Senior Project Advisor

Pyscher, Tracey

Document Type

Project

Publication Date

Spring 2020

Keywords

slam poetry, socio-emotional learning, Social and Emotional Learning, high school, identity, voice

Abstract

Many research companies in the past decade have been interested in Social and Emotional Learning (SEL). In particular, these companies often look at how a lack of SEL education in schooling affects the ability for students to learn and later develop essential skills such as identifying emotions, positive goal setting, decision-making, and many other crucial socio-emotional skills that are often taken for granted. This paper seeks to find and discuss how SEL intersects with teaching a slam poetry unit in a high school sophomore English classroom. Through looking at the connections between slam poetry and SEL, this paper argues that teaching identity-driven units can meaningfully integrate SEL skills into the classroom that focus on an exploration of identity and the self. However, the implementation of these identity-focused SEL skills isn’t limited to solely the English classroom; educators across disciplines should also consider how to integrate SEL into their instruction.

Department

Secondary Education

Subjects - Topical (LCSH)

Performance poetry--Study and teaching (Secondary); Poetry slams; Identity (Psychology) in adolescence; Affective education; Social learning

Genre/Form

student projects; term papers

Type

Text

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Language

English

Format

application/pdf

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