Abstract
Dance is not prioritized in our official plans and curriculum (L-06) for Norwegian primary education, even though dance has become generally more recognized in society at large. If dance is going to have a future in Norwegian primary education, dance as a subject needs to be defined, delimited and verbalized (Nordaker 2010). An important component of this is to define qualities and criteria salient when setting achievement goals for the subject. In this article a subset of criteria for use when teaching creative dance are suggested to accommodate this. The criteria are empirically grounded and can work as a starting point for further research on criteria for teaching and assessing dance in primary education. A starting point for the study was the School of Contemporary Dance (SCD) project “My Body”, an individual assignment set for all the students at the school at the time. The article is a spin-off and continuation of my master’s thesis (Eliassen 2007a).