Technological Empowerment and Subject Integrity: Fostering Originality and Constructing Ethical Norms in AI-Assisted Dance Choreography Pedagogy
Abstract
Artificial intelligence is deeply involved in dance choreography, and it has impacted the traditional logic of creation and brought about problems such as the dissolution of student subjectivity, originality problems, and ethical anomie. This study aims to explore how to hold on to creative subjectivity under technological empowerment, to cultivate original ability, and to construct ethical norms. The study uses a method that combines literature review, classroom observation, and action research; it defines the boundaries of concepts, diagnoses the typical problems of AI involvement in teaching, and revises the teaching plan through pilot iteration. The results show that although AI has expanded the boundaries of creation, it has also led to "prompt-first," the homogenization of works, and integrity risks. On this basis, this study proposes three results: first, reconstructing the "three-stage progressive" teaching model and establishing the order of bodily experience first, AI placed later, and reverse verification; second, designing a "four-node" embedded ethics module that covers the key links of the whole creation process; third, building a process-based evaluation system in which the human-machine division of labor is visible, and bringing the personal character of body vocabulary and the critical handling of AI output into scoring. The conclusion holds that the core issue lies in "how to use" rather than "whether to use." Only when technology and the subject constrain each other can compound choreography talents be cultivated. The course system proposed in this paper can provide a promotable model for the "AI+" teaching reform of the dance major.
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