Reading and Teaching Cathy Park Hong’s <i>Dance Dance Revolution</i> beyond National Borders

Abstract

This essay discusses Cathy Park Hong’s book-length poem Dance Dance Revolution (2007) in the context of the transnational turn in American studies. The essay discusses the ways in which the text thematizes history and language in its representation of contemporary global issues and argues that Dance Dance Revolution provides an important context for discussing issues and conflicts arising between the contemporary West and its discontents, and for interrogating modes of global cultural and linguistic fluidity. It then draws on the author’s experience of teaching the text in an advanced undergraduate course at a Finnish university as it examines the applicability of a transnational approach to teaching US literature and cultural studies in a contemporary European context.

Research on Teaching and Dance Creation of Chinese Folk Dance in the Information Age

“…The inheritance of Chinese folk dance is facing an increasingly complex and rapidly changing ecological environment in modern times. With the increase in the specialization of Chinese folk dance education, the form and inheritance of folk dance have been transformed into three levels: the folk dance in its native form, the folk dance in its teaching form, and the folk dance in its stage form [1][2][3]. It makes the folk dance from the traditional native form to the teaching form in the classroom, and then to the creation form on the stage, which is a relatively complete system [4][5].…”