Circle Singing as affective and embodied methodology: educational responses to postmodern social challenges

Abstract

This article examines Circle Singing as an affective and embodied pedagogical methodology capable of addressing key challenges of postmodern society, including identity fragmentation (Wang, 2021), hyperreality, and social isolation. Drawing on theoretical perspectives from Lyotard (1985), Bauman (2000), Jameson (1991), and Baudrillard (1983), it situates contemporary education within a broader framework characterised by insecurity, performativity, and the erosion of stable forms of knowledge. In a context increasingly shaped by digital technologies and social media practices, education is called upon to promote both critical engagement and embodied, relational forms of learning. The study presents a Circle Singing laboratory conducted at Roma Tre University between October and December 2025, involving 104 university students within a quasiexperimental, mixedmethods design. The intervention combined collective vocal improvisation with Englishlanguage activities and digital assessment tools, including MiniPROMS and SpeechAce. The research aimed to enhance musical perception, phonological awareness, and sociorelational competences. Preliminary quantitative findings indicate improvements in musical and linguistic domains, while qualitative data from focus groups reveal increased group cohesion, the continuation of interpersonal relationships beyond the laboratory setting, and a perceived positive impact on wellbeing.