Nicola Rohr

Abstract

This study sought to determine the results of incorporating social-emotional learning in the orchestra classroom on students’ practice habits. Students were instructed in social-emotional learning skills over the course of three weeks and surveyed about their practice habits before, during and after these lessons. This study found that social-emotional learning positively impacted students’ self-assessment of the effectiveness of their individual practice. Students reported being show more better able to focus during practice and had more confidence in their ability to solve problems encountered during practice after participating in lessons focused on these skills. show less