Learning Objectives

• Experience a performance that is based on the science of music and the brain
• Explore themes and concepts from the show, like nurturing, brain growth, connection, community history, and empowerment
• Engage with the themes of the production through activities and resources that allow you to learn more about the power of rhythm on the brain, and how to bring this power into the home and the school

Education Standards Alignment

Next Generation Science Standards

(Social Emotional Learning)

• Relationship skills (demonstrating cultural competency)
• Social awareness (recognizing strengths in others, identifying diverse social norms, recognizing situational demands and opportunities, understanding the influences of organizations and systems on behavior)

An image of Dr. Jessica Phillips-Silver. Photograph by Melissa Demple Photography.

What to Expect

Performance

• This musical is approximately 45 minutes long.
• The performance has spoken word, songs, illustrations, and instrumentation.

Performers

• There are five adult characters who guide the story. They will all be named and one of them will have a costume change between songs.
• Six youth characters will also interact with the adults, sing, and have some spoken lines. The children will sometimes clap their hands or drum on buckets.
• All of the actors will use their bodies in different ways to create rhythms. Sometimes they clap, step, or dance.

Sound

• Music and sounds are present throughout the show using soundtracks and some live instrumentation on stage.
• The music begins quietly and slowly builds, beginning with a simple kora (stringed instrument) and voice, then adding drums, and eventually building to a full band sound including drums and percussion, piano, bass and eletric guitar, and vocals.
• The cast members will indicate when the audience can expect a more energetic sound, however, sound will be kept to a reasonable volume in order to be suitable for young children.
• The emotional qualities of the music range from soft and soothing, to upbeat and happy.

Projection

• Throughout the production, illustrations and subtle animations (such as of a musical brain, a beating heart, and hands beating a drum) will be projected onto a screen at the back of the stage. Sometimes a rhythm wave will travel around the brain, or stars will slowly appear in the “sky” over a dancer.
• The visuals serve as a backdrop to the performance and a point of interest to support the music and message.

Lighting

• There will be general stage and audience lighting suitable for a family audience. There will be no dramatic stage lighting, flashing, strobing, or sudden changes.

Audience Interaction

• At certain points in the show, cast members will perform a clapping or drumming rhythm, and some audience members may want to clap along. No audience members will be singled out for participation.
• Time permitting, there will be a 10-minute Q&A session after the performance. Classrooms can choose to leave or participate if they want.

What to Bring

• Please bring any tools that will help make the experience comfortable for you! Some suggestions are: noise-canceling headphones, sunglasses or visors, fidgets, and communication devices.
• There will also be a limited number of noise-canceling headphones and visors or sunglasses available in the theater lobby.

Resources

• Please watch the “Soul. Beat. Connection.”  to see and hear real moments from the show!
• Review our .

Look and Listen for

Before you watch the performance, read this quote by Dr. Jessica, the creator of Finding Rhythm:

What children need more than anything is to find the source of their own individual power and their connection with others. Rhythm accomplishes this, as it promotes brain growth, listening and cooperation skills, self-trust, and community healing. It is an ancient tool from our evolutionary history that is critical in facing the challenges of our time.

What I love most about Finding Rhythm is that rhythm is not just the metaphor—it’s the method! I hope that all students who see Finding Rhythm will not only understand the power of their own brain growth and connection, but will feel a much deeper embodiment of rhythm.

When you watch the performance, look for examples of these important moments and ideas:

• Examples of rhythm in the music, dance, storytelling, and scenic design. Why do you think the title of this musical is Finding Rhythm? What do you think it means to “find your rhythm”?
• Different styles of music and dance that show some of the roots of Go-go. Why do you think Washington, DC, has its own special type of music? Why do you think the creators of Finding Rhythm chose to honor Go-go music in their show about rhythm and the brain?
• Examples of different kinds of listening. Why do you think the Scientist talks about the importance of listening with the whole brain and body?
• References to ancestors. Why do you think that the children are on a journey to know their own ancestors and to find their own rhythm?
• Description of the musical brain. Why do you think it is important for the characters to learn about the brain?
• Listen for the phrase “I am powerful.” Why do you think the children feel powerful at the end of the performance?

Think About

After you’ve watched the performance, consider these questions:

• In the “Look and Listen for” section, you found examples of rhythms. What are some rhythms that you experience in your own life? Are there specific music or dance rhythms that you enjoy? Do you find that aspects of your life feel right when you trust yourself and find a “good rhythm” for you, rather than feeling bound to the expectations of others?
• What were the main lessons of the characters in this show? What did you learn from Mother Dance, Sister Song, Father Rhythm, the Scientist, or Queen Beat? What did you learn from observing the children in the cast?
• Finding Rhythm tells the story of the biological origins of human rhythm, and how rhythm can become a source of power and community in various times and cultures. Did you notice moments when the characters connected with each other in the show? Were there times that the performers worked together to create a shared rhythm? How does rhythm connect you to your time and culture? How is it a source of power and community connection for you? How does it provide a source of healing?

An image of members of the Finding Rhythm cast. Photograph by Is It Modern Photography & Videography.

Finding Rhythm

for Finding Rhythm’s single, “Soul. Beat. Connection.” Listen for the lyrics that talk about the history of Go-go music, and look for landmarks that show the city of Washington, DC. Can you add your own rhythm by clapping, dancing, or playing an instrument along with the song?

Go-go Music

Read about the history of the official music of our nation’s capital and listen to classic examples of the genre through the article  If you want to explore more, you can check out the book from your local library!

Growing Brains

Parents, caregivers, and teachers can learn more about how music affects developing brains through Dr. Jessica’s and through the .

1. Create a Polyrhythm

“Polyrhythm” here is defined as “two or more layers of a rhythm that derive from contrasting subdivisions of the beat.” The effect of a polyrhythm can be stronger than a simple layered rhythm because it evokes simultaneous contrasting beat structures.

You can make a polyrhythm with a partner using words as a guide. Try having one person repeat the word “strawberry,” spoken with even-length syllables, while another person does the same with the word “mango”:

The challenge is to make sure that the three even syllables of “strawberry” take up the same length of time as the two even syllables of “mango.” When you get the timing right, you’ve got a delicious polyrhythm smoothie!

2. Mix It Up

Now try switching parts so that the person who said “strawberry” now says “mango,” and vice versa. See if you can switch back and forth seamlessly!

3. Now Add Percussion

Take your polyrhythm one step further by playing them instead of saying them out loud. You can clap, tap on your legs, or snap to make the sounds. Or you can use drums or other percussion instruments. If you don’t have drums, look around your home for something safe for you to tap on and that makes a cool sound. See what combinations you can make!

Dive even deeper into composing your own music with percussion with our Kennedy Center Teaching Artists Present video, Composing Accidental Music with Danny Clay.

Kennedy Center Education

The Vice President of Education is generously endowed by the

Generous support for educational programs at the Kennedy Center is provided by the U.S. Department of Education.

Gifts and grants to educational programs at the Kennedy Center are provided by The Paul M. Angell Family Foundation; Bank of America; Capital One; The Morris and Gwendolyn Cafritz Foundation; Carnegie Corporation of New York; The Ednah Root Foundation; Harman Family Foundation; William R. Kenan, Jr. Charitable Trust; the Kimsey Endowment; The Kiplinger Foundation; Laird Norton Family Foundation; Lois and Richard England Family Foundation; Dr. Gary Mather and Ms. Christina Co Mather; The Markow Totevy Foundation; Dr. Gerald and Paula McNichols Foundation; The Morningstar Foundation; Myra and Leura Younker Endowment Fund; The Irene Pollin Audience Development and Community Engagement Initiatives;

Prince Charitable Trusts; Dr. Deborah Rose and Dr. Jan A. J. Stolwijk; Rosemary Kennedy Education Fund; The Embassy of the United Arab Emirates; The Victory Foundation; The Volgenau Foundation; Volkswagen Group of America; Jackie Washington; GRoW @ Annenberg and Gregory Annenberg Weingarten and Family; Wells Fargo; and generous contributors to the Abe Fortas Memorial Fund and by a major gift to the fund from the late Carolyn E. Agger, widow of Abe Fortas. Additional support is provided by the National Committee for the Performing Arts..

The content of these programs may have been developed under a grant from the U.S. Department of Education but does not necessarily represent the policy of the U.S. Department of Education. You should not assume endorsement by the federal government.