Developing Social and Emotional Learning Skills through Secondary School Concert Bands

  • Skowrung Saibunmi Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand
  • Nantida Chandransu Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand
  • Surasi Chanoksakul Department of Music, Faculty of Humanities, Kasetsart University, Thailand
Keywords: emotional skill, secondary school concert band, SEL, social and emotional learning, social skill

Abstract

This research aimed to investigate the social and emotional skills of students through participation in secondary school concert bands. Using a qualitative approach, the study involved a focus group interview of 10-12 students who are section heads, and a semi-structured interview with the band director of each secondary school concert band that made it to the final round of competitions held in Thailand over the past five years. The result revealed that students exhibited strong self-learning capacities with respect to their social and emotional learning (SEL) skills in the following ways; a) self-awareness―they knew their strengths and weaknesses, knew how to improve themselves and were able to deal with their own feelings, b) self-management―they demonstrated effective management in their own practice routine, dealing and overcoming stress and pressure, c) social awareness―they empathised with and understood the perspectives of others and recognised their diverse backgrounds and cultures, d) relationship skills―they built strong relationships with other members, band directors and band alumni, negotiated conflict among other members and sought and offered help when necessary, and e) responsible decision making―they learned to make decisions responsibly and reasonably on behalf of their bands.

Downloads

Download data is not yet available.

Author Biographies

Skowrung Saibunmi, Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand

Skowrung Saibunmi is a lecturer at Master of Arts Program in Cultural Studies, Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand. She is also a piano instructor teaching at Yamaha Music School and her private studio. She finished her Ph.D. (Music) from College of Music, Mahidol University. Her research interests include music education research, piano pedagogy, music for children, music teaching methodology, higher education, doctoral education, popular music, and social psychology. She has published various articles regarding those issues.

Nantida Chandransu, Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand

Nantida Chandransu is an Assistant Professor and a chairperson at Master of Arts Program in Cultural Studies, Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand. She completed her Ph.D. in Music from Mahidol University. Her research focuses on the issues of music education, ethnomusicology, and cultural studies. She is the principle investigator of ‘Learning Management through Cultural Diversity for Children, Youths and Community’. Her works engage the issues of music learning in a multicultural context and ethnomusicology. She has published articles on music education including cultural studies and education issues.

Surasi Chanoksakul, Department of Music, Faculty of Humanities, Kasetsart University, Thailand

Surasi Chanoksakul is a lecturer at Bachelor of Arts Program in Western Music, Faculty of Humanities, Kasetsart University, Thailand. He finished his D.M. (Performance and Pedagogy) from Mahidol University. He is also a former Principal Trumpet of the Thailand Philharmonic Orchestra, since he was appointed in 2007, he has served as Co-Principal Trumpet of the Thailand Philharmonic Orchestra, since November 2016 until present. Prior to his appointment he performed with the Bangkok Symphony Orchestra and the Chao Phraya Symphony Orchestra. One of the most in-demand trumpet artists in Thailand today, Chanoksakul has given performances and master classes throughout the region. He has taught thousands of music students in clinics, workshops and master classes. He has extensive experience in both concert and marching band, and regularly adjudicates festivals and competitions. Chanoksakul is an active chamber musician, who gives numerous performances both in Thailand and internationally.

References

Carlisle, K. (2013). A study of teacher formative influence upon and student experience of social-emotional learning climate in secondary school music setting. British Journal of Music Education, 30(2), 223-243. http://doi.org/10.1017/S0265051713000053

Collaborative for Academic, Social, and Emotional Learning. (2005). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs, Illinois Edition.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design choosing among five approaches (4th ed.). SAGE Publications, Inc.

Devroop, K. (2012). The social-emotional impact of instrumental music performance on economically disadvantaged South African students. Music Education Research, 14(4), 407-416. https://doi.org/10.1080/14613808.2012.685456

Doikou-Avlidou, M., & Dadatsi, K. (2013). Enhancing social integration of immigrant pupils at risk for social, emotional and/or behavioural difficulties: The outcomes of a small-scale social-emotional learning programme. Emotional and Behavioural Difficulties, 18(1), 3-23. http://doi.org/10.1080/13632752.675137

Edgar, S. N. (2013). Introducing social emotional learning to music education professional development. National Association for Music Education, 3(2), 28-36. http://doi.org/10.1177/8755123313480508

Edgar, S. N. (2015). Preparing secondary school instrumental music educators to respond to the social and emotional challenges of students. Journal of Music Teacher Education, 24(3), 67-82. http://doi.org/10.1177/1057083713514980

Edgar, S. N. (2016a). Approaches of secondary school instrumental music educators in response to student challenges. Research Studies in Music Education, 38(2), 235-253. http://doi.org/10.1177/1321103X16668679

Edgar, S. N. (2016b). Music education and social-emotional learning. https://nafme.org/music-education-social-emotional-learning/

Elias, M. J., & Weissberg, R. P. (2000). Primary prevention: Educational approaches to enhance social and emotional learning. Journal of School Health, 70(5), 186-190. http://doi.org/10.1111/j.1746-1561.2000.tb06470.x

Elliott, V. (2018). Thinking about the coding process in qualitative data analysis. The Qualitative Report, 23(11), 2850-2861. https://nsuworks.nova.edu/tqr/vol23/iss11/14

Farrington, C. A., Maurer, J., McBride, M. R. A., Nagaoka, J., Puller, J. S., Shewfelt, S. … Wright, L. (2019). Arts education and social-emotional learning outcomes among K–12 students: Developing a theory of action. Ingenuity and the University of Chicago Consortium on School Research.

Higdon, W. H. (2017). Social and emotional learning in the performing arts classroom. https://nafme.org/social-emotional-learning-performing-arts-classroom/

Hebert, G. D. (2012). Wind bands and cultural identity in Japanese schools. Springer.

Inta, M. & Sakulsriprasert, S. (2018). Social and emotional learning based on CASEL concept of the secondary school students under the Office of the Basic Education Commission. Srinakharinwirot Research and Development (Journal of Humanities and Social Sciences), 10(20), 98-116. https://so04.tci-thaijo.org/index.php/swurd/article/view/166778/120415

Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools from programs to strategies. Social Policy Report, 26(4), 1-33. https://doi.org/10.1002/j.2379-3988. 2012.tb00073.x

Nilrat, R. (2010). The development of a social and emotional learning program for fourth to sixth grade students [Master’s thesis, Chulalongkorn University]. Chulalongkorn University Intellectual Repository. http://doi.org/10.14457/CU.the.2010.1980

Office of The Basic Education Commission. (2013, May 26). Education management information system: EMIS. http://data.bopp-obec.info/emis/

Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Collaborative for Academic, Social, and Emotional Learning.

Pellitteri, J. S. (2006). The use of music in facilitating emotional learning. In J. S. Pellitteri, R. Stern, C. Shelton, & B. Muller-Ackerman (Eds.), Emotionally intelligent school counseling (pp. 185-199). Erlbaum.

Rácz, A., Rácz, K., Mártonfi, G., & Zsolnai, A. (2015). An introduction. SELVET Social and emotional learning in vocational education and training. https://doi.org/10.13140/RG.2.2.19376.87041

Ros-Morente, A., Oriola-Requena, S., Gustems-Carnicer, J., & Guiu, G. F. (2019). Beyond music: Emotional skills and its development in young adults in choirs and bands. International Journal of Music Education, 37(4), 536-546. https://doi.org/10.1177/0255761419853634

Songnuan, S. (2008). A comparison of early-childhood children’s social skills between organization of learning by using folk-game playing activities and using conventional activities [Unpublished master’s thesis]. Mahasarakham University, Thailand.

Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). The Guilford Press.

Wongupparaj, R. & Khayankij, S. (2018). The guidelines of social and emotional learning to preventing and solving emotional and behavioral problems of preschoolers. Journal of Education, 19(1), 160-173. http://ejournals.swu.ac.th/index.php/jedu/article/view/10383/8685

Zhai, F., Raver, C. C., & Jones, S. M. (2015). Social and emotional learning service and child outcomes in third grade: Evidence from a cohort of head start participants. Children and Youth Services Review, 56, 42-51. http://doi.org/10.1016/j.childyouth.2015.06.016

Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2-3), 233-255. https://doi.org/10.1080/10474410701413152
Published
2021-02-28
How to Cite
Saibunmi, S., Chandransu, N., & Chanoksakul, S. (2021). Developing Social and Emotional Learning Skills through Secondary School Concert Bands. Malaysian Journal of Music, 10(1), 1-11. https://doi.org/10.37134/mjm.vol10.1.1.2021