사회학적 관점에서 1960년대의 한국무용교육을 살펴보는 것은 교육계뿐만 아니라 무용계에도 의미가 있을 것이라는 인식 아래 본 연구를 하게 되었다. 연구결과를 정리해보면 다음과 같다. 첫째, 무용가와 무용창조의 자발성 문제이다. 당시 무용예술계는 1930년대를 풍미했던 신무용의 환영만 따를뿐 예술가로서의 삶을 관조하려는 눈조차 기르지 않았다. 그 결과 무용계는 정체되었고 무용인은 일종의 기술을 연마하는 기능인으로 인지되었다. 둘째, 무용가와 무용교육자의 역할 문제이다. 사회적 인식의 확대와 대학무용학과의 잇단 설립, 제3공화국정권의 합리적인 교육을 위한 교과과정 개편 등으로 무용계와 대학무용학과가 밀접한 관계를 맺으면서도 상호간의 역할분담이 모호해짐에 따라 학교교육에서 무용의 교육적 가치를 극대화시킬 수 있는 어떤 대안도 마련하지 못했다. 셋째, 무용교육이 체육교사로 임명된 무용전공자를 통해서 수용되는 과정의 문제이다. 무용학사출신 교사들이 전문적인 무용교과과정을 이수했음에도 체육의 한 단원으로 무용교과를 수행해야 하는 열악한 교육환경 속에서 체육교사로도 무용교사로도 그 역할을 충분히 감당할 수 없었다. 넷째, 사회학적 측면에서 무용교육의 한계와 변용의 문제이다. 당시 한국무용계는 무용작품구상에 있어서 시대의 변화를 선도하거나 그 변화에 걸맞는 철학의 정립이 없는 상태였고, 각급학교의 무용콩클조차 상급학교의 진학을 위한 도구로써 전락하면서 무용교육자들조차 무용교육의 목적에 혼선을 빚는 결과를 가져왔다.

This study was intended to investigate Korean dance education in the 1960s from a sociological perspective under the consciousness that it was significant for the dance world as well as the educational world. The findings were summarized as follows: First, there existed the problem concerning the dancer and the spontaneity of dance creation. In the 1960s, the Korean dance world only followed the illusion of the new dance which had dominated the 1930s but did not nurtured an eye for contemplating life as the artist because it took an interest in the new. As a consequence, the dance world remained stagnant and people recognized the dancer as a kind of skilled person nurturing skills. Second, there was the problem as to the role of the dancer and the dance educator. The expanded social consciousness of dance, the establishment of the department of dance by college/university, the reorganization of the National Curriculum by the regime of the 3rd republic for rational education and so forth provided an opportunity for the dance education to establish itself gradually as artistic education But, no alternative was provided for schooling to be able to maximize the educational value of dance as the sharing of the role between the dance world and the department of dance in college became ambiguous due to their close relations. Third, there was a problem as to the process for dance education to be accommodated through the person specializing in dance appointed as the physical education teacher. Teachers acquiring the bachelor’s degree on dance could not perform their role either as physical education teacher or as dance teacher under the poor educational environment under which they should perform the subject of dance as a unit of physical education even though they completed a specialized curriculum of dance in college. Fourth, there was a problem as the limitation and transformation of dance education from a sociological aspect. In the 1960s, the Korean dance world was not in a position to take the lead in the change of the times or establish philosophy corresponding to the change in crystallizing its idea of dance work. For this reason, they were not connected to the development of the dance world, which resulted in dance educators feeling confused in achieving the goal of dance education.