2. Switching to class time, 3. Improvement of physical functions such as posture maintenance and breathing. 4. Improvement of psychological functions such as relaxation and improvement of concentration. 5. Changing the impression of meditation.

Continued practice of mindfulness has led to improved physical and psychological functioning. In addition, it raised an attitude of practitioners to pay attention to what they perceive in their minds and bodies, which led to habits. As a result, it become possible to select the load appropriately in the exercise scene, and it is suggested that the feeling of enjoying exercise may promote not only physical health but also psychological health.

In this study, we aim to reveal what sort of instruction dance instructors in the “junior period” of Japan provides and their respective intention. As for the survey method, interview surveys were conducted with five dance instructors.

From the narratives of five dance instructors with good reputation for providing instruction students under the age of 18, we came to witness that the teachers are highly conscious of the so-called “fundamental instruction”. It’s suggested that we aim for to attain body（the dancing body）, expression（the expressing body）, and thinking（motions） as the base for continuous activities in the future（18-year-old and over）, the foundation of dancing. The formation of a danceable body was, in fact, similar even over the age of 18.

In this survey, it can be considered that the basic body and thoughts are formed during the junior period with a view to activities for people over the age of 18.