Dancing to Wellness in the Studio: Reflections on Adult Dance Practice and Pedagogy

Abstract

Adult dancers may begin dancing later in life or continue a lifelong practice from youth. Regardless of the motivations that inspire participation, engaging in dance classes offers multiple physical and mental health benefits that support wellness as we age. These benefits may be closely interconnected from both the dancer’s and the teacher’s perspectives. In this article, the authors, a maturing recreational ballet dancer and a dance pedagogue, use Donald Schön’s (1991) reflection-in-action and reflection-on-action framework to explore their experiences of dancing while aging. Their reflections reveal a shared love of dance and show that for learners and teachers, social connections and acceptance of aging selves serve as gateways to safety and well-being in the studio. The sense of safety and well-being, in turn, manifests as feelings of belonging, self-worth, and profound joy. This suggests that encouraging maturing dancers and teachers to engage in structured critical reflection can support physical, cognitive, social, and emotional well-being as we age.