Activity 01
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.
Explain the difference between cultural appreciation and cultural appropriation in dance.
Facilitation TipDuring Debate Circles, assign roles in advance (e.g., cultural custodian, choreographer, audience member) to ensure diverse perspectives are heard and structured arguments are developed.
What to look forPresent 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?'
AnalyzeEvaluateCreateSocial AwarenessRelationship Skills
Generate Complete Lesson→· · ·
Activity 02
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.
Evaluate the responsibility of a choreographer when incorporating elements from another culture's dance.
Facilitation TipFor the Case Study Gallery Walk, place controversial examples side by side so students notice patterns in how respectful adaptations honor origins, while appropriative works often strip context for spectacle.
What to look forOn 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.
UnderstandApplyAnalyzeCreateRelationship SkillsSocial Awareness
Generate Complete Lesson→· · ·
Activity 03
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.
Justify when a traditional dance can be adapted for a contemporary stage without losing its original meaning.
Facilitation TipIn the Choreographer Role-Play, give students a simple decision tree to follow when negotiating ethical dilemmas, which helps them slow down and consider multiple consequences before acting.
What to look forProvide 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.
AnalyzeEvaluateCreateSocial AwarenessRelationship Skills
Generate Complete Lesson→· · ·
Activity 04
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.
Explain the difference between cultural appreciation and cultural appropriation in dance.
Facilitation TipAt Peer Critique Stations, require students to reference specific choreographic choices (e.g., costume, music, movement vocabulary) when evaluating adaptations, not just personal opinions.
What to look forPresent 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?'
AnalyzeEvaluateCreateSocial AwarenessRelationship Skills
Generate Complete Lesson→A few notes on teaching this unit
Teachers should begin by acknowledging students’ existing knowledge and experiences with dance, as many have participated in cultural dances without understanding their significance. Avoid framing this topic as a binary between right and wrong; instead, emphasize the importance of ongoing learning, consultation, and accountability. Research shows that students are more receptive to these ideas when they see clear connections to their own creative practices and future responsibilities as artists or audience members.
Students will confidently articulate the differences between cultural appreciation and appropriation in dance, using evidence from their analyses and role-plays to justify their reasoning. They will identify key ethical responsibilities for choreographers and propose solutions that center cultural integrity and respect.
Watch Out for These Misconceptions
During Debate Circles, watch for students who claim 'All cultural borrowing in dance is appropriation.'
Redirect them to the criteria for appreciation by asking, 'What if a dancer spent years studying with a cultural mentor, learned the history, and shared profits with the community? Would that still count as appropriation? Use the debate structure to test this scenario and see how context changes the outcome.'
During the Case Study Gallery Walk, watch for students who say 'Traditional dances cannot be adapted for modern stages.'
Have them revisit the gallery walk examples and identify at least one adaptation that successfully blends tradition with innovation. Ask, 'What specific elements did the choreographer keep to honor the original dance? How did they add new layers without distorting meaning?'
During Debate Circles, watch for students who believe 'Giving credit alone makes any use ethical.'
Use the debate to stage a challenge where a choreographer credits the source but still performs sacred movements in a commercial context. Ask students to argue whether credit alone is sufficient, and encourage them to consider what additional actions demonstrate respect.
Methods used in this brief