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The term Social and Emotional Learning (SEL) was coined in 1994 at the same time CASEL (Collaborative for Academic Social and Emotional Learning) was founded to focus on the relationships a student has and the skills necessary to identify and manage their feelings. Dr. Scott Edgar researches theimperative connection that music has to social and emotional learning. There are many factors that can affect how effective SEL practices are in the classroom. This study focuses on culture as a factor with the potential to impact students' SEL in a music classroom setting. Cultural approaches to emotions and relationships differ, so the impacts those views might have on the effective implementation of SEL should be explored. This study aimed to answer the questions of: How do different cultures view emotions?, How do those views affect SEL teaching strategies?, and How can music educators implement or adapt SEL teaching strategies to best suit all learners in their classrooms? Participants in this study were selected after responding to an advertisement on social media platforms. Six participants were self-identified teachers of a student population that includes at least 50% Asian, African American, Native American, and/or Hispanic students. 2 participants were self-identified teachers who belong to one of those communities. Participants were interviewed over Zoom using predetermined questions. Transcripts of the interviews were reviewed and edited for clarity, sent for content confirmation by the participants, and analyzed for themes. Themes were compiled and used to create suggestions for music educators to effectively implement SEL into their curriculum. Common themes included learning about the culture, recognizing cultural differences and challenges, and managing the classroom environment. Implications included straying from preconceived notions and biases, finding interests of students and applying them to content being taught, and embracing diversity in the classroom.
The term Social and Emotional Learning (SEL) was coined in 1994 at the same time CASEL (Collaborative for Academic Social and Emotional Learning) was founded to focus on the relationships a student has and the skills necessary to identify and manage their feelings. Dr. Scott Edgar researches theimperative connection that music has to social and emotional learning. There are many factors that can affect how effective SEL practices are in the classroom. This study focuses on culture as a factor with the potential to impact students' SEL in a music classroom setting. Cultural approaches to emotions and relationships differ, so the impacts those views might have on the effective implementation of SEL should be explored. This study aimed to answer the questions of: How do different cultures view emotions?, How do those views affect SEL teaching strategies?, and How can music educators implement or adapt SEL teaching strategies to best suit all learners in their classrooms? Participants in this study were selected after responding to an advertisement on social media platforms. Six participants were self-identified teachers of a student population that includes at least 50% Asian, African American, Native American, and/or Hispanic students. 2 participants were self-identified teachers who belong to one of those communities. Participants were interviewed over Zoom using predetermined questions. Transcripts of the interviews were reviewed and edited for clarity, sent for content confirmation by the participants, and analyzed for themes. Themes were compiled and used to create suggestions for music educators to effectively implement SEL into their curriculum. Common themes included learning about the culture, recognizing cultural differences and challenges, and managing the classroom environment. Implications included straying from preconceived notions and biases, finding interests of students and applying them to content being taught, and embracing diversity in the classroom.
