Dr. Jose Rosa, EdD

Some relationships in music go beyond equipment. They become part of your story, and the people behind them become family.

This is the case with Remo Drumheads; my journey with Remo began in 1995 when I had the privilege of meeting the legendary Remo Belli. He personally signed me at that time, a moment I have always carried with deep respect and gratitude. As life and career moved forward, that connection was eventually lost in the process.

Then in July 2009, that door opened once again. Thanks to Chalo Eduardo, Chris Hart and Bruce Jacoby, I was welcomed back into the Remo family. For the past 16 years, Remo Drumheads has remained part of my sound, my teaching, my recordings, and my growth as a percussionist and educator.

One project I especially value was recording a short instructional video on how to properly tune congas, something that reflects my passion for percussion education and sharing knowledge with fellow musicians.

Watch here: https://youtu.be/6IvH3oYQWd0?si=LSa2m33vnAEt2KAQ

Looking back, I remain grateful. Music has taken me through many stages, but some relationships become part of your history.

Thank you, Remo, for being part of mine.

Dr. Jose M. Rosa

I am honored to continue representing Paiste Cymbals as an endorsed artist, a relationship that began in September 2009.

For more than 16 years, Paiste has been part of my sound, my performances, my recordings, and my work as a percussion educator. Their cymbals have supported my musical voice with consistency, power, clarity, and craftsmanship.

Thank you to Paiste for the trust and support throughout this journey. It is a privilege to be part of a company with such a respected legacy in the world of music.

Dr. Jose M. Rosa

I am proud to be an endorsed Pearl artist and deeply grateful to be part of the Pearl Family for the past 18 years. Pearl’s continued commitment to quality, innovation, and craftsmanship has been a constant source of inspiration throughout my professional journey.

The new interactive catalog features the complete 2026 lineup, including the latest products and developments across Pearl’s instrument range.

You may view the interactive catalog here:
https://online.flippingbook.com/view/13601443/

If you prefer to download a PDF version, they are available here: https://pearldrum.com/global/support/product-catalogs

My sincere thanks to Pearl Drums for their continued trust and support.

Pearl is the best reason to play Drums and Percussion

All the best,

Dr. Jose Rosa, Ed.D.

El poder cognitivo de la Percusión

Por: Dr. Jose Rosa, Ed.D.

Soy maestro de percusión y también investigador; mi salón de clases es mi laboratorio. Por mi salón, han pasado muchos niños con diagnóstico de Trastorno por Déficit de Atención e Hiperactividad (TDAH), jóvenes autistas, estudiantes con discapacidades intelectuales y adultos de todas las edades.

Y te digo algo: no importa quién sea, cuando se sientan frente a una batería o instrumento de percusión como la conga, timbal o bongó, ocurre una transformación. De momento se enfocan, escuchan y logran conectarse de una forma que muchas veces sorprende a sus padres e incluso a ellos mismos. Eso me mueve como educador y me inspira como investigador, porque confirma lo que la ciencia ha dicho por muchos años: la percusión es una herramienta poderosa para el cerebro, la atención y el desarrollo humano.

Tocar percusión obliga a usar mente y cuerpo al mismo tiempo. Hay que escuchar, coordinar las dos manos, los pies y recordar patrones rítmicos; todo este conjunto de cosas activa diferentes partes del cerebro a la vez. En un estudio por Cahart et al. (2022) se mostró que adolescentes autistas que recibieron clases de percusión mejoraron su autocontrol, redujeron la hiperactividad y presentaron mejor conexión en áreas cerebrales relacionadas con la regulación.

Yo veo lo mismo en mis clases: el ritmo les da estructura, los calma y los ayuda a enfocarse de forma natural, sin presiones. También he visto cómo la percusión latina crea comunidad.

Cuando los estudiantes de percusión latina se integran al ensamble, comprenden rápidamente que los patrones rítmicos solo logran su fuerza si se escuchan unos a otros. Con este ejercicio de ensambles, ellos entienden que cada uno tiene un lugar, propósito y una responsabilidad para que la sección se escuche agradable al oído. Además, los ayuda a desarrollar el sentido de trabajar en equipo y liderazgo.

Un estudio de Lowry et al. (2019) mostró que niños con problemas de conducta y emocionales mejoraron su coordinación y sus destrezas sociales después de participar en clases de batería de rock. Yo lo vivo en carne propia: estudiantes tímidos, callados o incluso rechazados en otros espacios encuentran su voz en una batería o instrumento de percusión latina y, en muchos casos, se convierten en líderes.

Con los estudiantes que tienen TDAH, el cambio es increíble. Wilde y Welch (2022) encontraron que estudiar música de manera activa reduce síntomas, y Giannaraki et al. (2021) mostraron que juegos rítmicos ayudan a la atención y al trabajo en grupo. Yo lo veo todos los días, aquí mis estudiantes con TDAH, que normalmente no logran mantenerse quietos, se pueden sentar en una batería o instrumento de percusión y concentrarse por largos periodos.

Por alguna razón, el tocar patrones rítmicos en la batería crea un ancla que hace que ellos estén quietos y atentos. Todas estas cosas que he visto aquí en el estudio me llevaron a comenzar una investigación para ver ya concretamente los efectos de estudiar percusión en el desarrollo cognitivo y también en el desempeño escolar de los niños.

Ahorita estoy haciendo un estudio a un niño de 8 años diagnosticado con TDAH y también presenta cierto tipo de discapacidad intelectual moderada y el niño necesita apoyo adicional para desarrollar la lectura de palabras, ya que no se encuentra al mismo nivel que otros niños de su edad.

Cuando llega a clases y se sienta frente al bongó se convierte en otra persona totalmente diferente. Ahí puede concentrarse, sigue instrucciones e inclusive hemos logrado desarrollar la lectura de palabras y oraciones utilizando el instrumento. Ahora no solamente lee música, pero hemos logrado llevarlo a un nivel de lectura de palabras casi cerca de su edad biológica.

La percusión también ha demostrado ser valiosa para estudiantes con discapacidades intelectuales. Ekins et al. (2018) estudiaron el programa Drums Alive® Kids Beats y encontraron mejoras en destrezas motoras, condición física y conducta.

Los beneficios van más allá del aprendizaje de destrezas. La percusión también mejora la salud mental. Fancourt et al. (2016) encontraron que los adultos que participaron en programas de percusión grupal presentaron menos ansiedad y depresión, mayor resiliencia y mejores respuestas inmunológicas. Por eso siempre recomiendo que los profesionales o las personas con carreras estresantes tomen clases de percusión. Ho et al. (2011) hallaron que la percusión ayudó a niños de bajos recursos a regular sus emociones y mejorar su conducta.

Por eso creo firmemente que la percusión no debe verse como un lujo ni como algo extra. La evidencia es clara. La percusión mejora la concentración, el autocontrol y la empatía. Ayuda a reducir el estrés, fomenta la cooperación y fortalece la resiliencia emocional. Funciona para estudiantes neurotípicos y también para estudiantes neurodivergentes. Cada vez que alguien toca un patron ritmico constante no solo está haciendo música, también está entrenando su cerebro y conectándose con los demás.

Al final, en mi vida como maestro e investigador veo cómo se juntan mis dos mundos. En el salón guío a mis estudiantes a sentir el ritmo, escuchar y expresarse. En mi investigación busco entender cómo esas experiencias transforman el aprendizaje y el desarrollo. Ambas facetas me llevan a la misma verdad: una batería o una conga no es solo un instrument; es una herramienta poderosa para educar, sanar y crecer como seres humanos.


Referencias

Cahart, M.-S., Amad, A., Draper, S. B., Lowry, R. G., Marino, L., Carey, C., Ginestet, C. E., Smith, M. S., & Williams, S. C. R. (2022). The effect of learning to drum on behavior and brain function in autistic adolescents. Proceedings of the National Academy of Sciences, 119(23), e2106244119. https://doi.org/10.1073/pnas.2106244119

Ekins, C., Boehr, J., Schulz, H., Wright, P. R., Owens, D., & Miller, W. (2018). Effects of a Drums Alive® Kids Beats intervention on motor skills and behavior in children with intellectual disabilities. Palaestra, 32(3), 26–33.https://www.drums-alive.com/wp-content/uploads/Effects-of-a-Drums-Alive®-Kids-Beats-Intervention-on-Motor-Skills-and-Behavior-in-Children-With-Intellectual-Disabilities.pdf

Fancourt, D., Perkins, R., Ascenso, S., Carvalho, L. A., Steptoe, A., & Williamon, A. (2016). Effects of group drumming interventions on anxiety, depression, social resilience, and inflammatory immune response among mental health service users. PLoS ONE, 11(3), e0151136. https://doi.org/10.1371/journal.pone.0151136

Giannaraki, M., Retalis, S., & Lazakidou, A. (2021). A 3D rhythm-based serious game for collaboration improvement of children with attention deficit hyperactivity disorder. Simulation & Gaming, 52(3), 299–320. http://dx.doi.org/10.1109/EDUCON46332.2021.9453999

Ho, R. T. H., Tsao, J. C. I., Bloch, S., & Lam, C. (2011). The impact of group drumming on social-emotional behavior in low-income children. Evidence-Based Complementary and Alternative Medicine, 2011, 250708. https://doi.org/10.1093/ecam/nep021

Lowry, R. G., Hale, B. J., Draper, S. B., & Smith, M. S. (2019). Rock drumming enhances motor and psychosocial skills of children with emotional and behavioral difficulties. International Journal of Developmental Disabilities, 65(3), 152–160. https://doi.org/10.1080/20473869.2018.1429041

Wilde, E. M., & Welch, G. F. (2022). Attention deficit hyperactivity disorder (ADHD) and musical behaviour: The significance of context. Psychology of Music, 50(6), 1942–1960. https://doi.org/10.1177/03057356221081163

Wood, L., Ivery, P., Donovan, R., & Lambin, E. (2013). To the beat of a different drum: Improving the social and mental wellbeing of at-risk young people through drumming. Journal of Public Mental Health, 12(2), 70–79. http://dx.doi.org/10.1108/JPMH-09-2012-0002

The Cognitive Power of Drumming

By: Dr. Jose Rosa, Ed.D.

I am a percussion teacher and also a researcher; my classroom is my laboratory. Over the years, many children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), autistic adolescents, students with intellectual disabilities, and adults of all ages have come through my studio.

And let me tell you: it doesn’t matter who they are, when they sit at a drum set or a percussion instrument like the conga, timbales, or bongó, a transformation happens. Suddenly, they focus, listen, and connect in ways that often surprise their parents and even themselves.

That moves me as an educator and inspires me as a researcher, because it confirms what science has shown for many years: percussion is a powerful tool for the brain, for attention, and for human development.

Playing percussion forces you to use both the mind and body at the same time. You have to listen, coordinate both hands and feet, and remember rhythmic patterns; this combination activates different parts of the brain at once.

A study by Cahart et al. (2022) showed that autistic adolescents who received drum lessons improved self-control, reduced hyperactivity, and presented stronger connectivity in brain areas related to regulation. I see the same thing in my classes: rhythm gives students structure, calms them, and helps them focus naturally, without pressure.

I have also seen how Latin percussion builds community. When Latin percussion students play together in an ensemble, they quickly learn that rhythmic patterns only work if everyone listens and cooperates.

Lowry et al. (2019) showed that children with emotional and behavioral difficulties improved coordination and social skills after rock drumming lessons. I live this firsthand: students who are shy, quiet, or even rejected in other settings find their voice on a drum set or a Latin percussion instrument and, in many cases, become leaders.

With students who have ADHD, the change is incredible. Wilde and Welch (2022) found that active music learning reduces symptoms, and Giannaraki et al. (2021) showed that rhythm-based games support attention and teamwork. I see this every day.

My students with ADHD, who usually struggle to stay still, can sit at a drum set or percussion instrument and focus for long periods of time. For some reason, playing rhythmic patterns on the drums creates an anchor that keeps them steady and attentive. These experiences in my studio led me to begin research to study the effects of percussion on cognitive development and also on school performance in children.

Right now, I am working with an eight-year-old boy diagnosed with ADHD who also presents a moderate intellectual disability. He needs extra support to develop word reading, since he is not yet at the same level as other children his age. But when he arrives at class and sits at the bongó, he becomes a completely different person. He can focus, follow instructions, and we have even managed to work on reading words and sentences through the instrument. Now, not only does he read music, but he has also advanced in word reading to a level much closer to his biological age.

Percussion has also proven valuable for students with intellectual disabilities. Ekins et al. (2018) studied the Drums Alive® Kids Beats program and found improvements in motor skills, fitness, and behavior.

The benefits go beyond skill development. Percussion also improves mental health. Fancourt et al. (2016) found that adults who participated in group drumming programs reported less anxiety and depression, greater resilience, and stronger immune responses.

That is why I always recommend that professionals or individuals with stressful careers take percus@topfanssons. Ho et al. (2011) found that percussion helped low-income children regulate emotions and improve behavior.

That is why I firmly believe percussion should not be seen as a luxury or something extra. The evidence is clear. Percussion improves concentration, self-control, and empathy. It helps reduce stress, fosters cooperation, and strengthens emotional resilience.

It works for both neurotypical and neurodivergent students. Every time someone plays a steady rhythmic pattern, they are not only making music; they are also training their brain and connecting with others.

In my life as both a teacher and a researcher, I see how my two worlds come together. In the classroom, I guide my students to feel rhythm, to listen, and to express themselves. In my research, I work to understand how those experiences transform learning and development.

Both perspectives lead me to the same truth: a drum set or a conga is not just an instrument; it is a powerful tool to educate, to heal, and to grow as human beings.

References

Cahart, M.-S., Amad, A., Draper, S. B., Lowry, R. G., Marino, L., Carey, C., Ginestet, C. E., Smith, M. S., & Williams, S. C. R. (2022). The effect of learning to drum on behavior and brain function in autistic adolescents. Proceedings of the National Academy of Sciences, 119(23), e2106244119. https://doi.org/10.1073/pnas.2106244119

Ekins, C., Boehr, J., Schulz, H., Wright, P. R., Owens, D., & Miller, W. (2018). Effects of a Drums Alive® Kids Beats intervention on motor skills and behavior in children with intellectual disabilities. Palaestra, 32(3), 26–33.https://www.drums-alive.com/wp-content/uploads/Effects-of-a-Drums-Alive®-Kids-Beats-Intervention-on-Motor-Skills-and-Behavior-in-Children-With-Intellectual-Disabilities.pdf

Fancourt, D., Perkins, R., Ascenso, S., Carvalho, L. A., Steptoe, A., & Williamon, A. (2016). Effects of group drumming interventions on anxiety, depression, social resilience, and inflammatory immune response among mental health service users. PLoS ONE, 11(3), e0151136. https://doi.org/10.1371/journal.pone.0151136

Giannaraki, M., Retalis, S., & Lazakidou, A. (2021). A 3D rhythm-based serious game for collaboration improvement of children with attention deficit hyperactivity disorder. Simulation & Gaming, 52(3), 299–320. http://dx.doi.org/10.1109/EDUCON46332.2021.9453999

Ho, R. T. H., Tsao, J. C. I., Bloch, S., & Lam, C. (2011). The impact of group drumming on social-emotional behavior in low-income children. Evidence-Based Complementary and Alternative Medicine, 2011, 250708. https://doi.org/10.1093/ecam/nep021

Lowry, R. G., Hale, B. J., Draper, S. B., & Smith, M. S. (2019). Rock drumming enhances motor and psychosocial skills of children with emotional and behavioral difficulties. International Journal of Developmental Disabilities, 65(3), 152–160. https://doi.org/10.1080/20473869.2018.1429041

Wilde, E. M., & Welch, G. F. (2022). Attention deficit hyperactivity disorder (ADHD) and musical behaviour: The significance of context. Psychology of Music, 50(6), 1942–1960. https://doi.org/10.1177/03057356221081163

Wood, L., Ivery, P., Donovan, R., & Lambin, E. (2013). To the beat of a different drum: Improving the social and mental wellbeing of at-risk young people through drumming. Journal of Public Mental Health, 12(2), 70–79. http://dx.doi.org/10.1108/JPMH-09-2012-0002

Playing Music and Building the Brain: Why Musical Training Matters

By: Dr. Jose Rosa, Ed.D.

When we think of activities that shape the human brain, music should be at the top of the list. Scientific research has consistently shown that learning to play an instrument is not just an artistic pursuit but also one of the most powerful ways to stimulate brain development.

Playing music requires the integration of multiple brain systems; motor skills, auditory processing, memory, and emotion. This complexity explains why musical training has been linked to stronger neural connections than almost any other activity.

The Neuroscience of Music

Neuroscientists have demonstrated that playing an instrument enhances both structural and functional brain connectivity. For example, Schlaug (2015) found that musical training is associated with increased plasticity in the corpus callosum, the bundle of fibers connecting the left and right hemispheres of the brain. This means that musicians often display improved communication between brain regions, leading to stronger problem-solving, memory, and language skills.

Similarly, Herholz and Zatorre (2012) noted that learning music engages auditory, motor, and cognitive systems simultaneously, creating “a rich multisensory experience” that strengthens synaptic connections. These connections are not limited to music alone but transfer to broader domains such as mathematics, reading, and executive functioning.

Music and Learning

One of the most exciting findings in education research is that music learning benefits academic achievement. A study by Habibi et al. (2018) showed that children who received music instruction had greater improvements in memory, attention, and language development compared to peers in sports training. These outcomes suggest that music builds a foundation for lifelong learning by shaping the very architecture of the brain.

Beyond Childhood

The benefits are not limited to children. Older adults who engage in music training show preserved cognitive functions and even delayed onset of age-related decline (Bugos et al., 2007). This makes music a valuable tool not just for education but also for lifelong brain health.

Why It Matters for Policy and Practice

If playing music is so powerful for building neural connections, then music education should not be treated as optional. Schools facing budget cuts often eliminate arts programs first, but the evidence shows that these programs are central to cognitive, social, and emotional development. Education policy must recognize music as essential, not extracurricular.

In conclusion, when you play music, you are not just making sound. You are literally building your brain. This is a reminder that music is not only art, it is science, education, and human development all in one.

References

Bugos, J. A., Perlstein, W. M., McCrae, C. S., Brophy, T. S., & Bedenbaugh, P. H. (2007). Individualized piano instruction enhances executive functioning and working memory in older adults. Aging & Mental Health, 11(4), 464–471.
https://doi.org/10.1080/13607860601086504

Habibi, A., Damasio, A., Ilari, B., Elliott Sachs, M., & Damasio, H. (2018). Music training and child development: A review of recent findings from a longitudinal study. Annals of the New York Academy of Sciences, 1423(1), 73–81. https://doi.org/10.1111/nyas.13606

Herholz, S. C., & Zatorre, R. J. (2012). Musical training as a framework for brain plasticity: Behavior, function, and structure. Neuron, 76(3), 486–502. https://doi.org/10.1016/j.neuron.2012.10.011

Schlaug, G. (2015). Musicians and music making as a model for the study of brain plasticity. Progress in Brain Research, 217, 37–55. https://doi.org/10.1016/bs.pbr.2014.11.020

Check out my newest article:

Performance as Research at the University of Miami’s Frost School of Music: AI in Higher Music Education

Performance as Research at the University of Miami’s Frost School of Music: AI in Higher Music Education By: Dr. Jose M.

To all my musician friends here,

The music business has changed. AI, streaming platforms, digital production, and new forms of performance have reshaped how musicians build careers. Yet, most university music programs continue to follow the same traditional paths.

So here’s the question:

Should universities update their curricula to teach a more realistic approach to the music business, or should things stay the same?

Comment Yes if you believe a change is needed.
Comment No if you think the traditional model still works.

______________________________________________________

El negocio de la música ha cambiado. La inteligencia artificial, las plataformas de streaming, la producción digital y las nuevas formas de presentarse han transformado la manera en que los músicos construyen sus carreras. Sin embargo, la mayoría de los programas universitarios de música siguen los mismos caminos tradicionales.

Aquí está la pregunta:

¿Deberían las universidades actualizar sus planes de estudio para enseñar un enfoque más realista del negocio de la música, o deberíamos quedarnos igual?

Comenta Yes si crees que el cambio es necesario.
Comenta No si piensas que el modelo tradicional aún funciona.

I am pleased to share my latest paper, now available on ResearchGate:

“From Labels to Learning: Music Education as a Developmental Solution to ADHD Overdiagnosis in Early Childhood.”

This work examines how rising academic pressure and reduced play in early education have contributed to the overdiagnosis of ADHD in young children. It also explores how music education can serve as a powerful and developmentally appropriate solution.

Music is more than an art form. It strengthens attention, memory, coordination, and emotional balance, which are essential for healthy childhood development.

Read the full article here:
https://www.researchgate.net/publication/394095123_From_Labels_to_Learning_Music_Education_as_a_Developmental_Solution_to_ADHD_Overdiagnosis_in_Early_Childhood

Your feedback and thoughts are welcome. Let us start a conversation about how to create classrooms that truly support every child’s potential.

All the best,
Dr. Jose Rosa, Ed.D.

(PDF) From Labels to Learning: Music Education as a Developmental Solution to ADHD Overdiagnosis in Early Childhood PDF | This paper examines the overdiagnosis of Attention Deficit Hyperactivity Disorder (ADHD) in early childhood and how education policy contributes... | Find, read and cite all the research you need on ResearchGate