The primary objective of this study is to explore the meaning of ‘teaching dance well’ and the practice patterns in school arts dance classes from the perspective of developing dance literacy. To address these issues teaching artists(n=10) who join the teaching artists in school program were recruited. Data were collected through in-depth interviews, self-reflection journals, pictures, videos, etc. The collected data were analyzed through description, analysis and interpretation. The findings are as follows: first, the meaning of ‘teaching dance well’ is the educational content and method in art dance classes, and it consists of ①fixed movement: memorizes standardized movements according to the dance genre, ➁structured movement: recombines the movement elements in dance variations, ➂ modified movement: creates a new movement ➃liberated movement: reflexively triggered by feelings and emotions. Second, four practice patterns of art dance classes were found: ①sensitivity type, ➁expression type, ➂harmonizing type ➃enjoying type. Accordingly, students showed changes in the surface and interior aspects, and formed the ability to enjoy dance in various ways. Based on this, we discussed that to lead the development of dance literacy, a core dance experience for each educational content must be provided. Also, according to the three appearance of dance education, dance literacy should be cultivated intentionally and from a long-term perspective.