This article focuses on the need for a differentiated curriculum for classical dance courses and a curriculum for undergraduate students in the liberal education framework. It begins with a retrospective analysis of dance pedagogy with a specific focus on its evolution in ancient India and reiterates the need for modifying dance discourses in a liberal education curriculum. It discusses the issues and problems that need to be addressed to frame the curriculum to ensure knowledge flexibility in terms of connecting the training to an interdisciplinary approach. (Contains 1 figure and 2 notes.)