ISSN: 2226-6348
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Dance performance programs in China have expanded rapidly across multiple tiers of higher education, a tendency toward curricular homogenization risks marginalizing institutional identity and misaligning educational provision with regional, cultural, and industry-specific needs. Existing literature has primarily focused on elite conservatories, offering limited comparative insight into how diverse institutional types implement dance curricula under national policy pressures. This study addresses that gap by conducting a multi-dimensional comparative analysis of dance performance programs at four representative institutions in China: Beijing Dance Academy, Shaanxi Normal University, Hebei University of Economics and Business, and Hebei Vocational Art College. Using an integrated analytical framework that combines the CIPP evaluation model and the Four-Component Instructional Design (4C/ID) model, the research explores institutional histories, educational objectives, curriculum structures, pedagogical content, and evaluation mechanisms. Data were collected through 28 faculty interviews, 48 classroom observations, and 112 institutional documents, and were analyzed using a three-stage NVivo coding process. The results reveal substantial differentiation across the four institutional types in terms of curricular intensity, instructional logic, and pedagogical innovation. BDA demonstrates elite conservatory characteristics with deep specialization in heritage-based content; HVAC follows a vocational logic aligned with regional industry demands; SNU integrates teacher education with digital innovation and regional culture; HUEB, though positioned as applied, struggles with curricular coherence and interdisciplinary sustainability. Notably, while general education curricula show high degrees of national standardization, specialized course offerings vary significantly in credit allocation, artistic depth, and employment relevance.
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