Date
3-21-2023
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Thomas P. Goddard
Keywords
Social-Emotional Learning, Instrumental Music, High School, 2014 National Ensemble Standards
Disciplines
Education | Music
Recommended Citation
Sohayda, David Paul, "Integrating Social-Emotional Learning and the 2014 National Music Ensemble Standards in High School Instrumental Programs" (2023). Doctoral Dissertations and Projects. 4208.
https://digitalcommons.liberty.edu/doctoral/4208
Abstract
The combination of academic content standards and social-emotional learning in the high school setting continues to be an underserved area. The high school instrumental ensemble remains a vehicle through which social-emotional learning can flourish through incorporation of the 2014 National Music Ensemble Standards. This qualitative research study seeks to address how a skills-based approach is consistent with and supports the social-emotional learning (SEL) of the high school instrumental student. Identifying perspectives on how integrating the 2014 national ensemble standards and social-emotional learning into the high school ensemble supports content-rich musical development and student mental health, the benefits of SEL, 2014 national ensemble standards, and SEL integration into academic content have emerged as themes throughout the body of existing literature. Existing literature and surveys of instrumental ensemble students and teachers reveal areas of integration between SEL and ensemble standards. These identified areas are paired with SEL outcomes and ensemble standards, providing the framework for how a skills-based approach is consistent with and supports the social-emotional learning of the high school instrumental student. Further implications of this study address how students' mental health should take a larger role in the development of core academic standards rather than a singular/isolated area of educational development.
