Aims

  • Offering teaching resources focused on body percussion for use in the classroom.
  • Techniques to recognise the rhythmic skills of a student as well as rhythmic presentation strategies for the classroom and group interaction. Helping students socialise through rhythm. Techniques and strategies.
  • Body percussion in different cultures. Body sounds from an ethnomusicological, anthropological and sociological perspective.
  • Body percussion and laterality. Body percussion and dyslexia.
  • Body Percussion as therapeutic resource (Parkinson, Alzheimer, brain damage, autism, multiple sclerosis, Down Syndrome, Dyslexia, etc).
  • Body Percussion and attention (Focal, sustained, selective, divided and alternating).
  • Percusión corporal y atención (Focal, sostenida, selectiva, dividida y alternante)
  • Body-percussion & Tap dance.
  • Body percussion from a neuroscientific perspective.
  • Practical use of rhythms with objects from daily life and their use in the classroom.
  • Interaction between dance and body percussion in the BAPNE method.

Content

    • Biomechanical foundation in teaching body percussion.
    • Work involving stimuli and responses. Interaction between the teacher and the student.
    • Ways of psychomotor learning. Typology and practical uses.
    • The space for body percussion for body percussion. Spatial categories as a model for work. Passive, intermediate and active categories.
    • Improvisation. Practical and methodological applications in the BAPNE method.
    • Body typologies.
    • Body percussion and neuroscience in the BAPNE method. What happens in our brains when we perform body percussion? What cerebral lobes am I activating?
    • Body percussion and laterality. Teaching resources. Types of laterality with reference to movement.
    • Body percussion and psychology. Practical strategies for the classroom.
    • Sequencing of activities. How should I use all this material in the classroom?
    • Developing the Multiple Intelligences in teaching body percussion.

Practical foundation for the classroom:

  • Body percussion and body language. Strategies for the instructor.
  • Body percussion and spectacle. Theatrical resources.
  • Body percussion and Beat Box. Resources for the classroom.
  • Towards anthropology of body percussion. The body as an instrument.
  • Methodological schools of thought. State of the issue. Bibliography.
  • Difficulties. Teaching-learning. Case studies.
  • Aims Open or Close
    • Offering teaching resources focused on body percussion for use in the classroom.
    • Techniques to recognise the rhythmic skills of a student as well as rhythmic presentation strategies for the classroom and group interaction. Helping students socialise through rhythm. Techniques and strategies.
    • Body percussion in different cultures. Body sounds from an ethnomusicological, anthropological and sociological perspective.
    • Body percussion and laterality. Body percussion and dyslexia.
    • Body Percussion as therapeutic resource (Parkinson, Alzheimer, brain damage, autism, multiple sclerosis, Down Syndrome, Dyslexia, etc).
    • Body Percussion and attention (Focal, sustained, selective, divided and alternating).
    • Percusión corporal y atención (Focal, sostenida, selectiva, dividida y alternante)
    • Body-percussion & Tap dance.
    • Body percussion from a neuroscientific perspective.
    • Practical use of rhythms with objects from daily life and their use in the classroom.
    • Interaction between dance and body percussion in the BAPNE method.
  • Content Open or Close
      • Biomechanical foundation in teaching body percussion.
      • Work involving stimuli and responses. Interaction between the teacher and the student.
      • Ways of psychomotor learning. Typology and practical uses.
      • The space for body percussion for body percussion. Spatial categories as a model for work. Passive, intermediate and active categories.
      • Improvisation. Practical and methodological applications in the BAPNE method.
      • Body typologies.
      • Body percussion and neuroscience in the BAPNE method. What happens in our brains when we perform body percussion? What cerebral lobes am I activating?
      • Body percussion and laterality. Teaching resources. Types of laterality with reference to movement.
      • Body percussion and psychology. Practical strategies for the classroom.
      • Sequencing of activities. How should I use all this material in the classroom?
      • Developing the Multiple Intelligences in teaching body percussion.

    Practical foundation for the classroom:

    • Body percussion and body language. Strategies for the instructor.
    • Body percussion and spectacle. Theatrical resources.
    • Body percussion and Beat Box. Resources for the classroom.
    • Towards anthropology of body percussion. The body as an instrument.
    • Methodological schools of thought. State of the issue. Bibliography.
    • Difficulties. Teaching-learning. Case studies.