Drumming Your Way to Understanding Group Dynamics

1. Drumming Your Way to Understanding Group Dynamics Henry O. Patterson, Ph.D. RATO Presentation June 9, 2010

2. Some Checking-In Questions… • How many of you have taken an academic course on Group Dynamics/Processes? • How many of you have attended a workshop or had training on Group Dynamics/Processes? • When designing a group experience or when working with a group, how many of you typically think about the group process? • How many of you have been in a group that was not working well or up to potential & you could not figure out why?

3. Checking In Questions • How many of you have some musical background: singing, playing an instrument, drumming? • How many of you have participated in a drum circle? • How many of you are a little anxious about the drumming part of today’s session? • How many of you would like to have some fun & learn something useful? • Do you think this group can perform a complex musical composition by the conclusion of the session? #

4. Goals • Emphasize importance of group dynamics concepts in understanding the functioning of all groups & improving group/team performance • Explore 6 basic elements of group dynamics using a drum circle experience to illustrate • Encourage you to reflect on how using these group dynamics principles can improve the performance of groups you work with • Have some fun drumming & making music • Perform an original composition: “RATO Percussion Overture” #

5. Overview of Session • Some basics about group dynamics • Drumming activities • Exploration of 6 Elements of group dynamics • Purpose & goals • Group structure: roles & norms • Group cohesion, contagion, & entrainment • Diversity in groups • Ingroup / outgroup formation & relations • Role of leader in facilitating successful groups • Performance of “RATO Percussion Overture” • Tips on creating high performing groups/teams #

6. What Is a Group? • Definition: Two or morepeople in face-to-face interaction who are aware of their positive interdependenceas they strive to achieve mutual goals, aware of their own & others’ membership in the group. • Focus is on small groups (fact-to-face), but virtual groups, & large groups/organizations share basic principles • Aggregates are not groups – don’t have most qualities of group, e.g. people standing on street corner, students sitting in lounge

7. What Is a Group? (con’t) • Is there really a group identity, group mind, or group collective consciousness? • Individualistic view(F. Allport) – there is nothing beyond the individual; group is collection of individuals • Group view– groups are separate, unique entity, & more than a collection of individuals; they are a unique social system with their own attitudes, beliefs, values, practices, “mind,” “personalities,” “pathologies,” etc. • Social pressure of group changes individual behavior, e.g., conformity, “groupthink” • Fish in H2O analogy #

8. Importance of Groups in Our Lives • Our lives are series of group interactions--rarely are we NOT interacting with a group • “No man is an island….” John Donne • Human species may have survivedonly because of ability to function in small groups • Humans have lived in small hunger-gatherer & farming groups for most of existence (living in large groups (cities) is new for humans) • Positive psychology research shows groups major source of happiness for individuals

9. Importance of Groups in Our Lives (con’t) • We tend to focus mostly on the tasks of a group, the personalities in a group, rarely on the processesof the group • Group dynamics focuses on the processes all groups share – family, friends, sports teams, hobby groups, work/school groups, committees, social groups, etc. • Always interaction between individual & group • Groups are always changing (discussed later) #

10. Field of Group Dynamics • Founder Social Psychologist Kurt Lewin • Became field in psychology & sociology in 1940s & 1950s • Understanding group processes critical in understanding & creating functional & effective… • Families • Businesses & organizations • Classes in education, training & development • Sports teams, musical groups • Civic, political, & social groups #

11. Types of Performing Groups/Teams • Pseudogroup – assigned, competitive, better working separately • Traditional work group – assigned, some cooperation, little cohesion, free riding • Effective group – like working together, shared goals, “more than sum of parts” • High-performing group – Effective group + outperforms expectations #

12. Six Elements of Group Dynamics… • Purpose & goals • Structure: Roles & Norms • Group cohesion, contagion, entrainment • Diversity • Ingroup /outgroupformation & relations • Role of leader/facilitator #

13. So Let’s Do Some Drumming… • Purpose of our Drum Circle: • Learn about group dynamics • Learn about percussion instruments & basics of drumming • Have fun & enjoy making music together • Compose & play an original composition: the “RATO Percussion Overture”

14. So Let’s Do Some Drumming…(con’t) • Expectations & drumming etiquette: • We’re drumming for fun & relaxation, not to impress anyone • Don’t worry about making a mistake—there is no right or wrong • Listen carefully to others • Be creative & express yourself • Remove rings & jewelry—respect your hands & the instruments, so don’t pound too hard #

15. Getting Started… • Choose an instrument & join circle • Drums – djembe, floor tom tom, frame drums, doumbek • Metal instruments -- cow bell, agogo bells, tambourine, triangle • Wood instruments -- wood blocks, claves • Shakers, rattles, & scrapers – tube shaker, maracas, guiro, cabasa • Brief introduction to instruments & suggested playing techniques

16. Getting Started…(con’t) • Stretch & loosen up…hands…upper body… • Review Signals/Cues (most nonverbal), e.g. • Start playing = fingers up 1…2…3…4… • Stop playing = fingers up 4…3…2…1…stop! • Continue playing = hand rotation • Rumble (drum roll) = trembling hands • Single time = 1 arm up; Double time = 2 arms up; Rest • Volume level = hands moving up/down • Imitate what I do = point to myself, then you #

17. Activity # 1 – Playing Same Rhythm (Tutti) • Echo: I play a rhythm, everyone responds (echoes) together with the same rhythm • Call & Response: I play several different rhythms, everyone responds with the same response.

18. Activity # 2 – Playing Parts • Your “name rhythm” -- individually in sequence, play a rhythm on your instrument that corresponds to the syllables in your name, e.g., Hen—ry Pat—ter—son. Entire group will respond to your rhythm & stop. • Individually play your “name rhythm” & continue to play the same rhythm as others enter one-by-one playing their “name rhythm.” #

19. Activity # 3 – Improvisation & Featured Sections • Facilitator starts group with a rhythm, each person in sequence joins in when ready with their own unique rhythm and continues to play that rhythm until everyone in group has joined in. • Everyone continues to play, being creative & changing your rhythm whenever you feel like it. • Facilitator will have sections & subgroups drop out and back in #

20. Discussion--Element # 1: Group Purpose & Goals • Anxiety, stress, disruptive behavior, & low performance related to unclear purpose/goals • Clear, agreed upon goals necessary for high functioning of group (few hidden agenda) • Questions: • What were the purpose & goals of drumming? How clear were they? Were they widely accepted? • Did your level of anxiety change since beginning? Was there disruptive behavior? • At the beginning, what would have happened if I had just said “OK, everybody play your drum?”

21. Discussion--Element # 2: Group Structure • Roles – expectations of appropriate behavior of different positions, e.g., mother, teacher, secretary, victim, clown (differentiate group members; division of labor) (see attached table) • Role conflict – contrary expectations of behavior, or incompatibility of roles; e.g. children & husband expect different things from mother; • Roles have different degrees of status & power • High status roles – more influence on group, less pressure to conform #

22. Discussion--Element # 2: Group Structure (con’t) • Norms–Common implicit or explicit beliefs & expectations about appropriate attitudes, perceptions, & behavior of all group members (“oughts”, “musts,” “shoulds,” “rules of the game”) (integrate group members) • Can’t be imposed on a group; evolve out of group interactions • Group members first conform, then internalize norms (Reference groups – group we compare ourselves to…even though absent) • Vary in importance • Violation of norms punished by group #

23. Discussion--Element # 2: Group Structure (con’t) • Questions -- roles: • What were some roles in our group? • How clear were your roles? • Was there a good balance of roles? • Was there a status hierarchy of roles or role conflict? • Questions -- norms: • What were some norms that developed? • Who/what influenced the development of norms? • Were there any dysfunctional norms? • What outside norms were brought into the group? #

24. Discussion--Element # 3: Group Cohesion, Contagion, & Entrainment • Group cohesion – how close or “in sync” one feels with other group members; “weness” (not necessarily liking) • Contagion – our mood is influenced by emotions of others, e.g., power of negativity • Entrainment – natural law of synchronization in physics--tendency for rhythms to lock phase & synchronize; going with the “flow”

25. Discussion--Element # 3: Group Cohesion, Contagion, & Entrainment (con’t) • Questions: • Do you feel closer to group members than when you arrived? Why or why not? • What was responsible for increasing cohesion, e.g. spending time together, sharing an experience, working (playing) together? • What helped us to play together, & what is relationship between simple parts & complex parts? • Has your mood changed since arriving? If so, what caused this? • How does emotional climate/atmosphere impact group performance? #

26. Discussion--Element # 4: Diversity in Groups • Moderate levels of diversity in groups enhance creativity & performance, although sometimes make agreement more difficult • Questions: • What kinds of diversity exists in our drum circle? • Is the “product” (i.e. sound) & your level of satisfaction enhanced or hindered by the diversity? • Could there be too much diversity in the group? #

27. Discussion--Element # 5: Ingroup / Outgroup Formatnion & Relations • Groups quickly subdivide & bias & rivalries quickly emerge • Important for leader to keep rivalries to minimum by focusing on group as a whole • Questions: • Did subgroups emerge? If so, what led to subgroups? • Did you feel cohesion with your ingroup? Competition with the outgroup? • When is competition between groups functional and when dysfunctional? • What are ways of holding subgroup competition in check? #

28. Activity # 4 – Original Composition Creation & performance of the “RATO Percussion Overture,” an original, complex, improvised, 3-movement, percussion composition involving: • Various polyrhythms • Varying dynamics • Varying tempos • Solos & section solos #

29. Discussion--Element # 6: Role of Leader/Facilitator in Group Function • Leader/facilitator role critical in all elements of group dynamics—especially beginning & end • Leadership should be shared when possible • Questions: • What was the facilitator’s role in the following? • Purpose & goals? • Structure (roles & norms)? • Cohesion & contagion? • Diversity? • Ingroup / outgroup relations? • What would have improved the leadership?

30. Tips on Creating High Performing Groups • Establish clear, shared purpose & goals • Help develop clear roles & functional norms • Facilitate cohesion & positive emotional climate • Promote diversity • Manage ingroup / outgroug bias & conflict by focusing on the group as whole • Share leadership & power using open communication • Expect groups to constantly change 

31. How Groups Change • Tuckman’s Sequential-stage theory of group development: • Forming – uncertainty of roles & norms • Storming – resist & rebel against group & leader • Norming– consensus develops about roles, norms, & goals; cohesion grows • Performing – group works together effectively • Adjourning – group disbands

32. Some Conclusions… • Group dynamics is the field that focuses on how all groups are the same & different • More we know about & apply group dynamics theory, more effectively groups can function & the more satisfaction we can get from groups • Human survival may depend on the effectiveness of future groups • Drumming is fun!! #

33. Questions & Comments…

34. Resources Eduardo, C., & Kumor, F. (2001). Drum circle: A Guide to world percussion. Van Nuys, CA: Alfred Publishing Co. Forsyth, D. R. (2010). Group dynamics. Belmont, CA: Wadsworth, Cengage Learning. Friedman, R. L. (2000). The healing power of the drum. Reno, NV: White Cliffs Media. Hull, A. (1998). Drum circle spirit: Facilitating human potential through rhythm. Gilsum, NH: White Cliffs Media. Johnson, D. W., & Johnson, F. P. (2009). Joining together: Group theory and group skills (10 ed.). Upper Saddle River, NJ: Pearson.

35. Resources (con’t) Levitin, D. J. (2006). This is your brain on music: The science of a human obsession. New York: Plume. Redmond, L. (1997). When the drummers were women: A spiritual history of rhythm. New York: Three Rivers Press. Sacks, O. (2008). Musicophilia: Tales of music and the brain. New York: Vintage Books. Stevens, C. (2003). The art and heart of drum circles. Milwaukee, WI: Hal Leonard. ### ###