Chi-Hui Huang

2.25 A Study on Integrating Social-Emotional Learning into High School Art Education: An Exploration through Creation, Appreciation, and Practice (Paper)

Chi-Hui Huang – National Academy for Educational Research, New Taipei City, Taiwan

Abstract:

In recent years, social-emotional learning (SEL) has emerged as a focal point in global education, significantly influencing students’ cognitive learning outcomes, mental health, life satisfaction, and overall well-being. This issue has become even more pressing in the era of COVID-19 pandemic, where students’ social-emotional challenges demand greater attention and support. The Collaborative for Academic, Social and Emotional Learning (CASEL) has identified five core competencies of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Building on these competencies, the researcher previously developed instructional indicators for high school art education. To assess the applicability of these indicators, this study focuses on curriculum development and instructional practices. The objectives of this study are: 1. To develop a curriculum integrating SEL into high school art education. 2. To analyse the learning outcomes of students participating in the curriculum. 3. To provide recommendations for integrating SEL into high school art instruction. Employing a design-based research approach, the study collaborated with a high school art teacher to co-develop and pilot art curricula. Through an examination of student works and teacher-student interactions, the study identified emotional and interpersonal challenges faced by students. Data collection methods included interviews, classroom observations, surveys, and document analysis. This research aims to highlight the importance of non-cognitive learning in both academia and practice, bridging the gap between theory and implementation. It aspires to inspire a deeper commitment to the ideals of education and its transformative potential in real-world contexts.