Hourigan,R.M.(2009).

Theinvisiblestudent:Understandingsocialidentityconstructionwithin
performingensembles.MusicEducatorsJournal,3438.
Ryan M. Hourigan uses the case study of Jason to bring social
awareness about the issues emerged, such as social identity, that are
critical to all students. Being an invisible student says it in its name:
they feel left out and it affects their self-esteem and self-worth.
Hourigan describes invisible students as the new students, the ones
with special needs and the awkward and shy kids.
Teachers should be more involved with the invisible students.
Hourigan touches on this and he also gives examples of how teachers
can be more involved. I agree completely its more than just teaching
contents to students; teachers need to make a positive mark on all of
their students, especially the invisible ones. Teachers can help these
students with developing skills, and provide ways that they can
practise these skills. Fellow students can also help with invisible kids.
We are all here in school for the same reason: to learn and to grow to
be the best we can be.
Reading this article hit me personally. Since the beginning of
elementary to the end of high school, I was the invisible kid. I moved to
six different elementary school and approaching other students was
something I never did. Unfortunately, the teachers knew I was the
awkward one and they never tried to help me in any way. My
relationships with all my school teachers were usually distant: we
avoided each other as much as possible. The only teacher that made
his mark was Roland (my influential teacher), and this is why I didnt
want to be the invisible kid anymore. I am still learning with
communication skills and other skills to develop to help me as a
university student. Because I know what its like to be the invisible
student, I know the neglect because Ive been through it all. Therefore,
as my years here in university, I try to approach people and not let the
invisible students be invisible. I want them to feel belonged because
we are all on the same boat.
Hourigan also brings up two great questions for teachers to ask:
Do I have an invisible student in my ensemble? What am I doing in my
ensembles to promote social identity construction, acceptance, and
tolerance? Teachers play an important role in the lives of students.
Therefore, they should be positive and accepting to all who come in
their classrooms/choir/band.

Serres, D. Think Everythings Normal? Then Its Time To Reconsider And

Promote A
New Narrative Of Disability. Retrieved from
http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-newnarrative-of-disability/

Serres discusses the issues of normality and touches on ableism. It is

the idea that what a person can achieve of their ability to live a
fulfilling life is determined by their disability. Todays culture of
normality sees the disabled as other people. This is a sad view but
unfortunately its true in our North American culture. I can connect this
article with Ryan Hourigans The invisible student: Understanding
social identity construction within performing ensembles. Hourigan
explains how the invisible student doesnt have the sense of belonging
and Serres expands on that more because they are not considered
normal.
The views of normality are always changing and are always supporting
those who are in power. Adding on to this, its in our human nature to
want to feel loved and wanted. Therefore, it remains in a lot of peoples
top priority to fit in with the crowd and be accepted. However, it is
unfortunate that many people fail to see that we do not need the
validation of others to feel worthy or accepted. Brining this into music
education, music is about expressing our emotions and having the
freedom to be our true selves. Music teachers have the power to really
encourage students to experience music for themselves and not worry
about the normality. Teachers can shape the minds of students into
thinking that the rules and norms of society doesnt have to remain
rules. Teachers can help a students reach their full potential and help
them be the best unique person they can be.
Serres provides solutions to how we can look past ableism. One of
them really stuck out to me because I fully agree to his suggestion:
Stop promoting the normal able-bodied life as the only full way to
live. A person with a disability is on the same level as everyone else
and they have the same chance for living a fulfilling life like everyone
else.