Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within performing ensembles. Music Educators Journal, 34-38.
The message of this reading is applicable in all classroom settings, not just in music class. Hourigan’s research and methods of creating a safe, comfortable and educational environment in a classroom are valuable and insightful. Classrooms, like most social settings, may become places of discomfort or self-doubt for individuals. According to Hourigan, this usually happens when students do not feel confident in class. This is often caused by lack of personal connections within the classroom. Hourigan provides many strategies to help with situations such as these, when one is dealing with, in the words of Hourigan, an “invisible student”.
In high school, my music teacher made it a priority to create a comfortable, encouraging environment both in band and in the classroom. For her, the camaraderie was just as important as the music-making. We needed to work as a team and take each student’s needs and concerns into account during practice. We were encouraged to support each other during performances and give positive feedback. The students who felt shy or alone were always included in activities, and my teacher made sure to speak with them. She made herself available to talk to, whether it was music-related or a personal issue. When tension arose between members of band or in class, she made it her business and helped to resolve the issue. For my teacher, teaching was about more than the curriculum. Teaching meant creating an inclusive environment with positive interaction, rooted in support and love of learning. The methods for dealing with an “invisible student” described in the reading have been applied by my music teacher. I have seen them first-hand, and I attest to their importance.
One tactic that I feel should be implemented more often in classroom situations is the “buddy” system. There are multiple advantages to doing this. It could be a chance for students to take a leadership role. It could provide shy students with confidence in the classroom and school environment. It could create friendships and better communication and inclusion between students. It also allows the teacher to step back and allow the students to interact in healthy, positive ways. As Hourigan mentions, students who are at the junior high and high school levels tend to create cliques and avoid students who appear to be “different”. Teachers can have a proactive role in the increase of inclusion and sense of well-being in their students. This is crucial in order for education to be beneficial and meaningful for students.
The message of this reading is applicable in all classroom settings, not just in music class. Hourigan’s research and methods of creating a safe, comfortable and educational environment in a classroom are valuable and insightful. Classrooms, like most social settings, may become places of discomfort or self-doubt for individuals. According to Hourigan, this usually happens when students do not feel confident in class. This is often caused by lack of personal connections within the classroom. Hourigan provides many strategies to help with situations such as these, when one is dealing with, in the words of Hourigan, an “invisible student”.
In high school, my music teacher made it a priority to create a comfortable, encouraging environment both in band and in the classroom. For her, the camaraderie was just as important as the music-making. We needed to work as a team and take each student’s needs and concerns into account during practice. We were encouraged to support each other during performances and give positive feedback. The students who felt shy or alone were always included in activities, and my teacher made sure to speak with them. She made herself available to talk to, whether it was music-related or a personal issue. When tension arose between members of band or in class, she made it her business and helped to resolve the issue. For my teacher, teaching was about more than the curriculum. Teaching meant creating an inclusive environment with positive interaction, rooted in support and love of learning. The methods for dealing with an “invisible student” described in the reading have been applied by my music teacher. I have seen them first-hand, and I attest to their importance.
One tactic that I feel should be implemented more often in classroom situations is the “buddy” system. There are multiple advantages to doing this. It could be a chance for students to take a leadership role. It could provide shy students with confidence in the classroom and school environment. It could create friendships and better communication and inclusion between students. It also allows the teacher to step back and allow the students to interact in healthy, positive ways. As Hourigan mentions, students who are at the junior high and high school levels tend to create cliques and avoid students who appear to be “different”. Teachers can have a proactive role in the increase of inclusion and sense of well-being in their students. This is crucial in order for education to be beneficial and meaningful for students.