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Fostering Connection: Fifteen Social-Emotional Learning Strategies For Building Community In The Choral Classroom

flexible entry points for educators seeking to foster au- moments of student-to-student appreciation, mak-
thentic community alongside musical excellence. The ing it an excellent showcase of classroom culture and
strategies are grouped into four broad categories: (1) SEL in action. Research supports the effectiveness of
identity and belonging, (2) voice and agency, (3) well- peer-sharing activities in building classroom communi-
ness and reflection, and (4) community connection be- ty and empathy. 7
yond the rehearsal room.

Strategy #2:
Identity and Belonging Musical Identity Collages

This strategy invites students to visually express their
Strategy #1: unique musical identities by creating personal collages
“We Are Family” or “Student Spotlight” Project using magazine cutouts, drawings, or digital tools. Stu-
dents showcase their favorite genres of music, artists,
One of the most impactful strategies to foster con- cultural influences, and formative musical memories.
nection is to allow students to share about themselves in Sharing these in class helps students appreciate the di-
structured and affirming ways. The “We Are Family” versity of their peers’ musical backgrounds, fostering
project enables each student to introduce themselves to deeper empathy and inclusion. It also allows introvert-
the ensemble through a personal slideshow presenta- ed students a meaningful avenue to share more about
tion. This method is particularly effective in environ- themselves. Rooted in culturally relevant pedagogy,
ments where students may not already know each other this strategy affirms each student’s musical voice and
well, such as after program turnover or in ensembles creates a foundation of mutual respect, showing stu-
consisting of multiple grade levels, unlike other aca- dents that all musical paths are valid and worthy of
demic subjects where students are grouped by grade celebration. Consider offering multiple modalities for
level. By incorporating key personal elements—such as students to choose, for example: Google Slides, Canva,
name, pronouns, hobbies, musical interests, and fami- or simply a posterboard.
ly—students are invited to be seen holistically by their
peers.
When introduced in my own classroom during the Strategy #3:
spring of 2023, this activity helped combat the frag- Creating a Choir Code
mentation caused by our hybrid model of instruction.
Presentations occurred at the start of each class with At the start of the year, students can cocreate a set
one student sharing per day, and classmates were en- of class commitments that reflect their collective val-
couraged to ask respectful questions or find common ues, such as kindness, focus, effort, honesty, and vulner-
ground. This normalized a routine of daily personal ability. These shared agreements—sometimes called
connection and encouraged empathy, reduced social a “Choir Code”—serve as a foundation for ensemble
anxiety, cultivated new friendships, and fostered peer culture and accountability. Students are more likely to
validation. honor expectations they helped create, and revisiting
An additional benefit of this activity is that it pro- the commitments throughout the semester helps rein-
vides a structured and meaningful way to start rehears- force positive norms. Posting the commitments public-
al while allowing the teacher to take attendance or ly creates a sense of ownership and pride. This pro-
check in with students as needed. Because the activ- cess promotes responsible decision-making and social
ity is student led and engaging, everyone is naturally awareness, ensuring that classroom management isn’t
tuned in and invested. Administrators who visit during top down, but rather a shared, student-led commit-
these presentations often witness authentic, unscripted ment to a safe and supportive space.

56 CHORAL JOURNAL May 2026 Volume 66 Number 8