Cultural Appropriation in DanceActivities & Teaching Strategies
Students grasp the gravity of cultural appropriation in dance best when they engage directly with complex ideas rather than passively receive information. Active learning invites students to confront their own assumptions through dialogue, analysis, and perspective-taking, which builds the critical thinking required to distinguish between respectful appreciation and exploitative appropriation.
Learning Objectives
- 1Compare and contrast the concepts of cultural appreciation and cultural appropriation within the context of dance performance.
- 2Evaluate the ethical responsibilities of choreographers when drawing inspiration from traditional dances of other cultures.
- 3Justify criteria for adapting traditional dances for contemporary stages while preserving original cultural meaning and significance.
- 4Analyze case studies of dance works to identify instances of respectful adaptation versus appropriation.
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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.
Prepare & details
Explain the difference between cultural appreciation and cultural appropriation in dance.
Facilitation Tip: During Debate Circles, assign roles in advance (e.g., cultural custodian, choreographer, audience member) to ensure diverse perspectives are heard and structured arguments are developed.
Setup: Chairs arranged in two concentric circles
Materials: Discussion question/prompt (projected), Observation rubric for outer circle
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.
Prepare & details
Evaluate the responsibility of a choreographer when incorporating elements from another culture's dance.
Facilitation Tip: For 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.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
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.
Prepare & details
Justify when a traditional dance can be adapted for a contemporary stage without losing its original meaning.
Facilitation Tip: In 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.
Setup: Chairs arranged in two concentric circles
Materials: Discussion question/prompt (projected), Observation rubric for outer circle
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.
Prepare & details
Explain the difference between cultural appreciation and cultural appropriation in dance.
Facilitation Tip: At Peer Critique Stations, require students to reference specific choreographic choices (e.g., costume, music, movement vocabulary) when evaluating adaptations, not just personal opinions.
Setup: Chairs arranged in two concentric circles
Materials: Discussion question/prompt (projected), Observation rubric for outer circle
Teaching This Topic
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.
What to Expect
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.
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- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
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Watch Out for These Misconceptions
Common MisconceptionDuring Debate Circles, watch for students who claim 'All cultural borrowing in dance is appropriation.'
What to Teach Instead
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.'
Common MisconceptionDuring the Case Study Gallery Walk, watch for students who say 'Traditional dances cannot be adapted for modern stages.'
What to Teach Instead
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?'
Common MisconceptionDuring Debate Circles, watch for students who believe 'Giving credit alone makes any use ethical.'
What to Teach Instead
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.
Assessment Ideas
After Peer Critique Stations, show the same two video clips from the Case Study Gallery Walk and ask students to apply their criteria one final time. Have them write a paragraph explaining whether their initial assessment changed and why, using specific examples from their critiques.
After Choreographer Role-Play, have students complete an index card with one sentence defining cultural appreciation and one sentence defining cultural appropriation. Then, ask them to list one ethical responsibility they would emphasize if they were a choreographer adapting a traditional dance.
During Debate Circles, provide the scenario about the choreographer inspired by Pow Wow movements. Ask students to write two bullet points outlining the choreographer's ethical responsibilities and hand them in before the debate begins. Use these to identify misconceptions early.
Extensions & Scaffolding
- Challenge students to research and propose an alternative adaptation for a controversial dance clip that aligns with ethical guidelines they developed in the role-play activity.
- Scaffolding: Provide sentence starters for students who struggle with articulating distinctions, such as 'This performance shows appreciation because...' or 'This performance feels appropriative because...'.
- Deeper: Invite a local dance practitioner from the cultural tradition being studied to join a Q&A session, allowing students to ask specific questions about respectful engagement and responsible adaptations.
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. |
Suggested Methodologies
More in Movement and Metaphor
Elements of Movement: Space, Time, Energy
Students will explore the fundamental elements of dance, understanding how space, time, and energy are manipulated to create expression.
2 methodologies
Body Awareness and Control
Students will engage in exercises to improve body awareness, flexibility, strength, and coordination, essential for expressive movement.
2 methodologies
Gesture and Symbolic Movement
Students will explore how individual gestures and movements can be used to represent abstract concepts, emotions, or narratives.
2 methodologies
Choreographic Devices: Repetition and Contrast
Students will learn how choreographers use repetition, contrast, and variation to develop themes and create dynamic interest in a dance.
2 methodologies
Choreographic Devices: Canon and Unison
Students will explore how unison and canon (overlapping movements) are used to create unity, complexity, and visual interest in group choreography.
2 methodologies
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