Grade by Grade
A. Dance / C. Music · Music and Dance

Dance: Dance in the Media and Who You Are

A3.2 A2.1 A2.3About 40 minutes
Learning goals
  • I can identify ways that dance and the way it is shown in the media can influence a person's character and sense of identity.
  • I can ask critical questions about dance in the media: who made it, who is shown, who is missing, and what was edited.
  • I can recognize positive influences (role models, belonging, pride) and harmful ones (stereotypes, unrealistic bodies, pressure).
  • I can reflect on my own identity as a dancer and audience member.

Words to know

identity
Who you are: your values, interests, culture, and how you see yourself.
character development
How a person's values, habits and personal qualities grow over time.
depiction
The way something or someone is shown, for example in a film, show or video.
representation
Who is shown in the media and how. Good representation shows many kinds of people fairly.
stereotype
An oversimplified idea that all people in a group are the same.
role model
Someone whose actions inspire others to copy them.

Remember from Grade 6

In Grade 6 you looked at how pop culture and the media shape which dances we know and how camera work, editing and credit change what we see.

This year the question goes deeper: how can dance and the way it is shown in the media influence who you become: your character and your sense of identity?

How dance in the media can shape us

Positive influences

  • Role models: seeing dancers practise for years can teach perseverance, discipline and teamwork.
  • Belonging: online dance communities and local dance groups can help people find friends who share their interests.
  • Pride and representation: seeing people who look like you, or who share your culture, dancing on screen can build pride and show what is possible.
  • Self-expression: media can introduce new styles you might love.

Harmful influences

  • Stereotypes: for example, the idea that "dance is only for girls", or that only one body type can dance.
  • Unrealistic images: videos can be edited, filtered and re-shot many times. Comparing yourself with them can hurt confidence.
  • Pressure: chasing likes or going viral can push people to copy trends instead of expressing themselves, or to share more than is safe.
  • Missing people: if some cultures or kinds of dancers are rarely shown, viewers may feel they don't belong.
what you see:one “perfect” clipTake 1slippedTake 2off the beatTake 3giggled...Take 14keep it!what happened (an example):+ slow motion, + a filter, + the best 15 seconds cut out of 20 minutesEditing can make dance look effortless.
One short dance clip can hide many failed takes, slow motion and filters. Comparing your first try with someone else’s fourteenth take is not a fair comparison.
Critical questionWhy it matters
Who made this, and why?A company may want to sell something; a creator may want views.
Who is shown? Who is missing?Representation affects who feels they belong in dance.
What was edited or staged?Slow motion, many takes and filters can make dance look effortless or "perfect".
What message does it send about bodies, gender or culture?Repeated messages can shape what people believe about themselves and others.
How does it make me feel, and why?Noticing your feelings helps you choose media that is good for you.
Five questions for viewing dance in the media critically.

Staying safe online

  • Never share your full name, school or location in a dance video.
  • Ask a grown-up before posting, and use private settings.
  • Remember that people you meet online may not be who they say they are.
  • It is okay to dance just for fun, without posting anything.
Worked example

Example: Let's analyse a dance competition show

Imagine a TV dance competition. The judges praise one dancer for being "fearless" after she tries a hard trick and falls, then gets up and finishes. Another contestant is mocked for crying. Almost all the dancers have the same body type. Let's analyse how this could influence viewers' character and identity.

  1. Positive: praising a dancer for getting up after a fall models resilience and courage.
  2. Harmful: mocking someone for crying sends the message that showing feelings is weak.
  3. Representation: if almost all dancers have one body type, viewers with other body types may think dance isn't for them.
  4. Who made it and why: TV shows are edited to create drama for ratings, so the moments chosen may not show the whole story.
  5. Conclusion: The show can inspire perseverance, but it can also teach viewers to hide feelings and to doubt their bodies.

Media can influence character in more than one direction at once. A critical viewer notices both.

Worked example

Example: Let's reflect on our own dance identity

Jordan writes a reflection about how media has shaped his dancing.

  1. Influence: I started breaking because I saw videos of b-boys. They made it look cool, and that got me practising.
  2. Character: Practising freezes taught me patience. I fell a lot before I could hold one.
  3. Identity: At first I thought dance wasn't for boys, because of comments online. Seeing breakers changed my mind.
  4. Growth (as a dancer and audience member): I want to stop comparing myself with edited videos, and learn where breaking came from so I can respect its history.

Jordan connects media → character (patience) → identity (dance is for him), and sets goals as a dancer and audience member.

Mediab-boy videosgot him startedCharacterpatience fromfalling and tryingIdentity“dance is forme too”Growthstop comparing;learn the history
Jordan’s reflection as a chain: what he saw in the media shaped his character, which changed his identity, which led to new goals.
Just for fun

Fun fact: the word choreography comes from two Greek words meaning “dance” and “writing”. So your dance media diary is a bit of dance-writing about dance-writing! ✍️

Hands-on activity

Dance media diary

You need: paper and a pencil, and a grown-up to help choose videos.

  1. For two or three days, note any dance you see in the media (ads, shows, music videos, games, social media with a grown-up).
  2. For each, answer two critical questions from the table.
  3. Find one example of a positive influence and one harmful one.
  4. Look for a dance video by dancers whose culture, age, gender or body is different from what you usually see. What did you learn?
  5. Write three sentences: Dance in the media has shaped me by... It has helped me... I want to...

Your turn

1

What does identity mean?

2

Give one positive way dance in the media can influence character.

3

Give one harmful influence.

4

What is a stereotype? Give an example from dance.

5

Why can comparing yourself with dance videos be unfair to yourself?

6

Name two critical questions to ask about a dance video.

More practice: warm-up

1

What is a role model?

2

What is representation?

3

Is it safe to share your school's name in a public dance video?

4

Can a single dance video have both positive and harmful messages?

5

Name one character quality that practising dance can build.

More practice: on your own

1

A music video shows only dancers of one body type. How could this affect a young viewer's identity?

2

How could seeing an Indigenous dance company on TV affect a First Nations, Métis or Inuit young person?

3

A friend feels bad because her dance video got few likes. What would you say?

4

Why might a TV dance show be edited to show arguments?

5

Write a goal for yourself as a dance audience member.

Challenge

1

Argue whether dance on social media does more good or harm to young people's identity. Give two pieces of evidence for your side and one for the other side.

2

Explain how a stereotype in the media could change someone's character development, not just their opinion.

3

Design a short public service video idea that uses dance to build positive identity. Who is shown and what message does it send?

Check your understanding

Quiz

1.

Identity means ___.

2.

Which is a stereotype?

3.

Why might a dance video look "perfect"?

4.

Which is a positive influence of dance in the media?

5.

Which is the safest choice when making a dance video?

6.

"Who is shown and who is missing?" is a question about ___.

For parents and teachers

Big idea: Students identify ways in which dance and its depictions in the media may influence a person's character development and sense of identity (A3.2), construct interpretations (A2.1), and reflect on themselves as dancers and audience members (A2.3).

How to help at home:

  • Watch a dance show or video together and ask the five critical questions from the lesson.
  • Talk openly about body image and comparison. Remind your child that what they see is often edited.
  • Supervise social media. Many platforms have minimum age rules; please check them and use privacy settings.

Sensitive topics: this lesson touches on body image and online safety. If your child seems worried about their body or about online comments, listen, reassure, and contact the school or a health professional if needed.

Common difficulties:

  • Seeing media as all good or all bad. Encourage "both/and" thinking.
  • General answers ("It's bad"). Ask for a specific example and its effect.