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This study investigates the curriculum practices of two experienced middle school dance educators. Drawing on literature in semiotics, curriculum theory, multicultural education, and dance education, this research situates the teachers as curriculum creators and investigates their lived experiences in dance education with particular attention to the ways they facilitate multimodal semiosis, or the process of meaning-making through multiple types of signs, in their classes. Using a qualitative case study approach, this dissertation addresses the question: How do dance teachers engage in and promote an embodied process of multimodal semiosis through their enactment of dance education curriculum? To artfully describe the lived experiences of dance educators, data is first presented in the form of narrative portraits depicting the dance teachers as educators and artists within their curriculum work. Interpretations and analysis of their work are then offered, addressing themes such as the overall structure and sequence of their curricula, the influences on their processes of creating curriculum, and the role of particular type