Tag: bodypercussion

THE BEAT GOES ON

Body percussion is an easy and accessible way to bring the joy of music into the classroom that improves concentration, coordination, and collaboration 

Body percussion can be performed without any additional musical instruments; all that is required are the participants themselves. There is no need for a prior musical experience, just the ability to try and a willingness to get involved. This game is suitable for small surroundings, and it can easily be applied to any preferred surroundings available. 

The theory behind the game:

IMITATION: ECHOING, RESPONDING

Students learn the fundamentals of music materials embodied motor-rhythmic exercises and executive functions as their “tools” to be used in more complex activities in the future. Teachers demonstrate the body percussion parts as an example. Students will have time to practice and get familiar with the concept.

EXPLORATION

Students begin to understand and apply the knowledge through imitation. They are allowed to have a quick brainstorm of the rhythms that they have learned before.

IMPROVISATION

Students not only understand, but also can apply possible combinations of rhythm and body movements, within the body percussion game.

COMPOSITION

Composing is the pinnacle of music-making. Through this game, the students have the opportunity to create a new rhythm that demonstrates creativity and variety to convey expressive intent.

So, how to play?

  • First Player make rhythm with Basic Body Percussion with the counting 1, 2, 3 and 4, twice
Basic Body Percussion

Pat Knees (1) – Pat Knees (2) – Clap (3) – Chest (&) – Snap (4)

  • Other players can join by repeating the last movement from the previous player, form a new body percussion pattern, and pass it along to the other participants

Example

Participant 1 – Snap (1), Clap (2), Chest (3), Snap (&), Chest (4)

Participant 2 – Chest, chest, Stomp, clap, clap 

Participant 3 – Clap, Chest, Snap, Snap, Pat Knees

Participan 4 – Pat Knees, Pat Knees, Clap, Chest, Snap

And so on..

  • Participants who can not continue or late in responding will be eliminated
  • Last person that stays until the end of the round is the winner

REMEMBER:

Last body part movement can not be the same as the first one

Let’s play!!

The Beat Goes On

What are the barriers in the game? Who might be excluded?

  • Participants with self-defeating beliefs and opinions feel they don’t have enough music skills or abilities to do it. This issue will prevent them from receiving the benefit of this learning experience.
  • Participants with limb impairments.
  • Participants with difficulties in communication skills (such as direct eye contact) and the symptoms of mutism.
  • Participants with limited technology experiences or internet connection issues (if the game is performed online). This factor will make them hesitant or unwilling to learn.
  • Participants that are not able to learn well in an online learning environment or are with learning disabilities that might be struggling and need more time to practice.

How does the game foster creativity and critical thinking?

  • Body percussion encourages imaginations through movement and play. 
  • The simplicity in using body parts as a musical instrument allows more room for creativity through simple and then more complex improvisation that gives learners the confidence to try out ideas that may not sound perfect the first time.
  • Learning body percussion rhythm helps them reflect on their creation and make changes to improve. The satisfaction of practicing and mastering a rhythm teaches the value of self-improvement.
  • It offers the repeated challenge of situations in which there is no standard or approved answer.
  • Using body movement to create music will give a sense of freedom in self-expression.

What content is handled? 

Movement of a human body, rhythm, and learning. The purpose of this game is to explore and understand that we can still make music (percussion) using our body parts such as fingers, hands, feet, and knees.

What skills are being activated in the game?

Communication Skills

  • Participants learn how to build relationship with peers.
  • Learning through interaction.
  • Interpret and use effectively modes of non-verbal communication

Collaboration Skills

  • Practice empathy, Learning through participations and contribution, Delegate and share responsibility for decision-making
  • Take responsibility for one’s own actions
  • Make fair and equitable decisions
  • Listen actively to other perspectives and ideas
  • Encourage others to contribute

Organization Skills

  • Set goals that challenging and realistic
  • Plan strategies and take action to achieve goals
  • Use appropriate strategies for organizing complex information
  • Understand and use sensory learning preferences (learning styles)

Affective Skills

  • Mindfulness
    • Practice focus and concentration
    • Practice strategies to overcome distractions
  • Perseverance
    • Demonstrate persistence and perseverance
    • Practice delaying gratification
  • Emotional management
    • Practice strategies to overcome impulsiveness and anger
    • Practice strategies to reduce anxiety
    • Practice being aware of body-mind connections
  • Self-motivation
    • Practice analyzing and attributing causes for failure
    • Practice managing self-talk
    • Practice positive thinking
  • Resilience
    • Practice ‘bouncing back’ after adversity, mistakes and failures
    • Practice ‘failing well’
    • Practice dealing with disappointment and unmet expectations
    • Practice dealing with change

How will you assess if learning is happening?

  • When participants demonstrate incorporated movements (Clap, Snap, Pat, Chest, and Stomp)
  • When participants able to maintain a steady beat
  • When participants consistently follow body percussion pattern
  • When participants changed body percussion patterns in time, and on the beat
  • When participants show interest, initiative, and effort when playing and make contributions to the group