MUED371 Research Project

Rebecca Kenaga

I would like to research the effects of drum circles on classroom culture in both

heterogenous and homogenous special education learning environments. Drum circles are known

to facilitate strong bonds between populations through the release of neurotransmitters like

oxytocin, serotonin, and dopamine. They also provide a safe space for nonverbal communication

(such eye contact and mimicking), improvisation, and self-expression; these factors can combine

to create harmonious and cooperative feelings within a group.

Drum circles address many of the Elementary Instrumental Music Standards, including:

EI.2 The student will echo and perform simple rhythms and rhythmic patterns, including whole

notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, and

corresponding rests.

EI.12 The student will demonstrate ensemble skills at a beginning level, including

1. playing unisons, in accordance with VBODA Levels 0 and 1;

2. matching dynamic levels and playing style;

3. maintaining a steady beat at various tempos in the music literature being studied.

EI.14 The student will begin to use articulations and dynamic contrasts as means of expression.

EI.15 The student will perform simple rhythmic and melodic examples in call-and-response

styles.

EI.18 The student will explore historical and cultural aspects of music by demonstrating concert

etiquette as an active listener.

 Elefant (2010) describes an experience in which two groups of students (one group of

nonverbal students with specials needs and one group of students from an elementary school)

met weekly to participate in musical experiences -- like drum circles -- together. The goal was to

decrease prejudice between the communities and increase bonding and collaboration between the

groups. This excerpt includes two chapters: Action and Reflection, to show the process and the

analysis.

McCalman (2010) deals with more of the logistical aspects of becoming involved in

projects such as these. Interactions with faculty and parents are discussed. The focus is on

typically socially-excluded groups of individuals with disabilities and the use of Caribbean

culture in London to facilitate community connections.

“Making music, making friends” (2013) discusses how improvisational music-making in

a long-term context increases self-confidence and bonding between individuals with learning

disabilities as well as their families.

 Reference List

Elefant, C. (2010). Must we really end? Community integration of children in Raanana, Israel &
Musical inclusion, intergroup relations, and community development. In Ansdell, G., Elefant, C.,
Pavlicevic, M. & Stige, B. (Eds.), ​Where music helps: community music therapy in action and
reflection. ​(pp. 65-90). Burmington, VT: Ashgate Publishing Company.

Jones, O., O’Neil, N., Pavlicevic, M., Powell, H., & Sampathianaki, E. (2013). Making music,
making friends: Long-term music therapy with young adults with severe learning disabilities.
Journal of Intellectual Disabilities, 18(​ 1), pp. 5-19.
http://journals.sagepub.com/doi/full/10.1177/1744629513511354

McCalman, L. (2010). Drumming up Enthusiasm: Using Steel Pans with Adults and Children
with Special Educational Needs. ​At The Interface / Probing The Boundaries​, ​60​123-137.
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