A Review of Dance Education in Primary and Secondary Schools in Yunnan Province: Cultural Inheritance, Educational Practices, and Future Directions

Abstract

The inclusion of dance as an independent discipline within the Compulsory Education Arts Curriculum Standards (2022 Edition) has created new opportunities for the development of dance education in China. As the province with the largest number of ethnic minority groups, Yunnan possesses abundant dance traditions and cultural resources that provide a distinctive foundation for school-based dance education. However, existing studies on dance education in Yunnan remain fragmented and are largely focused on specific regions, ethnic groups, or cultural heritage projects. This paper reviews the major literature concerning dance education in primary and secondary schools across Yunnan Province and classifies the existing research into three categories: general studies on dance education development, regional case studies, and research on the integration of ethnic dance and intangible cultural heritage into school education. Through a systematic analysis of previous scholarship, this study identifies both the achievements and limitations of dance education in Yunnan. The findings indicate that while ethnic dance resources have played a significant role in promoting cultural identity and aesthetic education, persistent challenges remain in curriculum construction, teacher development, educational resources, and institutional support. The paper argues that the implementation of the 2022 Arts Curriculum Standards provides an important opportunity to transform dance education from cultural transmission-oriented activities into a more comprehensive educational system emphasizing aesthetic perception, artistic expression, creative practice, and cultural understanding. Future development should strengthen curriculum design, teacher training, and the effective integration of local dance resources into formal school education.