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The study presented here explores learning across two thematically and conceptually connected ensemble learning activities: collective embodied science models and dance. Analysis highlights on the ways in which individual and collective embodiment supports ensemble learning as participants move from scientific activities to dance choreograph and back again. Based on the results, a case is made for embodiment as useful in spanning ensemble learning settings. Additional discussion focuses on how the findings might benefit the design of ensemble learning practices both within and across activity contexts.