Schoolhouse Strategy: Drum Circles for the Special Needs Classroom

Drum circles offer a sense of independence within a community situation. A typical drum circle usually involves a variety of instrument sounds including different sized drums, shakers and bells. The participants play their instruments, dance and even sing around a central drum facilitator. Sometimes a large drum may provide a steady underlying pulse for the group to build upon, but other times the group plays to whatever rhythm develops, changing as the drumming continues.

A drum circle depends on the ability of the participants to play a steady beat or respond to the musical dynamic with a part that fits into the musical experience. A few people off the beat or not able to follow the directions of the leader will not disrupt the cohesion of the musical product. In a classroom with children with special needs it is still possible, however, to use a drum circle effectively for a group activity. The following strategies may be helpful for successful drumming with children who have disabilities.

1. Establish a strong beat. You may want to use an audio recording in the background to provide a steady pulse and supportive drum circle atmosphere. It is important to have a pleasing musical product in order to encourage participation by the children. Some good recordings are found on Christine Stevens, The Healing Drum Kit or Sweet Honey In the Rock, Still the Same Me. Christine Stevens has recorded drum circle tracks specifically to be played as a background for an individual or small group drumming experience. The CD from Sweet Honey In the Rock has recordings of traditional African drumming. Another way to establish a pulse for the drum circle is to use a large paddle drum or gathering drum to play a steady, consistent beat that is solid enough to be heard and felt during the group drumming.

2. Vary the instrumentation. A drum circle does not require a majority of drums. The circle activity will become too loud and lack variety. Use at least three different timbres in the drum circle. Different instruments will appeal to individual children and the drum circle facilitator will have flexibility in having different timbre groups play.

3. Have a drum circle facilitator. The facilitator is key to the successful drum circle. Children with disabilities can learn to start and stop a drum circle using gestures. A four count start or stop is a good way to practice this. They can also direct the group to get louder and softer or have selected groups of instruments play. Adaptations can be made to help the children be facilitators by giving them adaptive technology such as "Big Mac" switches for verbal commands to start and stop. The drum circle facilitator may also be the "DJ" and operate the audio recording to guide the drumming experience.

The drum circle allows for much creativity and exploration. Concentrate on non-verbal communication skills that go along with objectives from Individual Education Plans. Focus of attention, imitation and following directions are all skills that will naturally occur during group drumming. Encourage the drumming to continue for several minutes at a time before doing starts and stops. This will allow the players to entrain their playing with the beat of the pulse. The entrainment effect happens naturally over time as a steady beat is played.

1..2..3...Drum!

Relaxation Strategies for Pre-operative Settings

Surgery pre-op. Blank walls, metal and tubes. Bright lights and cold air. People come and go with the urgency of holiday shopping, providing cursory nods and perfunctory statements to the people on beds blocking their way. Certainly it is not always like this, but in general, the pre-surgery holding area is very lonely, with different professionals visiting you intermittently to take vital signs, blood or signatures. The environment is well formed for nurturing anxiety.

The prospect of surgery usually presents patients with an array of feelings and worries. These anxieties are counterproductive to maintaining the calm and positive state of mind that is beneficial for successful recovery after an operation. I have had the opportunity to assist patients in several different pre-operative settings to help them cope with the stress of their situation. Through these experiences, I have discovered some simple strategies that can be used by patients and their caregivers to help them relax directly before surgery.

1. Pre-op partner - Obtain permission for someone to stay with you in the pre-op area and, if possible, all the way into the operating room. This partner can offer silent companionship or conversation depending on how you feel. In my experience, some people become very talkative as they are nervous while there are others who just wish for me to hold their hand. A pre-op partner can be very helpful in distracting you from the sights and sounds of the pre-op area and focusing your attention on other subjects. A partner can also be helpful in facilitating deep breathing or relaxation routines. If the partner is allowed to go into the operating room, he or she can be responsible for collecting music recordings or personal effects that were helpful during relaxing in the pre-op area. On many occasions I have been able to stay with a patient until they are fully under anesthesia in the operating room. Family members are usually not allowed in pre-op after a certain time. Suggested candidates for a pre-op partner are a music therapist, clergy or patient services representative that work at the medical facility. The best way to obtain permission for someone to be with you is to ask the surgeon. The surgeons usually have authority over the operating room procedures and can smooth the way for you to talk with nursing staff about the possibilities.

2. Music - Bring an MP3 or CD player and your favorite music. Music may be used to distract you from the activity in the pre-op room. The music will serve to mask environmental noises and help you focus your attention on something other than needle sticks and blood pressure monitors. Consider using your preferred music, whether you are trying to facilitate relaxation or provide distraction. Preferred music will hold your attention better than trying to use music that you have never heard or that is unappealing. The advantage to using an MP3 player is that you can bring both sedative and preferred upbeat music. I have found that many people cannot start out with sedative music right away. It takes time to adjust your mood and stress level. I recommend that you start with preferred music with a moderate beat and intensity and then gradually change to more relaxing music. In this way you will be able to help yourself move in the preferred direction to a less anxious state.

3. Relaxation methods - Use breathing to induce a more relaxed state. Close your eyes and allow yourself to breathe normally, focusing on breathing in through your nose and out through your mouth. After your breathing has fallen into a natural rhythm, begin elongating the cycle by counting slowly to four on each inhale and exhale. Gradually count to higher numbers so that you have a deep breath happening on eight counts in and eight counts out. Once your breathing has slowed, begin relaxing muscle groups from your head to your feet by tensing and releasing one by one. Begin with your facial muscles by scrunching them up, holding for a moment, and then releasing. Feel the tension melt away and notice the difference in feeling between tense and relaxed states. As you work your way through a progressive muscle relaxation, be sure to drop your jaw so that it hangs loose and your tongue feels heavy and relaxed. If you are able to have a music therapist with you as a pre-op partner, then consider allowing the therapist to facilitate guided imagery to your music listening. Even without a music therapist you can imagine a peaceful place with pleasant scents and attractive sights and sounds.

Schoolhouse Rock: Ten Great Ways to Use a Gathering Drum

My Remo gathering drum almost always travels with me from school to school as I see clients for music therapy. The gathering drum is a wonderful tool that can be used as an instrument, but also in many non-traditional ways. A small gathering drum about 8 inches tall and 22 inches in diameter is a good size for working with an individual student or a small group of younger children. Remo gathering drums are made of synthetic materials which are less affected by changes in weather. My Remo gathering drum has proven to be very resilient and continues to make a nice drum sound after seven years of heavy use. Here are my top 10 recommendations, in no particular order, for using a gathering drum:

1. Thunderstorm - Create a rainstorm that comes and goes using soft body percussion such as snapping and clapping. As the rainstorm moves closer the gathering drum can be played with fingertips and then gradually played with the entire hand to create heavy rain and thunder sounds. I add even greater thunder effect by using a Thunder Tube, also made by Remo.

2. Fishing - Turn the gathering drum over so that it creates a "pond" for paper or toy fish. I use the pond to fish for songs, numbers or alphabet letters. You can sing the song, "You Get a Line, I'll Get a Pole," and provide water sounds with an Ocean Drum.

3. Group drumming - Gather up to 4 children around the drum for songs such as, "The Ants Go Marching In." Use the surface of the drum to facilitate learning about personal space, sharing, taking turns and cooperation.

4. Reward - The gathering drum is visually impressive. I have found that many children will pay attention to the sound and sight of the gathering drum in significant ways. The drum can be used as a reward object earned throughout the day or as a positive reinforcer for demonstrating waiting and focus of attention skills.

5. Big and little - The gathering drum naturally fills the requirement for being large. Other smaller drums can be used to illustrate opposites for size or sound.

6. Heartbeat - Play a steady beat on the drum and use it to set the pulse for a group drum circle with the other children playing smaller drums, shakers and bells.

7. Create a circle - I have often used the gathering drum to help small groups create a circle. Circles are sometimes difficult for kids to establish and maintain, even with something drawn on the floor. The drum acts as a natural obstacle for dancing or marching around it in a circle. I like to use songs like Hap Palmer's, "Marching Around the Alphabet," and place letters of the alphabet on the drum head for the children to pick up when they come to a stop.

8. Sensory integration - The gathering drum can be very appealing to children who are sensory defensive. These children may not actively drum, but they will often place their hands on the surface of the drum to feel the vibrations. For some children, the desire to feel the vibrations may outweigh defensiveness about the smooth texture of the drum head.

9. Attention - Use drum mallets to play the drum and immediately obtain attention. This will work very well if you also play the drum with a recognizable two-beat rhythm. Teachers commonly do this by clapping a rhythm and having the class clap a simple response. The gathering drum offers a unique timbre as well as volume in order to naturally draw attention.

10. Umbrella - This may be the most unique use for the gathering drum, but there have been times when I have been thankful for the large covering surface as I go to and from my car in bad weather. The advantage to using a Remo gathering drum for this purpose is that it is virtually unaffected by rain, snow, heat or cold!

Ready...set...drum!