Improving social and emotional resilience through group-drumming
Based on the latest neuroscience research, this fully flexible and bespoke programme helps to improve social and emotional mental health through participation in group-drumming activities. The Drumbeatable Programme ideally consists of at least 1-term of weekly sessions although shorter taster projects are also viable. It is suitable for whole-class or small-groups.
The drumming activities in the Drumbeatable Programme have been proven in numerous neuroscience studies, and by researchers at several universities, to significantly reduce difficulties in young people such as anxiety, stress, ADHD and challenging behaviour. Focusing on process rather than performance, the programme encourages participants to use the drum as a metaphor to express their feelings.
Did you know?
Using the Assess Plan Do Review model, each session's drumming activities in the Drumbeatable Programme are created to specifically help the needs of each individual in the group. These activities form the 'Drumbeatable Stick Bag' of resources:
Rhythmic Welcome: rhythms that help the participants focus and be present in the space.
Rhythmic Icebreakers: increase social interaction within the group.
Rhythmic Declarations: positive affirmations designed to build confidence.
Rhythmic Grooves: a sense of unity is created when the group drum and share rhythms.
Rhythmic Reflections: uses the drum as a tool to express feelings and emotions.
Rhythmic Breathing: calming breathing exercises to finish each session.
Full individualised assessments tracking the progress of each participant are core to the Drumbeatable Programme which can be used to evidence their needs for further intervention or support if needed.
“Child C at the beginning of the programme appeared to be quite anxious at trying new things and would prefer to watch others before deciding to join in with the drumming activities. However, by Week 4, Child C became one of the most responsive members of the group and often wanted to take a lead in the activities and use the drum as a tool to express their feelings (both positive and negative feelings). Child C’s positive engagement would encourage their friends to fully participate too.”
“Child A started the programme quite loud and gregarious, often wanting to be the centre of attention. However, after a couple of weeks, the child was sometimes quite withdrawn in the sessions and unwilling to share any emotions. Over the weeks, the drumming activities helped them open up about their true feelings and at the end of one activity (which used shakers as analogy for feelings) they shared they were feeling sad for some time as their grandmother was unwell. This was a big step forwards for them to feel comfortable sharing their feelings within the group.”
“In Week 7, the child came late into the room with a very downwards demeanour and didn’t join in the drumming activities to begin with. However, when the opportunity came to use the drum as a tool to express their emotions, they willingly and creatively shared how they were feeling. The activities in Week 7 were focused on managing stress and anxiety. After the child played both the Rhythmic Declarations and Rhythmic Grooves activities, they then shared how drumming was the highlight of their week, and they wanted to continue drumming and at the end danced out of the room! ”
“The Facilitator is very in tune with the children and reads the room well, changing activities at the right points. He kept the children’s focus and engagement for the full hour, they loved the drumming and responded well to the Facilitator. ”
