Culturally Responsive, Social & Emotional Learning Catalog
Anti-Racist Art Teachers is a collaborative effort made for and by arts teachers working towards removing biases, stereotypes, and false narratives in arts education. They believe in collaboration, intersectionality, a culturally responsive classroom environment, and amplifying BIPOC voices while building allies for progress. The goal for the site is to provide a comprehensive, free and centralized location for educators to access culturally relevant and responsive resources. Check out lesson materials, artist interviews, and professional development.
Arts Education and Social and Emotional Learning (SEL) Framework is designed to illuminate the intersection between arts education and social-emotional learning to allow for the intentional application of appropriate teaching and learning strategies, with the overarching goal of enhancing Arts Education.
Join the conversation about music education and social emotional learning online @MusicSocialEmotionalLearning
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is committed to advancing equity and excellence in education through social and emotional learning (SEL). CASEL’s mission is to help make evidence-based SEL an integral part of education from preschool through high school. They call for schools to educate the whole child and equip students for success in school and in life. CASEL leads multiple initiatives and produces high-quality resources to advance and implement SEL practices and policies.
The Culturally Responsive Education Hub provides the history, tools, and resources to contextualize and build the movement for culturally responsive education and ethnic studies. Watch the stories, read the research, learn the history, and see even more guidance in the Remote Learning section of the Hub’s website.
“All students deserve a quality education, with curriculum and content reflective of their identities, and school environments that are safe and supportive… When students are fully seen, supported, and affirmed in their unique identities and experiences, they go on and do great things.”
Published by Understood For All Inc., read more about Culturally Responsive Teaching by the experts. Why Use Culturally Responsive Teaching? What Does Culturally Responsive Teaching Look Like? How Do I Put Culturally Responsive Teaching Into Practice?
“Culturally responsive teaching (CRT) is a research-based approach that makes meaningful connections between what students learn in school and their cultures, languages, and life experiences. These connections help students access rigorous curriculum, develop higher-level academic skills, and see the relevance between what they learn at school and their lives.”
This document is designed primarily for the fields of music and education at their broadest contexts, challenging these fields to assertively claim music as a social, educational, and cultural right for our cities’ students. It aims to inform urban education policy discussions, ensuring that music is recognized as an important part of a comprehensive education system. It is up to the members of each city’s “music ecosystem” to determine how best to provide a robust music life to its students. See the policy framework to meet your city’s unique needs, history, and populations.
Read the declaration. This document is the result from a call to action derived from the 2017 Yale Symposium on Music in Schools*, held at the Yale School of Music June 15-17, 2017. Explore more resources from this site.
*Save The Music staff members Henry Donahue, Chiho Feindler, and Jaclyn Rudderow, as well as Music Education Advisory Board members Carlos Abril, Kate Fitzpatrick, Constance L. McKoy, and Nicole R. Robinson were participants of the 2017 Yale Symposium and helped to shape the declaration document.
Decolonizing the Music Room is a nonprofit organization using research, training, and discourse to help music educators develop critical practices and center the voices, knowledge, and experiences of BBIP (Black, Brown, and Indigenous People) in order to challenge the historical dominance of Western European and white American music, narratives, and practices. They aim to disrupt the minimization and erasure of non-dominant cultures and identities in the field of music education to build a more equitable future through our work.
“There is no end point of being “decolonized,” only constant learning, reflecting and growing.”
Published by public media outlet KQED, read this article as an introduction to Culturally Responsive Teaching. Learn about three strategies to help students gain more independence while learning away from the classroom, advised by Zaretta Hammond, author of “Culturally Responsive Teaching and the Brain.“
GoNoodle’s mission is Movement Powers Change®. Benefiting kids’ physical wellness, academic success, and social-emotional health, movement and mindfulness videos created by child development experts are available for free at school and at home.
HOW TO PROVIDE A MULTICULTURAL EDUCATION
This resource, published by Baylor University’s online EdD program, includes information on what multicultural education is and how it can benefit students of all backgrounds. The article also includes fourteen tips that teachers can use for incorporating multicultural education in the classroom.
Published by the National Association for Music Education, download this pamphlet to learn more about how music educators are well suited to help students develop socially and emotionally. Includes concise and captivating information to jump start anyone’s learning on this topic.
Dive deeper into Music Education and Social Emotional Learning by watching NAfME’s webinar led by expect Dr. Scott Edgar (more resources included on the webinar page).
This pioneering book by Dr. Scott Edgar addresses how music educators can utilize Social Emotional Learning (SEL) to maximize learning in the choral, instrumental, and general music classroom at all levels, and at the same time support a student’s social and emotional growth. Music educators are in a prime position to help students become socially and emotionally competent while at the same time develop excellent musicianship.
SOAR WITH WINGS
Wings for Kids, Allstate Foundation and Discovery Education joined forces to launch Soar with Wings: Social Emotional Skills for School & Life, an educational program created to equip educators with digital resources focused on social and emotional learning in the classroom and beyond. Soar with Wings provides free standards-aligned learning activities that incorporate academics and fun while building social and emotional skills with grades K–5. Soar with Wings also provides educators, youth leaders, and caregivers with tips and tools to help their children soar.
The National Association of Elementary School Principals Diversity Task Force was established with the mission to examine and identify effective practices and exemplars to support principals who are leading strategic initiatives that promote positive student outcomes through policy and practice recommendations that ensure equity for all students and that honor and welcome diverse input. The findings and recommendations of the Diversity Task Force are compiled here to serve as a guide for principals as they work to transform their schools.
Teaching Tolerance and experts from the National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 crisis. What do educators need to be conscious of? Acknowledging the challenges of learning from home, developing relationships instead of completing assignments, establishing safety, connectedness, and hope, as well as taking care of themselves.
The authors of this document responded to questions about how to apply trauma-informed principles for adult participants in online workspaces and virtual program facilitation, including classrooms, therapy groups, and more. These principles include Safety, Trustworthiness, Choice and Control, Collaboration, Empowerment, and Cultural Humility & Responsiveness.
This document was collaboratively written by authors part of a professional development opportunity, Educating After Trauma, led by Susanna Gilbertson and sponsored by the City of Philadelphia Office of Adult Education (written in June 2020).