The present study has the purpose of exploring changes in emotional intelligence (perception and expression of emotion, empathy and control of emotion) of the second graders of elementary school who were assigned to the control group (group of Pleasant Life class) and the experimental group (group of integrated art education - dance class) and were given lesson once every week for 17 weeks. For this purpose, a pre-test was performed before the class started, an intermediate test after the 8th class and, finally, a post-test after the 17th class, respectively. The findings from the test and analysis could be summed up as follows: First, perception of emotion continued to increase in the experimental group each time measurement was made. A significant difference started to appear from the measurement after the 8th week of class and continued to rise thereafter. In the control group, however, there was statistically significant difference neither after the 8th week nor after the 17th week of class. Second, expression of emotion, empathy and control of emotion were found to increase continuously at each test in the experimental group with significant difference starting to come forth rather after the 17th session of class than before the program started. Whereas, in the control group, no statistically significant difference was visible either after the 8th week of class or after the 17th week. Third, in general, the experimental group marked continued progress at each test, showing more significant difference from the 17th test than before the start of the program. The control group, however, showed no statistically significant difference either after the 8th week or after the 17th week. As it became evident from the above experiment that the integrated art education for dance has positive effects on emotional intelligence (perception and expression of emotion, empathy and control of emotion), it seems very desirable to provide elementary school students with chances for integrated art education with a focus on dance to enable them to lead positive school life maintaining by thus good relation with peers and ability for their self control. It is particularly advisable to apply dance-oriented integrated art education to the students with emotional defects since greater effects were recorded in empathy and control of emotion from the test. Moreover, it would be also possible to conduct「the class for integrated art education - dance for elementary school」, a model used in this study, in conjunction with the「Pleasant Life」, present curriculum for the second graders of elementary school.