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Using the Four Bass Break exercise to look at the values that support healthy relationships.
First brainstorm a list of values on a white-board using the question - what's one thing really important to you in your relationships with other people?
Then from this list prioritise four core values that the group agree are really central to a healthy relationship - there may be a little compromise needed here.
Then teach the 'Four Bass Break' - counting down 4,3,2,1 and hitting the Bass note four times with three counts of silence in-between each one before returning to the rhythm.
Once this is mastered, add the words in order between each Bass.
Finish one last time with the break.
Pre-discussion
Anger is often a normal part of grief, where we may feel betrayed, let-down or abandoned.
These are normal feelings.
What is forgiveness and why is it so hard? Why is it often important not to forget the wrongs that have
occurred in our lives?
Forgiveness, as an act of acceptance, is not forgetting or condoning the harm that has been done; instead, it
is letting go of the need for revenge and releasing negative thoughts of bitterness and resentment, towards
ourselves and others. Forgiveness is simply about understanding that every one of us is both inherently good
and inherently flawed (Desmond Tutu)
When the unchangeable past is accepted, then the focus can move from pain and resistance to forgiveness,
healing, and progress in recovery.
Forgiveness Exercise
Teach the 7-bar break:
TIMING 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Drum Phrase 1 B b O - B b O - B b O o O o O -
Drum Phrase 2 B b O o O o O - B b O - - - - -
I Forgive, Not Forget - I am Learning to Accept”
I am Learning to Forgive and Accept”
Ask people to think of someone and something that they may hold negative thoughts about such as
blame or resentment - it may be someone who has wronged them or critical thoughts they hold about
themselves. In this exercise if they feel up to initiating thoughts of forgiveness towards these individuals
or themselves, they should initiate the break. There is no need to discuss the actual situation that led to this
position, but it can be a useful lead into deeper analysis where warranted.
Start a simple rhythm and count in the break (4,3,2,1 …). Play the break to symbolise the affirmation,
before going back to the foundation rhythm and someone new initiating the break anew. Do this several
times and finish with people saying and playing the break at the same time. You may want to write the
words of the affirmation on a whiteboard.
R2R TRAINING WORKBOOK VOLUME 2: MUSIC FOR SOCIAL & EMOTIONAL DEVELOPMENT 59
Post Discussion.
What are the benefits of forgiveness? How can we practice this to gain these rewards for ourselves
and those around us?
According to recent meta-analyses on the effects of forgiveness therapy, forgiveness helped to minimise aspects
of negative affect such as depression, anger, hostility, stress, and distress (Akhtar & Barlow, 2018).
Self-forgiveness is not about letting yourself off the hook, nor is it a sign of weakness. The act of forgiveness,
whether you are forgiving yourself or someone who has wronged you, does not suggest that you are condoning
the behaviour. To forgive yourself, you should:
} Understand your emotions - particularly the difference between guilt and shame
} Accept responsibility for what happened
} Treat yourself with kindness and compassion
} Express remorse for your mistakes
} Make amends and apologise (including apologising to yourself)
} Look for ways to learn from the experience
} Focus on making better choices in the future
Forgiveness means that you accept the behaviour, you accept what has happened, and you are willing to move
past it and move on with your life without ruminating over past events that cannot be changed.
There are times when all of us have been thoughtless, selfish or cruel. But no act is unforgivable; no person is
beyond redemption.
Desmond Tutu
Response ability - ability to respond appropriately
A Pledge of Responsibility - A transition ritual for changing levels of maturity.
Discuss the fact that all of us have at times found ourselves acting irresponsibly and that as we age, mature and reach new degrees of independence we need to take on more responsibility towards others in our communities. It is only when we recognise this that we can change things for the better in our lives.
Note: it is important the facilitator/s play an active and equal part in this exercise.
Hand out two pieces of paper and ask people to write on one, an area where they recognise they have been irresponsible (offer some examples). On the other, they write something they pledge to do in future that follows a course of more responsible behaviour.
In the middle of the circle place a rubbish bin or similar container
Tell the group that we will play together, and at any stage they can stop and walk to the middle and place their past irresponsibility’s in the bin. Emphasise just one person at a time does this and only if they are truly committed to abandoning that behaviour.
Start by layering in a rhythm, and play together as an improvised group. When all who are likely to act on this have done so, then lower the volume and facilitate a regular count of silence into the rhythm, (stopping for 2 bars and resuming). In each gap of silence, one person at a time, (usually starting with the facilitator) will say out loud their new intention. Once all have had their turn resume drumming, lower the volume and bring to a close.
At the end ask people to sit for a minute’s silence, and reflect on their pledge.
Hold onto your Rhythm - Hold onto your Values
An exercise exploring 'Peer Pressure'
Part 1
Name one, two handed, rhythm (B OoO) as something you want to hold onto e.g., respect for others or staying clear headed.
Then name another, two-handed, rhythm (B OoOoO) as something you don’t want to get drawn into such as being disrespectful or drinking too much.
Note: These examples are best coming from the participants themselves - what's relevant to them.
One person has to hold onto the positive rhythm while the rest play the destructive rhythm. If they can hold onto their part explore what strategies they used.
Part 2 - If it is hard for one person to do this, try pairing them up with another person, so two or three are trying to resist together – it can make a big difference to get support when trying to resist peer influence.
Examine these exercises in relation to the way people get pulled in (influenced) emotionally and behaviourally by others around them, sometimes into situations that they might be better off avoiding. A key learning in holding your rhythm is knowing it first – knowing what you want to hold onto – your values.
Also, remember that peer pressure can be a positive influence - you can do this same exercise with the group pulling someone away fro a destructive behaviour towards something more responsible.
Discuss the importance of responsibility in life generally, and how it relates to trust, social cohesion and freedom.
There are a number of affirmation exercises in the R2R resource kit where people can commit to an action or belief through the symbolism of a rhythmic phrase. Research has demonstrated how activities such as these can impact motivation and self-belief through direct changes to the neural system, in much the same way as visualisation.
Discuss the challenges of taking responsibility, Responsibility requires pivoting from blaming external factors to empowering internal forces. Discuss the connection between Responsibility & Blame and Responsibility & Trust.
What are some of the benefits of responsibility? Responsibility is important because it provides a sense of purpose, in addition to building resilience amidst adversity on an individual and societal level.
Like an addiction, sidestepping responsibility may feel good in the short-term, but leads to exponentially worse pain and suffering in the long term.
‘IF IT IS TO BE - THEN IT IS UP TO ME’ Exercise
This is an exercise that looks at behavioural change and self-responsibility
The phrase - O o O - o O, B b B - b B is practiced, which represents the theme ‘If it is to be - Then it’s up to me’. Divide the group and half call out with the Tones and the other reply on their Bass.
A flowing rhythm starts (which represents the flow of life), & the practitioner tells the group that he/she will interrupt that flow with a count-down 4,3,2,1, STOP, just like problems or challenges that surface from time to time in our own lives. To resume the flow, the group will play the break 3 times – ‘If it is to be, then its’ up to me’ (taking responsibility to find the solutions, make the right choices or seek help).
Finish by having everyone say the phrase over the top of the break.
In my first session, I generally have the drums behind the chairs as people enter the room, and spend the first period of the session explaining the purpose of the group and establishing some group guidelines that will foster safety. Alternatively if the group is enthusiastic & not to disruptive you can introduce the 'Speaker's Chair' exercise and use it to do this, as in this video.
Be clear about the aim of the group and emphasise the fun and accessible nature of drumming, and that there will also be times when we stop drumming and discuss relevant issues. It can also be useful to be open about your inexperience with the drum - “we will be learning together”. When establishing the ground rules for the program it is critical this is an inclusive process where all are involved. One way to do this is to ask each person to contribute one guideline that they would like to see the members abide by, and write these up with their name opposite - I will often laminate this list and have it on the wall as a reference for all future sessions.
Don't touch me!
This is an exercise for 2 – 4 persons, often used in family therapy, but applicable to larger groups by breaking into sub-groups of three or four. It is used to examine personal boundaries and teach self-control.
Place the drums close together, almost touching opposite each other or in a triangle or square and have people site behind them. Start with each person playing a simple Heartbeat rhythm on their own drum and doing some collaboration exercises: one to the right, one to the left (that is adding one tone on the person to their right’s drum and then one tone on the person to their left’s drum).
Then call “Random” and everyone tries to maintains the Heartbeat on their own drum but can play tones or other accents (Claps, scratches, flams) on anybody's drum as long as there is no body contact – as soon as anyone touches another person the whole group must stop and return to the Heartbeat rhythm on their own drum and start again with the one to the left, one to the right.
The idea is to play this exercise multiple times across a program or series of sessions, with the aim of continuing longer each time without transgressing onto another person’s body. If you have multiple groups it can become a competition.
Questions – What helped you avoid being touched? What did you do to keep yourself safe? How important is it to respect other people's boundaries? In particular their personal space
Note – a key part of this exercise is learning to pull back and keep yourself safe.
The Values Rhythm exercise
Ask people to think of something important to them in their relationships with others e.g.,
respect, trust, love. Then use the number of syllables in their word to make a rhythm – e.g.
Care – 1 syllable; Love – 2 syllables; Honesty – 3 syllables; Forgiveness – 4 Syllables.
Then layer in their word as a rhythm, one at a time. Start with a one syllable word on the
Bass note to ground the rhythm. As people enter with their value rhythm, they say it as they
play it until after a while stopping speaking and letting the rhythm speak for them – finish the
opposite way with people resuming saying their value and stopping their drum so they are
just chanting together – then fade it away.
Discuss the concept of ‘crossing the line’ or going too far. And, how that relates
to values & safety. What are some examples of things you may have done or seen others
do that ‘crossed the line’? (Be careful of confidentiality here). What roles do boundaries play
in keeping people safe?
Preliminary Discussion - The double line in the middle of the road represents a boundary
that keeps people safe – that’s what boundaries are generally for. What are some of the
boundaries you recognise in your life? What are some you place on your relationships?
However, many people have crossed that double line – for good or bad reasons - sometimes
we need to adjust or change our boundaries – can you think of an example when it would be
OK to cross this line? Can you think of situations where it may be OK to break with your
boundaries? Are some boundaries sacrosanct? What sort of pressures make people do things
that are cruel, dangerous, unwise or otherwise compromise their values? How can you stay
on the right side of that line? How does crossing the line relate to honesty?
Crossing the Line Exercise
Before playing the game, the group would discuss the issue of boundaries, what role they
serve & the challenges of keeping to them. Half the group (fewer if it’s a large group) enter the
circle and stand parallel to an imaginary line that runs down the middle of the circle. The
facilitator showcases a pattern (3 strikes in a row) on an agogo bell that means move to the
other side of the line. Each time that pattern is played the players need to jump across to the
right side.
Change the frequency of the three-note bell pattern to make discerning it trickier.
Discussion: What does listening have to do with staying on the right side of the line and
keeping safe? Listening to our intuition, our conscience, listening to others? What about our
values – How do they help us stay on the right side of that line?
Finding Seven (or five) exercise – Affirming Core Values
On a white-board ask people to list the key things of value or fundamental importance to
them (give examples if people get stuck). Identify those values that are common between
people and settle on a core of five or seven (depending on the size of the group) and order
them by numbering.
Then stop teach the break ‘Finding Five’ (O o O o O - B b B b B) or ‘Finding Seven’ (O o O o
O o O - B b B b B b B) which represents attending to those five or seven core values. The
break repeats three times and then changes on the fourth time to the same number of Tones
answered by everyone playing two Bass notes and one value shouted out. Shout the values
out in order, one each time you insert the break into the rhythm.
Divide the group in two so that half play the Tones and Half play the Bass or in individual
work the practitioner plays one and the individual they are working with the other.
A rhythm is played & a break of five or seven Tone notes is inserted, answered by five or
Seven Bass notes, repeat another two times, before finishing with the Tones answered by
everyone’s two Basses and a group shout. This break represents the chosen values, and
the importance of reaffirming these on a regular basis as we traverse the rhythms of life.
Finish by completing the break again with the word ‘Values’ shouted at the end.
Discussion: How important is it to be able to clearly identify our values? - Why? What
helped you work out your values? How do values govern the way we act? How easy is it for
you to stick to your values?
The Speaker’s Chair – replace some drums with percussion if available
This exercise is used to foster participation in the reflective element of the program. Rather
than ask direct questions to individuals, putting them on the spot and potentially shaming
them or inducing panic, we ask a general question and each person answers it as part of a
rhythm game.
This game forms the basis of a range of questioning exercises, in fact you can use it as
often as necessary to foster participation in the discussion element of the model.
The first time we use this exercise is often when establishing group boundaries at the
beginning of a course of group work. Teach participants the two phrases and use the
drum to emphasise the beats on the ‘1, 2 Let’s all play’ phrase.
This game has everyone playing a foundation pattern or improvising together and the
facilitator counting down to stop and then each person moving one place (to a new chair) in
an anti-clockwise direction. One person will enter the ‘Speaker’s Chair’ each time. A specific
chair is marked out as the ‘Speakers Chair’ (In a school setting I sometimes use the
teachers chair) and each time someone sits there they must answer the question before
resuming the rhythm with the phrase "1, 2, let’s all play".
Once the group understand the routine have the person who has just vacated the chair do
the countdown to stop the rhythm rather than yourself as facilitator (4,3,2,1, STOP).
You can also play this game without moving if you have people who are physically compromised; instead of moving people the chair moves – a new chair each time becomes the ‘Speaker’s Chair’.
TOTEM
A lot of people harbour deep feeling of loss and worry for the natural world
Introduce the indigenous concept of a totem - a totem is a natural object, plant or animal that
is inherited by members of a clan or family as their spiritual emblem. Totems define peoples'
roles and responsibilities, and their relationships with each other and creation. People have
a strong spiritual connection to their totem and an underlying duty of care towards it. They
draw energy and inspiration from their totem and learn from it; lessons about their place
within the world around them. Often a totem provides protection for the individual and vice-versa.
Ask people to think of one object, plant or animal they have a special affinity with. Suggest
examples - maybe you love cats or spending time near the ocean or you love gardening,
working with wood or walking in the mountains.
Then consider one thing you can do to care for, safeguard and protect that element. Maybe
you take in stray cats, pick up plastic off the beach, collect seeds from rare plants, defend
old growth forests from logging or plant trees to reduce erosion in the mountains.
We will play ‘Rumble Ball’ - I choose someone and throw them an imaginary ball - when the
ball leaves my hand everyone rumbles (on drum, table, lap) and when the catcher catches
the ball the rumble stops and they share one element of the natural world they feel a special
bond with and one thing they can do to help care for it. Ensure the ball travels in slow
motion, so don’t catch it too quickly which allows people plenty of time to rumble
Note - some indigenous people are happy to discuss their totem, others are not - be
sensitive and respectful if you have indigenous people in your group and ask permission to
discuss this subject.
Follow part 9 of the Heartbeat rhythms with this exercise, where we remove the Heartbeat,
and ask people to try to hold onto their connection in the face of losing that foundation.
Losing Your Foundation
This exercise is used to work with people through the loss of elements in their life that
previously offered stability and security. For example: the loss of a close friend, the loss of a
job, or moving towns. The COVID pandemic is another example where people’s feelings of
stability have been rocked.
Whilst all play together, their different Heartbeat rhythms, on a countdown – 4,3,2,1 –
everyone must drop the heartbeat (double Bass) from their rhythm. There will generally be a
period of instability and the facilitator can add to that by playing disjointedly. The aim is to
hold out through this period and try to regain a new foundation. Note - They cannot return
to the Heartbeat but they can add a Bass note to their rhythm.
Discuss with the group what helped them hold on and the different strategies they used to
find their feet again in the face of uncertainty. How could these same ideas help you in
moments of instability in your own life?
Affirmations using rhythmic music lock-in learning concepts in a strong and robust
way as evidenced in memory studies with people with Alzheimer’s and dementia –
musical memories are amongst the most deeply embedded.
Discuss what the Bass note might represent in term of things that help connect people
together in safe & healthy ways.
Explain how to add in a four Bass break, counting down the rhythm and hitting the Bass note
on the first note of the bar while leaving the next three silent.
Do this four times. Once this is mastered come up with four elements related to one of the
themes below.
After each Bass note in the break the group shout out one of these four in order before
returning to their foundation rhythms.
Note this exercise can be used to highlight a range of themes:
• Four things good friends do for each other
• Four things central to healthy relationships
• Four things that help you overcome adversity
• Four things you can do to stand up to bullying
• Four things that provide you with a sense of safety
And many more………
Variations between free play and discussions using the universal Heartbeat rhythm.
Used to point the group towards shared values and experiences.
Ask each person to name one value they are or would be prepared to stand up for. The group should come up with examples – personal or public – of individuals who have stood up for this same cause.
Examples:
• Honesty – Would you stand up in the face of dishonesty? Can you give an example?
• Respect – Would you stand up in the face of disrespect? Can you give an example?
• Loyalty – Do you stand up for your friends or family? Can you give an example?
• Bullying – Would you stand up against a bully? Can you give an example?
Then use the rumble game ‘Rumble if you’d stand up for…’
Discuss the challenges of bravery. What is the difference between bravery and courage? Can you be brave and foolhardy at the same time? How can friends band together to be brave in numbers? Why are bullies cowards?
Introducing a four Bass break to affirm four core values or four things that offer people stability in their lives, that the group have earlier decided upon.
Using rhythmic affirmations to cement values and create improvised music at the same time.
Draw up a list of values on the white-board, and ask each person to choose one that is important to them. Then demonstrate how to use the syllables of each to make it into a rhythm, for example: Truth – one beat, Love – one beat, Kindness – two beats, Respect – two beats, Forgiveness – three beats, Honesty – three beats, Generosity – five beats.
Each person has to play a rhythm representing a value that is important to them and connect it to the others in the group.
Start the exercise by playing your ‘value rhythm’ and then have each person enter with their ‘value rhythm’ one at a time. (They can be encouraged to say or sing the name of their value to their beat as they enter.)
Finish by starting to name your value once again, stop the drumming and fade away.
Discussion:
How do your values fit with your identity and sense of self?
How hard is it to live up to your values?
How do values connect people? What if your values were very different from someone else? Would it be easy or difficult to get on with someone whose values were different from yours?
Resisting negative peer influence.
This is the same exercise as the standard version. but with two specific rhythms:
1. Bb,Oo,BbB,O - representing the phrase and choice - Holding onto what I believe.
2. OoO, OoO, OoOoOoB - representing the phrase & choice - "Let it go, Let it go, Let it, Let it, Let it, Go!"
I person tries to hold on to the first rhythm using the phrase (self-talk) to help them, while the rest play the second rhythm and try to undermine them.
Draw up a list of values on the white-board, and ask each person to choose one that is important to them. Then demonstrate how to use the syllables of each to make it into a rhythm, for example: Truth – one beat, Love – one beat, Kindness – two beats, Respect – two beats, Forgiveness – three beats, Honesty – three beats, Generosity – five beats.
Each person has to play a rhythm representing a value that is important to them and connect it to the others in the group.
Start the exercise by playing your ‘value rhythm’ and then have each person enter with their ‘value rhythm’ one at a time. (They can be encouraged to say or sing the name of their value to their beat as they enter.)
Discussion:
How do your values fit with your identity and sense of self?
How hard is it to live up to your values?
How do values connect people? What if your values were very different from someone else? Would it be easy or difficult to get on with someone whose values were different from yours?
Start with a short discussion on the importance of helping out others if you can and getting help yourself when you need it – everyone has the potential to do both and each brings rewards. It can be difficult to give and it can also be difficult to ask for help. What are some of the situations where you might need support or be able to offer support?
One person should start a simple foundation rhythm and each person should enter in succession but only at the request of the drummer already playing next to them. The drummer should invite the next person to join the group with the phrase ‘Help me out, if you can!’ (fl, fl, fl, O o O). When everyone is in, finish with all players doing the break and saying the phrase ‘Help me out, if you can’ at the same time.
Discuss the benefits of altruism. What are the rewards of giving or supporting someone in times of need? If giving brings rewards, why is it often hard to ask for help? How does balance impact this issue? Can you ask too much or give too much?
A one to one example of this exercise where the challenge is to hold on to your rhythm (what is good for you) in the face of other people's influence.
Often aligned to holding onto your values in the face of someone trying to get you to compromise them.
It is always beneficial to name the two parts (rhythms/actions) with concrete examples of different choices relevant to the individual being tested.
Using the concept of protecting access to your drum to look at protecting your boundaries.
Starting with a discussion on the sorts of boundaries that keep people safe and support healthy relationships.
Then examining different ways we mark boundaries - looks, language etc.
And how we can maintain our boundaries when others are insensitive to them.
This exercise follows a similar format to 'What Does a Good Friend Do?'
Over the top of a basic foundation rhythm, the practitioner plays a rhythm phrase that symbolises the question ‘What Do You Want From Your Life?', (Fl-OoO-OoO) encourage participants to play this phrase with you each time. One at a time, each participant answers that question with one of three sounds - one Bass note, two Bass notes or three Bass notes - the number corresponds to how many different things they can think of.
After answering with their drum, the responder states their answer/s & the rhythm resumes.
These answers can be written on the white-board for further discussion after the exercise has been completed.
This exercise follows a similar format to 'What Does a Good Friend Do?' It is focused on Values and Healthy relationships. Before beginning ensure people understand the question relates to their relationships with other people.
Over the top of a basic foundation rhythm, the practitioner plays a rhythm phrase that symbolises the question ‘What Matters Most to You?', (Fl-OoO-o-O) encourage participants to play this phrase with you each time. One at a time, each participant answers that question with one of three sounds - one Bass note, two Bass notes or three Bass notes - the number corresponds to how many different things they can think of.
After answering with their drum, the responder states their answer/s & the rhythm resumes.
These answers can be written on the white-board for further discussion after the exercise has been completed.
This exercise follows a similar format with a preliminary discussion on what good friends do for each other.
Over the top of a basic foundation rhythm, the practitioner plays a rhythm phrase that symbolises the question ‘What Does a Good Friend Do?', (Fl-OoO-o-O) encourage participants to play this phrase with you each time. One at a time, each participant answers that question with one of three sounds - one Bass note, two Bass notes or three Bass notes - the number corresponds to how many different things they can think of.
After answering with their drum, the responder states their answer/s & the rhythm resumes.
These answers can be written on the white-board for further discussion after the exercise has been completed.
Sometimes in larger groups I will go around half the group asking this question and then for the second half ask the question "What do you want from your life? Or, “What matters most to you?” (in your relationships with other people).