The main goal of the Rhythm-Based Curriculum was to promote specific psychosocial skills by integrating a series of specific activities in the classroom for students with difficulties and render classrooms more inclusive by helping teachers develop their own creative potential. This would be possible if we could train and support teachers to develop and integrate rhythm and dance and associated abilities in their everyday practice and not just to propose new methods of teaching.
According to theoretical conceptualization and the available evidence, the playful aspect of such activities can help students with difficulties explore themselves or put forward capacities that were hidden or impeded within an ordinary school day or in classical learning activities. Through child centered and developmentally sensitive alternative activities, children with SEN/ various problems are more comfortable to develop their potential or find ways to better express themselves and communicate with others, as they get rid of the fear of failure (as they don’t feel they will be judged based on their learning performance).
The curriculum contains the following 2 sections and 9 exercises:
INTRODUCTION TO THE MEANING OF ‘RHYTHMICAL METER’
1. Rhythmical meter: learning to follow the team
2. Introduction to speed: learning how to be dialectical
3. The clock: Learning how to keep up with the pace
4. Dialogue through the clock
SECTION B: THE SOUNDS OF OUR BODIES
5. Introduction to the body sounds
6. Rhythmical circle with the body
7. Speed game with the body sounds
8. Clock with the body sounds
The art based interventions seek to produce changes at three main levels:
Guidelines to implementation of music-dance based activities are also provided in the curriculum.
Piloting of the Curriculum was done in selected schools of the participating countries. Click here to see details on Curriculum piloting in Sweden.