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Abstract- This study focus on applying the Four Component Instructional Design (4C/ID) model, introduced by Jeroen van Merriënboer in 1997, for the development and improvement of the dance performance curriculum at Hebei Art Vocational College (HAVC). The research is based on a case study that addresses issues such as curriculum fragmentation and inconsistency resulting from reliance on individual teachers' experiences. Using the "Collective Dance Performance" courses in the dance performance major as an example, the 4C/ID model is employed to restructure the curriculum, aiming to create a teaching design and implementation plan tailored to the characteristics of Chinese vocational dance education. The findings indicate that the 4C/ID model provides strong guidance for the systematic design of dance curriculum content. The curriculum aligns precisely with professional job tasks, and the teaching process corresponds to the career development patterns in the dance profession. This significantly enhances the practical value of the curriculum and improves students' employ-ability. Additionally, the model streamlines class time and enhances dance teachers' ability to apply pedagogical knowledge to solve teaching challenges. In conclusion, the 4C/ID model effectively enhances the systematic and progressive instructional design of dance courses at HAVC and offers a reference standard for improving dance curriculum at other tertiary dance education institutions. It contributes to the exploration of how higher vocational dance education in China can align curriculum content with real-world job competencies to enhance teaching effectiveness.
Keywords and phrases: Dance curriculum 1; dance performance majors 2; Four Component Instructional Design 3; curriculum development 4; vocational dance education 5
