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.