International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Enhancing the Social-Emotional Needs of Students with Special Needs through Music Making and Repertoire
Brian J. Wagner

Musical repertoire is one of the most important aspects of a well-developed music education program. High-quality musical repertoire is what will drive academic instruction in the music classroom. Moreover, musical repertoire can also be used as a tool to develop social-emotional skills for students. Social-emotional needs are important in the development of all children, and how they will eventually function in society. Examples of these needs include: social skills, developing friendships, building self-esteem, and dealing with depression. Nevertheless, for students with special needs, social-emotional skills do not automatically come natural. Musical repertoire can be used as a vehicle to help students with special needs build these important lifelong skills. Music educators can choose repertoire, and develop activities in which students can practice these important skills and apply it to real-life situations. Repertoire can be used for academic and social music-making, while helping to benefit students’ personal lives.

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