Conference Agenda
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29 SES 15 B: Building bridges between disciplines
Paper Session | ||
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29. Research on Arts Education
Paper Artistic Creation as a Bridge to Environmental Meaning-Making: Retrospective Analysis of an Online Integrated Curriculum for a Low-SES Chinese Primary School. 1: University of Lisbon, China, People's Republic of; 2: University of Lisbon, Portugal Presenting Author:Topic: Artistic Creation as a Bridge to Environmental Meaning-Making: Retrospective Analysis of an Online Integrated Curriculum for a Low-SES Chinese Primary School.
Research Questions: 1. How will students' final works and written reflections as research data reveal their environmental cognition and emotional engagement narratives formed in online comprehensive courses? 2. Through retrospective analysis of course outputs, what specific mediating role does the process of artistic creation play in promoting the internal integration of scientific environmental knowledge and emotional responses? How does the dual teacher teaching design reflected in the teacher log and curriculum plan support this integration process, and what teaching problems and advantages are reflected in practice?
Objectives: -Conduct a retrospective qualitative analysis of the outputs of implemented online science and art courses, including student works, written reflections, teacher logs, and course plans. -Understand how art plays a role in semiotics and emotional mediation in students' environmental meaning and emotional construction through a qualitative explanatory process. -Critically examine the operational dynamics and teaching logic of the dual teacher model as a core component of interdisciplinary curriculum design.
Conceptual/Theoretical Framework: This study is anchored in Multimodal Social Semiotics, which allows for the analysis of how students combine visual, textual, and symbolic modes to construct meaning about the environment. It frames students' artworks and writings as legitimate forms of "voice," aligning with Childhood Studies perspectives that advocate for listening to children's non-verbal expressions. The theory of aesthetic learning is one of the core concepts in European educational philosophy, providing important theoretical support for related research and analysis. This theory suggests that the depth of the learning process relies on the sensory experience and creative participation of learners; In this process, knowledge will be internalized and transformed by individuals in an aesthetic form. This theoretical framework also provides a new perspective for us to interpret the acquisition mechanism of scientific concepts: through artistic expression and construction, students can not only clearly explain the connotation of scientific concepts, but also achieve a deep understanding and digestion of them. The research on the dual teacher model is based on interdisciplinary educational theory. This study analyzes how the cooperation between science and art teachers can create a unique curriculum that can enhance students' environmental awareness and willingness to take action to protect the environment in areas with low teaching resources through artistic expression. This is directly related to the education priorities in the European Digital Education Action Plan. Promote a common learning model to improve the quality of education. Developing empathy through art to achieve the emotional goals of the European Green Deal and the global education agenda. The coordination of sustainable development (ESD) and the purpose of this research are not only in education, but also in cultivating caring and motivated global citizens. Methodology, Methods, Research Instruments or Sources Used This study adopted a retrospective qualitative design, focusing on interpreting existing, student generated materials and course artifacts from the completed 8-week online intervention through hermeneutics. Data source: This analysis will triangulate four major, pre-existing datasets: (1) Student artwork: the complete set of final creations by all participants (such as emotional portraits of endangered species, "My Earth Vision" paintings), as the core visual text. (2) Attached written text: Student reflection after class and personal environmental commitment statement. (3) Course file: A complete science and art curriculum plan, detailing the sequence and comprehensive design, including specific roles and transitions between dual teacher teachers. (4) Teacher Reflection Log: Reflections of Science and Art Teachers after Implementation. This study adopts a qualitative analysis method, focusing on three research paths: in-depth analysis, thematic analysis, and visual analysis. Among them, visual content analysis is conducted on the artworks created by students, with a focus on identifying symbols, metaphors, composition techniques that repeatedly appear in the works, as well as color usage methods that can convey students' cognitive understanding and emotional tendencies; Conduct thematic analysis on students' written reflection materials and teachers' teaching logs, extract the core narrative context, teaching challenges perceived by teachers and students, and key nodes for teachers and students to generate comprehensive cognitive insights. The most important aspect of this study is to compare and analyze the painting works created by students before and after the "My View of the Earth" theme course. The purpose of the analysis is not to evaluate the quality of the works, but to track the changes in visual metaphors used by students and the development of the complexity of their narrative logic through the works. Finally, a literature analysis will be conducted on the teaching design plan of this course to restore the problems and advantages of dual teacher collaborative teaching. Conclusions, Expected Outcomes or Findings This study aims to generate rich descriptive insights into the ways and reasons for integrating art and environmental education into learning. Qualitatively speaking, the analysis of this study will provide a detailed description of the ways in which students' visual and textual outputs reflect the integration of knowledge and emotions. We expect to identify specific visual metaphors and narrative types used by students (such as "rescue narrative", "symbiotic and harmonious depiction"), providing concrete evidence for the mediating role of art. The study will also draw a teaching roadmap for the dual teacher curriculum plan, highlighting effective strategies and potential issues in interdisciplinary online collaboration. The main theoretical contribution will be a process oriented framework that interprets art as a symbol and emotional medium in the creation of environmental meaning, based on the experiential reality of student works. This contributes to the international discussion on aesthetic education and embodied learning. For European and international practices, the outcome will provide: 1) an evidence-based qualitative toolkit for teachers to explain the depth of student learning in interdisciplinary sustainable development education projects, beyond assessment correctness, and understanding individual integration. 2) A detailed online case study was conducted on the scalable dual teacher model, providing practical design principles for overcoming the shortage of professional teachers in rural or remote areas, which is a common challenge faced by the European education system. 3) Strongly support viewing children's creative expression as effective data in educational research and policy, and advocate for adopting more inclusive and holistic approaches to evaluate sustainable development education on a global scale. References Barone, T., & Eisner, E. W. (2012). Arts based research. Sage Publications. Fragkoulis, I., & Koutsoukos, M. (2018). Environmental education through art: A creative teaching approach. Education Quarterly Reviews, 1(2), 83–88. Hadjichambis, A. C., & Reis, P. (2020). Environmental education for sustainability: Connecting theory and practice. Environmental Education Research, 26(7), 911–926. Hajj-Hassan, M., Chaker, R., & Cederqvist, A. M. (2024). Environmental education: A systematic review on the use of digital tools for fostering sustainability awareness. Sustainability, 16(9), 3733. Inwood, H. (2015). Angels talking back and new organs of perception: Art-making and intentionality in nature experience. Visual Inquiry: Learning & Teaching Art, 4(2), 111–122. Karsono, K., Firdani, L., Yahya, A., & Wiranegara, H. I. M. (2024). Fostering environmental awareness through ecological art to enhance creativity in primary school students.Jurnal Fundadikdas (Fundamental Pendidikan Dasar),7(3), 158-169. Liao, X. (2024). Protecting the environment through art: the significance of environmental art design in raising awareness about environmental pollution among universities in China.Current Psychology,43(32), 26548-26570. Parmar, S., Malone, K., & Young, T. C. (2024). Planty childhoods: Theorising with a vegetal ontology in environmental education research.Australian Journal of Environmental Education,40(2), 243-257. Sunassee, A., Bokhoree, C., & Patrizio, A. (2021). Students’ empathy for the environment through eco-art place-based education: A review.Ecologies,2(2), 214-247. Van Boeckel, J. (2009). Arts-based environmental education and the ecological crisis: Between opening the senses and coping with psychic numbing.Metamorphoses in children’s literature and culture, 145-164. 29. Research on Arts Education
Paper Artpreneurship Education and Development Research Aalto Universty, Finland Presenting Author:This presentation, based on multiple research and educational development projects, focuses on exploring and redefining meaningful entrepreneurial education in the arts and as a foundation novel, diversified partnerships and for expanding the creative professionals career and employment opportunities. The OECD Future of Education and Skills 2030 initiative highlights the growing importance of creativity, adaptability, and interdisciplinary collaboration as key competencies in an era of rapid transformation and uncertainty. Despite its recognized significance, creative thinking and artistic practices remains underutilized in society, including business environments. On the other hand, entreprenurship education traditionally offered to arts and design students is most often based on growth-minded and results-driven ideologies that arts students find to conflict with their values and professional ideology. Our artpreneurship research group centralizes ethics, artistic creativity, -knowledge and -sensibilities in designing cross-disciplinary education for starting a business or for tackling sustainability related challenges faced by companies in different sectors of industry. Artpreneurship education and curriculum development is founded on the notion that artistic and creative expertise is extremely vital and valuable for societies right now because we are navigating an era of unprecedented complexity, rapid change, and disruption. Traditional, linear approaches to problem-solving often fall short in addressing these challenges, while arts open up diverse ways of understanding situations and attending challenges. Artists and creative professionals' expertise introduce tolerance of ambiguity, agility, innovation, holistic ways of communicating and narrating, and life-centric perspectives that are needed to thrive and to build resilience. The presented research is based on case-studies conducted with companies, service- and technology designers, creative professionals (students and professionals) and academic researchers (law, business, arts and design education) to explore novel solutions for collaboration and cross-sectoral partnerships between artists, creative professionals, businesses and other societal partners. This approach creates a dynamic ecosystem for designing innovative partnerships and sustainable contract solutions. Findings from case-study research, method & model development are aligned, tested and analyzed through educational development projects that are studied using ethnographic and observation methods. As meaningful applicable models for cross-disciplinary artpreneurial education are not available, this research and education program’s objective is to develop these through a multi-project action research design that utilizes data and information from multiple externally funded research and development projects, from courses offered at the authors' university and from research literature (particularly in the fields of arts education, arts administration, creativity research, SDT & psychology, feminist entrepreneurship studies, creative leadership studies and from process-based legal agreement studies) as well as from national, international and EU policies and roadmaps for the creative sector and industry. While the whole research group's research questions and foci vary, this presentation focuses on the exploring the educational experiments and findings that answer the following research questions: What kind of entrepreneurial education prepares arts and design students to enter professional partnerships and to establish and sustain careers or their own companies? What types of educational experiences should their professional training include to enable them to work with more diverse partners in fair, equal and ethical terms? What is the ideological foundation for entrepreneurial education that centralizes and respects the ethics, integrity and expertise of artists and creative professionals? Methodology, Methods, Research Instruments or Sources Used Action research, arts-based leadership methods, arts-based research, multi-case study research design, educational research, design-based research and design thinking, ethnographic methods and micro-ethnography, feminist ethnography, semi-structured interviews, stakeholder engagements and workshops In this study, we design case-based processes specifically to the needs and aims of each case-study, regardless of if it is a project carried out with researchers, artists and companies or a course-based experiment with partner companies and students of diverse educational levels and backgrounds. Essential elements of all our studies are careful observations, documentation (audio, video, photography, field notes) and collective reflection and analysis sessions. Central to our research processes is design-based and visualized collective thinking and analysis. While we initial share our experiences, we visualize all crucial processes to arrive at exact and accurate interpretations and to challenge our own interpretations and conclusions. These design-based analysis tools and processes are also cross-tested from and applied from one purpose to another and to facilitate complexity-based and rhizomatic micro-macro navigation between fields of acquired knowledges. Conclusions, Expected Outcomes or Findings To overall aim of the educational track of the artpreneurship research is to launch a combination of courses that effectively and meaningfully prepare students for their professional careers in a manner that supports more diverse career paths and helps them establish and maintain sustainable professional practices that match their life and economic expectations. In sum, we aim to establish a program that diversifies the ecosystems in which they feel prepared to navigate. The impact of this development has impact and is influenced by education-, employment- and culture policies at national and EU levels. This is especially urgent development area in times when Finland's unemployment rates are highest in all Europe and Finnish companies are terminated at a record speed. We have been working on these development and research projects for 4-5 years and in two years, we aim to launch a educational programme that aims to empower graduates to see and seek more diverse, potential career options and that will help them establish a career that allows for meaningful balance between work and their personal values. References Amabile, T. M. (1996). Creativity and innovation in organizations (Industry and background note No. 9-396-239). Harvard Business School Publishing. Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157–183. Bakker, I. (2007). Social Reproduction and the Constitution of a Gendered Political Economy. New Political Economy, 12(4), 541–556. Barry, D., & Meisiek, S. (2010). Seeing more and seeing differently: Sensemaking, mindfulness and the workarts. Organization Studies, 31(11), 1505–1530. Berthoin Antal, A., & Strauß, A. (2013). Artistic interventions in organisations: Finding evidence of values-added (Creative Clash Report). https://www.wzb.eu/system/files/docs/dst/wipo/effects_of_artistic_interventions_final_report.pdf Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 19–43. https://doi.org/10.1146/annurev-orgpsych-032516-113108 Dissanayake, E. (1980). Art as a human behavior: Toward an ethological view of art. The Journal of Aesthetics and Art Criticism, 38(4), 397–406. https://doi.org/10.2307/430116 Gilson, L. & Madjar, N. (2011). Radical and incremental creativity: Antecedents and processes. Psychology of Aesthetics, Creativity, and the Arts, 5(1), 21–28. https://doi.org/10.1037/a0017863 Hyvärinen, P. & Alhojärvi, T. (2018). Talous haltuun feministisen pedagogiikan keinoin. In A. Laukkanen, S. Miettinen, A-M. Elonheimo, H. Ojala & T. Saresma (Ed.), Feministisen pedagogiikan ABC. Vastapaino. Jung, K. B., Kang, S.-W., & Choi, S. B. (2022). Paradoxical leadership and involvement in creative task via creative self-efficacy: A moderated mediation role of task complexity. Behavioral Sciences, 12(10), 377. Martela, F., & Riekki, T. J. J. (2018). Autonomy, competence, relatedness, and beneficence: A multicultural comparison of the four pathways to meaningful work. Frontiers in Psychology, 9, 1157. McAnally, K., & Hagger, M. (2024). Self-determination theory and workplace outcomes: A conceptual review and future research directions. Behavioral Sciences, 14(6), 428. Murnieks, C., Klotz, A. & Shepherd, D. (2020) Entrepreneurial motivation: A review of the literature and an agenda for future research. Journal of Organizational Behaviour, 41, 115–143. Runco, M. A. (2023). Creativity: Research, development, and practice (3rd ed.). Academic Press. Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T. & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23(4), 837–859. 29. Research on Arts Education
Paper ***WITHDRAWN*** Arts-Based and Multimodal Literary Interpretation in Secondary Education NIS Medeu Almaty, Kazakhstan Presenting Author:Topic: This study examines the role of arts-based, multimodal pedagogy in secondary education, focusing on how visual poster creation mediates students’ literary interpretation, ethical engagement, and narrative meaning-making. Situated at the intersection of arts education, visual culture, and language education, the research explores how visual practices function as legitimate modes of inquiry into canonical literary texts. Research Questions
Objectives:
Conceptual and Theoretical Framework European and International Dimension This study provides empirical evidence that arts-based and multimodal pedagogy:
By positioning students as visual interpreters and meaning-makers, arts education emerges not as an auxiliary practice but as a core epistemological framework for understanding literature in the 21st century.
Methodology, Methods, Research Instruments or Sources Used Conceptual and Theoretical Framework The research is grounded in multimodal theory (Kress & van Leeuwen), which conceptualises meaning as distributed across semiotic modes, and arts-based educational research, which treats creative artefacts as legitimate data sources. It is further informed by reader-response theory, emphasising personal and ethical engagement with texts, and by visual culture studies, which frame student-produced posters as contemporary cultural texts. Together, these perspectives support a reflexive understanding of arts education as a site of knowledge production rather than mere skill development. European and International Dimension The study contributes to European and international discourses on arts education by addressing micro-level classroom practices within broader debates on creativity, interdisciplinarity, and cultural literacy. While situated in Central Asia, the research engages directly with European theoretical frameworks and responds to shared educational challenges, including the marginalisation of arts education and the need for alternative pedagogical narratives. The findings offer transferable insights for European contexts seeking to integrate visual culture and arts-based methods into mainstream curricula. Conclusions, Expected Outcomes or Findings Conclusions, findings and expected results: Findings This section presents the results of the mixed qualitative–quantitative analysis of student engagement, interpretative depth, and multimodal meaning-making within the arts-integrated literature project “A Moment That Matters.” Data derive from quizzes, written responses to open-ended questions, and visual poster artefacts produced by Grade 9 students (N = 160). 1. Student Engagement and Comprehension Outcomes 1.1 Quiz Performance All students completed content-based quizzes following the reading of each literary text. The quizzes assessed factual comprehension, inferential understanding, and thematic awareness. Table 1. Mean Quiz Scores by Literary Text (N = 160) Text Mean Score (%) SD Harry Potter and the Goblet of Fire 81.4 8.2 Lord of the Flies 76.1 9.6 Uncle Tom’s Cabin 73.8 10.1 Overall Mean 77.1 — 2. Written Interpretative Responses 2.1 Depth of Interpretation A total of 160 written responses were coded using a four-level interpretative depth rubric: • Level 1: Plot summary • Level 2: Thematic explanation • Level 3: Ethical/emotional interpretation • Level 4: Reflexive and personal meaning-making Figure 1. Distribution of Interpretative Depth Levels (%) • Level 1 – 9% • Level 2 – 28% • Level 3 – 41% • Level 4 – 22% 3. Analysis of Visual Posters as Multimodal Texts 3.1 Poster Production Overview Students created A3 (N = 92) and A5 (N = 68) posters illustrating a literary moment that affected them most. Posters were analysed using a multimodal coding framework examining: • Narrative focus • Symbolic representation • Emotional tone • Text–image relationship References Almukhambetov, B. A. (2016). Making art pedagogy in the system of education: The potential of art education in Kazakhstan. ERIC. Burford, G., Brown, S., Doherty, J., & McLaughlin, H. J. (2007). Arts integration frameworks, research, and practice: A literature review. Arts Education Partnership. Das, B. (2020). NEP 2020: How the plan to integrate arts and sciences will finally remove educational snobbery. Fagan, L. M. (2015). Elementary school teachers’ perception of art integration to improve student learning (Doctoral dissertation). Walden University, College of Education. Hegde, R. (2020). NEP 2020 has little to offer in the realm of curriculum and pedagogy. Herpin, S., Quinn, A., & Li, J. (2012). Improving the assessment of student learning in the arts. National Endowment for the Arts. Horowitz, R., & Webb-Dempsey, J. (2002). Promising signs of positive effects: Lessons from the multi-arts studies. In R. J. Deasy (Ed.), Critical links: Learning in the arts and student academic and social development (pp. 98–100). Arts Education Partnership. Kurbonova, M. M. (2025). Methods of teaching visual arts in primary school. Central Asian Journal of Education and Innovation, 4(5). 29. Research on Arts Education
Paper How is Social-emotional Learning Embedded in the Early Childhood Music and Physical Education Lessons? Reflections from Teachers 1: Department of Music, Art and Culture Studies, University of Jyväskylä, Finland; 2: Centre of Excellence in Music, Mind, Body and Brain; 3: Faculty of Educational Sciences, University of Helsinki, Finland; 4: Faculty of Health and Sports, University of Jyväskylä, Finland Presenting Author:Introduction Several studies have previously studied the connections between music and physical education participation, and the development of social-emotional learning (SEL). Previous literature has indeed suggested a positive association from such engagement (Gaudette-leblanc et al., 2021; Gil-Moreno & Rico-Gonzalez, 2023). Nonetheless, few questions still remain unclear due to flagged methodological limitations (Habibi et al., 2022; Ilari et al., 2021) as well as the wide range on constructs in social-emotional definitions (Blasco-Magraner et al., 2021; Kliziene et al., 2021). This is why the current project is based on reflections written by music and physical education (PE) early childhood teachers, to explore more in-depth how social-emotional behavior might be embedded in early childhood music and physical education lessons.
Objectives and research question The aim of this study is thus to analyze the teacher reflections, and understand how diverse social-emotional aspects take place in music and PE lessons. The main research question set is: How do music and PE teachers observe 4-5-year-olds’ social-emotional skills in music and PE lessons?
Background to the study The current study is based on a longitudinal project MUSPRO, which aims at exploring how two years of music and physical education lessons can nurture social-emotional development of 4-5-year-old children. During these two years, students participated in weekly classes of either (1) music education or (2) physical education) or (3) continued with their business as usual. The data based on neurocognitive and observation tests were collected at the beginning, after one year of lessons, and at the end after 2 years of participation. The whole research process has taken place in 10 early childhood-centers in a Finnish mid-size city, during the everyday center schedule. This part of the research is thus focused on teachers’ reflections which were written after each weekly lesson. The music and PE teachers were external staff to the ECEC who came weekly to teach such lessons. The ECEC staff were also welcomed and invited to participate in these lessons. Methodology, Methods, Research Instruments or Sources Used Methods Data were collected during the academic year 2023-2024, on a weekly basis from the teachers’ reflection survey. This survey was specifically designed for the current project. The questions involved asking about the general atmosphere of the class, their own and students’ emotional state as well as if any changes to the lesson plan had been done. This presentation is focused on the last open-ended question, where teachers could openly write about anything that they deemed interesting and important for the research project (without making any individual descriptions of the children due to ethical considerations). Once all answers from one school year were collected (29 weeks, N=313); the data were pseudo-anonymized and translated from Finnish-English in the cases that were needed. The analysis followed a thematic reflexive analysis (Braun & Clarke, 2019). This analysis process was mainly a collaborative work between four researchers in the music field (two from music education, one in music therapy and one in music psychology). The analysis took both music and PE reflections together as all the lessons were planned collaboratively. The analysis followed a deductive approach, taking the “Collaborative for Academic, Social and Emotional Learning” -from now referred as: CASEL (2020) -framework as the basis for the foundation. Following this, the data were first divided into the five categories: self-awareness, self-control, social awareness, relationship skills & responsible decision making. Several iteration coding procedures were done collaborative, after which new categories not captured by the CASEL-5 skills were captured. Once the codes were established, the description of preliminary trends was individually made by all the researchers. The researchers then met together to share their own thoughts and trends established, to create all together the final themes presented here through the reflection of similarities and differences. Conclusions, Expected Outcomes or Findings Results and conclusion Through our interpretation of teachers’ reflections, we noticed both opportunities and challenges described for each of the 5 skills of the CASEL framework. In particular, reflections regarding self-awareness and self-management were more frequent, which could reflect how developmental theories have also guided this interpretation. More specifically, both music and PE based activities seemed to be quite movement dependent, highlighting the need for energy regulation and balancing movement as well as calm down activities. In terms of social awareness and relationship skills, some group dynamics were reported as children sometimes tried to get the attention off their peers. For the last one, we did not read that many instances regarding responsible decision making, although teachers greatly appreciated when students could choose and create movements/short music compositions. We also interpreted many codes related to teachers’ own development, both professionally on gaining more confidence through the year as well as on their own SEL. Through this analysis, we hope to reflect in depth how social-emotional is embedded and interpreted in music and physical education lessons for 4-5-year-olds. The specific prevalence of themes on energy and self-regulation might also suggest the need towards adapting the SEL definition to the music and PE context. While the CASEL framework was useful to organize the initial coding and overlapping constructs, it became clear the limitations of such definitions especially regarding adults’ own development and the importance of continuous feedback between children-teachers. Moreover, using teachers’ reflections in this research hopes to emphasize the key importance on maintaining a reflexive and observative attitude in pedagogical work. This approach could be nurtured from teacher training education as well as throughout the whole professional career, as it not only contributes to the decision making in the pedagogical work but can also contribute to research, as shown here References Blasco-Magraner, J. S., Bernabe-Valero, G., Marín-Liébana, P., & Moret-Tatay, C. (2021). Effects of the educational use of music on 3-to 12-year-old children’s emotional development: A systematic review. International journal of environmental research and public health, 18(7), 3668. 10.3390/ijerph18073668 Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative research in sport, exercise and health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806 CASEL, Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL framework: What are the core competence areas and where are they promoted? https://casel.org/what-is-sel Gaudette-Leblanc, A., Boucher, H., Bédard-Bruyère, F., Pearson, J., Bolduc, J., & Tarabulsy, G. M. (2021). Participation in an early childhood music programme and socioemotional development: A meta-analysis. International Journal of Music in Early Childhood, 16(2), 131-153. https://doi.org/10.1386/ijmec_00032_1 Gil-Moreno, J., & Rico-Gonzalez, M. (2023). The effects of physical education on preschoolers’ emotional intelligence: A systematic review. Sustainability, 15(13), 10632. https://doi.org/10.3390/su151310632 Habibi, A., Kreutz, G., Russo, F., & Tervaniemi, M. (2022). Music‐based interventions in community settings: Navigating the tension between rigor and ecological validity. Annals of the New York Academy of Sciences, 1518(1), 47-57. https://doi.org/10.1111/nyas.14908 Ilari, B., Helfter, S., Huynh, T., Bowmer, A., Mason, K., Knight, J., & Welch, G. (2021). Musical activities, prosocial behaviors, and executive function skills of kindergarten children. Music & Science, 4. https://doi.org/10.1177/20592043211054829 Kliziene, I., Cizauskas, G., Sipaviciene, S., Aleksandraviciene, R., & Zaicenkoviene, K. (2021). Effects of a physical education program on physical activity and emotional well-being among primary school children. International journal of environmental research and public health, 18(14), 7536. https://doi.org/10.3390/ijerph18147536 | ||