Abstract: Participatory arts interventions are increasingly recognised as effective tools for enhancing emotional wellbeing, student engagement, and collaborative learning within educational environments. Rhythm-based activities and laughter-based therapeutic approaches have each demonstrated positive psychological and social outcomes. However, limited research has explored the integration of rhythmic percussion and structured laughter within a single educational methodology.
This study examines the implementation of Laughter Percussion, a participatory arts practice developed by Professor Idi (Ras) Banamungu, within a primary school environment. The research was conducted at CAPS Kurrawang Primary School in Western Australia over a six-week period. Sessions were delivered once per week, with five classes participating each week in 45-minute Laughter Percussion workshops.
Using observational qualitative research methods, the study examined student engagement, social interaction, rhythmic participation, and emotional response during the sessions. Findings suggest that Laughter Percussion contributed to increased classroom engagement, improved collaborative behaviour, and enhanced emotional expression among students.
The results indicate that rhythm-based laughter practices may provide an innovative interdisciplinary approach for supporting emotional wellbeing and participatory learning within educational contexts.
Keywords: Laughter Percussion, Participatory Arts, Music Therapy, Educational Psychology, Creative Learning, Student Engagement, Community Arts.
Title: Laughter Percussion in Educational Practice: A Six-Week Participatory Arts Intervention at CAPS Kurrawang Primary School, Western Australia
Author: Professor Dr. Idi (Ras) Banamungu
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 10-14
Research Publish Journals
Website: www.researchpublish.com
Published Date: 10-April-2026
