Classroom-Integrated Movement and Music Interventions and Children’s Ability to Recognize Social Interaction Based on Body Motion

Music and movement activities have been found to be beneficial for learning in childhood. The current study was part of the Arts@School project examining effect classroom-integrated arts-based interventions (music, movement, music-movement) on various student outcomes. outcome interest report is ability recognize social interaction, which one aspect cognition, an important but often ignored factor contributing well-being learning. interaction studied using a test with two human figures either interacting each other or moving separately. Children aged 10–11 completed pre post intervention. intervention groups inactive control group were four classes school. delivered by teachers. music included listening, singing, joint making. based creative dance approach contained developmental patterns. music-movement focused bodily experiences arising through combining movement. All improved at test, whereas difference between measurement did not reach significance controls. This trend suggests that integrated school environment may support children’s interpret body motion, interaction.