This chapter introduces a model - situated artistic relation (SAR) - that facilitate analyses of pupils’ artistic expressions. The model draws on Dewey’s transactional learning theory and is here used to analyse audio-video data of a gymnastics lesson in physical education. It explores movement learning as it goes from an instrumental learning of a body technique to an artistic expression through a body technique. Pupils often develop their expression while occupied by sustained expressive work in the educational activity. The analysis identifies transactional details of such sustained expressive work in regard to (i) the pupils’ creation of an anticipated vision of a performance, (ii) how the pupils make use of different physical materials (bodies, equipment) to express their meaning, and (iii) how the pupils make judgements about their progress of working with the material. Through these three analytical steps the SAR model contributes knowledge to how pupils (a) stage a specific environment out of the embodied material circumstances and (b) coordinate the staged environment in relation to a purpose and perform bodily movements based on that coordination. This knowledge can help practitioners to observe the contrasting movement environments in which physical education place pupils, the means that these promote and how artistic expressions unfold, or are prevented from unfolding.