In spite of the general benefits gleaned from dance practice, the specifics of
dance content (the curriculum) rarely are reported in full in the science literature.
This paper reports one teacher’s action research in building a class series in modern
dance for adults with Parkinson disease and their spouses. The teacher strives
to flesh out the philosophical underpinnings and justify the movement content
chosen for a mixed group of newcomers to modern dance. Entering into a
research collaboration has afforded me the chance to rethink what dance is and
why it is such a powerful tool that allows people – even those with degenerative
diseases – to find ways to succeed in generating movement. When designing a
dance class for adults with special needs that arise from PD, a basic question that
helped spawn my movement content was, what elements should be incorporated
that best help participates generate movement on their own – movements that balance
physical risk-taking with safety in learning – so that the participant’s curiosity
and potential grow and are sustained over time? My inquiry into this basic
question is reported here