| Mr. Wen Yiduo ever said: "Dance demonstrates life and affection most directly, essentially, intensively and acutely. It is the simplest but amplest way. ... It is the most comprehensive one among the all arts." As a social aesthetic pattern, dance carries a long history. It demonstrates the strong human affection in rhythmized movements of human body. Being the artist carrier pursued permanently by human beings, dance holds the balance in artist domain. Without dance it is not a complete art, without dance education not a complete education, and without artist education not a complete education. Music course in high school is established to cultivate students' interest in music and sharpen their aesthetic sense. Yet the music course is long edged out to the margin of high school education due to the test-oriented education in China. So it is definitely a cheering effort made, preceding from the requirements on talents in the new age and in the hope of educating a new generation with comprehensive competence and better cultural accomplishment, to clearly prescribed that music course is a required course for all students in high school in Music Course Standard for Ordinary High School against such a social background. Within this Standard there are six modules set for high school music teaching, among which music-and-dance module is a one explicitly rendering that it is set to satisfy students' various interest and demand, for students to recognize the close relationship between music and related arts and unfold their artist vision, to improve their expressive ability of comprehensive art. This link also presents challenge for music teachers, who are to think over the questions such as how to incorporate dance in class teaching, whether the dance teaching entering music class can arouse students' interest, and how the various subjects of dance, music and dance can be incorporated in teaching.This thesis intends to elaborate in three parts to solve the problems mentioned above.In the first part comprehensiveness is stressed in music education. As far as the dance education to enter music class is concerned, the comprehensiveness does not just refer to the incorporation of music and dance, incorporation among subjects such as appreciation, performanceand creation in dance teaching also included. Comprehensiveness is emphasized in the hope of evoking students' interest and perception of related art schools and improving their overall accomplishment through the educational dance activities.In the second part the reason why most music teachers pay so much heed to the music-and-dance module establishment in the Music Course Standard for Ordinary High School is analyzed that most of them are not optimistic about the present dance teaching actuality in high school since the teaching facilities and qualified personnel are nearly null in this aspect. This thesis expects to give an detailed examination over the status by briefly analyzing the causes and making a survey of high school students' willingness to learn dance.In the third part, which is the core of the paper, the proposal of carrying out the music-and-dance module comprehensively is elaborated. A topic-specified design of the module teaching is undertaken with a systematic recognition of the dance science and the topic-specified proposals are demonstrated, the abstract theories and the practical experience combined, target expatiated with the concrete teaching content, to realize the oriented value of the music-and-dance teaching module.Dance education being a systematic and dynamic operation, any missing link or ineffective factor will affect or restrict the exertion of its educational function. And in such a system, teachers of dance play an important role of bridge, they jointing the educational ideas of dance and the individual dance learner. Thus music and dance combined teaching also bears requirements of comprehensive accomplishment over the music teachers.
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