This study was designed to observe, describe and analyze the creative process children used to create dances as a response to children’s literature with minimal teacher intervention. The connection of children’s dance with children’s literature presents an active and aesthetic opportunity for children to express their meaning and understanding of a literary experience. Yet, creating dances in response to a literature is seldom presented to children. The study examined two major research questions based on the lived experience of the children: How do children make meaning of a literary experience through dance? What insights and discoveries can I identify about the creative process that children use to create a dance? The study was conducted with twenty-four first grade children, organized into eight groups of three. Each group attended three or four twenty-minute sessions in which they listened to, read and viewed the same story and then created a dance. The data collection included videotapes of children’s actions and comments during sessions, taped interviews and pictures drawn by children relative to their dance. Analysis of the data included writing descriptions of videotapes and pictures, transcribing interviews and examining the descriptions and transcripts to locate conceptual themes that characterized how children created dances as a response to the story and how those dances expressed their meaning of the literature. Both the inquiry and analysis were guided by a qualitative research approach, reflecting characteristics of phenomenology. During the implementation of the research, writing of description and interview transcription, interpretation of the data was bracketed to clearly observe, hear and describe the actions and comments of the children. The study found that children easily create dances in response to a story when provided with the opportunity to construct their own meaning based on their own creative process. As a group, they spontaneously improvised movements and created variations to express their understanding and emotional response to the story. The children did not distinguish a difference between the act of dancing, a dance and the process of creating a dance. They danced for the moment, in the moment allowing their aesthetic preferences to shape the dance.