Social Emotional Learning activities need to be simplified to a level that is developmentally appropriate and embedded in musical activities. As we navigate a new reality, it will be essential that we meet our students’ social and emotional needs before we attempt any meaningful music teaching and learning.
by Scott Edgar
The foundations of music are planted at a young age in elementary general music classrooms. Similarly, the Social Emotional Learning (SEL) skills of SELF (self-awareness, self-management), OTHERS (social-awareness, relationship management), and DECISIONS (responsible decision-making) need to be introduced and fostered at young ages. Simply, when these skills are learned, SEL enables us to respond to challenges instead of reacting.
Music is inherently emotional: it makes us feel; music is social: we come together to make and listen to music. It is essential that music teachers capitalize on the connections between SEL and music — it is our secret weapon with superpowers and our students need it and music education now more than ever! We must make SEL intentional and meaningful — it does not “just happen,” and we cannot rely on the inherent fertile ground and potential that music education provides to teach our students these skills. SEL is not another box we need to check or another item we need to squeeze into our time with students. When done well, Musical SEL (MSEL) should feel like great music teaching! If it feels like SEL is distracting from teaching music, then we are not doing it optimally, nor maximizing the true power of music.
For our students, re-entry into a formal classroom setting (in person or not) is going to be challenging. Children are not getting the stimulation they need socially or educationally. While the severity of the pandemic, racial tension, and the increased intensity of all other existing challenges is not fully realized by most young children, we would be naïve to think they are not aware or affected. They know things are different. This fall, the difference will continue to be tangible. Our priority this fall must not be notes and rhythms. Instead, it will be to remind our students that they love music education and to help lead them from trauma back to trust through music.
Social Emotional Learning activities need to be simplified to a level that is developmentally appropriate and embedded into musical activities. As we navigate a new reality (either through connected/remote learning or in-person that looks drastically different than our classroom looked pre-pandemic), it will be essential that we meet our students’ social and emotional needs before we attempt any meaningful music teaching and learning. Needs before notes! As we learn to teach music in a less performance-centric way (due to safety considerations), the elements of creation, connection, and responding have room to grow. All of these can become better connected to the students’ lives by giving them VOICE and CHOICE.
Even kindergartners can be given options and be allowed to voice their opinions. In order to achieve voice, choice, and to connect students with the music, every performance, activity, or objective should have a student reflection component. The process is just as important as the product and can help unpack creativity, self-awareness, self-assessment, and students setting their own goals.
These reflections will often get the best responses online as some students struggle to engage in connected (remote) learning. It will also give valuable information as we continue to design both in-person and remote music education. Reflection typically occurs following an activity; however, consider peppering reflection throughout the process so students are able to connect and consider the why as they complete the what. It is important to brainstorm about other ways to reflect beyond writing, especially for younger students (drawing, movement, improvisation, short videos, etc.).
The HOW of music education is going to look different this fall, but the WHAT remains. Musical Social Emotional Learning can be the WHY for our students. When we honor our students’ voice and choice and facilitate them having an active role in their musical education, relationships, connection, and resilience are the results. If the pandemic has taught us anything, flexibility, understanding, and empathy are essential. These are the skills we can teach our students as we lead and model moving from trauma to trust THROUGH music.
Note: This article was originally published by Music ConstructED on August 22, 2020.
Contributor
Dr. Scott N. Edgar is in his eighth year as Associate Professor of Music, Music Education Chair, and Director of Bands at Lake Forest College (IL). He received his Doctorate of Philosophy in Music Education from the University of Michigan, his Master’s degree…
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