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.

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