Integrating Social-Emotional Learning into Music (Part 2

Shawna Longo Durban Avenue School, Hopatcong Borough Schools shawnalongo@gmail.com

In Part 1 of this article, I laid a foundation of what social-emotional learning is and how it authentically connects to music. Remember – SEL is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. In a school setting, SEL is an educational process through which skills for life effectiveness are intentionally taught and modeled in a safe, supportive, and culturally responsive environment.

The five core competencies are: • Self-Awareness • Self-Management • Social Awareness • Relationship Skills • Responsible Decision Making

According to CASEL, these five goals can be combined to create three areas of focus: SELF, OTHERS, and DECISIONS. There are two competencies that fall under the SELF-category: Self-Awareness and Self-Management. Social Awareness and Relationship Skills fall under the OTHERS-category. And, Responsible Decision Making comprises the DECISIONS category. Thinking more broadly with the three areas of focus (self, others, and decisions) can help you focus on when, how and where you will embed SEL into your classes. It can also help the students gain a firmer grasp on the five core competencies by shining light on who or what is affected.

When we intentionally embed SEL within our music classes everyone benefits. It should be a sustained practice - not just a box to check on a lesson plan. Below you will find a number of questions that musicians ask organized by the five SEL core competencies. You will note that some questions may fall under more than one competency. A musician, composer, conductor, or others could ask these questions in the field of music. They can serve as a great place to start if you aren’t sure where to begin bringing SEL intentionally within your classroom.

Self-Awareness - Musicians Ask… • What do I need to do next? • Is this coming out the way I planned? Is that okay? • Does my work relay what I intend? • What do I need to change? • Is this how I want this to look/sound/feel? • How can I fix this? • How much more should I do? • How do I feel right now with my progress thus far? • What is influencing my choices? • Why is this work important/unimportant to me? • What are my talents in this? My limitations? • How does this work help me to understand myself better? • What can this work teach me about my thinking and myself?

Self-Management - Musicians Ask… • How far have I come? How far do I need to go? • What do I need to work on next? • When can I practice and for how long? • What is the purpose of this work? • What do I want to accomplish or understand? • What tools, media or people do I need access to? • What limitations or roadblocks might I face?

Social-Awareness - Musicians Ask… • How do others experience the arts? • What do I think about another person’s work? • How do others create? • How do I interpret this? How does this compare to the

artist’s purpose? • How do others interpret my creation? • How can I connect my work to others’ work? • How is music used to communicate to others? • Why does the composer/musician choose to convey this message? • What cultural, ethical, or social influences are present in this work?

Relationship Skills - Musicians Ask… • Who influences my choice making? • How do others create or compose? • How can we use music to communicate? • How can I critique others’ music? • How can I use others’ critiques about my music? • What is this musician/composer’s perspective? • How can I show my perspective?

Responsible Decision Making - Musicians Ask… • What tools, people, and/or resources do I have to help me with this work? • How can I solve this problem? • How can I work with what I have? • How can I use this work to help others? • How does this work help me understand more about myself, other people, and the world around me? • How can I critique this work? • How can I modify this work? • How can I utilize other’s critiques about this work?

The questions above can be used with students across all grade levels (K-12 and beyond!). The earlier we start bringing questions like these into students SEL and musical vocabulary, the better we can prepare them to lead successful lives beyond our school walls. Here are a few examples of how they can be used in your classroom using teaching strategies that are probably already occurring on a regular basis:

• “Do-now” • Music Journal • Practice Journal • Writing Prompt • Reflection – before, during, or after rehearsal, the creative process, or a performance • Exit Ticket • And many more!!

I hope that these questions help you begin or expand your journey with SEL in Music. I encourage you to visit the SEL Arts website (www.selarts.org) as it contains a wealth of information that is growing daily! And remember, all NJ Visual & Performing Arts curriculums need to be revised to include the newly adopted standards AND the SEL Framework by September 2021. The SEL-focused questions presented above can also assist you in these curriculum revisions.

Resources:

www.selarts.org CASEL - www.casel.org SEL4NJ - https://sel4nj.org/ The Inspired Classroom – www.teachseal.com Music for All SEL Support Team - https://education.music forall.org/sel/ “Music Education and Social Emotional Learning: The Heart of Teaching Music” book by Dr. Scott N. Edgar “Music Education and Social Emotional Learning: The Heart of Teaching Music” student workbook by Dr. Scott N. Edgar “The ABCs of My Feelings and Music” book by Scott and Stephanie Edgar

Shawna E. Longo is the General Music (Music Technology) teacher and Arts Integration Specialist at Durban Avenue School, Hopatcong, NJ. She also serves as the Arts Integration & STEAM Specialist for TMI Education; Coach for The Institute for Arts Integration & STEAM; and an Ambassador/Consultant for Music First, Hal Leonard, and Jamstik. With 19+ years of teaching experience, Mrs. Longo holds a Bachelor of Music in Music Education degree from The Catholic University of America in Washington, DC; a Master of Public Administration in Arts Administration from Seton Hall University in South Orange, NJ; Supervisor/Curriculum Director’s certification from Rutgers University in New Brunswick, NJ; and certification as an Arts Integration Specialist (Level 1) as well as certification as an Arts Integration Leader (Level 2) from The Institute for Arts Integration and STEAM. She is a clinician and consultant for music education, music technology, social emotional learning, arts integration, and STEAM. She is also a recipient of the 2021 Governor’s Educator of the Year for Durban Avenue School, 2019 Mike Kovins Ti:ME Music Technology Teacher of the Year, 2019 New Jersey Governor’s Award in Arts Education, 2019 Teach Rock Star Teacher Award from The Rock and Roll Forever Foundation, 2018 NJMEA Master Music Teacher Award, and 2016 Governor’s Educator of the Year for Hopatcong Middle School. Twitter: @shawnalongo