Igniting Student Engagement Through Emotional Intelligence in Music Education

Igniting Student Engagement Through Emotional Intelligence: Facing Fears and Feelings Written and Presented by Lyndsay Promane (she/her) OMEA Con Fuoco Conference 2021

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1) What is emotional intelligence and why does it matter? 2) How does it relate to the music classroom? 3) How can we as leaders remove emotional obstacles for our students? Today, we will explore the following questions:

What is emotional intelligence? Recognize, understand and manage our own emotions and; Recognize, understand and influence the emotions of others.1 1The Meaning of Emotional Intelligence. (2019). Institute for Health and Human Potential. https://www.ihhp.com/meaning-of-emotional-intelligence/

Why does it matter? Help us accurately identify and decode what we and others are feeling [and] tell us how we can manage those emotions to achieve desired goals. 2 Emotional intelligence helps you build stronger relationships, succeed at school and work, and achieve your career and personal goals. It can also help you to connect with your feelings, turn intention into action, and make informed decisions about what matters most to you. 3 2Tremblay, K., Matthie, L., & Moore, I. (2021). Social-Emotional Learning in Music. The Recorder, LXIII(4), 14. 3 Segal, J., Ph. D., Smith, M., M. A., Robinson, L., & Shubin, J. (2021, July). Improving Emotional Intelligence (EQ). HelpGuide. https://www.helpguide.org/articles/mental-health/emotional-intelligence-eq.htm

Why does it matter? (2) Recognizing the learner s emotions on an ongoing basis Honouring the human before the artist Establishing the classroom as a safe space to take risks and approach new content while honouring the emotions that can come with it. Creating trust and a meaningful relationship with the instructor and the content We need each other not only to make music but to build community and create rich relationships.

Recognizing Understanding Labelling Expressing Regulating TheRULERFramework Dr. Mark Brackett, 2019 Permission to Feel: The Power of Emotional Intelligence to Achieve Well-Being and Success

Lets bring it back to engagement! Imagine yourself in the classroom as a learner. If you feel that you are understood and that all emotions are valid and welcome, will you be more or less engaged in the content? When learners are fully engaged, they feel Validated, understood, physically and emotionally safe, belonging, confidence Willing to share their ideas, connect with their peers, and collaborate! What else?

How can I incorporate this into my class? Intermediate/Senior Primary/Junior Different options for greeting at the beginning and end of class High-five, hug, fist bump, secret hand- shake (respecting boundaries) Posters with different emotions Relating emotion to music Major = happy, minor = sad Introducing new words to describe emotions (joy, shame, embarrassed) Bringing it back to empathy Honouring all emotions beyond happiness, compliance, and academic excellence Reminders of learning being a journey Check-in surveys (Google Form) Connect during demanding times in the year or after significant world events Entrance/exit tickets following evaluations Hold office hours for in-person check- ins Honouring all emotions beyond happiness, compliance, and academic excellence Reminders of learning being a journey

How can I incorporate this into my class? (2) Ideally, schools and teachers would do their part, too. A girl will sometimes do extra credit work in a class where she already has a high A. In my ideal world, the instructor would work to find out what the heck is going on. Does the girl so love the course content that she wants to engage with it in any way she can? Or (more likely) is she afraid that if she doesn t do every last bit of work offered, the teacher will be disappointed in her? 6 5 Damour, L. (Ed.). (2019). Girls at School. In Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls (pp. 153 154). Ballantine Books.

Possible Outcomes from Emotional Learning OUTSIDE OF THE CLASSROOM IN THE CLASSROOM (excluding academic excellence) Being of service to their community Sharing music at festivals, community centres, senior living centres, etc. Confidence to explore other artistic mediums Starting ensembles with their peers Building connections, community, belonging Continuing their education Building autonomy, independence, curiosity Managing change Completing tasks despite not having all of the necessary information Asking more questions and engaging with material in class Naming emotions in uncomfortable situations Text anxiety, performance tasks, etc. Building awareness of these emotions Increase in autonomy and problem solving Working through challenging moments

Call to Action Teachers are models of behaviour. How will you care for yourself in order to model emotional learning to your students?

Resources Brackett, M., Ph. D. (2019). Permission to Feel: The Power of Emotional Intelligence to Achieve Well-Being and Success. Celadon Books. Damour, L. (Ed.). (2019). Girls at School. In Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls (pp. 153 154). Ballantine Books. Tremblay, K., Matthie, L., & Moore, I. (2021). Social-Emotional Learning in Music. The Recorder, LXIII(4), 14. Segal, J., Ph. D., Smith, M., M. A., Robinson, L., & Shubin, J. (2021, July). Improving Emotional Intelligence (EQ). HelpGuide. https://www.helpguide.org/articles/mental-health/emotional-intelligence-eq.htm The Meaning of Emotional Intelligence. (2019). Institute for Health and Human Potential. https://www.ihhp.com/meaning-of-emotional- intelligence/

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