The Hidden Power of Electives: Life Lessons Beyond the Core Curricula
Published 8 December 2024
“If you are in high school right now, I think any electives you are interested in can be useful in your profession going forward––As long as you look at it in a reflective and metaphorical way. I was a huge lover of band. Not only did I get to understand how a band teacher breaks down a piece of music in a way that a student can understand, but also in a more metaphorical sense––thinking about how we play music, how we learn music, and how to break down and actually practice a lick. My band directors, like Mr. Stone, taught us how to take a complex piece of music and break it down. This is something that was a technical way of learning music, but something I also have applied to learning new skills for myself and also how to structure teaching things in my classroom to make sure to not push my students too fast too quickly.”
When reflecting on our educational experiences, it’s often the electives—the classes we choose because they spark our personal interests—that leave the deepest impression on how we think, learn, and teach. While core academic subjects lay the foundation of our knowledge, electives like band, theater, or art have a unique ability to teach us transferable skills that can shape our personal and professional lives.
Take, for example, the lessons learned in a high school band class. Students like the one in the quote above not only explore the technicalities of playing an instrument but also learn something far more profound: how to approach complex tasks methodically. A band teacher guiding students through a challenging piece of music offers more than just musical instruction—they demonstrate how to deconstruct a daunting challenge into manageable steps. This skill transcends music, becoming a valuable tool for tackling problems in any domain, from learning a new language to mastering classroom management as an educator.
Electives as a Training Ground for Life Skills
Elective classes are uniquely positioned to foster critical life skills such as problem-solving, teamwork, and creative thinking. Research by Eisner (2002) underscores the importance of arts education in developing flexible thinking and resilience, qualities essential for success in any profession. For instance, students in band learn the importance of practice and perseverance, working collaboratively, and listening—skills that can be applied whether they become musicians, engineers, or educators.
Similarly, an art class might teach students how to interpret visual information and convey ideas creatively, while a theater class fosters public speaking and emotional intelligence. These are all skills that carry over into careers that may seem entirely unrelated to the elective itself.
The Metaphorical Lessons in Electives
Beyond tangible skills, electives often inspire metaphorical insights that shape how we view the world. In band, for example, students learn about harmony and the balance between individual contribution and collective effort. This mirrors how teams work in professional environments: every person plays a unique role, and together, the group achieves a greater goal.
Reflecting on these experiences can transform how educators teach. Teachers who understand the value of breaking down learning into manageable steps, much like learning a difficult musical passage, are better equipped to support their students’ progress without overwhelming them. This mirrors Vygotsky’s (1978) concept of the "zone of proximal development," where learners are guided through tasks that challenge them just enough to grow without discouragement.
Educators as Reflective Practitioners
Teachers can also model this reflective mindset by incorporating insights from their own elective experiences into their teaching. If you had a theater teacher who encouraged risk-taking, consider how you might create a classroom environment where students feel safe to make mistakes. Or, if a creative writing teacher inspired you to explore your voice, think about how to encourage your students to express themselves authentically in your subject area.
This reflective practice aligns with Schön’s (1983) concept of the “reflective practitioner,” emphasizing the importance of learning from experience and applying those lessons to improve one’s professional practice. For educators, this means viewing past experiences—whether in electives or elsewhere—as a treasure trove of strategies for creating dynamic, engaging classrooms.
Bringing It All Back to Students
Elective classes remind us that learning is not just about content—it’s about process, growth, and connection. Teachers can encourage students to reflect on their own passions and interests, even if they don’t immediately see their practical application. Whether it’s robotics, culinary arts, or band, these experiences can offer lifelong lessons if approached with a reflective mindset.
As educators, we have the opportunity to help students recognize the broader value of their learning. By fostering a reflective, metaphorical lens, we enable them to see how their passions today can inform and inspire their futures tomorrow.
Discussion Question
What lessons or skills did you learn from elective classes in your own education, and how have you carried those lessons into your personal or professional life? How can we, as educators, help our students see the long-term value in their elective choices?
Related Posts
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Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
