ABSTRACT

The purpose of this study is to explore music lesson plans for elementary schools based on embodied cognition. To this end, the main concepts of embodied cognition theory were reviewed, and principles and models for music lesson design were developed to propose plans applicable in elementary schools. Embodied cognition is a theory emphasizing that the human body, sensory experiences, and bodily movements influence thinking, emotion, and cognition, offering profound insights and theoretical foundations for the intentional use and role of the body in music education. The proposed lesson model highlights the interconnectedness of sensory experiences, bodily movements, and metaphorical thinking. This model is further strengthened by incorporating cultural and contextual considerations, fostering collaboration between teachers and students, and utilizing tools and technologies, ultimately expanding into practical applications in daily life. This study underscores the significance of bodily experiences in music learning and demonstrates how body- and sense-centered approaches can positively impact students’ cognitive, emotional, and social development.

Keyword :

REFERENCES

1. Ahn, Y., & Ahn, H. L. (2013). Adopting embodied cognition theory in the elementary photography class with a focus in visual metaphor and narrative thinking. Art Education Review, 48, 257-288.
2. Alibali, M. W., & Nathan, M. J. (2007). Teachers' gestures as a means of scaffolding students' understanding : Evidence from an early algebra lesson. In R. Goldman, R. Pea, B. J. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 349-365). Lawrence Erlbaum Associates.
3. Altenmüller, E., & Scholz, D. S. (2016). Émile Jaques Dalcroze as a visionary pioneer of neurologic music therapy. Approaches: An Interdisciplinary Journal of Music Therapy, 8(2), 112-117. https://doi.org/10.56883/aijmt.2016.332 [Crossref]
4. Antle, A. N., Droumeva, M., & Corness, G. (2008). Playing with the sound maker: Do embodied metaphors help children learn? In Proceedings of the 7th international conference on interaction design and children, 178-185. https://doi.org/10.1145/1463689.1463754 [Crossref]
5. Bowman, W., & Powell, K. (2007). The body in a state of music. In L. Bresler (Ed.), International handbook of research in arts education (pp. 1087-1108). Springer. https://doi.org/10.1007/978-1-4020-3052-9_74 [Crossref]
6. Bremmer, M., & Nijs, L. (2024). Embodiment in music education. Journal of Research in Arts Education, (2), 15-26. https://doi.org/10.26034/vd.jrea.2024.4717 [Crossref]
7. Cho, S. (2021). A Study on the instruction of the physical expression of multicultural music in elementary school. Korean Journal of Research in Music Education, 50(1), 155-177. https://doi.org/10.30775/KMES.50.1.155 [Crossref]
8. Choi, J. K. (2021). The value and limitations of praxial music education viewed in terms of embodied cognition. The Journal of Future Music Education, 6(3), 117-140.
9. Colombetti, G., & Torrance, S. (2009). Emotion and ethics: An inter-(en) active approach. Phenomenology and the Cognitive Sciences, 8, 505-526. https://doi.org/10.1007/s11097-009-9137-3 [Crossref]
10. Cook, N. D. (2002). Tone of voice and mind: The connections between music, language, cognition and consciousness. Amsterdam: John Benjamins. https://doi.org/10.1075/aicr.47 [Crossref]
11. Di Paolo, E. A., & De Jaegher, H. (2022). Enactive ethics: Difference becoming participation. Topoi, 41(2), 241-256. https://doi.org/10.1007/s11245-021-09766-x [Crossref]
12. Di Paolo, E. A., Rohde, M., & De Jaegher, H. (2010). Horizons for the enactive mind: Values, social interaction, and play. In Stewart, J., Gapenne, O., & Di Paolo, E. (Eds.), Enaction: Toward a new paradigm for cognitive science (pp. 33-88). MA: MIT Press. https://doi.org/10.7551/mitpress/8629.003.0003 [Crossref]
13. Elliott, D. J., & Silverman, M. (2015). Music matters: A philosophy of music education. (2nd ed.). NY: Oxford University Press.
14. Gutierrez, J. (2019). Student as theorist: Embodiment as a paradigm for music theory pedagogy. University of California, San Diego.
15. Hallam, S. (2010). The power of music : Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3). https://doi.org/10.1177/0255761410370658 [Crossref]
16. Han, S. (2021). Reinterpretation of physical education based on embodied mind theory. Korean Journal of Sport Pedagogy, 28(1), 57-79. https://doi.org/10.21812/kjsp.2021.1.28.1.57 [Crossref]
17. Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination, and reason. Chicago, IL and London: University of Chicago Press. https://doi.org/10.7208/chicago/9780226177847.001.0001 [Crossref]
18. Kim, M. K., & Lee, J. Y. (2020). A study on elementary school students' group creativity through the application of math-focused integration lesson. Journal of Learner-Centered Curriculum and Instruction, 20(11), 1257-1287. https://doi.org/10.22251/jlcci.2020.20.11.1257 [Crossref]
19. Kim, H. Y., & Huh, H. G. (2016). Development and effect of a comprehensive early child music education program based on Orff's teaching method. Korean Journal of Research in Music Education, 45(3), 75-103.
20. Krueger, J. (2015). Musicing, materiality, and the emotional Niche. Action, Criticism, and Theory for Music Education, 14(3), 43-62.
21. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago & London: University of Chicago Press.
22. Lee, J. M. (2010). Embodied cognition paradigm in cognitive science and convergence across disciplines. Journal of Philosophical Ideas, 38, 27-66.
23. Lee, S., & Min, D. (2024). A study on the development and application of embodied cognition-based elementary English learning activities: Effective utilization of ChatGPT as an intelligent personal assistant. English Language Assessment, 19(1), 75-97. https://doi.org/10.37244/ela.2024.19.1.75 [Crossref]
24. Maes, P. J., Leman, M., Palmer, C., & Wanderley, M. M. (2014). Action-based effects on music perception. Frontiers in Psychology, 4, 1008. https://doi.org/10.3389/fpsyg.2013.01008 [Crossref]
25. Maturana, H. R., & Varela, F. J. (1992). The tree of knowledge: The biological roots of human understanding (R. Paolucci, Trans.). Boston, London: Shambhala. (Original work published 1998).
26. Merlini, M., & Nicoletti, S. M. (2020). Of flesh and steel: Computational creativity in music and the body issue. INSAM Journal of Contemporary Music, Art and Technology, 1(4), 24-42. https://doi.org/10.51191/issn.2637-1898.2020.3.4.24 [Crossref]
27. Métais, F., & Villalobos, M. (2021). Embodied ethics: Levinas' gift for enactivism. Phenomenology and the Cognitive Sciences, 20(1), 169-190. https://doi.org/10.1007/s11097-020-09692-0 [Crossref]
28. Ministry of Education (2022). Music curriculum (No. 2022-33 [Supplementary 12]). Sejong: Author.
29. Rowlands, M. (2010). The new science of the mind: From extended mind to embodied phenomenology. Cambridge: The MIT Press. https://doi.org/10.7551/mitpress/9780262014557.001.0001 [Crossref]
30. Schiavio, A., & Schyff, D. (2018). 4E music pedagogy and the principles of self-organization. Behavioral Sciences, 8(8), 72. https://doi.org/10.3390/bs8080072 [Crossref]
31. Schyff, D. (2022). Embodied music pedagogy and musical creativities in action. In C. Randles & P. Burnard (Eds.), The routledge companion to creativities in music education (pp. 457-472). NY: Routledge. https://doi.org/10.4324/9781003248194-44 [Crossref]
32. Schyff, D., Schiavio, A., & Elliott, D. J. (2016). Critical ontology for an enactive music pedagogy. Action, Criticism, and Theory for Music Education, 15(5), 81-121. https://doi.org/10.22176/act15.5.81 [Crossref]
33. Sheets-Johnstone, M. (1999). Emotion and movement. A beginning empirical-phenomenological analysis of their relationship. Journal of Consciousness Studies, 6(11-12), 259-277.
34. Song, J. (2019). Shaping of the ideas of Jaques-Dalcroze, Kodály and Orff on rhythmic education through corporeal movement. Korean Journal of Research in Music Education, 48(3), 103-127. https://doi.org/10.30775/KMES.48.3.103 [Crossref]
35. Varela, F. J., Thompson, E., & Rosch, E. (1992). The embodied mind: Cognitive science and human experience. Cambridge: MIT press. https://doi.org/10.7551/mitpress/6730.001.0001 [Crossref]
36. Varela, F. J. (1997). Ethical know-how: Action, wisdom, and cognition. Stanford University Press.
37. Watson, R. (2010). Future minds: How the digital age is changing our minds, why this matters and what we can do about it. London & Boston: Nicholas Brealey
38. Zbikowski, L. M., (2020). Music, metaphor, and creativity. In L. Hidalgo-Downing, & B. Kraljevic-Mujic (Eds.), Performing metaphoric creativity across modes and contexts (pp. 43-70). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/ftl.7.03zbi [Crossref]