Author ORCID Identifier

https://orcid.org/0009-0008-5154-6552

Date Available

5-2-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Fine Arts

Department/School/Program

Music

Faculty

Dr. Martina Vasil

Abstract

Educational researchers have discovered a connection between educator and student well-being. Educators need to cultivate these skills to effectively model social emotional learning (SEL). However, there is a shortage of resources for elementary general music educators that intentionally embed social emotional competencies in tandem with adhering to the National Core Arts Standards.

Therefore, the purpose of this study was to examine elementary music educators’ perceptions of a Mindfulness-Based Social Emotional Learning (MBSEL) group drumming curriculum and its impact on their own and their students’ social emotional competencies (SECs). The research questions were: (1) What are elementary music educators’ perceptions of implementing an MBSEL group drumming curriculum? (2) To what extent do elementary music educators believe the MBSEL group drumming curriculum affected their social and emotional competencies? and (3) To what extent do elementary music educators believe the MBSEL group drumming curriculum influenced their students’ social and emotional competencies.

The method was a qualitative collective case study. Three general music educators from three different rural Midwest school districts participated, delivering six MBSEL drumming lessons to 3rd-grade students. Data collection included two classroom observations, three semi-structured interviews and three participant self-reflection journals per educator. Snowball, criterion-based, and maximum variation sampling ensured a diverse perspective.

Findings highlighted the interconnected nature of the Collaborative for Academic and Social Emotional Learning (CASEL 5) competencies and the reciprocal growth of teachers and students in self-awareness, self-management, and relationship skills. Educators observed positive shifts in emotional regulation, self-efficacy, and communication, reinforcing previous mindfulness, SEL, and group drumming research. These findings suggest integrating SEL into music education fosters well-being, emotional expression, and empowerment.

Limitations included recruitment challenges and end-of-year implementation. Future research should explore diverse populations and incorporate mixed methods or experimental designs. These results have meaningful implications for K–12 educators, music teacher educators, students, and administrators seeking to enhance SEL through music education.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.138

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