Neutrosophic Spherical Sets for Aesthetic Experience and Instructional Excellence: An Empirical Study of Dance Education Classes Teaching Quality

Abstract

Dance training must strike a balance between technical rigor and the development of 
artistic appreciation and emotional involvement in the ever-changing field of performing arts 
education. In the context of dance education, this study investigates the relationship between 
aesthetic experience and instructional excellence. This study assesses the quality of dance 
instruction across a range of educational modalities using an assessment system that considers 
elements including instructional clarity, expressive involvement, technical demonstration, 
feedback quality, inventiveness, and classroom atmosphere. Structured observations, learner 
feedback, and expert evaluations from six different dance teaching models from therapeutic 
movement sessions to classical ballet were used to gather data. This study uses Neutrosophic 
Spherical Sets to solve uncertainty information. We show score and accuracy functions to obtain 
crisp values. 
The findings show that while traditional models performed better in terms of technical accuracy 
and structural clarity, teaching strategies that prioritize student-centered feedback and expressive 
flexibility typically produce deeper aesthetic engagement. This empirical study advances a more 
sophisticated comprehension of how educational approaches influence dance instruction's 
emotional resonance and learning results. For instructors, program designers, and organizations 
looking to improve the general caliber and influence of aesthetic education in dance, the research 
offers evidence-based suggestions.

DOI: 10.5281/zenodo.15878861