“I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning

Abstract

Purpose The purpose of this study is to examine playful practices in the science video composition of a fourth-grader. Design/methodology/approach With 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. Findings The authors identified how muchness manifested in/through her compositional play. Originality/value The potential of playful composing and dramatizing to support meaning-making across contexts and disciplines is discussed.