In this blog post, I’ll explain how my academic work, school activities, and experiences with empathy and collaboration during high school led me to apply for a dance major and shaped my future career plans.

Academic Experiences and Reflections

During my freshman year of high school, I focused intensely on both dance and English. Since I was more interested in speaking than reading, I focused on improving my speaking skills and enrolled in a 10-level conversation class taught by a native speaker. The course was structured systematically, so I took it over a long period spanning both the school term and summer break, practicing consistently.
The classes were led by a native speaker, and at first, even the basic sentences in Level 1 felt unfamiliar and difficult. Although I wanted to be good at speaking, I needed to go back to the basics and repeat the process. I practiced reading and speaking sentences with various structures multiple times in different situations until they became second nature. For example, after learning expressions used for giving directions, I expanded my practice by applying similar sentence structures when guiding passengers to their flights at the airport.
As I advanced through the levels, the learning material became progressively longer and more complex. In Level 2, I began speaking longer sentences, and by Level 3, I had progressed to the point where I could explain an entire paragraph. By around Level 5, I was able to carry on natural conversations with peers, and after Level 7, I practiced communicating proficiently in discussions or debates involving three or more people. By the final Levels 8–10, I had reached a level where I could converse smoothly with native speakers, which gave me a great sense of accomplishment.
Through this process, I developed the ability to go beyond simply memorizing sentences and instead assess situations and choose appropriate expressions. Consistent speaking practice built my confidence, which was a great help when performing on stage or explaining and teaching movements to others. Learning English conversation was a crucial academic experience that helped me develop communication skills and the ability to adapt to different situations.

Major Extracurricular Activities and Reflections

During high school, I enjoyed dancing to pop music and jazz, but it was Korean dance—which I first encountered in physical education class—that led me to my career path. While preparing for a performance assessment during dance class, my teacher encouraged me to major in dance, and that advice became the catalyst that drew me deeper into the art form.
After receiving basic training from my physical education teacher, I began studying modern and Korean dance in earnest by attending after-school classes and a local dance academy simultaneously. The styles I learned included Taepyeongmu, Hallyangmu, song-and-dance performances set to traditional Korean music, Janggang dance, and Janggu dance. Since each dance had a different tempo and atmosphere, each style required a great deal of practice.
As I continued my dance training, I frequently received praise from those around me for my expressiveness. In Korean dance, in particular, it is essential to appropriately express “han” (a Korean concept of sorrow and longing) and “heung” (exuberance), while highlighting the beauty of restrained movements in time with the rhythm. I was told that I had the ability to quickly grasp the characteristics of the music and dance in perfect sync with the beat. This feedback became a driving force that deepened my love for dance.
After about a year of consistent practice, my skills improved to the point where I could explain and teach basic movements, so I visited local elementary school dance groups to volunteer as an instructor. This volunteer work, which involved sharing my talents, was rewarding as it helped cultivate dancers with a solid foundation. Despite starting late, seeing the children follow along so well allowed me to discover my potential as an educator.
Through dance classes, external lessons, and volunteer work, I developed not only technical skills but also the ability to teach and explain concepts to others. These experiences helped me further solidify my goal of studying dance professionally and working as an educator in the future.

Examples of Consideration, Sharing, and Cooperation, and My Reflections

Since the school festival was a large-scale event attended by many people from outside the school, I paid close attention to stage preparation. By my sophomore year, I had already developed a relatively solid foundation through dance practice, and I was eager to perform on the festival stage. Although the instructor suggested a solo performance, I preferred the harmony of a group performance.
Ultimately, I formed a team of four with a traditional Korean song vocalist, a drum player, and a fan dance specialist to prepare for the performance. Since each of us was highly skilled in our respective fields, the rehearsal period wasn’t long, but we devoted ourselves to leveraging each other’s strengths and coordinating our roles. I decided to perform a song and dance routine in time with the drumbeat, while the fan dancer took on a path that added flair from the edge of the stage. The vocalist adjusted the arrangement so that she could sing in between sections and allow for instrumental solos during the breaks.
Through this process, we learned that it is not merely about showcasing individual skills, but about the importance of cooperation in synchronizing our breathing and timing. We often had to compromise and adjust while respecting each other’s opinions to ensure the performance’s quality, and as a result, we were able to present a new form of traditional Korean music stage that the audience could enjoy together at the 20th anniversary celebration.
While preparing for the performance, I deeply appreciated the value of teamwork, responsibility, and consideration. I realized that we can only move the audience when our individual roles on stage interlock organically, and this experience has become the foundation for my collaborative attitude in subsequent stage performances and educational activities.

Efforts and Preparation Related to Motivation for Application and Career Plans

I began seriously training in Korean dance in high school and rapidly improved my skills in a short period of time. During my two years of training, I consistently participated in external competitions, building a meaningful record of awards against competitors, including achievements such as Gold Medals and Grand Prizes. In particular, I received praise for my expressiveness in the solo dance and Hallyangmu categories.
Building on these skills and achievements, I also engaged in volunteer dance education, teaching the basics to elementary school students. I made a conscious effort not to neglect my academic studies alongside my practical training, and during my senior year of high school, I was extremely busy preparing for various performances while simultaneously studying for the College Scholastic Ability Test (CSAT). Through this process, I developed strong time management and prioritization skills.
If I am accepted into the Department of Dance at Hansung University, I intend to focus not only on learning and practicing within the Korean dance division but also on actively promoting my own dance work. I believe that dance is not merely a profession; it is important to build one’s own brand through the stage. During my university years, I plan to continue my stage activities while gaining experience through volunteer work and part-time jobs at external performances.
In the long term, I aim to establish my own unique style through extensive experience, and one of my areas of exploration is finding the intersection between Korean dance and contemporary music. My ultimate goal is to become a professional dancer and a well-known figure in the field of dance education by researching the potential for combining these two genres and developing new modes of expression through both academic study and practical experience.