Recently, it is agreed that the increase of students' social and motional maladjustment requires the provision of social and emotional learning(SEL) in the school field. Social and emotional competence is naturally developed or enhanced, so the opp ...
Recently, it is agreed that the increase of students' social and motional maladjustment requires the provision of social and emotional learning(SEL) in the school field. Social and emotional competence is naturally developed or enhanced, so the opportunities of SEL that is compatible with students' age and developmental stage should be provided constantly. However, in spite of the necessity of SEL, academic-centered curriculum education makes it difficult to organize SEL in school curriculum. The purpose of this study is to develop music subject related SEL program applied by structure-centered cooperative learning and examine the effects of the program as a part of strategy for implementing SEL in school curriculum.
To develop the program, first, the researcher examined theories on SEL and cooperative learning, then investigated SEL models, selected one of them, and set up the development direction and process, and instructional goals for the music subject related SEL program. Next, based on Strong Kids program developed by Kenneth, W. Merrell, this study constructed program theme, objectives, instructional contents and activities, and cooperative learning structure. Also, lesson plans were developed to apply the program in music classes. Lastly, the practical use and teaching consideration were suggested to implement the program effectively.
To examine the effects of the program, sixty one students who were 5th and 6th grade in two elementary school were selected. The program was applied to them from March to June in 2017. Strong Kids units test and social-emotional assets and resilience scales were conducted before and after the program to analyze the difference of students' social-emotional competence. Also, lesson videos, students' worksheets, teachers' journals, and so on were collected and analyzed to examine the changes of social-emotional competence. The results of these analyses showed that the music subject related SEL program has positive effects on reducing students' social-emotional symptoms, increasing the level of their social-emotional knowledge, and improving their social-emotional assets and resilience. Students felt emotional stability by understanding emotions and expressing their own emotion properly. Also, through the various activities of sharing their emotion and thought, they understood and empathized others, showed the flexible attitude in coping with conflict, and promoted team spirit.
It is expected that this study should be utilized as a catalyst for developing music programs which meet the demands of the times and social changes. Also, this study will be helpful to provide implications for making progress in music teaching practices such as developing music teacher education programs and making educational policies, which are intended to support students' positive social and emotional development.