Seen, Accepted, Empowered: Fostering Social Emotional Learning in Choral Classrooms
Session Abstract: Students need to feel cared for and connected before they can learn in choral classrooms. To flourish, students need to feel seen, accepted, and empowered. By embedding social emotional learning into ensemble singing, students can gain key competencies relating to identity, belonging, and agency. In this session, I build on the work of Edgar (2017) to show how choral music classrooms are uniquely suited to help students develop socially and emotionally through music-making. These learnings can be strategically planned and measured with outcomes that allow for the growth of the whole person through engagement in the art of choral singing.
Philip Silvey
Eastman School of Music, University of Rochester
Philip Silvey is Associate Professor of Music Education at the Eastman School of Music where he teaches courses in music education and serves as instructor of the Treble Chorus. He has appeared as guest conductor, clinician, and adjudicator in numerous states, directing state honors choruses in Maryland, Virginia, New York, and New Jersey. He has presented interest sessions at state, regional, and national ACDA and NAfME conventions. His writings appear in the Journal of Research in Music Education, Music Educators Journal, and the Choral Journal. Hal Leonard, Santa Barbara Music, and Carl Fischer publish his original choral compositions and arrangements.
