This paper explores and reflects upon possibilities and challenges of using “videographic participation” (Svendler Nielsen 2009a) as a research method combining filmic ethnography (Møhl 2003) and phenomenology (van Manen 1990; Todres 2007) in movement educational contexts. The research method helps visualizing and communicating the meaning-making of the participants and emphasizes the role of the researcher’s embodied involvement when ‘looking for lived experiences’. The paper exemplifies the use of videographic participation and presents (audio)visual narratives from two educational contexts: children in a primary school participating in a collaboration with a professional dance company and youngsters ages 18-26 doing contemporary circus training. Both studies use film as a knowledge creating practice (Møhl 2003) in combination with a hermeneutic-phenomenological analysis (van Manen 1990) to cast light on ways of understanding embodied learning. The use of videographic participation in the two contexts of educational practice are explored, compared and discussed. On an overall methodological level it is discussed how it is possible to capture lived experiences in fields of movement education by use of videographic participation and what the challenges of ‘looking for lived experiences’ in movement can be. Inspired by Performative Social Science (Jones et al. 2008; Gergen and Jones 2008) the paper exemplifies and discusses (re)presentation of research data in artistic forms by highlighting the question of how meaning-making of the participants can be captured and disseminated through (audio)visual narratives.