Dance in Music Education: how to educate from a "deformed" curriculum?

Music and Dance appears for the first time in Spain as an area of Artistic Education in Primary Education regulated by the LOMLOE. The main objective of this study is to describe and compare the contents on movement and dance established in the national and regional regulations for Primary Education. The method is characterised by a documentary analysis with a mixed methodology combining qualitative and quantitative analysis. The sample consisted of 19 curricula, including the Royal Decree 157/2022 and the 18 regulatory documents that establish the Primary Education curriculum in the autonomous communities and cities. The information was collected using an ad hoc instrument with four categories of analysis. The results show that some regions completely reproduce the state curriculum and others decide to modify it in different ways, either by including new sections or aspects not included in the Royal Decree, or by making changes in the curricular elements of which it is composed. In addition, a classification of inaccuracies or inconsistencies detected in the contents of movement and dance is presented, as well as a description of the most relevant positive aspects that the autonomous communities and cities have incorporated into their own regulations.