Social Emotional Learning is essential to students’ well-being and New Jersey is a leader in the growing national conversation about the intersection of Social Emotional Learning and Arts Education. There is complete integration between the four artistic processes (Creating, Performing, Responding, Connecting) and the five Social Emotional Learning competencies (Self-Awareness, Self-Management, Social Awareness, Responsible Decision Making, Relationship Skills).
Participation in the arts fosters collaboration, empathy, and critical thinking. To learn more about embedding social-emotional learning into curriculum and instruction visit selarts.org.
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“ Embedded, intentional, and sustained attention to SEL in schools and through arts education can help facilitate moving students from trauma back to trusting relationships and environments. This potential has long been imperative and prized in arts classrooms.”
“Funneling our challenges into the artistic process and products is our answer to building a road forward through arts education and social emotional learning.”
“Artistic SEL rooted in culturally relevant practices will prepare students to think critically and creatively when addressing challenges; model multiple ways to envision solutions; offer constructive pathways for healing when faced with trauma; and build students’ aptitude to regard and express joy, curiosity, and wonder.”
“The Framework is a tool that can help educators shape learning experiences and ensure that specific social emotional skills are intentionally being addressed at a developmentally appropriate level, thereby enriching and deepening the arts learning.”
“To elevate the arts education processes beyond traditional excellence requires courage to explore our students’ lives and facilitate this connection.”
“SEL and the arts are a logical partnership as the arts traditionally involve cathartic elements and outlets for emotions or feelings. ”
“However, since the culture of each classroom consists of contributions and experiences from all its members, sustained youth empowerment requires honoring the identities and cultural realities and riches all the students bring with them.”
“Activities such as dancing, playing the drums, drawing, or embodying a character in a play are engaging activities that can help a student’s brain recenter within the arts classroom.”