ABSTRACT
This chapter explores children's possibilities for learning when a dance artist is their teacher. In most cases learning is a process that both has a history linked to former experiences and is directed towards future experiences. Learning can be seen as an individual process, especially when the learning is about physical skills, but learning in a school dance project has a very strong relational dimension as the children are always engaged in social processes with others in the room social processes they experience as being different from when they have group work in the classroom. In some countries the body is 'moving' more into broad areas of education, and dance is an area that can contribute to learning generally as a way of working with body consciousness and relations through creative processes m skills and knowledge that are useful to anyone, anywhere.
