The goal of this dissertation project is to use embodied learning--an emerging approach to supporting student engagement--as a focal point to demonstrate how a multidimensional engagement framework can help us understand, evaluate, and design for new ways of learning. The project is situated in the context of third-grade students learning about the science of musical sound, a topic which has inherently embodied components as well as the potential to emotionally and socially engage learners who may not typically engage deeply with scientific inquiry. 21 third-grade students and their music teacher participated in eight days of video-recorded embodied learning activities in which students explored instruments, measured sound using tablet oscilloscopes, and created representations of sound waves using their hands, arms, full bodies, and various materials such as ropes and slinkies. Students and their teacher also participated in one-on-one interviews to capture students' learning about science and music, as well as perceptions of students' engagement. Each article of the dissertation explores a different facet of these activities. Article 1 presents a sociocultural framework of behavioral, cognitive, social, and emotional engagement and explores what lessons can be learned from applying a qualitative coding scheme to classroom video data in order to explore patterns in students' engagement. Article 2 compares three forms of embodied learning: the manipulation and exploration of materials, hand and arm gestures, and full-body motion. Comparisons are made in terms of patterns of social, emotional, and cognitive engagement drawn from the content analysis in Article 1, with an eye towards how different embodied activities were more or less effective at supporting balanced levels of engagement. Article 3 centers on methodological questions around the nature of our understanding of student engagement and the benefits and drawbacks of teacher, student, and researcher-observer sources of information about learners' engagement. Overall, this dissertation project explores how to design learning environments that support emotional, social, behavioral, and cognitive engagement with science and music learning, and it particularly highlights the benefits of embodied learning for deeply engaging young learners in both disciplines. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]