This Digest introduces dance as an art form characterized by use of the human body as a vehicle of expression. Organized into three sections, the first examines the rationale for dance programs in education, presenting opportunities for development of critical thinking and analytical skills; cooperation and teamwork; self-expression and self-esteem; organization and problem solving; cultural literacy; and communicating emotions through movement. Section 2 discusses the status of dance education. Fifteen states have developed dance curriculum guidelines. Many of the curriculum guides contain specific content, goals, objectives, and limited measurable outcomes for such areas as techniques for social, modern, and ethnic dance; aesthetic perception; kinesthetic sense; creative expression; choreography; and dance criticism. In elementary and secondary schools dance is usually taught as part of the physical education curriculum by physical educators. A number of magnet programs, located throughout the country, draw students because of a special interest or ability. The final section, on issues in dance education, addresses professional preparation; teacher certification; multiculturalism in dance education; and research needs. (LL)