Although dance has traditionally been expressed as an integrated art or a creative art reflecting the cultural-social and emotional nature through movement, resent researchers in dance education have begun to scientifically analyze dance movement, using various motor control and learning principles. This study experimentally tested the hypothesis that dance movement learning in modeling process is enhanced by visual feedback of movement and movement rehersal. Visual feedback concurrently produced by dance movement would be optimally timed for concepting-action matiching and movement rehersal would serve to refine the cognitive representation. To thest these hypotheses, subjects observed a series of modeled dance movements, and they were tested for their ability to reproduce it with either concurrent, delayed, or no visual feedback conditions. Following each movement reproduction, subjects in each of the three feedback conditions eigher engaged in movement rehearsal or did not reherse the movement pattern. At selected points in the series, the acuracy of subject’s cognitive representation of the modeled movement was measured. In the final phase of the experiment, subjects reproduced the movement pattern without the aid of modeling or visual feedback. Concurrent visual feedback greatly facilitated dance movement learning, whereas delayed visual feedback did not affect the acqusition process. Rehearsal enhenced cognitive representation and movement reproduction. The more accurate the cognitive representation of the modeled pattern, the more skilled were the subsequent reproductions of it. After repeating feedback and rehearsal processes, subjects showed no decline accuracy when modling and visual monitoring were withdrawn.