Abstract
PurposeThe purpose of this study is to examine playful practices in the science video composition of a fourth-grader.Design/methodology/approachWith an analytic interest in “chasing the theory of muchness” (Thiel, 2015a) that describes distinctive moments of affective energies in playful learning, the authors explored a child’s video in which a food chain is dramatized.FindingsThe authors identified how muchness manifested in/through her compositional play.Originality/valueThe potential of playful composing and dramatizing to support meaning-making across contexts and disciplines is discussed.
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