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

of protecting rehearsal quality while attending to stu- the end of a rehearsal week or before a major concert,
dents’ holistic needs. gather students in a circle and pose open-ended reflec-
tion questions: “What made you feel most connected
to the music this week?” or “How have you grown as
Strategy #9: a singer or teammate?” Encouraging students to lis-
Choir Journals and Guided Prompts ten actively and respond respectfully supports the SEL
competencies of social awareness and responsible de-
A choir journal is a reflective tool that allows stu- cision-making. These moments of reflection validate
dents to process musical and emotional growth pri- students’ emotional experiences and deepen ensemble
vately. A teacher could offer simple prompts such as, trust. Reflective practices encourage students to delve
“What challenged you today?” or “When did you feel into their emotional experiences during musical activ-
most connected to the music?” Students write weekly ities, promoting greater self-awareness and emotional
or biweekly entries, which may be shared voluntarily expression. For instance, a 2021 study found that partic-
or kept personal. This consistent practice strengthens ipants in a performing arts-based experiential learning
self-awareness and helps students recognize patterns in environment developed a deeper understanding of their
their rehearsal mindset, relationships, or confidence. emotional states and those of their peers through guided
Journals are especially helpful for students who need reflection sessions. These sessions allowed students to
12
time to articulate their thoughts. They also offer teach- connect their emotional experiences with their musical
ers insight into students’ emotional and artistic devel- performances, leading to more expressive and authentic
opment, making it easier to support them holistically. artistry.

Strategy #10: Community Connection
“Lyric of the Day” Emotional Check-In Beyond the Rehearsal Room

“Lyric of the Day” is a simple yet powerful dai-
ly ritual. A student shares a lyric that resonates with Strategy #12:
them emotionally and briefly explains its significance. Sharing Positive Affirmations and Affirmation
The rest of the class listens reflectively or responds in Circles
writing. This activity allows for emotional expression
in a structured, low-pressure way, and it connects mu- Peer-driven positive affirmations can play a vital role
sic directly to students’ lived experiences. It also builds in fostering inclusivity and recognition in diverse choirs.
listening skills, empathy, and emotional vocabulary. By The Affirmation Circle is a guided activity where stu-
starting rehearsals with this SEL touchpoint, students dents take turns sitting in the center of a circle while
center themselves emotionally and intellectually, laying peers respond to reflective prompts such as, “Please ac-
the groundwork for more focused, connected music knowledge someone who made you feel included.” Phys-
making. Over time, the activity cultivates a sense of ical touch (such as a gentle tap on the shoulder) is op-
community through shared vulnerability. tional, and alternative non-contact methods (e.g., sticky
notes, index cards) should be provided for those who
prefer them.
Strategy #11: To ensure equity and visibility across all grade levels
Community Circles and Reflection Time in a mixed grade-level ensemble, I typically begin by ask-
ing each class of students to take a turn in the center
Community Circles offer a structured way to pro- of the circle—first the freshmen, then sophomores, fol-
cess rehearsal experiences, conflicts, and successes. At lowed by juniors, and finally seniors. This progression

CHORAL JOURNAL May 2026 Volume 66 Number 8 59