Learning Goals

By the end of this lesson, students will be able to…

  • Differentiate between Cultural Appropriation and Cultural Appreciation
  • Examine the impact of colonization and systemic oppression on dance traditions 
  • Create short movement pieces that honour origins rather than replicate and borrow from cultures that they are not a part of
  • Reflect on how to approach dance practices ethically and respectfully
  • Understand how dance is influenced by social, political and historical contexts
Materials
  • Chart paper
  • Markers
  • Projector
  • Devices to access the internet
  • Music
  • Music system
  • Appendix 5 Dance Exploration Assignment
  • PDF #7 Dance Style Exploration Rubric
  • Appendix 6/PDF #8 Memory Creation Assignment and Rubric
Terminology

Minds On

Whole Class > Why Do We Dance? 

Begin with a class discussion.

Questions for Discussion:
  • Why do we dance? 
  • Where do we see dance? 
  • What is the difference between Cultural Appropriation and Cultural Appreciation?

Using their dance journals, students define and provide examples of power, privilege, origin, cultural appropriation, cultural appreciation, anti-colonialism, and anti-oppression.

Action

Pairs > Dance Style Exploration

With a partner, students will explore the history of one dance style (e.g., Powwow, Hip Hop, Kathak, Capoeira, Belly Dancing, Hula, Metis Jigging, Vogueing, etc.) See Appendix 5 Dance Exploration Assignment.

Encourage students to focus on its origins, purpose, social/political use and evolution, as well as how their style has been misused, erased or celebrated and why it is important to learn about this style.

Important Note: Students are not being asked to learn or imitate the movement, but rather learning about the significance of it, and to reflect upon it. 

Pairs > Exploration Presentations 

Students share their explorations with the class.

Whole Class > Discussion

After the presentations are completed, invite the class to discuss their research.

Questions for Discussion:
  • What did you learn from your research?
  • What stood out to you from other presentations?
  • Why is it important to respect the cultural roots of dance?

Individually > Memory Creation 

Ask students to work individually, to create a short movement phrase (about a minute) that expresses a personal, family or community story. See PDF #8 Memory Creation Assignment and Rubric. Remind students that they should not use moves from a culture unless it is their own culture. Movements should be original. Encourage students to think about the elements of dance and choreographic forms. Remind them of the power of stillness. Music choices should support the tone of their story. Give the students time to practice and prepare for their presentations.

Alternatively, this could be done in pairs or small groups.

Variation: Provide the assignment details digitally using Appendix 4 Memory Creation Assignment.

Whole Class > Presentations

Note: If this lesson spans more than one day, you will need to give the students approximately 10 minutes to review and prepare before presenting their memory creations for the class.

Share memory creation dance pieces with the class.

Consolidation

Individually > Journal Debrief 

Upon the completion of their presentations, students will reflect in their journals.

Questions for Reflection:
  • Thinking back to yesterday, what surprised you about the style that you explored or that of another group?
  • What do you want to learn more about?
  • How do you ensure respect when learning about dance cultures that you are not a part of?
  • What story did you tell through dance, and how did you ensure your meaning?
  • How does dance teach us about identity?
Assessment for Learning (AfL)
  • Anecdotal notes
  • Diagnostic questioning
  • Definitions
Assessment as Learning (AaL)
  • Reflective journal entry
  • Peer Feedback
  • Self-assessment
Assessment of Learning (AoL)
  • PDF #7 Dance Style Exploration Rubric
  • PDF #8 Memory Creation Assignment and Rubric
  • Journal entry