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The focus of this article is to give insights into how videography and phenomenological philosophy and methods (GENDLIN, 1997; TODRES, 2007; SHEETS-JOHNSTONE, 1999; VAN MANEN, 1990) are used in combination to explore how embodied learning as a phenomenon can be understood in dance and movement education. A field study carried out with a second grade class in a school in Copenhagen during a year is used as an example of how these methodological inspirations are combined with the purpose of exploring how a video camera and the researcher's embodied involvement can be used to get close to children's bodily expressions and experiences in movement. "Videographic participation" as a method has been developed to help solve the challenge of getting close to and communicating children's embodied experiences [ABSTRACT FROM AUTHOR]