GUEST POST: it’s not about drumming

May 18, 2011 by · Leave a Comment 

…it’s about connecting.

seems like most folks understand how primal a drum is. it is so much so, that most i’ve met – and i mean most -  have some sense of their own rhythm and can naturally express something in rhythm with others, even if it is something as simple as the pulse.

that is where i started. the pulse. that was my level of understanding when i went to my first big drum gathering. it was an open circle where apparently everyone interested was welcome. i was at first amazed at what i witnessed. i guess there were 100 people or more, many with drums, some with sticks and bells, some clapping or vocalizing and some dancing. i found myself looking for a leader, something to explain how all these people sounded so good together. i walked the entire perimeter, listening while the rhythm seemed to morph as new drums came into my hearing range and other left it. i thought, “wow! this is really something i’ve never seen before, like some kinda democracy better than any we could contrive.” these folks all sounded great together and everyone was speaking at the same time.  so, i kneeled down over the small drum i had borrowed and started pulsing. it was literally what i knew, but as i did that i could feel the connection. as i listened i could hear how my pulse fit within the context of the larger sound. i was participating at my level with something much larger than me – and it was good! i felt connected in a way that i had never before felt. as i sunk into that feeling of connectedness, i realized all these people must be experiencing something very similar; that they too must feel connected in a special way. everyone appeared happy, joyful and open. wow.

throughout that weekend, i experienced lots more drumming and decided that this was something i wanted more in my life. i came home and came up with a drum and started inviting friends to play. one thing led to another and soon enough the full moon drum circle at farmer brown’s was born. in the early days of those gatherings i think most everyone coming understood about connecting. see, in the early days there was the full moon, there was food; vegetarian was encouraged, as many of the folks open to such connecting also enjoyed the idea of sharing healthy food – and there was rhythm. i don’t think most of us knew much about rhythm (except that natural part we all share), we all had to listen and keep trying until we came together, but we always seemed to come together. to connect. drumming together connects us in a deeper way.

then i met a teacher who knew amazing things about a drum and i learned one or two. i found it fun to actually understand more than just pulse and improvise. to be able to fill in between the spaces and know where i was related to that pulse increased my confidence. i found it easier when i went to a gathering to play more expressively, to join in with more of my voice. well, that turned out to be the beginning of  a process of learning many more things, one small step at a time gaining a rhythmic vocabulary. during that same period of time, hundreds of people around boise were having their first experience at the full moon gatherings. the drum swept in like a wave and seemed to have a life all its own. it was right about then i first noticed a small rip in the fabric, because it was right about then that others like me, who had been learning things started to clash a little with those who were new to this drumming thing.

see, when you learn a thing a natural progression is that you want to show others you have learned a thing. in hindsight, this is where it got real tricky. showing and sharing works really well in the right situations, as it can inspire and encourage others to learn more. but, i soon learned that showing the things you know in the wrong situations can cause others to respond in a negative fashion. knowing things changes things.  i think it affects most the way you listen. knowing things and being with group of others who know the same kind of things shows you how to better listen for ‘depth’… to increase your skills, your precision, your performance. knowing things and being with group of others who don’t know the same things requires listening for ‘breadth’. i believe for most of us who think we know things, learning to listen this way is at first difficult, as our focus is most often on depth. conversely, it is easy to listen for breadth as a beginner. if you want to join in it may all you have to work with! as a beginner you are still relatively unaware of the depth…. and someone who knows a thing can appear showy, selfish and uncooperative to a group of people who just want to play together. it is communicated, often times at subtle levels that few notice, but it is communicated. when you know a thing and don’t understand this or, worse yet don’t care to refine your listening skills to include breadth, you are just asking for a negative response to your showing of that thing. in those cases one would do better becoming a teacher or performer, where the situation is more clearly defined – and where depth is more the focus and intention.

after (quite some time now of) seeing that drum wave recede in the same mysterious manner that it grew i understand better what happened and why. i see that as much as i grew rhythmically and musically and as much as i really appreciate depth in a thing… i also desire breadth in things. i want to further refine my listening skills and find ways to include, not exclude. the drum has universal primality. it has the ability to connect like nothing i’ve ever experienced. it can also divide. the difference is in the listening.

see, for me it’s about connecting, not about drumming.

[this is an article written by  Rick Thom son]

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

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…..

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.

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!

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

A miracle or two…

August 7, 2010 by · 2 Comments 

Two miraculous things happened when we played today: We play outside a bookstore in town every Saturday, offering drums, rhythm toys and play time to families passing by on their way to Market. We invite everyone. Today, an older man walking by was invited to play, and, like many adults, said, “I can’t.” But like me many years ago, he hesitated….

“Give it a try. Will you clap your hands together?” I began clapping to the beat my pal Luis was keeping underneath the rest of the song. He joined me. “That’s it! That’s all this song needs!”  I pulled up the chair sitting empty before an eager drum. He began to play.  He began to play……  He played with us the rest of the hour, and when I indicated it was his turn to ‘play louder than everyone else for a moment’ [my gentle invitation to do a solo] he began to play.

The next hour was class. We had three new people join our little circle this morning. A beautiful new drummer and a retired couple who had somehow gotten enchanted by what we were doing the week before. I listen with all the love I have in my heart to people tell me their trouble with drumming, and rhythm in general.  The gentleman was older than I and I am older than I have ever been in my life….  maybe he has been here for 60 years. It was clear to me that for a good number of those years, he believed he had no rhythm. Who told him that? How long ago? How long has he believed that? How do you compassionately tell someone  they have been lied to most of their life?

From my sister, Ruti Mizrachi:  ”When we were stationed in Germany, an opera singer gave us a clinic on song. She said that everyone can sing — it’s just that we believe the tape we play in our heads from our childhoods: “You can’t carry a tune in a bucket!” Like that. She said she would prove it. “Who is the ‘tone deaf’ person in the room?” she asked. Everybody, including Bob, pointed to Bob. “C’mere, Bob,” she said. “I’m going to hum in your ear, and I want you to sing out of your mouth what you hear.” She did — and Bob did — and what came out of his mouth amazed all of us — most of all, Bob. It was beautiful! “Stop believing the tape. Everyone was given the gift of song by God.”

He played beautifully. He kept the foundation alive while some of my more experienced players reviewed a series of patterns we were working on. He played so we could play. He was the heartbeat of the song we were bringing to life. No pulse, no life….  In spite of what he was told to believe, he began to play….

You have rhythm. I promise. Put your hand on you chest; a little to the left. Then be still for a minute. Listen. Be still….

Before you play a drum or a shaker or sticks, be still for a minute. Listen. Before you say you can’t, be still for a minute. Listen. Do you believe that or did someone tell you to believe that? Before you answer, put your hand on you chest; a little to the left. Then be still for a minute. Listen.