For two years I have been working at the Rowan School in Sheffield embedding Rapport-Based Musical Interaction practice. Staff have learnt how to play the ukulele from scratch and we have worked class-centred practice for each group of children and staff team. One result of this work has been the development of a new Rapport-Based Music Staff Handbook which will be presented at upcoming training events. Here is a sample chapter:
Co-leading
Sessions will be easier, more fun and more engaging if they are co-led. This is because there are two roles that need to be implemented:
1. Holding the group - requires one staff member to continually play a drum or ukulele and to sing the song. The constant presence of the music will keep the group engaged. The staff member should be sat in the circle or other prominent place. Children will have more experience of group social inclusion if the group is present and held.
2. Interacting with individuals - a staff member approaches children in the style of Intensive Interaction. The song or musical activity will support the interaction, creating offers and opportunities for rapport. The children with more complex needs are more likely to have their individual needs for autonomy, competence and relatedness met through individual interaction.
Song Suggestions for Co-leading
• In a singing mood - the most confident staff member plays an instrument and sings the song while support staff approach children for interaction. Staff can start the next verse by singing or verbalising what mood the child is in.
• Who’s got a sound - the most confident staff member sings the chorus and support staff approach the children for interaction during with verse.