Date

5-2024

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Arts (B.A.)

Department

Liberal Studies

Major

Liberal Studies

First Advisor

Patty Whang

Abstract

For this Capstone Project, the researcher investigated how Dream Academy and Little Foot Elementary educators view music's impacts on social-emotional learning and what they thought could be done to improve it. Based on an analysis of the data and the relevant research literature, the researcher used what they have learned to formulate an action that responds to the impact of music on social-emotional learning in a way that inspires, informs, or involves a particular audience. This is an important issue for students and teachers because music education allows educators to teach social-emotional skills. It is argued that music fosters social-emotional skills. Four primary stakeholders were selected: Gaia and Chloe from Little Foot Elementary for their music and performance backgrounds, and Athena and Andreas due to their musical backgrounds and work at an art academy. Three themes emerged from the data and were explored as ways to address the issue presented. Making music-integrated lesson plans that are culturally responsive and SEL-based is argued to be the most effective way to achieve the goals of fostering social-emotional learning through music and being culturally responsive.

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