Description
Music teacher educators must realize that as pre-service music educators are developing their own SEL skills, they need to be simultaneously building skills for developing these areas in their future students. . . . Our intentions and planning must be made transparent for our students.—from the Introduction
Music teacher educators from across the country share their inspiring stories and unique approaches to embedding Social Emotional Learning (SEL) into teacher education programs, courses, field experiences, curriculum, and policy at the collegiate level.
The contributors—representing a broad range of music disciplines, teaching contexts, and diverse student populations—discuss their challenges and triumphs with SEL instruction, offering many innovative ideas, learning experiences, and suggestions for teaching musical and intentional SEL.
The book begins with a chapter co-authored by four undergraduate students who reflect on the importance of SEL in their own educational journeys. In the chapters that follow, ten music teacher educators share their unique perspectives and strategies for embedding SEL in their courses and programs. Fittingly, the book concludes with a chapter on well-being for music teacher educators.
A combination of inspiration and practical ideas, this book highlights the many organic ways that SEL is an essential component of a comprehensive teacher education program.
Scott N. Edgar is Associate Professor of Music at Lake Forest College. He is the author of Music Education and Social Emotional Learning: The Heart of Teaching Music and is an internationally sought-after clinician on the topic. Dr. Edgar serves as Director of Practice and Research for The Center for Arts Education and Social Emotional Learning (www.artsedsel.org), is a Music for All Educational Consultant, a Conn-Selmer Educational Clinician, a VH1 Save the Music Foundation Educational Consultant, and serves as SEL Editor for GIA Publications.
Kathleen A. Melago is Professor of Music Education at Slippery Rock University and has served as Division Head of Music Education since she joined the faculty in August 2009. She has taught music in schools and privately in Pennsylvania, Iowa, and Ohio, and her research interests primarily centre on strengthening music teacher recruitment and incorporating SEL into music teacher education.
