These ideas, which include pulse, harmonic rhythm, drum language, and call and response, are used to construct the understanding of key mathematics concepts such as ratio and proportion, fractions, measurement and equivalence. Rational number concepts provide fundamental building blocks for algebra, and yet, present methods of teaching these concepts have not been successful for large numbers of pupils. Students have difficulty with rational numbers, in part, because they are presented as abstract concepts outside of their experience base.
Additional difficulties arise for semantic reasons.
Working with drum patterns involves the use and development of aural and temporal thinking. Some students excel in aural and temporal activities who otherwise face difficulties in the learning approaches emphasized in conventional educational settings. Ben holds a B. A. in Non-Western Music, which he received from Dartmouth College in 1987. During the 1988-89 academic year, he attended the Conservatoire National De Musique, De Danse, et D Art Dramatique in Dakar, Senegal, specializing in the study of traditional djembe music. In 1990 and 1991, he had the opportunity to work with Yaya Diallo, co-author of The Healing Drum African Wisdom Teachings, assisting Mr. Diallo in the workshops he conducted on the drumming, dance, and song of the Minianka, Malinke, Lobi, and Senufo people of West Africa.