Coding + Composition + Chiptune Music Shawna longo Hopatcong Middle School shawnalongo@gmail.com
T
he latest hot-button topic that many school districts are focusing on is Social-Emotional Learning (SEL). Whenever a “new” initiative or topic is introduced to me, I always try to find a way that connects that initiative to my content area – music. By making natural connections to music, I am showing my support of district/school initiatives or goals, advocating for the arts, and making deeper learning connections for my students. This is definitely the higher road to take, rather than throwing your hands in the air and waving it off. There’s always going to be a “new” initiative coming down the pike and supporting these initiatives can go a long way with your administration. What is SEL? In case you have been wondering what this latest trend is all about – CASEL defines Social-Emotional Learning as “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.” Within schools, SEL is used as an educational process through which skills for life effectiveness are intentionally taught and modeled in a safe, supportive, and culturally responsive environment. Casel’s Core Competencies Almost every SEL initiative is grounded in CASEL’s five core competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making. These five core competencies have many authentic connections to the skills we teach and standards we cover in music classes.
www.casel.org/core-competencies/ Self-Awareness is defined by CASEL as occurring when students/teachers: • Identify emotions. • Are aware of their self-perception/identity. • Recognize their strengths. • Have a sense of self-confidence. • Have self-efficacy. In music class, the self-awareness SEL competency can be found when: • Students are taught music skills and how to apply them to their lives. • Teachers promote growth through the creative process where students are developing and refining their work/performance. • Teachers assist students in identifying and processing emotions.
TEMPO 44
OCTOBER 2019
