A concrete collaboration with the environment (for example with a ball, a floor or a person) tells everyone involved, then and there, about how response is noticed and used together. The concept of sympoiesis has, through posthumanist theory, reformulated this practical phenomenon of my dance teaching in folk high school into dance educational principles and approaches. The purpose of the investigation has been to formulate and conceptualize strategies, approaches and principles for how the relationship between dancers and other materialities can be made useful and meaningful in a dance education context. I have asked myself: How can the phenomenon of "mutual attunement" be conceptualized and concretized through diffraction with posthumanist theories and together with the concept of sympoiesis? And as a sub-question follows: Which dance educational principles relating to responsive collaboration can I see in my own dance teaching? The main empiricism has been four posthumanist texts. A diffractive reading of each text has been my research method. By transforming theory into empiricism, the reading, primarily together with the concept of sympoiesis and visualizations, has diffractively created a movement in me as a dance educator and researcher, which is evident through the results. An interwoven attune in practice occurs through a specific sympoietic web of materialities and has the potential for ethical resonance. As a posthumanist phenomenon, in dance education it means becoming response-able by dancing and doing so through (in and with) the environment.