From 2017 to 2019, the University of Chicago Consortium on School Research and Ingenuity, a Chicago arts education advocacy organization, collaborated to examine the relationship between arts education and social-emotional development. Combining arts-specific research with multidisciplinary literature on child and adolescent development, the Consortium published a report in 2019 in which they proposed a theory for how arts learning experiences can help develop young people's social-emotional competencies. Their theory of action starts from this premise: What is usually refer to as arts education--putting on a theatre production, playing violin in the school orchestra, or creating a mural in an afterschool arts program--consists of many smaller daily experiences, or art practices, such as auditioning for a part in a play, practicing a musical piece, or learning to mix paint colors. They argue that each of these daily art practices also has social-emotional components to them. Thus art practices simultaneously offer opportunities for both artistic and social-emotional learning. Just as daily art practices are the building blocks for developing arts competencies, the social-emotional components of these art practices are the building blocks for developing social-emotional competencies.