artist’s purpose?
• How do others interpret my creation? • How can I connect my work to others’ work? • How is music used to communicate to others? • Why does the composer/musician choose to convey this message?
• What cultural, ethical, or social influences are present in this work?
Relationship Skills - Musicians Ask… • Who influences my choice making? • How do others create or compose? • How can we use music to communicate? • How can I critique others’ music? • How can I use others’ critiques about my music? • What is this musician/composer’s perspective? • How can I show my perspective?
Responsible Decision Making - Musicians Ask… • What tools, people, and/or resources do I have to help me with this work?
• How can I solve this problem? • How can I work with what I have? • How can I use this work to help others? • How does this work help me understand more about myself, other people, and the world around me?
• How can I critique this work? • How can I modify this work? • How can I utilize other’s critiques about this work?
The questions above can be used with students across all
grade levels (K-12 and beyond!). The earlier we start bring- ing questions like these into students SEL and musical vo- cabulary, the better we can prepare them to lead successful lives beyond our school walls. Here are a few examples of how they can be used in your classroom using teaching strat- egies that are probably already occurring on a regular basis:
• “Do-now” • Music Journal • Practice Journal • Writing Prompt • Reflection – before, during, or after rehearsal, the cre- ative process, or a performance
• Exit Ticket • And many more!!
MAY 2021
I hope that these questions help you begin or expand
your journey with SEL in Music. I encourage you to visit the SEL Arts website (
www.selarts.org) as it contains a wealth of information that is growing daily! And remember, all NJ Visual & Performing Arts curriculums need to be revised to in- clude the newly adopted standards AND the SEL Framework by September 2021. The SEL-focused questions presented above can also assist you in these curriculum revisions.
Resources:
www.selarts.org CASEL -
www.casel.org SEL4NJ -
https://sel4nj.org/ The Inspired Classroom –
www.teachseal.com Music for All SEL Support Team -
https://education.music
forall.org/sel/
“Music Education and Social Emotional Learning: The Heart of Teaching Music” book by Dr. Scott N. Edgar
“Music Education and Social Emotional Learning: The Heart of Teaching Music” student workbook by Dr. Scott N. Edgar
“The ABCs of My Feelings and Music” book by Scott and Stephanie Edgar
**** Shawna E. Longo is the General Music (Music Technology)
teacher and Arts Integration Specialist at Durban Avenue School, Hopatcong, NJ. She also serves as the Arts Integration & STEAM Specialist for TMI Education; Coach for The Institute for Arts Integra- tion & STEAM; and an Ambassador/Consultant for Music First, Hal Leonard, and Jamstik. With 19+ years of teaching experience, Mrs. Longo holds a Bachelor of Music in Music Education degree from The Catholic University of America in Washington, DC; a Master of Pub- lic Administration in Arts Administration from Seton Hall University in South Orange, NJ; Supervisor/Curriculum Director’s certification from Rutgers University in New Brunswick, NJ; and certification as an Arts Integration Specialist (Level 1) as well as certification as an Arts Integration Leader (Level 2) from The Institute for Arts Integra- tion and STEAM. She is a clinician and consultant for music educa- tion, music technology, social emotional learning, arts integration, and STEAM. She is also a recipient of the 2021 Governor’s Educator of the Year for Durban Avenue School, 2019 Mike Kovins Ti:ME Music Technology Teacher of the Year, 2019 New Jersey Governor’s Award in Arts Education, 2019 Teach Rock Star Teacher Award from The Rock and Roll Forever Foundation, 2018 NJMEA Master Music Teacher Award, and 2016 Governor’s Educator of the Year for Hopatcong Middle School. Twitter: @shawnalongo
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