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

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...

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Bibliographic Details
Published in:English Teaching: Practice and Critique 2023-06, Vol.22 (2), p.163-176
Main Authors: Woodard, Rebecca, Diaz, Amanda R., Phillips, Nathan C., Varelas, Maria, Kotler, Rebecca, Tsachor, Rachelle Palnick, Rock, Ronan, Melchor, Miguel
Format: Article
Language:English
Subjects:
Activity Units
Creativity
Digital Literacy
Drama
Ecology
Elementary Education
Elementary School Science
Elementary School Students
Elementary Schools
Film Production
Food
Grade 4
Learning
Literacy
Literary Genres
Literature Reviews
Multimedia Materials
Opportunities
Pandemics
Performing arts
Popular culture
Schools
Science education
Science Instruction
Scientific Concepts
Semiotics
Students
Theater
Units of Study
Video Technology
Young Children
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Summary: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.
ISSN:1175-8708
2059-5727
1175-8708
DOI:10.1108/ETPC-08-2022-0101