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According to the National Center for Educational Statistics, 13% of the American Public School population (ages 3 to 18 years) receive special education services. These services could be a self contained, or inclusion class. Perhaps it’s “pull-out” services in a resource room for small group instruction. It could be speech, occupational, or social skills therapies. Regardless, roughly 6.5 million children report to school every day and qualify for these services. I studied method of teaching music called Eurhythmics at The Juilliard School in Manhattan and have spent the last fifteen years working with varied populations of students. Jaques Dalcroze, the Swiss educator and composer who created Eurhythmics, did so out of a need to teach students in a changing social and technological world. Eurhythmics is a method that focuses on the physical aspects of music. Dalcroze preferred to call his methods “games” and “exercises” as opposed to “lessons” or “instruction”. The tenant of his method is “All musical ideas reside in the body.” My program TumbleJam™ is inspired by my Eurhythmics studies. I have been using TumbleJam in self contained schools of autistic and physically disabled students. I’ve also taught in inner-city public schools as well as alternative high schools for inner-city students labeled at-risk and with behavioral classifications. Regardless of the population or age, the response is overwhelming. Students love the physical and social aspects of the games and exercises. There is no technology — but rather use live music and games to enhance emotional, musical, social, and creative expression. My session is going to demonstrate how these games bring students together, create a positive learning space, allow for individual awakening and create an understanding of the group dynamic. Participants will be up and moving around as well as improvising and laughing.
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Dalcroze Eurhythmics Developmental Diversity & Classroom Management Patrick Cerria, TumbleJam Patrick@tumblejam.net @PCerria
Beginning a Lesson With a “Quick Reaction” Game • Wakes Students Up • Tunes Students Into Themselves & Their Classmates • Uses Senses: Listening; Looking; Moving; Feeling; Seeing • I “Tricked” You and What Happened? A. Mistakes are No Longer Acceptable. B. They Have Morphed into “Epic Fails” C. This Sends the Message of “When You Make a Mistake in My Class — It’s OK. • Multidimensional Way to Form the Class Dynamic
Developmental Diversity 2010 Study by Centers for Disease Control & Prevention (CDC) Focused on Neurological Disabilities in American Kids Aged 3 - 17 years : • 1.1% Rate of Autistic Spectrum Disorder (ASD) — 1 in Every 68 Kids • 2.0% Rate of Depression — Double ASD Rate • 3.0% Rate of Anxiety — Triple ASD Rate • 3.5% Rate of Behavioral and/or Self Control Issues — Three and Half ASD • 6.8% Rate of ADHD — Nearly SEVEN TIMES ASD rate • National Center for Childhood Poverty: 21% of American children live in households with incomes below the federal poverty threshold - 15 million. • Studies now being done that show the cognitive and neurological effects of poverty (30 million-word difference by age 3 - Brookings). National Center for Educational Statistics Reports that 13% of the American Public School Population Receives Special Education Services (3 - 18 years). That Equates to 6.5 million children nationwide.
What Does This Equate to Overall Population of Rhode Island is Just Over 1 Million People. About Six Times Rhode Island’s Population Receive Special Education Every Day in Public Schools
Teaching — Which Has Always Been a Creative Profession — Now Needs to Be More So As Educators — Can No Longer Teach One Way. You Have to Be Able to Improvise, Pivot, Change, Adjust, and Present. Separate the “Ought from the “Is”. Eurhythmics: Movement, Solfege (singing), Improvisation
Evolutions in Technology, Medicine, and Science Better and More Thorough Diagnoses for Children — Hence Our Dynamic Populations of Students. These Evolutions Have Also Zeroed in On How Music and Movement Not Only Affect our Brains — But Our Entire Physiology: • Music and Movement (Eurhythmics) Evolved Together and Were Social Functions • Music Encourages Neuroplasticity (the ability of the brain to morph and change as we learn) • Music and Movement Help With Nervous System Development • Listening to Short Symphonies That Include Short Pauses Improves Attention Span • Music Increases Auditory Processing and Development — Specifically in High School Students • The Combination of Music and Movement Stimulate More Sections of the Brain Simultaneously Than Speech
Music was the First Virtual Reality • It transports you. • It changes your mood. • It makes you social. • It makes you move.
…absorption of mind, body, and emotions in the experience of actualizing the musical sounds. - - Virginia Hoge Meade Awakening the students to the life within music. • Senses • Nervous System • Intellect • Physical Body • Emotions • Creative & Expressive Self
Emile-Jaques Dalcroze “All Musical Ideas Reside in the Body” Swiss Educator and Composer Who Worked in European Conservatories Mid to Late 19th Century • Solfege • Improvisation • Eurhythmics (movement) • Rhythm — From the Greek Rhythmus Which Translates as “River” Dalcroze Referred to His Techniques as “Games” and/or “Exercises”. Never Used the Words “Lessons” or “Instruction”. The games help set up the class dynamic — “Classroom Management”.
Most Common Thread Here at Serious Play: Movement! If You Want to Learn How to Work With People, Learn How to Move With Them. Dalcroze Recognized the Power of Movement in Education. Words we Use to Describe Elements of Movement (play) are Aesthetic Terms. Terms We Use to Define Beauty: • Tension • Poise • Balance • Contrast • Variation • Resolution Movement Games Help Establish a Group Dynamic & Avoid the Power Struggle.
