Page 60 - CJMay2026

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

and concerts increases. Culturally responsive teaching cused activities can significantly impact student morale
practices emphasize that shared decision-making fos- and engagement. In my own teaching experience, stu-
9
ters inclusion and relevance. When thoughtfully facil- dents responded positively to activities such as guided
itated, repertoire selection can also expand students’ meditations, journaling, and class discussions centered
musical worldviews and expose them to diverse tradi- on stress management, peer relationships, and the
tions and languages. emotional benefits of music during our late starts on
Wednesdays.
These sessions help students build the SEL skills of
Strategy #7: self-awareness and self-management, two competen-
SEL Songwriting Workshops cies that contribute directly to ensemble engagement
and focus. Students report increased emotional regu-
10
Although this strategy may seem a bit more ad- lation and a renewed focus during rehearsals following
vanced than the others, consider scaffolding this ac- these sessions. Research highlights that musical ensem-
tivity to suit the needs and abilities of your students. bles serve as emotional safe spaces, and when music
In small groups, students collaborate to write original teachers incorporate wellness-focused reflection, stu-
lyrics and melodies based on themes like perseverance, dents feel both musically and personally supported. 11
identity, or gratitude. These songwriting workshops When implementing wellness-focused rehearsal
offer a creative, student-centered approach to SEL, practices, educators may encounter concerns regard-
giving students ownership of both message and mu- ing use of time, particularly in ensembles with limited
sic. Whether performed in class or recorded for per- rehearsal schedules. Framing these practices as instruc-
sonal portfolios, these compositions allow students to tional supports rather than instructional interruptions can
explore emotion, narrative, and teamwork. Students help address such concerns. Brief, intentional SEL mo-
practice active listening, compromise, and reflection— ments support students’ self-awareness and self-man-
essential SEL skills embedded in a meaningful musi- agement, which in turn enhance focus, collaboration,
cal experience. Teachers can offer light guidance while and rehearsal efficiency. When students are emotional-
encouraging autonomy. These projects often become ly regulated and engaged, rehearsals often process more
highlights of the semester, as students express authentic productively, not less.
stories through song and develop pride in their artistry. For ensembles that rehearse once or twice a week,
This could be a stand-alone unit in your curriculum or Wellness Days do not need to replace an entire rehears-
can be used for the final days or week of school when al. Instead, educators can integrate wellness practices
all finals and end-of-the-year concerts/activities have into existing structures through short, purposeful mo-
concluded. ments, such as a five-minute grounding activity at the
start of rehearsal, a brief stretch or breathing reset af-
ter cognitively demanding work, or a reflective closing
prompt that invites students to process their musical
Wellness and Reflection and emotional engagement. These practices can also
be implemented selectively during high-stress periods,
Strategy #8: including concert weeks, testing windows, or transitions
Wellness Days in the Choir Classroom within the school year.
Importantly, integrating wellness practices does not
Another highly effective approach is scheduling reg- diminish musical rigor. On the contrary, many educa-
ular Wellness Days to provide a much-needed pause in tors find that students rehearse with greater focus and
the whirlwind of students’ academic and extracurric- responsiveness following brief SEL-infused moments.
ular demands. Designating a portion of one rehearsal When positioned as tools that support readiness and
per week (e.g., “Wellness Wednesdays”) for SEL-fo- ensemble cohesion, wellness practices become a means

58 CHORAL JOURNAL May 2026 Volume 66 Number 8