The purpose of this study is to examine children's cognition within the creative process in dance and to examine how dance making affects cognitive development in children. Data on children's thinking were gathered from fifth graders participating in an artist-in-residence program in a public school in Pennsylvania. Both the inquiry and the data analysis were guided by a qualitative research approach in the tradition of phenomenography. In addition to identifying 27 discrete cognitive strategies that children used in creating dance, the study conclusions highlight the importance of group thinking to achieve maximum cognitive activity from dance making. The discussion section also examines pedagogical practices that bring out the cognitive benefits of dance making. (Contains 3 figures and 5 notes.)