The inclusion of creative dance in the education curriculum has been variously justified in terms of its value as art, as movement, as therapy, and as a component of an integrated curriculum. Although creative dance is currently justified in different curricula for contra- dictory and ambivalent reasons, there is a need for an unambiguous inclusion of creative dance as a legitimate art form in the curriculum. I evaluate the various justifications for creative dance as movement, therapy, integration, and art and examine how these thwart or do not thwart the need for an unambiguous inclusion of creative dance as an art form. Pour justifier l’intégration de la danse créative dans les programmes scolaires, on invoque sa valeur comme art, comme ...