Toolkit: Standards, Social Emotional Learning and Career Ready Skills �in the �MUSIC Classroom
August 2020
Developed through resources from the
PA Department of Education
and the
How do I use this toolkit?
When you see this icon, look for an embedded link or video button on the slide.
Topics
Topic 1�Definition and historical perspectives
Broad SEL instruction often takes the form of
reflection, discussion, and lecture.
How many “minutes a day” should I spend on SEL is the
WRONG QUESTION!
Students can view
this as forced,
formulaic, and
scripted.
For SEL to be most effective, it needs to be embedded in the curriculum.
Music teachers can do this in a much more authentic way—through Music!
Purposeful integration of SEL into music education will enrich the students’ personal connection to music.
The following is a public service announcement!
For any artistic endeavor to impact the social and emotional learning (SEL) of our students it must be intentional and embedded into the curriculum. If you are not doing it with intention... you are not doing it.
Yes... SEL is inherent in the arts... but it must be activated in order to have impact. As SEL comes into focus we must be authentic in our approach. If you want to impact the social and emotional wellbeing of your students, then get to work embedding it into what your instructional approach will be. There are no shortcuts.
Effort and Intention are required.
Historical Perspectives
SEL has evolved from a variety of definitions and frameworks.
This Glossary of Student Mental Wellness Concepts helps to make he connections and distinctions between the many terms and phrases used in the context of child development, student mental wellness and school-based mental health services.
Topic 2�SEL �as defined by CASEL
CASEL’s SEL�Definition from the� Collaborative for �Academic, �Social, and �Emotional �Learning
Social and emotional learning (SEL) is the process through which children and adults
(1) understand and manage emotions,
(2) set and achieve positive goals,
(3) feel and show empathy for others,
(4) establish and maintain positive relationships,
(5) and make responsible decisions.
Play from 15:29-25:05
SEL from a Teacher Practice Perspective
Some music teaching practices provide a natural foundation for SEL learning.
Topic 3�Self-Assessing�TEACHER �Social & Emotional Instruction and Competencies �
From ASCD Webinar: How to Integrate SEL into Learning—Distance or Otherwise, ASCD 2020
…are important for student…
Taking Your “Teacher” SEL Temperature
Instructional Practices/Competencies/Strategies | Self Rating |
I teach students strategies to handle the emotions that affect their learning (e.g., stress, frustration) | |
I arrange experiences that allow my students to become responsible (e.g., classroom aides or jobs, peer tutoring, specific roles in group work) in developmentally appropriate ways. | |
I am aware of how my cultural beliefs and background affect my social teaching practices with my students. | |
I model behaviors (e.g., form guidelines, set boundaries) to help students learn to regulate emotions during social teaching practices. | |
I usually understand the perspectives of my students and can pay attention to their emotional cues during classroom interactions. | |
I create learning experiences in which my students must apply positive social skills to be successful. | |
I ensure that my students feel responsible for accomplishing or failing to accomplish their academic work. | |
Do any of those statements inform your thinking about designing instruction?
Self-Assessing Social and Emotional Instruction and Competencies: ��A Tool for Teachers
Topic 4�SEL Relationship to: �PA Career Skills Continuum�State Standards�National Standards
There’s a strong relationship between the
SOCIAL EMOTIONAL LEARNING (SEL) COMPETENCIES
and the
=
Here’s a fun task!
Align the language of the
with the language of the
Pennsylvania Career Ready Skills Continuum
To purposefully integrate SEL into music instruction, you’ll need to know the language of music education standards.
National Core Arts Standards��Processes—Anchor Standards—Grade Level Standards
Topic 5
Designing Intentional SEL/Music Instruction
Intentional SEL/Music Instruction requires�Maslow and Webb�Meeting Human Needs� in tandem with �Academic Needs
Designing Instruction to Support SEL Competencies
Intersections:�What would appropriate grade-level instruction look like at each intersection?
SEL Competencies | Creating | Presenting | Responding | Connecting |
Self-Awareness | ? | ? | ? | |
Self-Management | ? | ? | ? | |
Social Awareness | ? | ? | ? | |
Relationship Skills | | | | ? |
Responsible Decision Making | ? | ? | ? | ? |
PA Career Ready Skills Continuum | Creating | | | Connecting |
Self-Awareness & Self Management | ? | ? | ? | |
Establishing & Maintaining Relationships | | | | ? |
Social Problem-Solving Skills | ? | ? | ? | ? |
Instruction at the Intersection of �Competencies, Skills & Standards
SEL Competencies | Creating | Presenting | Responding | Connecting |
Self-Awareness
| | “See You Again:” How We Mourn With Music | ||
Self-Management | | | | |
Social Awareness | | | ||
Relationship Skills | | | | |
Responsible Decision Making | | | ||
PA Career Ready Skills Continuum | Creating | Presenting | Responding | Connecting |
Self-Awareness & Self Management
| | “See You Again:” How We Mourn With Music | ||
Establishing & Maintaining Relationships | | | | |
Social Problem-Solving Skills | | | ||
Putting Instructional Content at the Intersection
SEL Competency/PA Career Ready Skills:
Competency/Skill Category,
Grade Band Statement
Standard:
PA or National; Process, Enduring Understanding, Essential Question, Grade Level Statements
Instructional Resource: Lesson Plan, Technique, Tool, Assessment, etc.
The Arts Education and Social and Emotional Learning (SEL) Framework… ��������…is designed to illuminate the intersection between arts education and social-emotional learning to allow for the intentional application of appropriate teaching and learning strategies, with the overarching goal of enhancing Arts Education.
Here’s another to visually organize the SEL Competencies and Music Standards.
The next 5 slides will provide�EXAMPLES�of �Putting Instructional Content at the Intersection
SEL Competency
PA Career Ready Skills Continuum
Creative Process
Anchor Standard
Instructional Resource
Many Music-Based
SEL Instructional Strategies come from �Dr. Scott Edgar
Play from 26:00-35.55
Instructional Resource (from Scott Edgar’s “Student Workbook”)
Practice Journal
Name/Grade/Instrument or Voice Part/Date
SEL Competency
Self-Management
Self Discipline, Self-Motivation, Goal Setting
PA Career Ready Skills
Self-Awareness &
Self-Management
CRS Grade Band 6-8:
Identify and evaluate distractors that impact reaching one’s goals.
CRS Grade Band 9-12
Evaluate behaviors in relation to the impact of self and others.
Creative Process: Performing
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Performance Ensemble
MS/HS
Instructional Resource (from Scott Edgar’s “Student Workbook”)
Brainstorm: Don’t Judge Me
SEL Competency
Any Competency
Any Sub-Competency
PA Career Ready Skills Continuum:
Any Category
Most 6-8 or 9-12 CRS Grade Bands
Creative Process: Creating or Performing
Anchor Standards:
2. Refine and complete artistic work
5. Develop and refine artistic techniques and work for presentation
6. Convey meaning through the presentation of artistic work
Performance Class/Ensemble
MS/HS
Challenge
(Musical/Personal/Interpersonal)
One Possible Solution
Predicted Effect
Another Possible Solution
Predicted Effect
Solution Chosen
Did it work? What are the next steps?
Instructional Resource: Be a Musical Journalist
SEL Competency
Responsible Decision-Making:
Analyzing Situations
PA Career Ready Skills Continuum:
Social Problem-Solving Skills
Gr Band 1-5:
Identify possible behaviors and anticipate reactions in response to a specific social context.
Gr Band 6-8:
Distinguish among various social contexts and how they impact personal feelings.
Creative Process: Connecting
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
General Music
Elementary/MS
Keep a journal about music selections as it relates to preparing for personal listening experiences and opportunities.
Go to the next slide!
Q U E S T I O N S | Musical Selection: | Music Questions | Standards/ SEL/PA Career Ready Questions |
Who? | Performer/Composer | What unique societal, cultural or historical contexts do the performers or composers have? | |
What? | Solo artist, small ensemble/band, large ensemble, acoustic/amplified/technologically enhanced, visually enhanced, etc. | How does the artist’s performance style impact who is in the audience and how they respond? | |
When? | Country/origin, historical time periods, style, relationship (or crossover relationship) to other cultural styles, sacred/secular, cultural/historical celebrations, etc. | How does knowing the societal, cultural, and historical contexts of music performance help people to participate in and enjoy music performance? | |
Where? | Performance setting/location, personal device download, indoor/outdoor | Where is music performed and how does a music performance setting help people to prepare to attend a performance? | |
Why? | Intended purpose of the music | How does knowing the purpose for the music or its performance help people to participate in and enjoy music performance? | |
How? | Audience participation (dance, sing-along), audience etiquette, selection of music for personal listening | How does knowing appropriate audience participation expectations help people plan their music participation experiences? |
The
North Carolina Department of Public Instruction offers
Lesson Activities and Practices
that align well to standards.
“…if a single curriculum or program is the extent of a school’s or district’s commitment—if students and teachers see developing these skills as a focus only in morning meetings, or in grades 5 and 8—there is little hope for real impact.”
p. 44
Implementation Strategies from the
National Commission on Social Emotional and Academic Development
A Practice Agenda in Support of How Learning Happens
p. 24-29
Recommendation III: A Nation at Hope p. 33
Change instruction to teach students social, emotional, and cognitive skills; embed these skills in academics and school-wide practices.
Intentionally teach specific skills and competencies and infuse them in academic content and in all aspects of the school setting (recess, lunchroom, hallways, extracurricular activities), not just in stand alone programs or lessons.
Topic 6�Habits of Mind
How Do �(Dance, Media, Music, Theatre, Visual) �Habits of Mind �Support SEL and PA Career Ready Skills Learning?
How the 16 Habits of Mind Support Music Education (page 5)
1. Persisting Remember that consistent vocal or instrumental practice will get results.
2. Managing Impulsivity Have discipline by scheduling regular practice for singing, playing, and reading music.
3. Listening with Understanding and Empathy Auditory skills are an important part of mastering music, whether listening to your instructor, your classmates, recorded or live music, or self-monitoring your own musical performance.
4. Thinking Flexibly Consider alternate ways to use your voice or instrument to create music.
5. Thinking about Thinking (Metacognition) Be aware of the processes involved in making good music. What must you do to master a song vocally or instrumentally?
6. Striving for Accuracy As you practice singing or playing, envision making it through a song with precision. How do you feel when you have mastered a di cult set of musical bars or an entire song?
7. Questioning and Posing Problems Decide to ask your teacher about any parts of a song that you are uncertain about. Ask questions about musical concepts to gain better understanding.
8. Applying Past Knowledge to New Situations When you learn a vocal or instrumental technique, how can you apply it to new songs?
How the 16 Habits of Mind Support Music Education (page 5)
9. Thinking and Communicating with Clarity and Precision Music is a universal form of communication. Your
singing voice or instrumental playing communicates powerful messages. How can you perform music clearly
and precisely?
10. Gathering Data through All the Senses Think about the different senses used to create music. How can you use sight, hearing, touch, smell and taste to enhance your musical performances? Do you ever observe a sixth sense when working with music?
11. Creating, Imagining, Innovating Think about creating lyrics or a song melody. How does your imagination get involved in creating music? How can you create new music by adjusting your approach?
12. Responding with Wonderment and Awe Listen to a new song and notice the vocal delivery, the orchestrations, the instruments, the lyrics or the song’s main message. How does your close attention bring about wonder or awe?
13. Taking Responsible Risks How can you expand your approach music once you have mastered basic concepts and techniques?
14. Finding Humor Learning music is an imperfect process. How do mistakes in your performance make you a better musician? How can laughing at yourself help you improve your musical abilities?
15. Thinking Interdependently Collaborate with classmates, family and your instructor when creating music and making well informed choices.
16. Remaining Open to Continuous Learning How can you become more proficient musically and expand your repertoire? What opportunities are available for you to learn music? Consider in person, online and materials for expanding your musical horizons.
From ASCD Webinar: How to Integrate SEL into Learning—Distance or Otherwise, ASCD 2020
Purposeful self-assessment supports artistic habits of mind.
Topic 7�Resources��PA Department of Education��Toolkit Links
Practices in the Arts Classroom
Maurice Elias, keynote speech for the SEADAE Virtual Conference, 10.25.20
Social Emotional Learning is the responsibility of the teacher, school, family and community.
Use the systems and language that best support your school and community initiatives.
SEL Competencies
(and/or)
PA Career Ready Skills
PA Arts and Humanities Standards
(and/or)
National Core Arts Standards
Instructional Resource: Lesson Plan, Technique, Tool, Assessment, etc.
Learning about Social Emotional Learning
Next slide please!
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