Abstract
This article refers to an investigative study of a design in a creative project at Estetiska programmet Dans at an upper secondary school. The didactic choices, tools and methods used in the project was analysed from a designforlearningperspective. The study was exploring how a design in an artistic collaborative process can provide knowledge development in an artistic process. The data was analysed by using the vocabulary of Staffans Selander (2017), such as dialogical approach, domain specific knowledge, and meaningful context. The result shows that Value Clarification/Rundan as a method in combination with deliberative conversation can provide and develop knowledge in creating dance as well as a practice in deliberative democracy.