Social-emotional learning (SEL) is a topic of increasing focus in the education sector. SEL is the process by which children acquire the knowledge, skills, and attitudes to effectively recognize and manage emotions, to formulate positive goals, to feel empathy for others, to establish and maintain functioning social relationships. It develops to take responsible decisions, determine students’ successful academic performance, transformation into adulthood, useful work, a good quality of life, and well-being. By the end of the 20th century the educational role of music has come into the spotlight, and in addition to the impact of music on the development of general skills, its social and emotional effects are also the subject of research. This paper undertakes to explore the literature about the connections between music education and social-emotional skill development. For the collection and analysis of information, online sources of peer-reviewed scientific journals in addition to the university library were used. The study also examined the relationship between social-emotional learning and the world-wide well-known Kodály Concept and the effect of Kodály’s vision of music education as a forerunner of socio-emotional skills development. The relationship between social-emotional skills and music was explored by reviewing the international music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. In order to illuminate the problem and to develop a holistic approach, the 100 studies presented here summarize research findings made and presented in different countries around the world.

The effectiveness of music education depends on the personal interaction between teachers and students in the pedagogical process. The presence of the music teacher, the initial presentation of music, and the immediate correction are all essential in individual instrumental training and group-based music education [1]. In our study, we examined the ICT skills and technical possibilities which music teachers (N = 352) had at their disposal during the COVID-19 pandemic, compiled the Internet platforms they used in their teaching, and asked whether they produced their own teaching materials. By using factor analysis, we explored music teachers' attitudes towards online education and identified four factors, namely student-centred, digital virtuoso, digitally creative, and difficult-to-adapt factors. The change in the learning environment and in familiar methods presented new challenges to most surveyed music teachers, who were creative in adapting to the situation and in preparing suitable teaching materials for their students.

The COVID-19 pandemic had far-reaching effects on various areas of everyday life. In several countries, singing, the most accessible form of musical expression, was banned, as was the use and teaching of wind instruments. Nevertheless, innovations in music education combined with teachers' dedication and creativity introduced several elements into the teaching process which are worth using in the future.

In this study, the aim is twofold; on the one hand, we investigate extracurricular artistic activities, and on the other hand, regularity of visits to ten different artistic and cultural events, such as theatres, puppet theatres, dance and folk-dance performances, exhibitions, and musical performances for children, among 9–10 year old primary school children (N = 974). We are looking for an answer to the question of whether there is a connection between active artistic activity and the attitude towards cultural and artistic events. Additionally, we plan to identify differences in the family backgrounds of individuals who participate in artistic activities compared to those who do not. Furthermore, we will examine the influence of social, cultural, and economic capital on children’s cultural consumption and related attitudes. We tested our hypotheses using SPSS; the methods included logistic regression and factor analysis. In addition to highlighting the role of school in equalising cultural capital, the results confirm the powerful effect of generational transfer. When parents have actively engaged in artistic activities, they tend to offer enhanced support for their children’s artistic pursuits. Those who engage in certain types of extracurricular artistic activities during their childhood are more likely to exhibit more positive attitudes towards cultural events as adult consumers. However, parents’ high educational attainment and favourable financial circumstances are not the sole determinants of openness to art.

Little is known about the methods and effects of parental involvement in art education. The aim of our systematic literature review is to explore the types of parental involvement in four branches of art (music, dance, visual arts, and theatre). We conducted our research with the help of the EBSCO database, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure. We found that the share of the different artistic fields is highly disproportionate in the literature on parental involvement. Compared to music, theatre, dance, and visual arts, coverage is negligible. During our study, we managed to classify types of parental involvement and found that it showed variety across different branches of art.