Matthew Fontana
Chapter 1: Introduction, significance, and framework.
Working Title: Self-discovery Through Music: The Integration of Social Emotional Outcomes into Adolescent Instrumental Music Education Pedagogy.
Key words:
• SEL (Social Emotional Learning)
• IML (Instrumental music learning)
• Early childhood development
• Adolescent development
• SEL Competencies
• ME(Music education)
Research Questions:
What are the Barriers/Facilitators to Implementing SEL in Music Education?
How can music educators better integrate SEL into their curriculum?
Why should SEL be integrated into Music Education?
Introduction:
We have often heard the phrase, “learning music makes kids smarter.” Often, we neglect to ask the necessary follow up questions. How does music make kids smarter? What does “smarter” mean? How can we make a conscious and deliberate effort to understand why instrumental music education can be best utilized to then perpetuate development? Social emotional learning(SEL), and ME seem to have an almost symbiotic relationship with each other that has seemed to have gone relatively unexplored. Within this unexplored opportunity of incorporating SEL into music education pedagogy is this possibility of performance improvements. It has become widely recognized how important SEL has become in academic classrooms, in a variety of age ranges. Extensive developmental research indicates that effective mastery of social-emotional competencies is associated with greater well-being and better school performance whereas the failure to achieve competence in these areas can lead to a variety of personal, social, and academic difficulties (Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. 2011). Why then do we not see the same deliberate integration within music education?
Instrumental music learning can help in developing social and emotional competencies in early childhood and adolescent development by providing opportunities for focusing on building self-esteem and confidence by learning to play a musical instrument can give individuals a sense of accomplishment and help them develop confidence in their abilities.
Promoting self-expression through music can be a means of expressing emotions, thoughts, and feelings, providing an outlet for creative self-expression. Encouraging teamwork and cooperation by playing music in a group, individuals must work together to produce a harmonious result, promoting cooperation and teamwork. Developing empathy and understanding by learning about different types of music and cultures can broaden one's perspective and increase empathy and understanding of others. Fostering mindfulness and focus with learning a musical instrument requires focus and concentration, helping to develop mindfulness and the ability to stay focused. Incorporating instrumental music learning into early childhood and adolescent development programs can provide a supportive and positive environment for children and adolescents to develop social and emotional competencies. In theory, more emotionally competent students may achieve greater academic outcome because they are better at initiating, sustaining, and regulating their motivation for goal-directed learning compared to those with poor emotional skills. Emotional knowledge may also foster effective learning interactions in the classroom, thereby promoting academic achievement.” (Panayiotou, Humphrey, Wigelsworth, 2019) Why then do we see such a slow integration of SEL into instrumental music learning classrooms?
Significance:
This mixed method instrumental case study serves to understand the barriers and facilitators of integrating SEL competency goals into music education pedagogy. Evidence exists of the impact of SEL has had on general education, such as math and science. (Schonert-Reichl, 2019) Music education tends to find themselves behind contemporary pedagogical educational theories and strategies, and then often wonders why it is often the first to be underfunded or cut completely. While it is true that musical learning, making, and listening individually, and especially in groups can have generally positive effects on students both socially and academically, we neglect to ask the necessary questions of why, and how.
Incorporating social emotional competency goals into general education has allowed for the improvement of mental health and social, and emotional competency development in students.(Crowley, 2015) Music educationan has yet to tap into this resource in order to create empirical evidence-based to support these claims. (Panayiotou, 2019) Instrumental music education has generally looked the same for the past 50 years in the United States. The pedagogical focus is primarily on skill building for the goal of performing. Within itself this model can develop SEL competencies such as self-awareness, group awareness, community building, among others. What must be determined is how and what specifically affects and develops each SEL competency.
The effects of incorporating SEL competency goals in instrumental music education will, theoretically, have profound and lasting positive effects on mental health, and adolescent development. (Taylor, 2017) The greater possibility is the effect that focusing on these efficacy goals will have on technical achievement, and longevity for the students on their instruments. Students generally become frustrated when reaching technical milestones on their instruments. Without one-on-one instruction, it can be a difficult task for that student to overcome on their own. With a shift in vocabulary and setting goals within the framework on achieving SEL competencies, we can possibly see the students by-pass that frustration. We see this similar pattern within general education class. Students show an increase in aptitude and achievement even when the focus is on building SEL efficacies. (Wigelsworth, 2019)
First, there must be a conscious understanding if music education would be an appropriate vehicle for the development of SEL competencies. (HELLMAN, 2020).
Framework:
Music students exhibited significantly higher levels of emotional intelligence, especially in terms of acceptance, expression, and the use of their own emotions in action, compared with art students (Nogaj, 2020). There must be significant attention given to determining why integrating SEL competencies as the focus of each lesson’s goals within instrumental music education has not become a leading tool within serious music education pedagogy. Focusing on building self-esteem and confidence by learning to play a musical instrument can give individuals a sense of accomplishment and help them develop confidence in their abilities. (Edgar, 2020)
Armed with the understanding that incorporating SEL into music education in order to benefit the students, we must understand how students view this method of education. Do they believe it is not only benefiting their ability to learn, but also improving other areas of their development? Using an Instrumental case study middle school students will be observed, and interviewed in general music education classrooms where SEL is the driving force on the curriculum. Here, we will get a better understanding of the students' view. Surveys will also be distributed to teachers, staff, parents, and the students themselves to gather additional data. With this data we will better understand how we may then transfer these similar strategies and ideal into youth conservatory level music education.
Promoting self-expression through music can be a means of expressing emotions, thoughts, and feelings, providing an outlet for creative self-expression. Encouraging teamwork and cooperation by playing music in a group, individuals must work together to produce a harmonious result, promoting cooperation and teamwork. Developing empathy and understanding by learning about different types of music and cultures can broaden one's perspective and increase empathy and understanding of others. Fostering mindfulness and focus with learning a musical instrument requires focus and concentration, helping to develop mindfulness and the ability to stay focused. Incorporating instrumental music learning into early childhood and adolescent development programs can provide a supportive and positive environment for children and adolescents to develop social and emotional competencies. In theory, more emotionally competent students may achieve greater academic outcomes because they are better at initiating, sustaining, and regulating their motivation for goal-directed learning compared to those with poor emotional skills. Emotional knowledge may also foster effective learning interactions in the classroom, thereby promoting academic achievement. (Wigelsworth, 2019)
Matthew Fontana
Working Title: Self-discovery Through Music: The Integration of Social Emotional Outcomes into Adolescent Instrumental Music Education Pedagogy.
New York University
Chapter 2: Literature Review
Table of Contents
Introduction to the Chapter………………………………………………………... 3
Social Emotional Learning (SEL)……………………………………………..…….3
Defining SEL …………………………………………………………..…… 3
SEL in General Education……………………………………………….… 3
Music education ……………………………………………………………………. 5
Instrumental music learning…………………………………..…………… 5
SEL in Music education …………………………………………………………… 8
Defining success…………………………………………………………………… 10
Limiting factors for SEL Intigration………………………………………………… tba
Possible ways current teachers can begin to immpliment SEL………………… tba
Summary of the Literature………………………………………………………… 11
Sources……………………………………………………………………………… 12
Introduction:
This study serves to understand the student viewpoint of the effectiveness, and overall experience of social emotional learning(SEL) focused music education pedagogy. The literature looks to identify each social emotional competency and the process in which they are generally achieved. Then, illustrate its effectiveness within general education where it has become widely accepted as a standard pedagogical course for child, and adolescent learners. This will help inform the students answers and opinions concerning the effectiveness of SEL, and how it can be integrated into other forms of music education, specifically youth conservatory instrumental music learning.
Social Emotional Learning:
SEL is the theory that social and emotional competencies can be acquired and practiced through skill learning and relationship building activities within academic curriculums. The Collaborative for Academic, Social and Emotional Learning (CASEL) defines SEL as five key skills areas: (1) self-awareness, (2) self-management, (3) social awareness, (4) relationships and (5) responsible decision-making (CASEL 2019; Edgar, 2016). The importance of social emotional learning as a core foundation of curriculums in the US-especially after the COVID-19 pandemic-cannot be understated. (Hellman, 2020) Developing strategies in self-awareness, and relationship building skills are a great way to integrate SEL into Schools. “Helping students take these fundamental principles and creating their own social emotional competencies, which will help them learn how to manage their feelings, achieve goals, and build lasting and genuine relationships in all aspects of their lives, not just in school.” (Mahoney. 2020)
Incorporating teaching and learning theories and strategies will give measurable efficacies for programs to legitimize their importance, while also building curriculum that serves the students social and emotional development. As stated by Dr. David Elliott in his 2014 revision of “Music Matters”:
“When music making (of any kind) and music education are carried out with careful attention to (1) musical expressiveness and many social, cultural, political, and other contextual factors that affect music making and listening; and (2) respect for the people involved in making, listening to, and learning music in specific situations, then music and music education are valuable sources of ethical insight.”
The four processes in which SEC would cultivate through are, (1) building foundational support and plan accordingly, (2) strengthen adult SEL competencies and capacity, (3) promote SEL for students, and (4) practice continuous improvement. Through these four processes we see a very Bronfenbrenner like ecological model. The Bronfenbrenner ecological model examines the relationship that an individuals immediate, local, and macro-environment can have on the effect of their own development. Here the four principles are to be practiced and applied throughout the students life organized from short-term goals, such as self confidence in completing and participating in assignments, and to long-term goals, such as safe sexual behaviors, and awareness. “Bronfenbrenner made clear that not all activities in which individuals are involved contribute to their development.” ( Tudge. 2019. p.2)
Most often caregivers have a general understanding of the material that enables them to assist in HW. This can be enough of a boost to help a student find their footing in a subject. General education classes usually meet everyday. This allows the opportunity for students without assistance at home to familiarize themselves overtime with the material to the best of their ability. With music education, specifically instrumental learning, most often the caregivers are unable to assist in even the most minor of skill building or material learning. (Akutsu, 2020) This, coupled with the reality that most music education classes in schools today meet 1-2 times a week, prevent sustained progress.
Programmatically incorporating SEL into purposeful classroom activities and homework assignments will greatly help combat the very real crisis of social emotional learning behaviors and milestones for these children/students.(Mahoney, 2020) This research will focus on why music education has not seen the same level of integration of SEL in adolescent pedagogy.
IML has traditionally been categorized as an arts specialty. IML is most often treated the way educators would traditionally treat biology, or trigonometry. Students attend a class where they are presented with material and instruments that they are unfamiliar with. They are given a short, generalized summary and explanation of what is being covered and how the instrument works. They are given homework with very little preparation, and expected to return to class more knowledgeable, more skillful, and HW completed. Percentage of students who would improve with the additional integration of SEL into various academic-and otherwise-programs could only increase, For example:
• 27% more students would improve their academic performance
at the end of the program;
• 57% more would gain in their skills levels;
• 24% more would have improved social behaviors and lower levels of distress;
• 23% more would have improved attitudes; and
• 22% more would show fewer conduct problems.
“The corporatization of public schools in the United States, which pressures teachers to focus their teaching on preparing stu- dents to pass trivial, standardized tests and develop assessment tools that provide “data” on student learning.” (Elliot, 2014, p. 40) In music education classrooms there are many contributing factors as to why this is less than ideal. (Grey, 2020)
Music Education:
SEL in Music Education:
Education as a whole is moving toward a continued growth in advocacy of SEL in music programs across the country. In the past music programs have been promoted through the hypothetical and ambiguous notions that music improves test scores, and increases social skills. (Hill, M, 2021)
“Music is inherently emotional: it makes us feel. Music is social: it has been a rallying call for humans, always. Music teachers must capitalize on the connections between SEL and music because our students need it and music education now more than ever!”(Edgar,2020)
When focused on changing hundreds of years of systemically stagnant musical education, we must first focus on what is not working. Having students focus on traditional rote practice has shown. When considering healthy psychological development, this idea of practicing alone in a room for hours just to try and play the same material in front of, and with others in highly competitive and judgmental environments seems counter intuitive. The focus must be on cultivating these SEL key-points. (Elliot, 2015)
These points are (1) connection-which deals with understanding that in any form of situation young students are much more open and eager to participate with those they feel they can trust, those that hear them and see them for the people they are, and not just talk down to them in a hierarchical systemic way that they don’t understand, (2) repertoire that deals specifically with the content in which we hope to engage students through, such as music written by underrepresented peoples. They must feel connected to it in some way, and be able to find the relevance of what they are learning, and why. For example, using modern popular music in lessons to achieve the same technical and musical goals that you would using older repertoire.
“Achieving all possible musical-personal values of musicing and listening depends (among other social situated variables) on students’ democratic interactions with educators who know-that, know-how, feel-that, and feel-how to interact with their “students”—i.e., with the persons they serve—in deeply musical, ethical, and transformative ways.” (Elliott. 2014. p. 52)
Defining Success:
General education has seen consistent increase in the integration of SEL into curriculum and pedagogy.(Durlak, 2011) The goal of the integration of SEL is to create positive and ethically driven environments that will foster academic learning. The reasoning is to allow for all students to achieve success in an area of study. Allowing for social-emotional value-added measures have similar effects on test scores when considered on their own: 6 percent of a standard deviation for value added to social well-being and 5.7 percent for work habits value-added. (Jackson. (2021)
One education subject that shares in the limitations of this pedagogical strategy is language. Immersion is proven to be the most fundamentally effective pedagogy for language learning both practically, and academically. “Both music and language, they propose, are connected to listening: young children are involved in the early reading process prior to beginning to decode words.” ( Brown. 2019) Why is music education never thought of in the same vein? Instrumental music education combines the literacy and application demands of language education, with detailed physical coordination of athletics.
If the focus is SEL, and of course teaching sound technique, then the order in which the notes that were written are arranged should make no difference to the goals being achieved through them. (3) Experiences-is most important for solidifying SEL. This is the aspect in which students get to create, impact, and teach others that which is being covered. Jumping from one thing to the next simply to get through material is irresponsible, and only helps to create anxiety and not in students. (4) Reflections-is giving the students any and all opportunities to reflect on what they are learning, why they might be learning, and how it can be applied. (Edgar. 2020. p. 33) The following Table illustrates visually how this could work:
(Edgar. 2020. p. 32)
A needed focus on SEL in education is, especially after the COVID-19 pandemic very much aligns with the sentiment of my own research topic. The focus on SEL in music education-much will theoretically create empirical evidence that music, and all arts, education can facilitate SEL and SEC focused curriculums seamlessly. This what will then hopefully show how to increase the participation of caregivers through that process to truly drive home the ideas brought forth in these articles we must begin to see examples of SEL beyond general education classrooms, and theoretical applications and see how modern day music educators can use SEL in various age groups, through various types of programs through multiple types of demographics and fiscal abilities.
Summary of Literature:
With the many benefits SEL can create for students and educators alike within music education, they also allow for clear evidence based results that can be measured qualitatively and quantitatively. This will then allow for better ways of adjusting curriculums and school environments for the needs of different areas and demographics. The more information we can derive from continued application of SEL in multiple types of programs, the better we can then create a system that allows for more caregiver involvement in all aspects of students' education. “Engaging students in this process not only lends relevance to music education’s value but also models/teaches students these important skills while forwarding the cause for music education.” ( Edgar. 2020. p. 33)
SEL is becoming more understood, and integrated throughout the US in educational models following the pandemic of COVID-19 (Helman,2020.p.96) Having SEL as the focus in curriculums is showing to pay huge dividends in reacquainting and acclimatizing young students to classrooms they now find foreign. Leadership in educational institutions are looking to music and arts educators to adopt a SEL focused strategy. The issue we are finding with this approach is that most music educators today did not major in education during their undergraduate and graduate degrees. Many strategies, including early childhood education.
Revision:
Introduction:
Music education plays a vital role in fostering the social and emotional development of adolescents. The incorporation of Social-Emotional Learning (SEL) into music curricula can enhance students' self-awareness, self-regulation, interpersonal skills, and overall well-being. This literature review aims to explore aspects of a SEL-focused general music curriculum that can be adapted to instrumental music classes, the potential impact of integrating and communicating SEL within the music educator community on private applied study/group instrumental instruction, the history and methods of music education, and the groups most affected by SEL integration in music education.
SEL in General Music Curriculum:
SEL-focused general music curricula have demonstrated positive outcomes in promoting emotional intelligence, empathy, and creativity among students. The literature suggests that incorporating SEL components such as self-reflection, group activities, and collaborative projects can be adapted to instrumental music classes to enhance students' emotional well-being and social interactions (Hayashi et al., 2022; Ramirez et al., 2021). For instance, integrating group performance opportunities, where students collaborate and support each other, can enhance students' social skills and foster a sense of belonging (Raschdorf et al., 2021). Moreover, the use of creative and expressive music-making activities can promote emotional expression and self-awareness (Nogaj, 2020).
Impact on Private Applied Study/Group Instrumental Instruction:
The integration and communication of SEL within the music educator community can lead to transformative changes in private applied study and group instrumental instruction. Research shows that when music educators incorporate SEL principles in their teaching methods, they can create a supportive and empathetic learning environment that enhances students' emotional well-being and engagement (HELLMAN, 2020). By fostering a safe space for self-expression and emotional exploration, music teachers can positively influence students' personal growth and motivation to learn (Durlak et al., 2011).
History and Methods of Music Education:
Historically, music education has been focused on skill development and musical literacy. However, contemporary approaches, such as the Kodály Method, have emphasized the importance of socio-emotional development through music (Frega, 2019). Studies have shown that music training enhances social competence, emotional regulation, and cognitive skills (Moreno et al., 2011; Hallam, 2010). Integrating SEL into music education can build upon these historical methods and enhance students' holistic development.
Groups Most Affected by SEL Integration in Music Education:
The integration of SEL in music education can have a profound impact on students from diverse backgrounds, including those facing socio-economic challenges (Mahoney et al., 2020). Research has shown that students with higher levels of social competence in kindergarten are more likely to experience future wellness (Jones et al., 2015). Thus, integrating SEL into music education can be particularly beneficial for students facing adversity and provide a platform for self-discovery and empowerment (Marsay et al., 2021).
Suitability of SEL-Focused Pedagogy:
SEL-focused pedagogy is suitable for various educational settings, including general and instrumental music classes. By creating an inclusive and supportive learning environment, music educators can implement SEL strategies effectively (Panayiotou et al., 2019). Moreover, SEL-focused pedagogy can be adapted to conservatory-style programs, promoting emotional intelligence and interpersonal skills among advanced music students (Bridgeland et al., 2013).
Conclusion:
The integration of SEL into adolescent instrumental music education pedagogy holds immense potential for fostering students' self-discovery and social emotional development. By adapting SEL-focused general music curricula to instrumental classes, music educators can create a nurturing learning environment that promotes emotional intelligence, creativity, and overall well-being. The communication and adoption of SEL principles within the music educator community can also lead to transformative changes in private applied study/group instrumental instruction. Moreover, SEL integration in music education can have a positive impact on students from diverse backgrounds, providing opportunities for self-discovery and personal growth. Overall, SEL-focused pedagogy is suitable for various educational settings, including conservatory-style programs, emphasizing the importance of holistic development in music education.
Matthew Fontana
Methods Outline
Working Title: Self-discovery Through Music: The Integration of Social Emotional Outcomes into Adolescent Instrumental Music Education Pedagogy.
Research Question:
What aspects of a SEL focused general music curriculum can be adapted to an instrumental music class?
Why?
How can the integration, and communication of SEL within the music educator community affect change within private applied study/group instrumental instruction?
What is that? The history? How were they taught?
Who is most affected by the integration of SEL into current music education curriculums?
Where is SEL focused pedagogy most suitable? Can it be adapted to conservatory style programs?
Research Subjects: music teachers, students and administrators
Chapter 3: Research Methodology
3.1 Introduction
This chapter outlines the methodology used to investigate the implementation and impact of a Social-Emotional Learning (SEL) focused music curriculum in general music classes. The study adopts an instrumental case study approach, utilizing a combination of observation, interviews, surveys, and the creation of a teacher focus group. The chapter also addresses the questions related to adapting SEL in music education and its potential impact on current curriculums. From there, the study looks to create a dialogues amongst music educators allowing for the adaptation, evolution and synchronization of SEL based curriculum in all facets of music education.
3.2 Research Design
The research design selected for this study is an instrumental case study, which provides an in-depth exploration of the SEL-focused music curriculum within the context of general music classes. The instrumental case study approach allows for a detailed examination of how SEL principles are integrated, communicated, and experienced by both teachers and students in this specific setting.
3.3 Participants
The study will involve music educators and students from various instrumental music classes within schools or music institutions. A purposive sampling method will be employed to ensure representation from diverse backgrounds, grade levels, and musical instruments. Additionally, participants will be selected based on their experience with SEL-focused curriculum implementation, ensuring a comprehensive understanding of the subject matter.
3.4 Data Collection
3.4.1 Observation:
Classroom observations will be conducted to gather information on how teachers implement SEL principles in their instructional practices and how students respond to these strategies. The observations will be recorded using field notes and video recordings.
3.4.2 Interviews:
Semi-structured interviews will be conducted with music educators to explore their perceptions, experiences, challenges, and successes in implementing SEL-focused curriculum. Separate interviews with students will be conducted to understand their experiences with the curriculum and its impact on their social and emotional development.
3.4.3 Surveys:
Surveys will be administered to both music educators and students to gather quantitative data on their attitudes towards the SEL-focused curriculum and its perceived effects on social-emotional growth.
3.4.4 Teacher Focus Group:
A teacher focus group will be formed, consisting of music educators who are involved in the SEL-focused curriculum implementation. The group will meet bi-monthly to engage in real-time discussions about their experiences, share insights, and provide feedback on the curriculum's positive and negative aspects. With these focus groups the intended outcome is to create a community of educators focused on the social and emotional health and development of their students, along with their musical health and development.
3.5 Data Analysis
Data collected from observation, interviews, and surveys will be analyzed using qualitative and quantitative methods. Thematic analysis will be employed to identify common themes and patterns in the qualitative data. Descriptive statistics will be used to analyze the survey data, providing a quantitative overview of participants' responses.
3.6 Addressing Research Questions
Research Question 1: What aspects of a SEL-focused general music curriculum can be adapted to an instrumental music class?
The investigation of this question will involve a thorough analysis of the SEL-focused curriculum's components, which have been successful in general music settings. By examining the existing literature on SEL in general music education and identifying core principles, the study will determine how these elements can be adapted to suit the unique context of instrumental music classes.
Research Question 2: How can the integration and communication of SEL within the music educator community affect change within current common curriculums?
The teacher focus group will play a pivotal role in addressing this question. The real-time discussions will enable educators to share their experiences and insights, fostering collaboration and mutual learning. By engaging music educators in the process of curriculum development and implementation, the study aims to understand how SEL principles can be disseminated and embraced within the wider music education community.
Research Question 3: Who is most affected by the integration of SEL into current music education curriculums?
The study will explore the impact of SEL-focused curriculum on both music educators and students. By examining changes in teaching practices, classroom dynamics, and student behaviors, the research aims to identify the specific groups that are most influenced by the implementation of SEL principles.
Research Question 4: Where is SEL-focused pedagogy most suitable? Can it be adapted to conservatory-style programs?
Through a comparative analysis of different music education settings, including traditional school environments and conservatory-style programs, the study will assess the suitability and adaptability of SEL-focused pedagogy. By investigating various contexts, the research aims to provide insights into how SEL can be tailored to suit different music education settings.
3.7 Limitations
Several potential limitations need to be acknowledged in this study. Firstly, the findings may be context-specific and may not be entirely generalizable to other educational settings. Secondly, the subjective nature of self-reported data from surveys and interviews could introduce response bias. Efforts will be made to mitigate these limitations by employing multiple data sources and triangulating the findings.
3.8 Ethical Considerations
The study will follow ethical guidelines in research, ensuring the privacy and confidentiality of participants. Informed consent will be obtained from all participants, and their identities will be anonymized in any reporting of results.
3.9 Conclusion
This chapter has outlined the research methodology for the instrumental case study exploring the implementation and impact of an SEL-focused music curriculum in instrumental music classes. The data collection methods, analysis techniques, and the formation of a teacher focus group will provide a comprehensive understanding of how SEL principles can be adapted and integrated within music education. By addressing the research questions, the study aims to contribute valuable insights to the field of music education and social-emotional learning pedagogy.