Graduate Research Papers

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Open Access Graduate Research Paper

Abstract

In an increasingly digital world, the demand for social-emotional learning (SEL) in the classroom has become a priority for holistic student development. While music education is often cited as a tool for emotional growth, there is a lack of synthesized research examining how specific, established music pedagogies facilitate these competencies. This literature review investigates the intersection of five foundational music methods–Orff-Schulwerk, Kodály, Suzuki, Dalcroze, and Gordon’s Music Learning Theory (MLT) – and their impact on the five core SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Findings indicate that the Orff-Schulwerk and Kodály methods provide robust frameworks for collaboration and self-confidence through ensemble performance and communal singing. The Suzuki method demonstrates strengths in relationship building and perseverance through its unique parent-teacher-student “triangle,” while Dalcroze’s focus on rhythmic internalization supports impulse control and self-regulation. Although research on Gordon’s MLT remains primarily focused on music literacy, preliminary evidence suggests positive SEL outcomes when integrated with formal curricula. The review concludes that while these methods offer significant pathways for social and emotional growth, further empirical research is needed to isolate the specific impacts of the Dalcroze and Gordon frameworks. Ultimately, this synthesis provides music educators with a roadmap for intentionally utilizing traditional pedagogies to foster both musical and emotional intelligence.

Year of Submission

2026

Department

School of Music

First Advisor

Kevin Droe

Date Original

2026

Object Description

1 PDF file (29 pages)

Language

en

File Format

application/pdf

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