Impacts of the General Music Classroom on Social-Emotional Learning

The purpose of this action research project was to gain insight into students’ social-emotional learning and the impact of general music class on it. The researcher utilized a dependent samples T-test with four sections of third-grade students gathering data with a check-in and check-out form on their emotional zone, using Kuypers, L. (2022) Zones of Regulation. The researcher is a general music teacher (transitional kindergarten through fifth grade) in her nineteenth year of teaching. The findings of this study showed that more than half of students came to music class in a focused and ready-to-learn state. The observations kept by the researcher revealed that interruptions for behavior were fewer at the end of the four-week data period but there were no real trends observed. The researcher then postulates how the general music room supports social-emotional learning and suggests what further studies could be done