drumbeatable facilitator training

IMPROVING SOCIAL AND EMOTIONAL RESILIENCE THROUGH GROUP-DRUMMING ACTIVITIES

drumbeatable facilitator training Features:

Basic Drumbeatable Facilitator training via Zoom (2-hours)

Drumbeatable Facilitator Guide: 80-page PDF download containing:

• Bespoke programme of content lasting up to 1-year

• Principles, Ethos and Rationale of the Drumbeatable Programme,

• Drumbeatable Programme example lesson plans,

• Drumbeatable Programme lesson templates,

• Drumbeatable Evaluation Framework (Strengths & Difficulties Questionnaire templates (SDQ), Impact Report template, Facilitator Log template),

• Links to neuroscience research on benefits of group drumming on mental health.

*44 Online Play-along Videos: create your own bespoke Drumbeatable Programme by joining in with the activities in this suite of videos led by the Inspire-Works Facilitators. Multiple videos for all 6 elements of the ‘Drumbeatable Stick Bag’ of resources are included in these videos which you can select to suit the needs of your group. Simply press play and let the Inspire-Works Facilitators lead your group!

*Mentoring Sessions with a Drumbeatable Trainer via Zoom once a term.

#Facilitation Guidance Videos: Inspire-Works Facilitators demonstrate the different elements of the Drumbeatable Programme for you to then recreate in the classroom.

#Unlimited Email Support from a Drumbeatable Trainer

*Gold level only. #Gold and Silver levels only.

ABOUT THE PROGRAMME:

Based on the latest neuroscience research, this fully flexible and bespoke programme helps to improve social and emotional mental health through participation in group-drumming activities. The Drumbeatable Programme is suitable for whole-class or small-groups with children aged 7-14 years. The length of the programme is flexible to suit the needs of the group, but is recommended to last between a term to one year.

The drumming activities in the Drumbeatable Programme have been proven in numerous neuroscience studies, and by researchers at several universities, to significantly reduce difficulties in young people such as anxiety, stress, ADHD and challenging behaviour. Focusing on process rather than performance, the programme encourages participants to use the drum as a metaphor to express their feelings.

The Drumbeatable Programme works with any type of drum, although hand drums (e.g. djembes, congas, tubanos or RhythmPals) work best. Auxiliary hand-held shakers are beneficial for some of the rhythm activities.

The deep resonance of some drums add to the therapeutic elements of the Drumbeatable Programme.

We can also provide sets of Drumbeatable Instrument Packs consisting of Remo RhythmPals, Remo Buffalo drums and shakers.

Using the Assess Plan Do Review model, each session's drumming activities in the Drumbeatable Programme are created to specifically help the needs of each individual in the group. These activities form the 'Drumbeatable Stick Bag' of resources:

1. Rhythmic Welcome: rhythms that help the participants focus and be present in the space.

2. Rhythmic Icebreakers: increase social interaction within the group.

3. Rhythmic Declarations: positive affirmations designed to build confidence.

4. Rhythmic Grooves: a sense of unity is created when the group drum and share rhythms.

5. Rhythmic Reflections: uses the drum as a tool to express feelings and emotions.

6. Rhythmic Breathing: calming breathing exercises to finish each session.

If you would like to use the Drumbeatable Programme in your setting, you will need to be trained as a Drumbeatable Facilitator.

Please choose the level of Drumbeatable Facilitator Training required as detailed below, depending on your previous experience in leading group-drumming and therapeutic activities:

SUCCESS STORIES

“Child C at the beginning of the programme appeared to be quite anxious at trying new things and would prefer to watch others before deciding to join in with the drumming activities. However, by Week 4, Child C became one of the most responsive members of the group and often wanted to take a lead in the activities and use the drum as a tool to express their feelings (both positive and negative feelings). Child C’s positive engagement would encourage their friends to fully participate too.”

— The Drumbeatable Programme at a school in West London

“Child A started the programme quite loud and gregarious, often wanting to be the centre of attention. However, after a couple of weeks, the child was sometimes quite withdrawn in the sessions and unwilling to share any emotions. Over the weeks, the drumming activities helped them open up about their true feelings and at the end of one activity (which used shakers as analogy for feelings) they shared they were feeling sad for some time as their grandmother was unwell. This was a big step forwards for them to feel comfortable sharing their feelings within the group.”

— Facilitator feedback from the Drumbeatable Programme

“In Week 7, the Child B came late into the room with a very downwards demeanour and didn’t join in the drumming activities to begin with. However, when the opportunity came to use the drum as a tool to express their emotions, they willingly and creatively shared how they were feeling. The activities in Week 7 were focused on managing stress and anxiety. After the child played both the Rhythmic Declarations and Rhythmic Grooves activities, they then shared how drumming was the highlight of their week, and they wanted to continue drumming and at the end danced out of the room!”

— Facilitator feedback from the Drumbeatable Programme

"In the first few weeks, Child C was reluctant to join the drumming activities and socially isolated themselves. Over time, they began participating, though initially struggling with the rhythms. By Week 10, they had caught up and assumed a positive leadership role in the group."

— Facilitator feedback from the Drumbeatable Programme