Educators have been more conscious of incorporating Social and Emotional Learning (SEL) in their instruction to support student’s well-being as schools transition back to face-to-face classes after the pandemic. The practical nature of the arts subjects provide opportunities for supporting students’ SEL. Various studies have affirmed arts education’s impact on SEL development in the United States but it is still to be explicitly incorporated in the Philippine art curriculum. The purpose of this Capstone Project was to develop a module for the Senior High School Contemporary Arts course to enhance students’ Self-Awareness and Self-Management SEL competencies by focusing on the artistic process of creating. CASEL’s (2023) and ArtEdSEL’s (2023) frameworks were instrumental in crafting the Performance Task (PT) Module. Following Laverick’s (2002) B-D-A strategy, the PT module was organized into three phases of the creative process beginning from generation of ideas (before), implementation (during) until integration (after). The organization of the module helps students discover and use personal strengths to manage and succeed in the task. The purposeful integration of SEL through the PT module can enhance the art curriculum through an integrative creative experience and serve as a flexible template for the planning of other art activities, as well as tasks in non-art subjects, adjusted to the developmental needs of the students. It is also a helpful tool for the art educator’s growth in SEL competencies.

Authors:
Ivy Brioso, PAREF Rosehill School, Philippines
Carmela Oracion, Ateneo De Manila University, Philippines

About the Presenter(s)
Ivy Brioso is an art teacher and the Head of the MAPEH-HE Department of PAREF Rosehill School Inc. in the Philippines. Her work includes integrating Social and Emotional Learning into the teaching of the arts and mentoring of teachers and students.

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