This activity plan is for band directors looking to incorporate social-emotional learning aspects into their band room. 

The purpose of this activity is to show band directors the effectiveness of creating a lesson plan designed with all students in mind. The theme of this activity is the identifying emotions aspect of self-awareness in social-emotional learning. Each student will be supplied 2 passages of music from their methods book or concert music, a listening guide to 2 different passages of music, and a piece of paper to write down or draw an emotion presented by the teacher. If the learning is happening virtually students can also move to the music. The class will play the first passage, and then stop to talk about the emotion the passage represents. It is fine if students identify with different emotions in a piece. They will use the emotion journal to write down or draw either a recent evet that has happened to them or a scenario they believe represents that emotion. Next, the class will use the listening guide to talk about the music they are going to listen to before closing their eyes and listening. Finally, the students will play the excerpt again and discuss the differences from the first time they played it. Repeat these steps for the next two songs. 

The class is either using music from a method book or concert music to identify and reproduce that emotion. This coincides with the identifying emotions aspect of self-awareness 

1. Choose 2 contrasting excerpts from a method book or concert repertoire with contrasting emotions.

2. Select 2 corresponding passages of music for the class to listen to in order to reinforce the emotion(s) they identify with.

3. Give every student an emotions journal, listening guide for the listening passages, and a background of the excerpts they are playing.

For each excerpt:

1. Perform or rehearse the excerpt of music, from a methods book or selection.

2. Discuss the emotion with the class.

3. Have them depict that emotion in whatever way they are comfortable in their emotions journal.

4. Have them close their eyes with that emotion in mind, and listen to the music passage. If the student is not comfortable closing their eyes, invite them to look at the floor, or stare into space.

5. Maintaining that feeling from the musical passage, play the excerpt again.

6. Discuss how they felt playing it the second time, and the differences from the first.

• Music with which the class is familiar.

• Journals or pieces of paper that organize the specific emotions for each student.

• Listening guides for the passages of music to which the class will listen.

• A way for the class to listen to the passage of music. This step is easily adaptable for virtual learning as well.

• Pencils, markers, or pens.

Journal Guide

Template