How to Use this Manual
I would like to present to you not just a cook book of interesting activities. Though that could be useful. I would like to present this work as a map, one that helps you assess where you are, options for where you can go and how you can get there. I would like to give you a map that helps you see where the monsters are, how to manage them, where the gold is buried and how to dig for it. I would like to support you in seeing, hearing and feeling ways to respond to those in front of you that will be fulfilling, enlivening and fruitful. I hope is that this guide will help you to be of greater service to those you service to find and drink from the deep well of love that life generously offers to us.
I am presenting a methodology that has a sequence to it. But rather than just laying out a universal method, I am trying inform you how to assess what is going on and what options you have.
Rather than read this book end to end I suggest that you read a process- then relate it to the principal of the first section and relate it to the neuroscience, and psychophysiology of the third section.
I advise that you get familiar with the table of contents and structure of this book. Become familiar with different areas of the book. It is not intended to act as a linear read by as a interconnected set of information.
The First Section:
is the principals and practices of effectively teaching or facilitating this process.
The Second Section:
This are exercises and games involving passing, rolling, bouncing and tossing games using bean bags, and different sized balls. These exercises help to develop attention, core sense of rhythm, social emotion awareness and attunement. These exercises help to prepare students for the music games in the next section.
For more information About Passing Games
The Third Section:
These are specific games and process that can be done through the modality of group drumming.
Each game or process is broken down into these components:
Title:
Each game or process has a name, it becomes something people can hold of to.
About:
This is background of the game, Some information about where and by whom it was developed. And any thing particularly notable about this game.
Purpose:
What specific skill or quality this activity addresses.
Preliminaries: (prerequisite):
What generally needs to be accomplished in preparation to successfully do this process. Think of learning to drive a car. If you do your first lesson driving on a busy highway, it is not likely to go well. Better to start in a large open parking lot. Learn to use the break and gas effectively. Then move on to larger challenges. Crawl before you walk, walk before you run.
Specific activities are listed that help to prepare for this one and that should be mastered before undertaking the current activity.
Directions:
Here I will attempt to point out some of the fine points is leading the activity. I will give you some exact wording that I find useful. These are in quotes ""s. It is your responsibility adjust the directions to fit your particular population and where they are in their process, then make it your own.
Levels:
With some of the games, there two or more levels to the game.
It is not necessary to do all the levels at one time. Some levels will be more
possible and meaningful after doing some other games.
With levels, some students and groups are organized and motivated by engaging
with them about how many levels their have completed and challenging them to
take on the next one.
Glitches:
These are the common problems which occur with each game and particular responses to address each glitch. These are only suggestions to consider, use your best judgement.
Needs
What need does it meet: What needs can be met and address by this particular game or process. There is more information on Needs in the " Needs chapter".
Neuroscience and Psycho-physiology Basis:
What are the particular neuroscience and psycho-physiology theory and research that might be relevant to each particular activity
Metaphor to Explore:
These are questions or themes that can used as a basis of discussion to helps relate the first hand experience of a particular activity to larger issues in life. The basic patterning is that for true sustained, integrated learning, one needs a first hand experience.Then, once experience is integrated, then this learning can be generalized. Mere regurgitation of someone else's words and theory may sound interesting but might not add much to ones understanding.
Extensions:
These are ways that an activity can be developed and taken further into other activities.
The Fourth Section:
Innovative way to learn to play a drum set, particularly in a group setting.
The Fifth Section:
Body oriented method to learn to read and write grooves and rhythms
For more information About Reading and Writing Grooves
The Sixth Section:
This will be specific grooves and rhythms. Rhythms include individual, duet and ensemble pieces.
The Seventh Section:
This will focus on the neuroscience, psychology and psychophysiology behind these games and processes.