Abstract
This article explores various historical moments in the academic disciplines of dance and physical education in which “dance as art” was debated, points to various considerations in how dance is framed in educational settings, and argues for prioritizing dance offerings for all students by resisting the urge to compartmentalize dance as discretely an art form. This approach offers an opportunity for collaboration between education professionals in dance and physical education to work together to support the ideal of providing dance for all.
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