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SOCIAL EMOTIONAL LEARNING AND MUSIC EDUCATION

Article · April 2015

DOI: 10.7816/sed-03-01-05

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DOI: 10.7816/sed-03-01-05 sed, 2015, Cilt 3, Sayı 2, Volume 3, Issue 2

SOCIAL EMOTIONAL LEARNING AND MUSIC

EDUCATION

M. Nevra KÜPANA1

ABSTRACT

The purpose of this study is to show the relationship of music education and social
emotional learning. In this regard, the relationship of music education and social
emotional learning has been researched by literature review. The process of understanding
and comprehending the social and emotional aspects of life are referred to as “social
emotional learning”. The components of social emotional learning are self-awareness,
social awareness, responsible decision making, self-management and relationship skills.
In a school setting, social and emotional learning includes the following skills: 1. effective
relationship skills; 2. responsive, efficient and cooperative participation in group studies;
3. control and conveying through proper means the feelings and impulses; 4. solving the
interpersonal conflicts and disputes in a non-violent, constructive, peaceful and thoughtful
manner; 5. living the life with sound and correct personality traits; 6. ability to incorporate
learning, learning and reflective learning into every aspect of life. Music and social
emotional learning complements each other in the education process with the following
properties: a. Music can be used as an emotional stimulus; b. Music can be used as an
aesthetic experience; c. Music can be used for relaxation and imagination; d. Making
music can be a form of self expression; e. Making music can be a form of group
experience. These skills can be developed by social emotional learning programs to be
prepared according to the students’ developmental periods. Such programs are also useful
for cognitive skills. Activies such as improvisation, ensemble playing/ singing, defining
emotions with music can be used in developing social emotional learning skills in music
education. There is a significant relationship between teaching effectiveness and social
emotional skills. Therefore, it is important to develop the knowledge and skills of the
music teachers associated with social emotional learning.
Keywords: social emotional learning, SEL, music education.

1
Yrd. Doç. Dr., Sakarya Üniversitesi Devlet Konservartuvarı, Sakarya, nkupana(at)sakarya.edu.tr

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SOSYAL DUYGUSAL ÖĞRENME VE MÜZİK

EĞİTİMİ

ABSTRACT

Bu çalışmanın amacı sosyal duygusal öğrenme ve müzik eğitimi ilişkisini ortaya koymaktır.
Bu doğrultuda sosyal duygusal öğrenme ve müzik eğitimi ilişkisine yönelik literatür tarama
çalışması yapılmıştır. Sosyal ve duygusal öğrenme yaşamın sosyal ve duygusal yönlerini
anlama ve kavrama sürecidir. Sosyal duygusal öğrenmenin öğeleri özfarkındalık, özyönetim,
sosyal farkındalık, ilişki becerileri ve sorumlu karar almadır. Okul ortamında sosyal duygusal
öğrenme şu becerileri içerir: 1. Etkili iletişim becerileri; 2. Grup çalışmalarına istekli, etkin ve
işbirlikçi katılm; 3. Duyguların ve dürtülerin denetimi ve uygun yollarla iletilmesi; 4.
Kişilerarası çatışmaların ve anlaşmazlıkların şiddetten arınmış, yapıcı, barışçıl ve düşünceli
biçimde çözümü; 5. Sağlam ve doğru kişilik özellikleriyle hayatı yaşama; 6. Hayatın her
alanına öğrenmeyi öğrenme ve yansıtmalı öğrenme yaklaşımını taşıma. Müzik eğitimi ve
sosyal duygusal öğrenme birbirlerini şu özelliklerle tamamlamaktadır: a. Müzik duyusal bir
uyaran olarak kullanılabilir; b. Müzik estetik bir deneyim olarak kullanılabilir; c. Müzik
rahatlama ve imgeleme için kullanılabilir; d. Müzik yapma kendini ifade etmenin bir şekli
olabilir; e. Müzik yapma grup deneyiminin bir şekli olabilir. Bu beceriler öğrencilerin gelişim
dönemlerine uygun olarak hazırlanacak sosyal duygusal öğrenme programlarıyla
geliştirilebilir. Doğaçlama, toplu çalma/söyleme, müziğe ilişkin duyguların tanımlanması gibi
etkinliklerle müzik eğitiminde sosyal duygusal öğrenme becerileri geliştirilebilir. Sosyal
duygusal beceriler ile öğretim etkililiği arasında anlamlı bir ilişki vardır. Müzik
öğretmenlerinin yetiştirilmesinde onların sosyal duygusal öğrenmeye ilişkin bilgi ve
becerilerinin geliştirilmesi önem taşımaktadır.

Anahtar Kelimeler: sosyal duygusal öğrenme, SEL, müzik eğitimi.

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INTRODUCTION

Social and emotional learning is an understanding and comprehension

process of social and emotional aspects in life. This learning process consists of the
following (Cohen, 200, s. 6; cited by: Türnüklü, 2004, s. 141):

To read, decode and understand the information of social and emotional

fields in life,

To use information of social and emotional fields to resolve interpersonal

problems encountered in social life,

To be a creative learner in social and emotional field of life.

Social emotional learning includes emotional intelligence, social intelligence

and social-emotional competences (Arslan & Akın, 2013, s. 27). The first study
conducted on competency of people in social skills and emotion management skills
is considered to be the model “Multiple Intelligences” developed by Howard
Gardner (1983) and the “interpersonal intelligence” and “intrapersonal intelligence”
dimensions in this model. Interpersonal intelligence emphasizes understanding other
people and cooperating with them while intrapersonal intelligence emphasizes
understanding and knowing oneself (Türnüklü, 2004, s. 139; Jacobi, 2012, s. 73).
Salovey and Mayer (1990) put forward the concept of emotional intelligence
(Goleman, 2012, s. 11) and explained it as the skill of perceiving, assessing and
expressing emotions accurately, generating and accessing to emotions which
facilitate thinking, understanding emotions and information related to emotions,
controlling emotions which lead to emotional and intellectual development
(Türnüklü, 2004, s. 139). Goleman (2012, s. 15) ranges fundamental factors of
emotional intelligence as; self-conscience, self-control, social conscience and
relationship management skills.

Salovey and Gardner collect emotional intelligence skills under the following
titles (Goleman, 2012, s. 73):

Self-conscience: Self-knowledge -recognizing a feeling as soon as sets- basis

of the emotional intelligence.

Managing emotions: It consists of self-appeasement, skill of avoiding intense

anxieties, pessimism and sensitivity.

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Motivating oneself: Self-motivation by means of gathering emotions in line

with a certain purpose and emotional self-control is required for productivity and
creativity.

Recognizing emotions in others: The fundamental skill in relationship with

people is empathy.

Handling relationships: The art of relationship is the skill of managing

emotions in others.

Emotional intelligence starts to develop at the first years of life. The first
grounds of it are laid by early period of childhood within parent and immediate
family environment. The period between 10th and 18th month is critical for the
formation of emotional conscience. A child recognizes acceptance and rejection
conditions of emotions through parents' reactions to emotions and knows his/her
own emotions. In this way, emotions find opportunity to develop in child's common
life with immediate environment and to have a sound ground (Baltaş, 2005, s. 8).

First ideas on emotional intelligence include factors of social intelligence as

well (Goleman, 2007, s. 108). Making a distinction between personal and social
skills, Goleman (2007, s. 108) explains elements which form social intelligence in
two categories; social awareness and social skills. Accordingly, social awareness
consists of the following components:

Primal empathy: Sharing feelings of other people and reading non-verbal

emotional signs

Attunement: Deep listening, being attuned to a person

Empathetic accuracy: Understanding ideas, feelings and intentions of another

person

Social cognition: Knowing how social world functions

Social skill consists of the following components (Goleman, 2007, s. 108):

Synchrony: Smooth interaction at non-verbal level

Self-presentation: Introducing oneself effectively

Influence: Having impact on the consequence of social interactions

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Concern: Caring for needs of other people and acting in line with those
needs

Many children come to school with competency in emotional and social

skills acquired in their family while many of those are lack of skills such as self-
expression, expressing demands and emotions, coping with intense feelings, anger
management, listening, sharing and cooperation when they come to school. These
social skills and emotion management skills which could not be acquired in family
may result in interpersonal conflicts and disagreements. Therefore, acquiring social
and emotional skills in school environment is important. In this way, a person will
have acquired competency not only in cognitive field but also in social skills and
emotion management skills which are the basis of human relationship when they
complete their education. It is a must to acquire social and emotional skills which
are regarded to be among fundamental conditions for living in effective, balanced,
peaceful, happy and harmonized way in social life (Türnüklü, 2004, s. 142).

Elias, Arnold and Hussey (2003) explain emotional intelligence as a social

and emotional skills system which turns cognitive activities into action and success.
They associate emotional intelligence field with skill field of emotional and social
learning in school environment. Social and emotional competency field in classroom
and school environment includes the following skills (cited by: Türnüklü; 2004, s.
141):

Effective communication skills,

Willing, efficient and cooperative participation to group activities,

Control of emotions and impulses and transmitting them via appropriate

ways,

Resolution of interpersonal conflicts and disagreements in non-violent,

constructive, peaceful and mindful ways,

Living life with sound and correct personality traits

Learning how to learn in every field of life and having the approach of
reflective learning.

Social and emotional learning consists of processes on acquiring and

effective application of information, skills and attitudes which are required to
understand and manage emotions of children and adults, reach positive aims, fell

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 Küpana N. (2015). Social Emotional Learning and Music Education. sed, 3 (2), s.75-88.

emotions of other people and show empathy, establish and maintain positive
relationships and take responsible decisions. These interpersonal and intrapersonal
competencies can be thought and measured. Research show that students with these
skills are more successful in their school and personal lives (CASEL, 2013, s. 4).
Social emotional learning skills are very effective on students in terms of academic
success, learning process motivation, increase in interest to school, active
participation to cooperation process, standing out social skills and developing
problem solving skills (Arslan, Akın, & Demir, 2012). An effective social
emotional learning program starts in pre-school period and lasts until the end of high
school education. CASEL defines five interrelated competency fields in cognitive,
affective and behavioral terms. Definitions of these five competencies are as follows
(CASEL, 2013, s. 9):

Self-awareness: It is the ability to accurately recognize one’s emotions and

thoughts and their influence on behavior. This includes accurately assessing one’s
strengths and limitations and possessing a well-grounded sense of confidence and
optimism.

Self-management: It is the ability to regulate one’s emotions, thoughts, and

behaviors effectively in different situations. This includes stress management,
impulse control, motivating oneself and working towards achieving personal and
academic goals.

Social awareness: It is the ability to take the perspective of and empathize

with others from diverse backgrounds and cultures, to understand social and ethical
norms for behavior, and to recognize family, school, and community resource.

Relationship skills: It is the ability to establish and maintain healthy and

rewarding relationships with diverse individuals and groups. This includes clear
communication, active listening, cooperation, resisting inappropriate social pressure,
constructive negotiation, seeking and offering help when needed.

Responsible decision making: It is the ability to make constructive and

respectful choices about personal behavior and social interactions based on
consideration of ethical standards, safety concerns, social norms, the realistic
evaluation of consequences of various actions, and the well-being of self and others.

A social and emotional program should be drawn for each age-group in order
to develop students’ social and emotional learning in school environment. The
themes to be included in this program are presented in the following table
(Türnüklü, 2004, s. 147):

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Table 1. Themes of Social and Emotional Learning Program

Developing self-respect Recognizing and accepting one’s Positive thinking
mistake Positive self- perception
Being well-groomed Self-rewarding
Self-criticism Complimenting
Self-control
Accepting criticism

Emotion management skills

Knowing emotions
Empathy
Recognizing emotions
Using I-language
Expressing emotions
Coping with fear
Managing emotions
Coping with anger
Understanding emotions of others

Skills of coping with Coping with embarrassing

Coping with mockery
undesirable situations situations
Coping with anxiety
Being aware of prejudices
Coping with being excluded from a
Coping with failure
group
Coping with peer pressure
Communication skills Understanding non-verbal
communication stimulators Using I-language effectively
Sending and understanding Active listening
messages
Conflict resolution skills Expressing demands
Problem resolution skills in
constructively
interpersonal conflicts and
Peer peacemaking
disagreements
Assertiveness
Reconciliation

Developing friendships
Knowing oneself and others
Recognizing positive, strong and Accepting individual
skillful aspects of others differences
Respect to others’ rights Accepting intersexual
Respect to personal values differences
Understanding body language Assisting and asking for help
expression

Skills of establishing and Keeping secret

Establishing and maintaining
maintaining relationship Greeting
positive relationships with
Being independent
people with different sexes,
Ability to say no
background and religion
Asking permission/apologizing
Being patient
Ability to have friends
Being included in a group
Sharing-thanking

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Listening and working skills

Skills of listening and
understanding Setting a goal and making plan
Effective listening during learning Being willing to resolve
Gathering attention and academic problems
concentrating Effective working habits
Effective use of time

Career planning Recognizing interest and skills Recognizing occupational

Recognizing learning strategies interest
Making decisions Choice of profession
Values and attitudes
Cooperation Willingness to develop
Self-acceptance Being helpful
Respect Being merciful and
Love compassionate
Tolerance Being willing to resolve
Creativity interpersonal conflicts
Responsibility constructively
Self-respect Being fair
Honesty Being peaceful
Feeling oneself sufficient Being sensitive

Effective teaching methods are active, participatory and interesting for social
emotional learning skill. Some examples are presented below (CASEL, 2013, s. 10):

It can be taught to little children how to define their own feelings and
possible feelings of other people by means of modeling and coaching. To inspire and
steer students by establishing a dialogue in case of a conflict resolution can be an
effective method.

Students can make activity in intragroup decision making and regulating

classroom rules in class meetings.

Students can learn cooperation and team work by taking part in team games.

Students can deepen their perception on current or historical event by means

of questions based on problem resolution model.

Cross age guide (matching a student in early age with an older student) can
be effective in building self-confidence, sense of belonging and developing
academic skills.

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Matching is an effective tool to teach reflective listening.

Music Education and Social Emotional Learning

Music supports cognitive, psychomotor, lingual, social, emotional,

communication and awareness skills, aesthetic aspect and creativity of children
(Şahin, 2006, s. 82). Researchers report that music has impacts on social and
emotional maturation of a person, autocontrol, work sharing and self-expression
skills (Özmenteş, 2005, s. 3). Music lectures are the most ideal environment for the
development of social emotional learning (Jacobi, 2012, s. 68). Music education
and social emotional learning naturally complete each other. Common features of
music training and social emotional learning are as follows (Pellitteri, 2006, s. 185;
Edgar, 2013, s. 30):

a. Music can be used as a sensorial stimulator. Previously recorded music can

be listened and its emotional features can be discussed. This activity can be used to
develop students’ vocabulary of emotions and skills on discussion their emotions.

b. Music can be used as an aesthetic experience. This experience can be

expressed as an interaction between concerns about perception, sense, imagination
and knowing, understanding and feeling. This interaction enable students to explore
their inner world, establish consistent connections with works of art and develop
new perceptions towards oneself and the world.

c. Music can be used for relaxing and imaging. Slow and relaxing music can
decrease tense emotions of students and thus emotional arrangement can be ensured.

d. Making music can be a way of self-expression. The act of making music

not only refers to self-expression but also has a therapeutic effect to relax inner
tensions.

e. Making music can be a way of group experience. Making music

collectively strengths ties between musicians.

The objective of social emotional learning is to acquire social emotional

competency and safety on self-awareness, self-management, social awareness,
relationship management and responsible decision making. Samples from music
training field for each component are presented below (Edgar, 2013, s. 29):

Self-awareness: An independent student who tries to play a passage

accurately. However, s/he believes that s/he will not succeed it and feels angry. If

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the student is aware of this emotion, s/he will express it and realize that this emotion
will lead to negative and unrealistic opinions.

Self-management: If the student who was very angry before the first solo
performance can realize his/her fear and its negative effects on his/her performance,
s/he will learn how to take a deep breath, control heart pulses and relax for a better
performance.

Social awareness: A group leader in a music community realizes that a

beginner student exhibits a better performance and works more efficiently than an
experienced student when s/he receives positive and constructive criticism rather
than negative one.

Relationship management: An experienced student feels annoyed for not

having been elected as group leader of a music community. Instead of developing a
grudge, s/he talks about her/his disappointment with her/his chief and asks about
another leadership position.

Responsible decision making: A student who is preparing for the examination

of music department prepares a meticulous working programme.

Social skill is a prerequisite for many aims of music training. Various

musical aims and required prerequisites are presented in the following table (Jacobi,
2012, s. 72):

Table 2. Prerequisites Required to Achieve Musical Aims

Musical Aim Prerequisite
Students listen to various music types and Students should accept not only differences in
other music which represent different cultures with music tastes but also accept and adopt what is
an open and accepting mind. different than them.
Students exhibit rehearsal or performance Students should know others’ turn, how to
skills in a musical community. listen to others and how to be tolerant and
respectful for others.
Students cooperate to compose a music piece Students should perceive that each person’s
or to improvise. ideas are valuable and understand each piece is
necessary to complete the whole and accept that
each person is unique in contribution.

Friendship is an important factor to learn social concepts and skills. Playing

makes children acquire many skills about social development such as helping,

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sharing, respecting others’ rights, obeying rules etc. (Güngör, 2003, s. 123). In
addition, children learn controlling their emotional reactions, self-confidence,
empathy and various moods and reactions in emotional development process of
game. Orff considers improvisation as playing with an instrument. Considering each
society to take its source from cultural values, Orff-Schulwerk creates playing areas
where people can express oneself safely. In this safety environment, people socialize
by means of using communication skills (Çimşir, 2013, s. 43).

Music activities which apply components of social emotional learning can be

used in general music training, music communities, orchestra, taste training, music
theory and other musical processes. Various activities for social emotional learning
in music training are presented below (Pellitteri, 2006, s. 185; Edgar, 2013, s. 31):

Improvisation: The act of making music spontaneously, it combines the

expression of current emotions with musical performance.

Collective playing/singing: Making music collectively is a way of social

awareness. Students’ learning how to be managed by a common beat is a way of
impulse control. In addition, inclusion of solos in community brings opportunity to
ensure autocontrol.

Definition of emotions related to music: Activities such as to determine,

define emotions of characters in songs and empathize with them, determine and
define moods related to musical pieces can be used.

There is a significant relationship between social emotional skills and

teaching effectiveness (Hamann, Lineburg & Paul, 1998, s. 87). Strong teacher-
student relationships are important in music training. The competency of teacher has
a significant role to determine social and emotional needs of students (Edgar, 2013,
s. 30).

CONCLUSION AND DISCUSSION

Social emotional learning includes the whole of emotional intelligence, social

intelligence and social-emotional competencies (Arslan & Akın, 2013, s. 27).
Musical experiences develop emotional intelligence by means of the acquisition of
skills related to accurate perception, assessment and expression of emotions,
generating and accessing to emotions which facilitate to express and think,
understanding emotions and information related to emotions, controlling emotions
which lead to emotional and intellectual development while these experiences
develop social intelligence by means of the acquisition of empathy, social cognition,

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 Küpana N. (2015). Social Emotional Learning and Music Education. sed, 3 (2), s.75-88.

social interaction, self-presentation and concern skills. Therefore, music training has
an important role to acquire social and emotional competencies.

The objective of social emotional learning is to acquire social emotional

competency and safety on self-awareness, self-management, social awareness,
relationship management and responsible decision making. Music and social
emotional learning complete each other in training process. Activities such as
improvisation, collective playing and singing, defining emotions related to music
have positive effects on social emotional learning.

There is a significant relationship between social emotional skills and

teaching effectiveness (Hamann, Lineburg & Paul, 1998, s. 87). Therefore, it is
important to develop knowledge and skills of music teachers on social emotional
learning during their education. In order to improve teaching effectiveness of pre-
service music teachers, opportunities which will develop social emotional skills
should be included in curriculum. According to research, there is a correlation
between social interaction and communication levels of people and their empathy
skills and performances (Hançer & Tanrısevdi, 2003, s. 216). According to
Juchniewicz (2010, s. 288), approaches such as learning and developing non-verbal
communication skills, knowing, accepting, focusing on prediction of student
behaviors can develop social interaction skills of pre-service music teachers.

In many countries, social emotional learning program (SEL) functions as an

organizing umbrella which gathers other programs such as character training,
preventing violence, taking precautions against drugs and school discipline. It is
scientifically proven that SEL which is applied for students from pre-school to the
end of high school improves self-conscience and self-confidence of children,
increases levels of empathy and control of disturbing emotions and impulses and it
is useful for academic success (Goleman, 2012, s. 9). Music should be used to
develop social emotional learning. Themes related to social emotional learning
program (improving self-respect, emotion management skills, skills of coping with
undesirable situation, communication skills, conflict resolution skills, developing
friendships, skills of establishing and maintaining relationships, listening and
working skills, career planning, values and attitudes etc.) can take place in music
training process. In addition, it is recommended that qualitative and quantitative
research should be conducted on social emotional in music training.

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