Purspose - The purpose of this paper is to show what we can learn from an aesthetics perspective on organizational learning, and especially about some power dynamics unseeable with other perspectives. Design/methodology/approach - An exploratory ethnographic study based on the turn-to-affect on the case of a theatre play in which many of the bearings that usually guide theatrical creation were removed. Findings - Analysis highlights that an a priori distribution of the sensible that locks routines, representations and roles is seldom questioned in organizational learning programs; the motion enabling organizational learning is less likely to be brought about by a change in power distribution than with the removal of some elements of power that freeze situations; organizational learning diffusion does not only go through norms, rules, values and repositories, but also through affects; and learning runs through a fragile communication of movements, always under the threat of becoming major knowledge and power distribution. Research limitations/implications - This paper is based on a single case. Practical implications - A too tight and close management of organizational learning is likely to thwart and limit its very learning possibilities. Originality/value - Several findings are in contradiction to technological or too managerial approaches to organizational learning. The study hopes to contribute by providing a supplement of complexity in our analysis of organizational learning, notably advocating for taking into account the role of affects, sensibility and the politics of aesthetics.