Rhythm and song in the classroom

The Clowndoctors have specialist training to work with children with severe lea

They use techniques such as intensive interaction to ‘learn the language’ of each child they meet, building on responses to create meaningful, playful dialogue. Read about a recent visit by the Clowndoctors to one of the schools we visit as part of our Clowndoctors in the Classroom Programme.

"Today we met with a 15 year old with severe Autism and visual impairment. He often appears to be in his own world and at the time of referral by the teaching staff he was rocking and slapping his arm on a pillow on the floor.

We moved toward him and simply began by picking up his slapping rhythm using percussive instruments. He allowed us into his rhythm and it slowly became apparent that he was aware of us and aware that we were participating in this activity with him. He paused, and so did we. He began again, and so did we.

He began to change his rhythm and make vocal sounds, which we reflected and made a part of this now percussive 'song'. He reached out and clapped Dr McFlea's hand twice during his pauses. As he took the pace and dynamic of his rhythm higher, we followed and added in a fast ukelele blues song, which he seemed to really enjoy – he had a huge smile on his face. He and Dr McFlea were vocalizing with great 'raspberry' sounds. The teaching staff that were present felt this had been a very special interaction with a good outcome."

Referrals from staff mean that the Clowndoctors can tailor their visit to each child and their needs, always providing opportunities for the child to communicate, be heard and be central to the game.

Find out more about our work in the classroom.