In embracing lingocentric educational methods, dance has reinforced dichotomous thinking and traditional dualities of mind/body and language/movement. Formal structures of critical responses to choreography have left out reflective methods that are generative, embodied, and participatory and those that challenge lingocentric methods of feedback. Using C.S. Peirce's anti-Cartesianist sign theory, this article posits that there are many pathways for experiencing and interpreting dance outside of traditional binary thinking. It then proposes that nonlinguistically based choreographic feedback methods can reflect these pathways. It outlines the methods of free-drawings, freethought tracings, and improvisational movement as ways to fulfill these pathways. By incorporating nonlinguistic responses into choreographic feedback, we can widen and enrich our students' relationships to dance and the choreographic process.