ABSTRACT

This case study examined the contents and experiences of people participating in a weekly leisure dance class geared towards people with Parkinson’s disease. Using critical geragogy as a conceptual framework, we examine how the conditions of this program support lifelong learning through both the content and the learning environment. Participants performed a variety of dances in seated and standing positions. The class began with a seated warm up followed by standing exercises that eventually moved thorough space. Each session by concluded by standing or sitting in a circle where they connected with one another through a dance-based interaction. This time of physical interaction honoured and supported peer connections. Interpersonal relationships were also enriched in the ‘in-between times’ of sessions, such as the conversations before and after class. Findings from this research demonstrate how designing an accessible environment allowed for participants to move in new, unimagined ways. It also facilitated a positive space for people to feel beautiful and to meet other people who are going through similar experiences.

摘要

本案例研究调查了参加面向帕金森病患者的每周休闲舞蹈课程的人员的内容和体验。我们使用批判性教育学作为概念框架，研究该计划的条件如何通过内容和学习环境支持终身学习。参与者以坐姿和站姿表演各种舞蹈。课程以坐姿热身开始，然后是站立练习，最终移动了整个空间。每节课都以站立或坐成一个圆圈结束，他们通过基于舞蹈的互动相互联系。这次身体互动尊重并支持对等连接。在会议的“中间时间”中，人际关系也得到了丰富，比如课前课后的谈话。这项研究的结果表明，设计无障碍环境如何让参与者以新的、难以想象的方式行动。它还为人们提供了一个积极的空间，让他们感受到美丽，并结识其他经历过类似经历的人。