The Arts · Grade 8 · Movement and Metaphor · Term 2

Cultural Appropriation in Dance

Students will discuss the ethical considerations of performing or adapting traditional dances from other cultures, focusing on respect and authenticity.

• Ontario Curriculum Expectations
• DA:Cn11.1.8a
• DA:Re9.1.8a

About This Topic

Cultural appropriation in dance requires students to examine ethical issues when adapting or performing traditional dances from other cultures. They learn to differentiate cultural appreciation, which involves respectful study and context, from appropriation, which exploits elements without permission, understanding, or credit. This topic supports Ontario Grade 8 dance expectations in connections (DA:Cn11.1.8a) and responding (DA:Re9.1.8a), as students explain differences, evaluate choreographers' responsibilities, and justify adaptations that retain original meaning.

Within the Movement and Metaphor unit, discussions build students' cultural awareness and critical thinking. They consider how dances convey metaphors across cultures and the impact of misrepresentation on communities. This prepares them for collaborative arts practices in diverse settings, emphasizing consent, authenticity, and collaboration with cultural knowledge keepers.

Active learning excels with this topic because role-plays and debates let students experience ethical dilemmas firsthand. They practice articulating positions, listening to peers from varied backgrounds, and refining judgments through dialogue, which deepens empathy and makes nuanced concepts stick.

Key Questions

1. Explain the difference between cultural appreciation and cultural appropriation in dance.
2. Evaluate the responsibility of a choreographer when incorporating elements from another culture's dance.
3. Justify when a traditional dance can be adapted for a contemporary stage without losing its original meaning.

Learning Objectives

• Compare and contrast the concepts of cultural appreciation and cultural appropriation within the context of dance performance.
• Evaluate the ethical responsibilities of choreographers when drawing inspiration from traditional dances of other cultures.
• Justify criteria for adapting traditional dances for contemporary stages while preserving original cultural meaning and significance.
• Analyze case studies of dance works to identify instances of respectful adaptation versus appropriation.

Before You Start

Elements of Dance

Why: Students need a foundational understanding of dance elements like space, time, and energy to analyze and discuss choreographic choices.

Introduction to Cultural Studies

Why: Basic knowledge of what culture is and how it is expressed through various art forms will help students grasp the nuances of appropriation versus appreciation.

Key Vocabulary

Cultural Appropriation	The adoption or use of elements of a minority culture by members of the dominant culture, often without understanding, permission, or credit, and sometimes in a disrespectful way.
Cultural Appreciation	Engaging with another culture in a respectful way, involving learning about its history, context, and significance, and giving credit where it is due.
Authenticity	The quality of being genuine and true to its origins, referring to the faithful representation of a dance's cultural context and meaning.
Choreographer	A person who plans and arranges the movements and steps in a dance, especially one who creates dances.

Watch Out for These Misconceptions

Common Misconception

All cultural borrowing in dance is appropriation.

What to Teach Instead

Appreciation involves deep learning, permission, and credit, while appropriation lacks these. Role-plays help students test scenarios and see nuances, as they negotiate from different viewpoints and build consensus on respectful practices.

Common Misconception

Traditional dances cannot be adapted for modern stages.

What to Teach Instead

Adaptations succeed when they honor origins and add meaningful layers. Gallery walks of examples let students analyze successes and failures, clarifying criteria through peer discussion and visual evidence.

Common Misconception

Giving credit alone makes any use ethical.

What to Teach Instead

Credit is necessary but insufficient without cultural consultation. Debates expose this gap, as students argue positions and encounter counterpoints, fostering deeper understanding of ongoing responsibilities.

Active Learning Ideas

Debate Circles: Appreciation vs Appropriation

Present scenarios like a school show using powwow steps without Indigenous input. Divide class into pro/con circles; each student speaks once per round, then rotates positions. Conclude with whole-class synthesis of key agreements.

45 min·Small Groups

Gallery Walk: Dance Controversies

Display 6-8 posters of real cases, such as Beyoncé's use of Indian dance or ballet's blackface history. Groups visit stations, note ethical issues, and propose respectful alternatives. Regroup to share findings.

50 min·Small Groups

Choreographer Role-Play: Ethical Decisions

Assign roles: choreographer, cultural elder, performer, audience member. Groups pitch a fusion dance incorporating another culture's elements; others provide feedback on respect and authenticity. Revise pitches based on input.

40 min·Small Groups

Peer Critique Stations: Adapted Dance Clips

Show short videos of traditional vs adapted dances. At stations, pairs evaluate on a rubric for respect, context, and meaning preservation, then swap feedback with another pair.

35 min·Pairs

Real-World Connections

• Professional dance companies, such as those performing contemporary ballet or modern dance, often grapple with incorporating global dance influences. For example, a choreographer might research West African dance forms to inspire a new piece, needing to consult with cultural experts to ensure respectful representation.
• The National Ballet of Canada or the Royal Winnipeg Ballet might stage a production that draws on folklore from various cultures. The artistic director and choreographers must consider how to present these traditions authentically, avoiding stereotypes and acknowledging the source communities.

Assessment Ideas

Discussion Prompt

Present students with two short video clips of dance performances: one clearly appropriative, the other a respectful adaptation. Ask: 'What specific elements in each performance lead you to believe it is appropriation or appreciation? What questions would you ask the choreographers if you could?'

Exit Ticket

On an index card, have students write one sentence defining cultural appreciation in dance and one sentence defining cultural appropriation in dance. Then, ask them to list one question they still have about this topic.

Quick Check

Provide students with a scenario: 'A choreographer wants to create a piece inspired by traditional Indigenous Pow Wow movements but has no direct connection to Indigenous communities.' Ask students to write two bullet points outlining the choreographer's ethical responsibilities in this situation.

Frequently Asked Questions

What is the difference between cultural appreciation and appropriation in Grade 8 dance?

Appreciation means studying a dance form respectfully, with context and permission from its cultural source, often collaborating with practitioners. Appropriation uses elements superficially, ignoring origins for personal gain. In class, students use rubrics to assess examples, building skills to identify both in choreography.

How can teachers address cultural appropriation sensitively in dance class?

Start with ground rules for respectful dialogue, invite guest artists from affected cultures, and use diverse examples. Frame discussions around shared artistic values like authenticity. This creates a safe space for students to share personal connections without judgment.

What are examples of ethical dance adaptations from other cultures?

Martha Graham adapted Native American motifs with input from communities, preserving spiritual essence. Contemporary fusions like Akram Khan's Giselle blend kathak respectfully. Students evaluate these via critiques, learning adaptation principles like collaboration and meaning retention.

How can active learning help teach cultural appropriation in dance?

Activities like role-plays and debates immerse students in ethical dilemmas, letting them voice perspectives and respond to peers. This builds empathy as they defend choices and revise based on feedback. Hands-on analysis of clips or cases makes abstract ethics concrete, improving retention and application to their own work.