The Invisible Student: Understanding Social Identity Construction within Performing Ensembles

Autor/in	Hourigan, Ryan M.
Titel	The Invisible Student: Understanding Social Identity Construction within Performing Ensembles
Quelle	In: Music Educators Journal, 95 (2009) 4, S.34-38 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432109335435
Schlagwörter	Qualitative Research; Case Studies; Music Education; Special Needs Students; Head Injuries; Neurological Impairments; Interpersonal Competence; Inclusive Schools; Attachment Behavior; Interpersonal Relationship; Social Support Groups; Quality of Life; Social Status; Self Concept; Peer Teaching; Social Structure + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Musikerziehung; Sonderpädagogischer Förderbedarf; Kopfverletzung; Neurodegenerative Erkrankung; Interpersonale Kompetenz; Inclusive school; Integrative Schule; Attachment; Bindungsverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social support; Soziale Unterstützung; Lebensqualität; Sozialer Status; Selbstkonzept; Peer group teaching; Peer Group Teaching; Sozialstruktur
Abstract	This article was taken from a qualitative case study about Jason, a child who suffered from traumatic brain injury syndrome. This research focused on interactions among Jason, his classmates, his band director, his parents, and his school district. Jason encountered many challenges as a child with special needs in band. The purpose of this article is to highlight social awareness in music ensembles from lessons learned as a result of working with Jason in order to highlight issues that emerged that are critical to all students, not just those who have special needs. The author offers suggestions in creating a positive social and inclusive experience for all students who participate in performance-based music ensembles and offers strategies for conductors of performing ensembles in fostering an inclusive social atmosphere. (Contains 14 notes and a list of resources for a supportive classroom.) (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10