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What is The Cloverleaf Interchange?
This resource, A Cloverleaf Interchange: How SEL and Arts Align, takes inspiration from a type of road intersection system. A cloverleaf interchange allows for two highways to intersect non-stop and seamlessly. Through its cloverleaf-like loops, cars from one highway can easily merge onto the next highway without stopping at a traffic light or stop sign. This resource aims for the same effortlessness of transition and connection between our two highways of interest: Social and Emotional Learning Competencies and Art Texas Essential Skills.
Image retrieved from builtenvironment.blogs.com
This free, online resource includes...
SEL and TEKS Alignment for each standard based on qualitative content analysis to be used for lesson planning.
SEL and TEKS Alignment summary for each competency and grade.
Lesson plans, artists, and other supplemental materials.
This is an evolving resource, more lesson plans, artists, and supplemental material will continually be added.
Why this Resource?
Social Emotional Learning has been on the rise in recent years, specifically in the last few years of the pandemic (Schlund & Weissberg, 2020). While SEL is important and already being implemented, teacher preparation and resources are slow to update to fit the new trends (Eddy et al., 2021). Thankfully, art and SEL can easily be intertwined through creative processes (Eddy et al., 2021). Thus this resource aims to show how to integrate SEL competencies into their normal Art TEKS Standards.
The design and content of this resource was based on the needs of the field
44 % of participating Texas Art teachers rate themselves as NOT confident in implementing social and emotional learning.
40% of participating Texas Art teachers use online curriculum resources.
56% of participating Texas Art Teachers would implement SEL practices if they had SEL resources.
"I have seen many teachers use worksheets and then check off that requiremet of their lesson plans. It is for me truly spending time to know your student at the beginning and throughout the school year, to realized the SEL is part of good teaching not something you do in isolation, -- labeling the first 30 minutes of the day as SEL and thinking is it done is common it seems."
When aligning CASEL SEL Competencies to Texas Art TEKS, I conducted deductive content analysis where the TEKS were analyzed from a coding guideline based on the CASEL SEL Competency definitions and a curriculum-based theoretical framework (relevant readings found in Articles).
After the coding guideline was applied to all K-12 Arts TEKS Standards, I applied interpretive content analysis on the TEKS Standards for instances that were implicit in the definitions. This was to make practical sense of how the standard could be used based rationale based on my own experience and knowledge as a preservice art educator rather than the explicit text analysis.
This process was based on a similar study, where artists and art educators collaboratively analyzed the National Core Art Standards and the Illinois SEL Standards to see cross-alignment opportunities. Read the study here.
Check out this video on the process!
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