Social Emotional Learning Connections to the Arts and Education Standards

• In Event: Rethinking Arts Education for Social and Emotional Learning

Abstract

In this paper, we share proven practices as well as address emerging needs by connecting SEL, arts applications/contexts throughout the state of Wisconsin, and state art standards. SEL is not an add-on strategy. SEL is a natural part of the school fabric. The threads of SEL can be seen in the content areas of art, dance, music, and theatre since each investigates the technical and emotional sides of those art forms. Each of the arts allows for the articulation of emotion, thought, and relational connections in a variety of ways—movement, sound, or visually.

Wisconsin Department of Public Instruction has distilled the following CASEL five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making into three domains, Emotional Development, Self Concept, and Social Competence. These domains are encouraged within school communities, classrooms, and with external partners to further support the implementation of SEL. “Strong SEL skills allow for successful management of life tasks such as learning, problem solving, controlling impulsivity, and caring about oneself and others ” (Wisconsin Department of Public Instruction, 2018). The three domains are aligned to Wisconsin DPI’s vision for keeping kids healthy, safe, supported, and encouraged.

DPI has found that when imbedded SEL domains are aligned with standards it leads to the following outcomes:
• skills that foster important steps to education equity
• evidence-based strategies to support student mental health and wellness
• developing additional skills, rather than replacement skills, that develop healthy relationships
• skills that promote positive school climate and wellness
• strategies connect and sustain school communities.

The threads of SEL are a natural part of the areas of art, dance, music, and theatre. Social Emotional Learning in the arts classroom means an intentional use of the domains within the arts standards. The standards in the arts focus on building students’ skills and knowledge through creating, performing/presenting, responding, and connecting in the
art forms explored. Embedding the competencies of SEL into instructional practice provides students opportunities to build arts skills and knowledge in the arts, but also in applied learning experiences unique to the arts SEL domains unique to those art forms.
What does SEL look like in the music classroom? The following are examples of music SEL content subjects that bridge the gap between music skills and SEL content: 1) managing stage fright, 2) building leadership and ensemble skills, and 3) celebrating diversity.

The WI SEL domains can become a natural part of our lessons, allowing for the deeper articulation of emotion, thought, and relational connections through music. The arts continually support the explorations of these areas. Further, faculty and students of each district are beginning to share how SEL builds student abilities in resolving conflicts, problem solving, coping with challenging emotions, and demonstrating empathy for others. And work in our state has also shown staff, administrators and teachers that SEL growth is an area where rich growth is found where adults and students can grow together.

Author

• Julie Palkowski, Wisconsin Department of Public Instruction