Abstract:

Music is a universal language that helps people connect, learn, and feel better. Beyond the classroom, music is a powerful medium and social tool used to shift moods, celebrate at parties, and build community bonds. Listening to music is good for our health and music therapy has helped improve the lives of many people. Acknowledging that students' lives are increasingly stressful, many modern universities are now exploring ways to support student well-being, for instance by offering innovative courses that enhance mental health. This paper investigates how music, and specifically the drums in this study, can function as a tool for education and for helping university students handle the daily challenges of campus life. This learning-by-doing approach not only teaches a skill but also keeps students motivated by giving them a hands-on way to process stress. Research into the cognitive and mental benefits of drumming has increased significantly in recent years as scientists and educators recognize that rhythmic performance can improve focus and reduce anxiety among its many benefits.

This study explores a university music course in drums which uses mixed methods including listening activities, physical performance and digital tools. Songs, beats, fills and a number of techniques are studied. As drumming improves a student's internal sense of rhythm and timing, these skills are especially beneficial for areas like video editing, sound design, synchronization, animation, creative arts and other multimedia productions. The multi-genre approach incorporates a variety of styles including pop, hip hop, electronic dance music, metal music and others. The methods used in the study included a literature review of existing studies and feedback from the learners obtained through interviews, group discussions and a focus group.

The results show that learning to play the drums comes with many benefits. Findings indicate that students experienced improved emotional regulation and better focus. Their physical coordination is also improved through creative body control. In the students’ view, the majority of the benefits however were regarding their mental well-being. Students reported entering a flow state characterized by deep focus and immersion which helped them reduce stress, release built-up frustration and enhance engagement. These findings support global initiatives like the United Nations Sustainable Development Goals (SDGs), as the course strongly supports SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education). In addition, the course supports SDG 10 (Reduced Inequalities) by fostering a multilingual and inclusive environment. In conclusion, the students found learning to play drums to be a wellness intervention that helps them not just in their other courses but more generally in life by improving their focus, timing, emotional balance and mood. The active and experiential learning provided them with a creative outlet where playing the drums was a way for them to express themselves through music performance and improve their wellness. The paper concludes with directions for future research on the health benefits of drums and music in higher education.

Keywords:

Student Wellbeing, Drums, Pop Hip Hop EDM Metal Music, Experiential Learning.