Drums, YES, but so much more!
Our Philosophy
Group teaching occurs in an environment that is supportive, cooperative and fun, and members naturally develop confidence and a positive self-image.
Our students are all unique in their strengths and weaknesses.
No matter what an individual’s ability level, we expect them to actively take part in a class. Those who are able to understand and perform the more advanced concepts can become model ‘teachers’ or ‘aides’ during a particular activity. Not everyone will fully engage in all the exercises.
No matter what an individual’s ability level, we expect them to actively take part in a class. Those who are able to understand and perform the more advanced concepts can become model ‘teachers’ or ‘aides’ during a particular activity. Not everyone will fully engage in all the exercises.
Adapted Equipment
Some of our students may not have full use of their hands to grasp or the full range of motion to strike a drum. In this case, adapted equipment is used if possible or we can play the instrument or voice the responses for them, everybody participates.
It is important to remember not to get discouraged if active participation does not occur immediately. The most important thing is to always expect more from your students; never tell us what they can’t do, concentrate on what they can.
Skills Addressed
accent heading
The TRAP program has been successful in addressing cognitive, emotional, and physical disabilities. Through customized exercises, the program teaches and enhances skills such as:Call to action
- Focus
- Memory
- Socialization
- Sequencing
- Sign Language
- Laterality
- Motor control
- Spatial Awareness
- Communication
TRAP Philosophy
Group teaching occurs in an environment that is supportive, cooperative and fun, and members naturally develop confidence and a positive self-image. The behavioral process is one of the most significant aspects of The Rhythmic Arts Project. Our main purpose is to have fun and to learn in the process. However, it is important to keep in mind that learning requires high expectations, structure, and reinforcement.
Our students are all unique in their strengths and weaknesses. No matter what an individual’s ability level, we expect them to actively take part in a class. Those who are able to understand and perform the more advanced concepts can become model ‘teachers’ or ‘aides’ during a particular activity. Not everyone will fully engage in all the exercises. Some of our students may not have full use of their hands to grasp or the full range of motion to strike a drum. In this case, adapted equipment is used if possible, or we can play the instrument or voice the responses for them; everybody participates. It is important to remember not to get discouraged if active participation does not occur immediately. The most important thing is to always expect more from your students; never tell us what they can’t do, concentrate on what they can.
The Rhythmic Arts Project lessons include hundreds of ideas compiled over nearly 26 years with therapists, doctors, teachers, administrators and experts in the field of Intellectual and Developmental Disabilities as well as their typical peers. The methodology is simplistic when followed chronologically and with guidance. The curriculum shows us how TRAP makes learning fun!
Eddie Tuduri,
CEO/Founder