The thesis aims to raise practical and philosophical problems which bear upon dance and the arts in education. Resolutions for these problems are sought so that the clear nature and role of dance can be established. A case is made for the importance of including dance in the curriculum. Suggestions are given concerning an appropriate way to approach the development and programming of dance in education. Problems connected with dance include confusion of terminology, adverse societal attitudes, confused methodology springing from the traditional placing of dance in the physical education arena and misinterpretation of related concepts such as creativity and expression. More serious and deep rooted problems centre around the notions that dance is a subjective activity and therefore cannot be criticised or evaluated and that dance has no knowledge content and thus is unimportant in education. A five strand approach to the development of dance is suggested. The student is required to study the aspects of artist, critic, historian and aesthetician. An added dimension is that of society involvement which seems a two way interchange between the dancer and the community.