Integrating Social Emotional Learning in Dance Education to Foster Elaboration and Collaboration Skills

Abstract

This study explores the integration of Social Emotional Learning (SEL) into senior high school dance education to enhance elaboration and collaboration skills, competencies vital in the 21st century. Dance, as an expressive and social art form, aligns closely with SEL’s core domains—self-awareness, social awareness, self-management, relationship skills, and responsible decision-making—providing a strong foundation for creativity and teamwork. Using a qualitative descriptive method and case study approach, data were gathered through literature review, classroom observation, and analysis of students’ creative processes in dance composition. Results show that embedding SEL principles improved students’ technical and creative performance while fostering idea elaboration, role negotiation, and constructive peer feedback. Collaborative choreography project proved especially effective in promoting respect, active listening, and shared responsibility. The findings highlight dance education’s potential as a holistic medium to cultivate artistic and social-emotional growth. Integrating SEL into the dance curriculum supports empathy, cooperation, and creative problem-solving, contributing to arts-based SEL practices and emphasizing the need for intentional instructional design that connects artistic expression with personal and interpersonal development.