Up Percussions
Objective
Up Percussions is a percussion-based program designed, with the help of specialized psychologists and other musicians, to study and extend the reactions of children with various social and mental disabilities. The program tracks the psychology of the children’s level of interaction and collaboration, as well as their reaction to the sounds of percussion instruments. The outcome gives their life a new meaning and a new sense of integration into the society, where institutions, programs, and even families, have failed them in the past. It promotes a feeling of collaboration, self-esteem, ambition, achievement, and an overall will to not give up, however challenging their life.
The program comprises 4 phases, as follows:
Phase1:
Select 10 – 15 children from ages 12 – 18, with moderate learning disabilities.
The program starts by teaching each child how to play a percussion instrument (i.e. triangle, congas, blocks, etc.), enough to follow a basic beat. Working one-on-one as necessary to gain their trust and confidence. Teaching them a basic history of percussion, where different percussion instruments came from, how percussion works, how to create music using only percussion instruments, without the need for electronically supported devices and instruments. Spiritual beliefs about percussion which date back to ancient history, and continue through to today. After some one-on-one time with each child, place the group in a circle around the teacher (the facilitator), who will lead them with either a basic set of drums or with percussion instruments. The facilitator starts a beat and one by one the children join in. A second facilitator helps teach the children, and also acts as the motivator while the primary facilitator leads the beat. The second facilitator goes around the circle to inspire confidence in those still too shy to participate. The end result is a participatory and collaborative drum jam with the children. Throughout the entire process for each phase, the facilitator and supporting staff analyze patterns of collaboration, resistance and overall behavior. This behavior is typically documented, and compared with the analysis from the other phases.
Phase 2:
Select 10 – 15 children from ages 12 – 18, from broken family situations and moderate mental illnesses, such as PTSD, social anxieties, etc, or suffering from moderate trauma related to divorce or death in the family, physical and mental abuse, etc.
Similar to Phase 1, the children are taught some basic history of percussion and basic techniques, etc, however it is also important to understand each child’s psychology. In this group, you would have some children who are more advanced in their learning than others, depending on their individual situations. This diversity is evident during the circle jam.
Phase 3:
Again select 10 – 15 children from ages 12 – 18, however these children come from a recovery situation such as for crime, drug or alcohol addiction, etc.
Similar to Phases 1 and 2, the children are taught some history of percussion and techniques, etc, however again it is important to understand the children’s basic psychology. In this group, their behavior must be monitored very closely to reduce any risk of violence, for example, and trust is an essential consideration. These children have developed chemical dependencies, and this can create potential for resistance and violence. But they each have recovery and stability in common.
Phase 4:
This is the most important of all of the program’s phases: the joining of all 3 groups. By the end of the project we should have approximately 40 children, allowing for those who drop out, or are unable to follow the program. (Unfortunately, not all children can handle this type of situation, therefore the initial selection process has to meet clear and defined criteria). All 40 are placed in a circle, each with a percussion instrument. The main facilitator is still key to this process, and sits in the center behind a set of drums. Possibly also a second and even a third facilitator with percussion instruments, to demonstrate how the integration comes together. Additional facilitators monitor and motivate, while assisting in the analysis. The children all play together, regardless of their skills, and form part of a greater unit, while feeling the joy of making music.
What is the final result?
Simple…. The children are for the most part happy. The important thing to consider is that the children need to be assured of their value in society, assured that they still have a place, assured of their ability to learn and to be accepted. Placing all 3 groups together teaches them to trust and cooperate with others, which at one point or another has seemed impossible for them. They learn to interact with children that are different from themselves. They forge trust and friendships where previously, for many reasons, society has failed them. Children suffering from a form of mental illness should not be overlooked, or placed in situations of insecurity. Rather, they should be worked with and brought together with children of similar disabilities and/or illnesses, in order to recognize that they too are part of society. The final study will demonstrate the differences in response to individual phases versus the final phase. For example, how does a child interact with another child suffering from anxiety issues, versus interacting with someone who is recovering from a life of abuse or crime.
The age variance is important, as most teenagers already feel a sense of responsibility to the younger generation. There are many examples that can be cited where a teen will look after a younger child. This is common at family events, festivals, group camp outs, and so on. Here, you have a sense of interaction and responsibility. And by befriending and taking responsibility for children of various special needs, older children feel better about their participation in life, and the younger feel more protected.
The absolute final result is when you look at the face of each child. Most of them will smile like they haven’t smiled before. Parents who are present will see something that is rare due to their particular circumstances. They will see a happy and fulfilled child, maybe for the first time in their lives.
For more information concerning this project, please contact us at admin@ferrise.biz.