Embodied engagement: fostering caring thinking in a multimodal singing-based learning environment for refugee children

Various initiatives have implemented music programs aimed at fostering refugee children's resilience and flourishing. However, there is a lack of studies addressing the design of these educational settings with respect to the crucial role of embodiment. Hence, the challenge remains: What approaches can guide educators working with vulnerable groups? Evidence on the effects of embodied musical practices conveys a potential that resonates with fundamentals of Caring Thinking (CT) that stresses embodied, affective components. This study aims to design a Multimodal Singing-Based Learning Environment (MSLE) fostering CT among primary school-aged refugee children. Utilizing a Design-Based Research (DBR) framework, this study develops and iteratively refines the MSLE. It does so by employing the Mosaic Approach, which integrates a range of child-centered methods. Thus, the data encompass thematic drawings and videographed group activities. Focusing on the bodily dimension of children's musical engagement, the paper explores bodily indicators of caring thinking among <i>n</i> = 6 7- to 10-year-old refugee children. Eight interventional workshop sessions incorporated singing in an Atelier Concept (clay sculpturing or shadow play) with a focus on symbolic expression based on the children's affections. All sessions were videographed. Thematic analysis is used to develop patterns within the data. Initial findings suggest that integrating singing-based embodied learning practices with CT through nonverbal storytelling positively impacts children's sense of belonging. Findings also indicate that rhythmic breathing techniques may enhance children's <i>regulation</i> and <i>relaxation responses</i>. Singing traditional songs appears to facilitate <i>social cohesion</i> among participants from heterogeneous backgrounds. Additionally, group singing is associated with increased <i>emotional expression</i> and may attenuate <i>symptoms of anxiety</i>. The findings also highlight the necessity for facilitators to employ responsive pedagogical strategies to align interventions with the evolving <i>developmental trajectories</i> of the children. By focusing on the bodily dimension of musical engagement, the research contributes to the growing body of literature on how music education can support vulnerable populations.