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HealthRhythms….

June 1, 2011 by · Leave a Comment 

HealthRHYTHMS Research

Published Research Summary

Numerous research studies have been published in peer reviewed journals which demonstrate the health & wellness benefits of our research-based HealthRHYTHMS Recreational Music-Making (RMM) protocol. HealthRHYTHMS Group Empowerment Drumming is Remo’s internationally acclaimed research-based RMM program and is the basis for this research.

IMPACT ON IMMUNE SYSTEM – Strengthens the Immune System (2001)

A healthy immune system is the key component to preventing infectious diseases. We are all exposed to millions of germs every day, so our reliance on our own immune system to fight off most potential infections is indisputable.

What do we mean it can strengthen the immune system? The study of 111 HealthRHYTHMS Group Empowerment Drumming participants showed a statistically significant increase in natural killer cell activity after a one-hour group session. Natural Killer cells (NK) are the white blood cells that seek out and destroy cancer and virally infected cells. Additionally, the protocol appears to reverse specific neuroendocrine and neuroimmune patterns of change associated with the classic stress response. Read the Abstract ~ Read Remo Belli’s Interview with Researcher, Barry Bittman, MD

EMPLOYEE BURNOUT & TURNOVER REDUCTION – Improves Mood States and Reduces Burnout (2003)

Working in the long-term care environment can be very stressful. Lower employee stress and turnover rates translate into better care for residents and cost savings for employers. The U.S. Department of Health and Human Services (HHS) estimates there is an annual turnover rate of between 70 to 100 percent in nursing homes (Wilner 1999).

In this 6-session (HealthRHYTHMS) study of 112 long-term care workers 46% demonstrated significant mood improvement. When follow-up testing was done 6 weeks after the end of the study, the improvement in mood had continued to grow increasing to 62%. Based upon what is already known from previous studies of factors that influence an employee’s decision to quit, an independent team of economic-impact analysts projected these improvements would result in an 18.3% reduction in turnover. When follow-up was done with this facility the annual turnover experienced was actually reduced even more than these projections. Read the Abstract

REDUCING STUDENT DROP-OUT RATE – Retains Students: Mood Improvement & Burnout Reduction (2004)

In July 2007, a report released by the PricewaterhouseCoopers’ Health Research Institute found that though the average nurse turnover rate in hospitals was 8.4%, the average voluntary turnover for first-year nurses was 27.1%. (GIH, 2008) Drop-out rates for nursing schools are rising further compounding this problem.

In this study the mood states of 75 first year associate degree nursing students were evaluated including: tension/anxiety, depression/dejection, anger/hostility, vigor/activity, fatigue/inertia and confusion/bewilderment. In spite of the fact that being required to participate in the study added additional time requirements to their schedule a 28.1% improvement in total mood disturbance was reported. Analysts project that these reductions in burnout and improvements in mood would likely reduce drop-out rates. This has the potential to positively impact the number of nurses completing nursing school and entering the nursing profession. Read the Abstract

GENOMIC IMPACT – Reverses Stress on the Genomic Level (2005)

“Stress is really a component of every disease,” says James Rosenbaum, MD.

This groundbreaking study published in the February 2005 issue of the international research journal Medical Science Monitor shows for the first time that playing a musical instrument can reverse multiple components of the human stress response on the genomic level. We know from previous studies that HealthRHYTHMS Group Empowerment Drumming Protocol (RMM) reduces stress, burnout, improves mood states and boosts the immune system. This study looked at the effects of Recreational Music Making (RMM) at the genomic level and demonstrated not simply a reduction in stress but a reversal in 19 genetic switches that turn on the stress response believed responsible in the development of common diseases. This study also “extends our understanding of individualized human biological stress responses on an unprecedented level”.(Bittman, B., 2005) Read the Abstract

CORPORATE EMPLOYEE WELLNESS BENEFITS – Strengthens the Immune System of Corporate Employees (2007)

Growing evidence linking job stress to illness emphasizes the importance of finding an effective means of stress management. This study of Corporate Employees in Japan was conducted to assess whether or not this wellness strategy demonstrated a positive effect on stress biology in the corporate environment.

HealthRHYTHMS has significant potential for utilization in the corporate wellness environment. (Masatada, W., Koyama, M., Utsuyama, M., Bittman, B., Kitagawa, M., Hirokawa, K., 2007) Read the Abstract

CREATIVITY & BONDING IN SENIORS – Recreational Music-Making Inspires Creativity & Bonding in Long-Term Care Residents

Bittman, B., Bruhn, K., Lim, P., Neve, A., Stevens,C. Knudsen, C. , 2003

This study demonstrates the efficacy of recreational music-making as a means of inspiring creativity and helping long term care residents bond. Residents reported that RMM activities produced far more favorable effects, when compared with antidepressants or mood-stabilizing drugs.

To test this hypothesis, two real-world laboratories were established at Wesbury United Methodist Retirement Community, Meadville, Pa., a facility with independent living, skilled nursing, assisted living, and memory support (skilled and assisted); and Fredericka Manor, Chula Vista, CA., a retirement campus with independent living, assisted living, and skilled nursing, including 60 beds for persons with dementia.

While ongoing RMM programs are currently offered at both facilities, the data collection period extended from 2002 through 2003. A total of 550 seniors participated in the study. All subjects (or family members when appropriate) signed informed consents, and the protocol was approved by the Institutional Review Board for Human Studies of Meadville Medical Center. The program was conducted by an interdisciplinary facilitation team that included a physician, two music therapists, a music teacher, musicians, and members of the facilities’ activities staffs. The program included a Yamaha Clavinova Keyboard assisted drum circle which followed the HealthRHYTHMS Protocol.

Resident Observations: After completion of the program, many residents noted the immediate benefits of creating connections with staff and other residents. Participation in just one RMM session often promoted identifiable and meaningful connections. The predominant conclusion was that there are no “strangers” at the end of an RMM session. Several residents remarked that their ability to more effectively deal with the loss of a loved one or friend was enhanced through RMM sessions. The acknowledgement of a person who had recently passed on served as an effective means for honoring an important relationship through empathetic group

support. A number of participants commented that RMM positively influenced their overall perspectives and expectations for living in a long term care environment. In addition, residents reported that RMM activities produced far more favorable effects, when compared with antidepressants or mood-stabilizing drugs. Read the Abstract

QUALITY OF LIFE IMPROVEMENTS IN AT-RISK ADOLESCENTS – HealthRHYTHMS Adolescent Protocol is a catalyst for quality of life improvement

Despite the devotion of significant resources to rehabilitate juvenile delinquents (youth who have committed offenses that would be considered criminal in adults)a limited number of effective, replicable, evidence-based treatment strategies exist, which are supported by peer-reviewed research. This new research published in Advances Journal demonstrates significant improvements in these youths through the use of the HealthRHYTHMS adolescent protocol. In fact this is the first strategy we are aware of which may actually hold hope for reducing what some refer to as “the columbine effect” which has driven so many adolescents to commit horrible violent acts. (Instrumental Anger)

“This is an accessible, affordable and sustainable strategy that can positively impact juvenile rehabilitation.” Barry Bittman, MD

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BabyBeat

April 25, 2011 by · 1 Comment 

Childhood music lessons may provide lifelong boost in brain functioning

Research explores possible link between early musical study and cognitive benefits

WASHINGTON — Those childhood music lessons could pay off decades later – even for those who no longer play an instrument – by keeping the mind sharper as people age, according to a preliminary study published by the American Psychological Association.

The study recruited 70 healthy adults age 60 to 83 who were divided into groups based on their levels of musical experience. The musicians performed better on several cognitive tests than individuals who had never studied an instrument or learned how to read music. The research findings were published online in the APA journal Neuropsychology.

“Musical activity throughout life may serve as a challenging cognitive exercise, making your brain fitter and more capable of accommodating the challenges of aging,” said lead researcher Brenda Hanna-Pladdy, PhD. “Since studying an instrument requires years of practice and learning, it may create alternate connections in the brain that could compensate for cognitive declines as we get older.”

While much research has been done on the cognitive benefits of musical activity by children, this is the first study to examine whether those benefits can extend across a lifetime, said Hanna-Pladdy, a clinical neuropsychologist who conducted the study with cognitive psychologist Alicia MacKay, PhD, at the University of Kansas Medical Center.

The three groups of study participants included individuals with no musical training; with one to nine years of musical study; or with at least 10 years of musical training. All of the participants had similar levels of education and fitness and didn’t show any evidence of Alzheimer’s disease.

All of the musicians were amateurs who began playing an instrument at about 10 years of age. More than half played the piano while approximately a quarter had studied woodwind instruments such as the flute or clarinet. Smaller numbers performed with stringed instruments, percussion or brass instruments.

The high-level musicians who had studied the longest performed the best on the cognitive tests, followed by the low-level musicians and non-musicians, revealing a trend relating to years of musical practice. The high-level musicians had statistically significant higher scores than the non-musicians on cognitive tests relating to visuospatial memory, naming objects and cognitive flexibility, or the brain’s ability to adapt to new information.

The brain functions measured by the tests typically decline as the body ages and more dramatically deteriorate in neurodegenerative conditions such as Alzheimer’s disease. The results “suggest a strong predictive effect of high musical activity throughout the lifespan on preserved cognitive functioning in advanced age,” the study stated.

Half of the high-level musicians still played an instrument at the time of the study, but they didn’t perform better on the cognitive tests than the other advanced musicians who had stopped playing years earlier. This suggests that the duration of musical study was more important than whether musicians continued playing at an advanced age, Hanna-Pladdy says.

“Based on previous research and our study results, we believe that both the years of musical participation and the age of acquisition are critical,” Hanna-Pladdy says. “There are crucial periods in brain plasticity that enhance learning, which may make it easier to learn a musical instrument before a certain age and thus may have a larger impact on brain development.”

The preliminary study was correlational, meaning that the higher cognitive performance of the musicians couldn’t be conclusively linked to their years of musical study. Hanna-Pladdy, who has conducted additional studies on the subject, says more research is needed to explore that possible link.

http://www.eurekalert.org/pub_releases/2011-04/apa-cml042011.php

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Every Ability. Everyone.

April 24, 2011 by · Leave a Comment 

It is awkward for me to say that “I teach drumming.” I really don’t teach that. I share what I know from my experience, how to make music with people with instruments that have only two notes: on and off. I share techniques, patterns, ways to build a rhythm song, adding their instrument’s voice in the time and space framework the group has established… I remind people to listen to the beat and hopefully, help  them find the confidence to express themselves on a rhythm instrument with other people. [As playing alone is called 'practice'].

I share “rhythmic-music-making” with children – babies and their parents, grade-school aged kids, adults and the “people who come as they are.” Euphemistically and practically described as “special needs.” [I squirm those terms, too. Who doesn't have special needs? Doesn't every child deserve a special education?  Another term  - "disabled" cracks my classes of special needs kids up. Nary a one  of them has ever told me they have no rhythm, or tell me they can't play because they don't know how. Even before they have tried. I tell them about those responses from adults I invite to play and they say, "Ha! and they call US disabled!"]

In my adapted classes, I don’t try to get folks to play one of the West African rhythms I share in other classes. I don’t really try to get them to do anything. We just play together in a musical environment. It’s loud and noisy and messy and joyful and engaging and spontaneous and everyone is absolutely successful.

One of the fine and humbling artifacts I realized is that, if the way other people do things does not work for me, I need not have a great amount of strife trying to figure out what is wrong with me that I cannot get it. I simply find a way that does. Simple.  I mean, if the shoes don’t fit, there is no need to blame my feet….

The S.T.E.P. classes – along with my other adapted classes – are the best of what I can be a part of. These are young people who “come as they are”. They come with Autism and Asperger’s and Down’s and Fetal Alcohol Syndrome, and  CP and names and jobs and intentions and relationship issues and life desires…..

As far as I can tell, we all come as we are. I am grateful they take me as I am.

We played Friday, taking turns being the dunun lead. The dununs – the big bass drums that are the foundation to the West African rhythms I learned – are a powerful ground the hand drums can dance to and all around. I guided only by asking them to start with a steady pulse. After that, go nuts!  But try to keep the pulse strong. Sometimes it goes that way, sometimes it is pretty random and jammy. Someone in the group holds a pulse; either me or an aide. It is home. It gives us a touchstone… I had set up a little kit that could be played with sticks [unlike the hands-only drums], with a few cowskin drums, a tambourine, the krin and a bell I think. Each kid took a turn. The last person in the circle was their teacher. She was – like many ‘typical’ adults – reluctant. The kids were incessant; drumming and chanting her name. Finally, she got to the sticks and completely gave herself to all of us and the music.

These kids have so much to share with others about fearlessness. What can you do that is wrong when we are all here together to play?

I have no reason to call myself the teacher…..

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Playing forward….

March 11, 2011 by · Leave a Comment 

I am grateful… making music with others – especially showing other people that they are music makers – is truly a reward in itself. I spend most of my time and resources doing just that. It is worth every breath, every moment, every muscle. This morning I had one of my adapted classes at the Fort Boise Community Center. A young woman asked, “What are you going to teach us?”  ”Nothing.” I said. “You already know how to play music. I am just going to remind you.”

They remembered! One young man took a giant beautiful dununba, and without suggestion, began to play a steady deep pulse. Whoa, baby! That’s all I need! I matched his beat with bass notes on my djembe and the room immediately settled in time for the song to begin.

I want to let you know that this is a room filled with around 20 young adults [19 -25] with “disabilities” – Down’s, Autism… conditions, symptoms, complications, behaviors that distinguish them from “Typical”. Everyone in the room was playing to this pulse. [I did have to encourage the aides who believed they were there to observe. It is never a baby, a child or a person who 'comes-as-they-are' that tells me they cannot play a drum.]

We built the rest of the hour from there. Always the same. Always different. Start with a pulse, add your voice, your joy, your frustration, your day. Make the song we’re playing our own. A couple girls got up to dance. The kid on the tambourine rocked! The young man whose expression does not change, smiled. They laughed and drummed and hooted and cheered. It is worth everything to play this way.

I have been devoted to this sharing caring play time music fest for years. A few days ago, I received a financial gift. In my world, it was a really BIG gift. I am not a non-profit, so the donation of money and instruments really is a stringless Gift. The giver doesn’t get a tax break for it. It is encouragement to continue on and the means to do so. What my friends ‘paid for’ was my ability to donate several hours to a couple of classes of 5th graders, and still be able to pay some bills. They enabled me to purchase some lummi sticks so everyone can participate when we invite others to play. They have validated this priceless work…

The world is changing and asking us all to show up with our deepest love and greatest contribution. That is our own self.  I just play drums. But it is my voice, and shared with the voices of each person willing to speak up and share their deepest love and greatest self, we really can have harmony in this world.

http://failladrums.com/doing-the-best-for-the-most/

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Now a word from me….

October 16, 2010 by · Leave a Comment 

I am sorry I have been out of touch, friends. It has been joyfully busy! I think this drum thing is catching on [after thousands of years!]

We’ve been busy with kids programs and adult classes; drum sessions for adults with traumatic brain injuries, kids & adults who come as they are. a great session going on at the boise Language Academy with the Refugee kids, great performances with The Fleet Street Klezmer Band, and for as long as we can, drumming on the sidewalk Saturdays at 10am on 6th & Main.

In a little bit, I will be back to the regular updates, class notes and pictures galore! Thanks for checking in. Let me know you’re still there and what I can offer you in your sacred, community, healthy, playful, exploratory journey into rhythm.

~failla-marie

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Hyde Park Street Fair 2010

September 19, 2010 by · 1 Comment 

Oh I have so many things to say… here’s the picture story first.

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In appreciation of volunteers

September 16, 2010 by · Leave a Comment 

I am half outta my mind trying to sort out what I need to bring, who I need to invite, how I need to set up; and as a bike rider, how I’m gonna schlepp so many instruments – and that huge Grandmother Drum – across town. After work. When will I have time to set the booth up, visit the new studio, print flyers for classes…. and who is going to organize this? There are probably 100 people I know who are spinning this stuff around their heads.

I think everyone I know in Boise is somehow involved in creating, building, protecting, performing, healing, sharing, showing, dancing or promoting Hyde Park Street Fair. And we are doing all that with all our hearts – as well as working our day jobs and tending our families. Holy hell! How do we do it?

Together….

I hold, in the highest regard and deepest respect,  everyone who helps. There is no separating the dancers from the dance!

There will be all sorts of playing times at the Hyde Park Street Fair this weekend.

Saturday September 18th

10:00 AM to 11:00 AM – Building a Community Song – In community, every voice needs to be heard, every person plays an important role. In building a song, it is the same. We will provide drums, rattles, shakers, bells and who knows what else, to give your hands and heart a voice.

Noon – World Stage. Community performance.

2:30 PM to 3:30 PM – Rhythm Kids – This is a time for musical exploration and play time for people who are officially kids, but parents are most welcome. Your children will do as you DO.  Come let them encourage you to play! Let the wild rumpus begin!

Sunday September 19th

11:30 AM to 12:30 PM – Drumming for Kids ages 8 and up! Come make a splendid noise in our drum dome! Drums and noise makers provided.

The Hyde Park Street Fair is an annual fundraising/ informational effort ini in a festival format. It is is one of the largest neighborhood events of its kind anywhere. It attracts local artisans and vendors as well as a few from out of town. Attendance tops 30,000 people over the weekend! Billed as a “neighborhood picnic”, with something for the whole family to do.

A new feature on the NENA website is the “(Un)official Survival Guide” for the Hyde Park Street Fair written by Holli High Woodings (twitter: @hollihigh). It is a truthful and humerous guide to survival and how to really enjoy the Hyde Park Street Fair.

2010 Performance Schedule – go to www.northend.org

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Room for Music Making

August 25, 2010 by · Leave a Comment 

Schlepping enough drums, shakers, bells, sticks, chairs and verve is not as easy as it looks. Especially on a bike! I am so grateful for the people who offer hands and arms and cars and trucks…  We get everything we need in place, and the place fills with every expression from anticipated elation to tentative doubt. Then the magic happens. So far in this life of mine, I have found nothing more rewarding.

I have shared stories of people who believe they have no rhythm playing SOLO’s during our Saturday Sidewalk jams; non-verbal kids in my adapted classes slinging on the hip scarf and leading their peers in an orchestration of rhythm, Idaho City kids creating a masterpiece of unity, and adults finding a welcoming avenue for letting go of the day.  Getting back into our groove. Finding a sweet spot in the rhythm of life…..

On August 31st, we’ll be celebrating the End of the Month and the Start of our new Tuesday gathering in my friend Shannon’s studio on Warm Springs Blvd.  What a beautiful place! Not only is the location awesome, Shannon and her fellows fill the place with healing. Councilors, psychologists, healers, wellness practitioners all of them! I am so grateful to be invited to be a part of that…  I hear everyday from people who just need something that soothes the day. Drumming – rhythmic music making – has brought humans together and soothed our wild souls since the beginning of ourselves as us.

“Recreational Music Making encompasses enjoyable, accessible and fulfilling group music-based activities that unite people of all ages regardless of their challenges, backgrounds, ethnicity, ability or prior experience. RMM ultimately affords unparalleled creative expression that unites our bodies, minds and spirits. ” Karl Bruhn, Father of the Music Making and Wellness movement.”

Drumming in support of wellness has found a place….

The next mission is to locate an affordable studio in which to hold classes for school-aged kids and teen-agers. Let me know if we can come play. I can schlepp this stuff almost anywhere!

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Remembering to Play

August 16, 2010 by · 2 Comments 

When my granddaughter, the Amazing Miss Dylan Moon, was about 3-years-old, she came to Boise from Seattle for a visit. I took her to the drum shop to play music, to the Grove to have conversations with the brass children, swirled around in our big skirts dancing with our shadows, and we went here and there for ‘yummy coffee’ [decaf with chocolate and cream. “You’re with your nonnie. We’re not going out for any damn juice. We’re going out for coffee.”].  The lovely girls at the coffee houses would smile sweetly at this precious little thing and ask her name.  She’d answer, “My name is Chelsea. I am 10-years old. Why do you have your bra showing?”  The girls would momentarily stop the routine rhythm of breathing, look at me with strangely vacant eyes and not answer her question.  Later in the day, we met up with a friend – his underwear NOT showing – and Dylan again put out her hand, and introduced herself as the quite mature Chelsea of ten. “I thought your name was Dylan and  you were 3?” Miss Dyl took a step back, opened wide her hands and arms in surrender and proclaimed, “I’m PLAAAAYing…”

Why did everyone seemed so baffled? How could we want anything else from a 3-year-old? I know it may be shocking when someone just pops out with questions about the obvious, as children will, but people seemed genuinely confused by this little girl’s introduction, and checked with me for any assistance or clarification I could offer. [“Oh my God! It is a birth defect? She looks three, not ten. Am I really getting that old that I cannot tell the difference? Is this little kid lying to me? Why would a child lie? Who is this woman who lets her child lie? Is the child damaged? Not able to accept reality? Living in a fantasy land? What is happening?!?]

Is it possible that we have not only forgotten how to play, but forgot completely what play is?

Play refers to a range of voluntary, intrinsically motivated activities that are normally associated with pleasure and enjoyment.[1][wikipedia]

It seems that we have even forgotten how to let our kids play. “It’s a sad commentary on our society that the American Academy of Pediatrics (AAP) had to issue a report reminding parents and doctors that it’s important for children to play.” The report, called “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds,” points out that some children aren’t being given adequate free time just to play.

http://moms.gather.com/viewArticle.action?articleId=281474977349551

I am not going to make the obvious linguistic puns, but there really is more to playing than just goofing off:

The Serious Need for Play [scientific american]

Childhood play is crucial for social, emotional and cognitive development. Imaginative and rambunctious “free play,” as opposed to games or structured activities, is the most essential type. Kids and animals that do not play when they are young may grow into anxious, socially maladjusted adults

Learning and Play

In the wild, young animals play to practice and develop skills that will aid them their entire lives. Human children gain many of the same benefits from playing. When children play, they exercise their imagination, problem-solving skills, and many other important mental faculties.

Boston College psychologist Peter Gray explains in Science Daily why self-organized play allows children to learn to get along with diverse others, to compromise, and to anticipate and meet others’ needs. According to Gray’s studies, healthy societies cannot afford to “forget how to play.”

Childhood play is coming under increasingly serious study. Recent reports underscore the importance of kids’ play to address childhood obesity, build social skills and problem-solving abilities, and unleash creativity.

Children need to be in charge of their own play activity. According to PBS’ The Whole Child Web site when adults plan the play activity and structure the outcome of playtime it is far less effective than if children have the freedom to form their own ideas, practice skills and use playthings at their own speed. Cardboard box toys are an example of playthings which allow children to use their own imaginations [3]

The American Academy of Pediatrics (AAP) published a study in 2006 entitled: “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds”. The report states: “free and unstructured play is healthy and – in fact – essential for helping children reach important social, emotional, and cognitive developmental milestones as well as helping them manage stress and become resilient” [6]

According to Stephen Nachmanovitch, play is the root and foundation of creativity in the arts and sciences also as in daily life. Improvisation, composition, writing, painting, theater, invention, all creative acts are forms of play, the starting place of creativity in the human growth cycle, and one of the great primal life functions. [4]

If we are forgetting play, or can only remember the word as an admonishment for not taking what we’re doing seriously, we are a lost lot indeed. We may be missing out on some of our best strategies for problem solving in the adult world.  This is why we play music together. And there is more to playing music together than music. It is a road in. In playing music together, we are reengaging our play models. We’re re-collecting our childhood strategies of cooperation, creation, experimentation and flexibility in decision making. Play as an adult becomes again, a practice. “We live with less attachment to ideas, agendas  or the perceived “right way” of doing things.  In turn, we become more flexible and adaptable with life’s unpredictable cycles, find creative solutions in unconventional ways and take risks to try new ideas.”  [remembering to play.com]

Relax. Remember. Come play.

Old-Fashioned Play Builds Serious Skill

The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds

Young Children Need to Play!

The Importance of Play – The Atlantic

Stuart Brown says play is more than fun

Peter Gray – Play Makes Us Human

The American Journal of Play

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Student and Teacher’s Page

August 3, 2010 by · 2 Comments 

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