Saturday, March 23, 2013

It Takes a Tribe!

    My husband Mauricio and I are musicians/researchers and did quite a lot of field work in Havana, Cuba for a book we were writing on the drumming tradition of a certain religion of the country. In addition to getting the practical information we needed to finish the book, we were fortunate to get an intimate look at how religious rituals and creative traditions such as drumming, singing, dancing, garment and food preparation, are passed on to
children. It is an organic process where the entire family, immediate and extended, gather together at an elder's home and that elder, or group of elders instruct. They interpret the meaning of songs sung in Yoruba language, the dances and drum rhythms by telling stories of their African ancestors. Because it is an oral tradition, there is a memorization process for which students use no pen and paper, recording device or computer to make notes,
but depend on muscle memory, repetition and a deep respect for the ancestors they honor and the mentors who teach them. Early in the learning process, the young members are assigned an activity that plays a role in the overall performance of a ceremony. The process gains momentum when the more
knowledgeable members assist the less knowledgeable ones. 

     I came away from this experience with a deeper understanding of a holistic approach to teaching and learning, a method that allows students to make connections through life experience. In the scenario I describe, the Afro-Cuban children make generational and spiritual connections through sacred music and stories they are told, which instill a strong sense of who they are as African Diaspora. They make mind and body connections through the art-forms they practice and perform in sacred ceremonies, and gain awareness of how disciplines work together. They make connections between linear thinking and intuitive ways of knowing, and connections between the individual and the community.

     As co-creator and teacher of the Talk-n-Drum Language & Music Program, I have noted that young children experience joy when engaged in interdisciplinary activities that allow them to connect with their peers. They enjoy the social aspect of learning and grasp the new material with ease because they see it as pure fun. I have noted that children enjoy performing specific rhythmic, verbal and movement patterns that teach the new information, mainly because the mind is pattern seeking, and because these exercises allow students to feel in synch with one another. The music is a crucial element of the lesson and melodies must possess an aesthetically pleasing quality that the brain can easily hook into. Tonal intervals must be easy to sing and should be combined with the right rhythmic pattern at just the right tempo. It took about a year of composing and testing songs in the classroom before Mauricio and I had a repertoire that worked well. Bottom line is, once my little learners are 'in the zone',
they are open to learning anything! So whether I am teaching them Spanish, basic music theory or sign language, my hope is that I am instilling in them the love of learning.

Wednesday, March 13, 2013

When to Begin Music Lessons?

Music is to the soul what food is to the body and should play an integral part of a child's life from conception. Children thrive in environments where all art forms are respected and creative thinking is nurtured. For this reason I encourage parents to:
-play everything from Bach to the Beatles at home and in the car from newborn on
-sing together at bedtime to 'bond' and for the calming affect
-engage in a silly dance while listening to something upbeat to make the experience fun and organic
-leave instruments around the house such as a drum-set, percussion instruments or an electronic keyboard so they may experiment freely on their own
-have them watch a rock concert or a symphony orchestra perform on TV or attend a live concert
It's not always about grooming the next Mozart or Miles Davis, but rather using the art form to connect the child to his/her authentic emotional, intellectual and spiritual self. If the child begins to express a deeper interest in playing an instrument, then finding the right teacher is the next step. Bottom line, it takes an enormous amount of thought and energy to shape a new life, and one of the most important gifts you can give your child is the 'permission' to think creatively so he/she will live his/her authentic life. Living an authentic life  also promotes good physical health!   

Monday, March 11, 2013

Why ASL for Hearing Children?

        American sign language is a useful and fun communication tool for hearing children approximately 8 months to 5 years of age. Whether an auditory, visual or kinesthetic learner, ASL brings another dimension to speaking, listening and responding. And because it is solely a physical expression, visual communication makes stronger social connections between teacher and student, and between words and their meanings.

Incorporating ASL into every Talk-n-Drum curriculum was an experiment that proved to me that gestures and mime are natural social languages for all young children. And when something comes that easily and makes learning that much more fun, it makes sense to practice it! One of our missions as the creators of the Talk-n-Drum program, is to build community by embracing diversity, and teaching ASL raises children's awareness of deaf culture. 

Wednesday, June 27, 2012

Talk-n-Drum for Children with Language, Speech and Social Delays

When my husband and I created the Talk-n-Drum Language and Music Program for Preschoolers, we were thinking mainstream education.  I don't know why I was so surprised  to see children with language, speech and social delays react with an amazing level of enthusiasm and engagement in T-n-D activities. After all, it's fun learning anything by making silly sounds with the voice, playing rhythms on cool instruments to recorded music that has a current relatable sound while marching around the room, or sitting in a circle with friends singing & signing a song about the colors of the rainbow. In fact, when parents and teachers of children with these specific delays hear them sing in a new language, or watch them march perfectly to the beat of a drum they are playing, they are astounded! In addition to creating a multisensory approach to teaching speech and language, as performing musicians, we understood the importance of the theatrical element to make the experience entertaining. In this way the students are not intimidated by the material they are learning, trust the teacher and engage quicker, making concepts easier to grasp and retain. A T-n-D class is chock full of learning but it's all done for the FUN of it! 

Wednesday, November 30, 2011


This is the time of year when young children are over stimulated by the holiday preparations going on all around them. In fact, they feel the same urgencies that their Mom and Dad feel to get everything ready in time for family gatherings at home or for traveling to visit family members and friends at their home. I can feel and see the excitement when I teach my Talk-n-Drum classes and therefore, plan my lessons accordingly.
In addition to choosing themes that are connected with celebration such as family, food, music and party, I keep the energy level of the songs and accompanying activities high and exciting. This puts all the positive energy to good ‘learning’ use. I find that it is also important to take a few moments while sitting in our circle, to give each child an opportunity to share one family ritual with their piers. It’s a lovely way to foster community and, to possibly learn about, and embrace differentcultures.
Happy holiday to all Talk-n-Drum students and their families,
Nanette Garcia and Maurice Minichino (co-directors & creators)