Western contemporary dance and body-mind education have engaged in a pas de deux for more than four decades. The rich interchange of somatics and dance has altered both fields, but scholarship that substantiates these ideas through the findings of twentieth-century scientific advances has been missing. This book fills that gap and brings to light contemporary discoveries of neuroscience and somatic education as they relate to dance. Drawing from the burgeoning field of “embodiment”—itself an idea at the intersection of the sciences, humanities, arts, and technologies—Body and Mind in Motion highlights the relevance of somatic education within dance education, dance science, and body-mind studies.

This rich collection of essays and interviews explores modern-dance technique training from the last fifty years. Focusing on the culture of dance, editors Melanie Bales and Rebecca Nettl-Fiol examine choreographic process and style, dancer agency and participation in the creative process, and changes in the role and purpose of training. Bringing recent writings on dance into dialogue with dance practice, The Body Eclectic: Evolving Practices in Dance Training asks readers to consider the relationship between training practices and choreographic style and content. The contributors explore how technique training both guides and reflects the art of dance. 

Contributors include Melanie Bales, Glenna Batson, Wendell Beavers, Veronica Dittman, Natalie Gilbert, Joshua Monten, Martha Myers, and Rebecca Nettl-Fiol.

Dance professionals interviewed include David Dorfman, Ralph Lemon, Bebe Miller, Tere O’Connor, and Shelley Washington.

Presenting a rich mosaic of embodied contemporary narratives in spirituality and movement studies, this book explicitly studies the relationship between spirituality and the field of Somatic Movement Dance Education. It is the first scholarly text to focus on contemporary spirituality within the domain of dance and somatic movement studies.

Dance, Somatics and Spiritualities brings together prominent authors and practitioners in order to elucidate how a wide range of sacred narratives/spiritualities are informing pedagogy, educational and therapeutic practice. As well as providing new insights and promoting creative/artistic awareness, this seminal text de-mystifies the spiritual/sacred and brings clarity and academic visibility to this largely uncharted and often misrepresented subject.