意義建構、創意、探索自我及社會，這些藝術的本質，使其與運動有明顯區隔O藝術的關鍵是想像力，藝術教育使用隱喻的語言:例如上舞蹈課時，孩童很容易就能瞭解如「飛魚」或「舞龍」的概念O但是對於舞蹈教育的「創造力」概念，則有許多分歧與不當用法，我們應該持續反覆審視課堂中的實際狀況，才能提昇學生參與創意式舞蹈課程的熱忱O教育學、教學方法、課程設計、測驗/表現架構、家長/教師/學生的期望，都會影響新加坡創意舞蹈教育的發展，本文會陸續探討這些因素O舞蹈不只帶給學生創造力、社交、健康方面的益處，身體還濃縮了人類在文化情境中的重要活動方式，也可當成學習表達的工具O學生透過舞蹈動作瞭解自己的世界，並利用非語言方式來表達思想和情感。
本文會引用如下資料:NIE教學與實踐研究中心「創意:藝術領域的再現 活動」深度研究分析計畫，配合一套特別設計的編碼系統，以及針對課堂資料的Studiocode資料分析。

The essence of the arts - meaning-making， creativity and the exploration of the self and society - define and differentiate it from sport. Imagination is the key and the language of teaching and learning in the arts is metaphoric; for instance， it is easy for young children to engage with concepts such as 'flying fish' and 'dancing dragons' in a dance lesson. However， there are many dichotomies and misnomers about the concept of 'creativity' in dance education - there is a need to constantly re-examine what actually occurs in classes to enhance student engagement and participation in creatively based dance programmes. Pedagogy， teaching methodology， curriculum， exam/performance frameworks and parent/teacher/student expectations all impinge on opportunities for creative dance education in Singapore - these components will be explored in the paper. Dance not only has creative， social and health benefits for students， the body encapsulates important information on human behavior in a cultural context and is an expressive tool for learning. Students can learn about their world through experiencing movement and communicate their thoughts and feelings in non-verbal expression.
Data from an in depth research and analysis of a NIE Centre for Research in Pedagogy and Practice project:‘Creativity: Representational Practices in Artistic Domains' incorporating a devised coding system and Studiocode data analysis of classroom data will be cited in the presentation.