In this study, the process of how students with comparatively less experience improve dance proficiency through video feedback was examined. The use of video feedback was proved effective in integrating each "movement piece" into "dance movement." In incorporating her version of the image, in other words world, into dance; subjective and positive inquisitiveness was found to be essential. Furthermore, as the student positively engaged herself in practicing dance, she spontaneously inserted "ma" (movement void) and "tame" (controlled timing) which are considered to add to cadence in the flow of movements, as well as to enable the audience to perceive "more than movements can tell."竹内洋学部長退官記念
