This paper addresses the use of dance and dance arts in primary education. The theoretical framework of this work lists important terms for understanding and using dance activities in primary education, such as dance art, elements of dance (dance improvisation, dance efforts, rhythmics) and the way dance is recognised as a creative and cognitive activity. Listed are the effects of dance on children and the competencies children gain through the practice of dance arts. Elements of dance are observed and elaborated upon in the curriculum for music culture and physical and health culture, as well as in extracurricular activities in primary education. The importance of teacher studies is also emphasised. The analysis of teacher studies lists the compulsory and optional subjects that include dance-related and dance-methodological content. The role of the teacher as such in the classroom is also explained and the competences that should be acquired in order to successfully impart knowledge and skills related to the art of dance to students are listed. The second part of the paper presents the results of empirical research conducted using the online questionnaire method on a sample (N=52) of primary school teachers in the Republic of Croatia. The aim of the research was to investigate teachers' familiarity with dance arts and the influence of dance arts on students in terms of higher and liberal education, as well as the possibility of using dance activities in primary school as part of the subject of music culture . The survey consisted of questions about the knowledge of dance art and its elements, the knowledge of the influence of dance on child development, the education of the respondents' teachers at dance level and the possibility of applying dance activities in the teaching of music culture. The research conducted suggests the need to use dance activities in music education, starting with the training of the teachers themselves. A more creative and free approach to teaching musical content is encouraged.