ABSTRACT

Amid the ongoing Russia-Ukraine and Israel-Palestine conflicts, this study develops and validates a music-centered arts convergence program that addresses the inquiry, “How does art stop war?” as a practice-oriented approach to peace education. Rather than remaining at the theoretical level, the program foregrounds music’s social-participatory capacities and aims to cultivate learners’ embodied empathy. Informed by scholarship on music’s dual functions, musical agency, embodied cognition, and practical theatre, the study proposes six design principles including Embodied Empathy, Praxis, and Artistic Citizenship. These principles structure an 11-session Concept-Based Inquiry Learning model that engages selected works by Luigi Nono and Arnold Schonberg. Learning activities include building an AI-assisted War History Gallery with systematic fact-checking, interpreting musical symbols, creating embodied responses through tableau, reading and staging short dramas, and composing collaboratively with AI tools. Because war-related materials can be emotionally demanding, the curriculum incorporates a set of safeguarding procedures to reduce the risk of retraumatization, alongside explicit guidelines for ethical AI use. An expert review confirmed that both design content and assessment plan were valid and appropriate. Overall, the study offers a concrete curricular model for fostering “Artistic Citizens” who respond to war not only through critical understanding, but also through practices of empathy and solidarity.

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