PURPOSE This study aims to reinterpret practical dance, included in the “Contemporary Expression” domain of the 2022 revised high school Physical Education II curriculum, through the philosophical framework of affective literacy. The objective is to position practical dance not merely as a medium for acquiring physical skills or artistic expression but as a holistic educational practice that integrates sensory, emotional, and relational dimensions. METHODS Employing a theoretical approach, this study examines the educational significance of practical dance through the three core elements of affective literacy: sensory literacy, embodiment of affect, and relational responsiveness. Using this lens, the artistic characteristics and pedagogical potential of practical dance are analyzed from a philosophical perspective. RESULTS First, practical dance fosters sensory immersion, enabling learners to interpret and engage with the world through bodily experience. Second, it enhances emotional sensitivity and self-awareness by facilitating processes of expression and regulation. Third, ethical dispositions and ontological awareness emerge through relational interaction. In contrast to traditional concert dance, which emphasizes choreographic aesthetics, practical dance highlights its unique educational potential by cultivating affective subjectivity and social sensibility through real-time responsiveness and expressive engagement. CONCLUSIONS The findings suggest that when practical dance is framed within the philosophy of affective literacy, dance education in the physical education curriculum can serve as an ethical and holistic learning environment. Moreover, the study underscores the necessity of developing and implementing instructional programs grounded in affective literacy to guide future pedagogical practice.
