I have a new paper in Visual Inquiry: Learning & Teaching Art (Volume 4, Number 3) that seeks to provide the beginnings of a conceptual framework for capturing movement that may be useful in and beyond traditional art education classrooms. My thinking for this paper began when I struggled as a novice ethnographer to capture the movement of participants in the field, particularly when movement was identified by participants, in this case, artist-teachers, as significant to their pedagogy. Drawing on various disciplinary traditions, I investigated different languages and technologies that we might use to capture movement, as well as how we might theorize movement, as well as capture in relation to the idea and practice of mobility. This paper is the first in this thinking on the topic. There is still more work to be done here. Thank you G. James Daichendt for publishing!