Drumming Therapy has Potential to Heal

Robert T Muller Ph.D

Drumming therapy has potential to be therapeutic in a variety of ways.

"We moderns are the last people on the planet to uncover what older cultures have known for thousands of years: The act of drumming contains a therapeutic potential to relax the tense, energize the tired, and soothe the emotionally wounded."

(Original Article: Psychology Today)

So says Gary Diggins, an Ontario sound therapist.

When I met him, I entered his studio with some trepidation, overwhelmed by the hundreds of instruments I did not know how to play. Drums from around the world. Didgeridoos, rain sticks, and other indigenous instruments decorated the walls. I had come with the intention of exploring the sound therapy community to find out why so many people are choosing music as a form of healing as opposed to other, more traditional approaches to mental health treatment.

Music Therapy Drums Click Image for info:

Since that first drumming experience, I began attending monthly sound therapy sessions: People coming together to create sound with the intention of restoring physical and mental well-being.

Diggins’ particular practice of sound therapy has been shaped by his studies with a Columbian Shaman, a Jungian therapist, an African Griot, an Australian Aborigine, and a few professors from the University of Toronto. The challenge, Diggins says, is to frame this ancient practice in a way that makes it accessible to wider cultural circles.

In Diggins’ group settings, clients connect with other drummers and create a supportive and collaborative musical community. For some, the positive impact comes from the feeling of belonging to a community. For others, it comes from the physical act of drumming and simultaneously connecting with one’s own emotional experience.

Neurologist Barry Bittman, who co-developed a program for REMO called Health Rhythms with music therapist Christine Stevens, found that group drumming and recreational music making increases the body’s production of cancer killing t-cells, decreases stress, and can change the genomic stress marker. Bittman says drumming “tunes our biology, orchestrates our immunity, and enables healing to begin.”

Psychologist Shari Geller, who teaches at York University, says her own early experiences with drumming sparked her interest in the practice’s healing benefits.

After working with Bittman at his Living Beyond Cancer Retreat at his Mind-Body Wellness Center in Pennsylvania, Geller combined her work as a clinical psychologist, her training in emotion focused therapy, and mindfulness with group drumming in a program called Therapeutic Rhythm and Mindfulness (TRMTM).

In studying the technique and combining it with her clinical knowledge, she discovered that healing can occur when emotions are enhanced through music making. She says it allows people to process trauma with greater ease and that through the facilitation of mindful drumming, people can express difficult emotions.

For individuals coping with depression, anxiety, or trauma, there is something more intuitive and liberating about communicating through music. Some find the combination of group therapy and drumming effective as it brings more contemporary approaches to mental health together with creative and non-judgemental expression of emotions.

Alongside the plethora of research on the effects of music on the brain, studies have found that drumming offers numerous health benefits. For women dealing with eating disorders, children with autism, cancer patients, war veterans living with PTSD, individuals with anger management issues, people with addictions, and even Alzheimer’s patients, drumming offers physical and emotional benefits.

Music therapies are now available in many hospitals and in a variety of counselling settings. More informal drumming circles are becoming increasingly popular within corporate team building and stress management workshops.

In Diggins’ view, our modern and secular world needs meaningful rituals and ceremonial practices to support major transitions and to challenge individuals.

For many seeking the benefits of therapy, an hour spent creating music and an hour spent in therapeutic drumming is an hour well spent.

Drumming Helps Special Needs Children

This article was originally written for PediaStaff, a provider of pediatric therapy services: A friend of mine, and fellow music therapist, Kat Fulton shared a story with me recently: I utilized drumming at a camp for kids who have parents with cancer. We sang, chanted, and drummed. At the end of it all, I invited each child one by one to come to the center whenever they wanted. When they got to the center, they could cut off the drumming and share something they are thankful for. Then we'd continue drumming. After drumming and singing, and playing rhythm games for an hour, you can imagine how supported and safe these kids felt among their peers. One little 6-year-old girl came to the center and said "That my mom can still be happy." Her father had passed from cancer. This little girl experienced what many other children and adolescents have experienced before: group support and the feeling of safety that allowed her to share a big feeling. All facilitated through drumming. Drumming isn’t an experience that “only” music therapists can use. In fact, many professionals with a little bit of training can use drum and percussion experiences to help children with special needs in the areas of motor strength and control, speech and communication, social skills, emotional expression, and cognition. But what exactly is drumming? And how can it help children with special needs? Let’s explore...

What is Drumming?

When I first approached Kalani, a professional percussionist, Orff-certified music educator, and music therapist, and asked “how do you see group drumming used as a therapeutic tool?”, he responded with “how are we defining the term ‘drumming’?” Kalani then shared with me an article he wrote with music therapist Bill Matney called “A Taxonomy of Drumming Experiences.” This article outlines various type of drum-based experiences: Drum Play, Traditional Drumming, Guided Interactive Drumming, Drum Circle, Musical Improvisation, Clinical Improvisation, and Technique-Oriented Play. Whew! When they envision "drumming," most people think of the Drum Circle, which the taxonomy on the Music Therapy Drumming (MTD) website describes as an interactive group process that utilizes a variety of drums and percussion instruments. Although drum circles can be used for recreational purposes, they can also be used to target other goals. The drum circle facilitator, or leader, need not be a formally trained musician, but s/he should have some musical skills and some sort of training in drum circle facilitation. However, "drumming" can include any number of experiences, from traditional playing to improvisation to "drum play." For the purposes of this article, "drumming" will refer to any type of group drumming experience--the exact type of which will depend on the goals of the group.

Does Drumming Work?

The evidence seems to say "yes." In December 2010, a research study was published in the journal Evidence-Based Complementary and Alternative Medicine. This study looked into the effectiveness of a drumming program in LA called "Beat the Odds" This program is geared for low-income youth and integrates drumming activities with counseling to help foster student growth and development. What did the study find? That participating in drumming activities led to significant social and emotional improvements for the students involved. This wasn’t the first study to look into how drumming helps children. One of the earliest studies, published in 1976 in the Journal of Music Therapy, investigated how a percussion “game” improved social behaviors for children with mental retardation. Since then, research has provided support for the positive effect of drumming experiences on social behaviors, grief, self-expression, self-esteem, group cohesion, depression, behavioral issues, bimanual coordination, and learning for children and adults both with and without disabilities (you can find a short bibliography at the end of this article).

How Does Drumming Help Children?

This is all well and good, but what exactly can drumming do? And, more specifically, how can it help children with special needs? Music therapist Bill Matney shares that there are many reasons why drumming can be useful as a therapeutic tool. Drums and percussion instruments are progressively accessible, physical, sensory, portable, socially interactive, expressive, cultural, and offer a unique aesthetic experience. Someone who has never played a musical instrument in his/her life can pick up a shaker and participate in a drumming experience. For children with special needs, drumming can be a powerful tool to help them address:

• Social Needs. Drumming often occurs as a collaborative, interactive process. If facilitated correctly, participating in drumming experiences can help a child work on skills such as turn-taking and sharing, as well as help them feel they are part of a group contributing towards a group process.
• Communication Needs. Playing a drum or percussion instrument can be a useful way to communicate nonverbally and to “listen” to another person’s nonverbal communication.
• Fine and Gross Motor Skills. This may almost seem self-evident, but different playing techniques can be used to help work on different fine and gross motor skills. This can even be true for developing lower extremity strength (e.g. imagine standing and playing a large conga drum).
• Emotional Needs. As with the girl Kat Fulton worked with, participating in a drumming activity can help a child feel safe enough to express his/her feelings. Additionally--and speaking from experience--there’s nothing much better for releasing anger than banging on a drum.
• Cognitive Needs. By participating in a drumming experience, children can be working on attention, impulse control, and decision-making skills.

As with many interventions, there are contraindications involved. Kalani notes that too loud a volume, playing with poor technique, and using instruments with a high vibrotactile response can potentially pose problems. This is why getting trained as a facilitator is important. References Brakke, K., Fragaszy, D.M., Simpson, K., Hoy, E., & Cummins-Sebree, S. (2007). The production of bimanual percussion in 12 to 24-month-old children. Infant Behavior and Development, 30 (1), 2-15. Gunsberg, A.S. (1991). A method for conducting improvised musical play with children both with and without developmental delay in preschool classrooms. Music Therapy Perspectives, 8, 46-51. Haines, J.H. (1989). The effects of music therapy on the self esteem of emotionally disturbed adolescents. Music Therapy, 7, 43-53. Jorgenson, H., & Parnell, M.K. (1970). Modifying social behaviors of mentally retarded children in music activities. Journal of Music Therapy, 7(3), 83-87. Kennedy, R. (2008). Music therapy as a supplemental teaching strategy for kindergarten ESL students. Music Therapy Perspectives, 26(2), 97-101. Lehrer-Carle, I. (1971). Group dynamics as applied to the use of music with schizophrenic adolescents. Journal of Contemporary Psychotherapy, 3(2), 1971, 111-116. Montello, L., & Coons, E.E. (1998). Effects of active versus passive group music therapy on pre-adolescents with emotional, learning, and behavioral disorders. Journal of Music Therapy, 35(1), 49-67. Currie, M. (2004). Doing anger differently: A group percussion therapy for angry adolescent boys. International Journal of Group Psychotherapy, 54(3), 275-294. Ringenbach, S.D., Allen, H., Chung, S., Jung, ML., (2006). Specific instructions are important for continuous bimanual drumming in adults with Down syndrome. Down Syndrome: Research & Practice, 11(1), 29-36.  

This is How Music Can Change Your Brain

This Is How Music Can Change Your Brain         

There's little doubt that learning to play a musical instrument is great for developing brains.

Science has shown that when children learn to play music, their brains begin to hear and process sounds that they couldn't otherwise hear. This helps them develop "neurophysiological distinction" between certain sounds that can aid in literacy, which can translate into improved academic results for kids.

Many parents probably read the above sentence and started mentally Google-ing child music classes in their local area. But if your kid doesn't like learning an instrument or doesn't actively engage in the class--opting to stare at the wall or doodle in a notebook instead of participating--he or she may not be getting all the benefits of those classes anyway.

A new study from Northwestern University revealed that in order to fully reap the cognitive benefits of a music class, kids can't just sit there and let the sound of music wash over them. They have to be actively engaged in the music and participate in the class. "Even in a group of highly motivated students, small variations in music engagement — attendance and class participation — predicted the strength of neural processing after music training," said Nina Kraus, director of Northwestern's Auditory Neuroscience Laboratory, in an email to TIME. She co-authored the study with Jane Hornickel, Dana L. Strait, Jessica Slater and Elaine Thompson of Northwestern University.

Additionally, the study showed that students who played instruments in class had more improved neural processing than the children who attended the music appreciation group. "We like to say that 'making music matters,'" said Kraus. "Because it is only through the active generation and manipulation of sound that music can rewire the brain."

Kraus, whose research appeared today in Frontiers in Psychology, continued: "Our results support the importance of active experience and meaningful engagement with sound to stimulate changes in the brain." Active participation and meaningful engagement translate into children being highly involved in their musical training--these are the kids who had good attendance, who paid close attention in class, "and were the most on-task during their lesson," said Kraus.

To find these results, Kraus's team went straight to the source, hooking up strategically placed electrode wires on the students' heads to capture the brain's responses.

Kraus's team at Northwestern has teamed up with The Harmony Project, a community music program serving low-income children in Los Angeles, after Harmony's founder approached Kraus to provide scientific evidence behind the program's success with students.

According to The Harmony Project's website, since 2008, 93 percent of Harmony Project seniors have gone on to college, despite a dropout rate of 50 percent or more in their neighborhoods. It's a pretty impressive achievement and the Northwestern team designed a study to explore those striking numbers. That research, published in September in the Journal of Neuroscience, showed direct evidence that music training has a biological effect on children's developing nervous systems.

As a follow up, the team decided to test whether the level of engagement in that music training actually matters. Turns out, it really does. Researchers found that after two years, children who not only regularly attended music classes, but also actively participated in the class, showed larger improvements in how the brain processes speech and reading scores than their less-involved peers.

"It turns out that playing a musical instrument is important," Kraus said, differentiating her group's findings from the now- debunked myth that just listening to certain types of music improves intelligence, the so-called "Mozart effect." "We don't see these kinds of biological changes in people who are just listening to music, who are not playing an instrument," said Kraus. "I like to give the analogy that you're not going to become physically fit just by watching sports." It's important to engage with the sound in order to reap the benefits and see changes in the central nervous system.

As to how to keep children interested in playing instruments, that's up to the parents. "I think parents should follow their intuitions with respect to keeping their children engaged," said Kraus. "Find the kind of music they love, good teachers, an instrument they'll like. Making music should be something that children enjoy and will want to keep doing for many years!"

With that in mind, it's not too late to trade in those Minecraft Legos, Frozen paraphernalia, XBox games, and GoldieBlox presents that you may have purchased, and swap them out for music lessons for the kids in your life.

Original Article Time Magazine

Melissa Locker

Dec 16, 2014

Children's Brains Develop Faster With Music

Gustavo Dudamel, conductor of the Los Angeles Philharmonic, leads the Youth Orchestra of Los Angeles. (Photo/Craig T. Mathew, Mathew Imaging)

Music instruction appears to accelerate brain development in young children, particularly in the areas of the brain responsible for processing sound, language development, speech perception and reading skills, according to initial results of a five-year study by USC neuroscientists.

The Brain and Creativity Institute (BCI) at USC began the five-year study in 2012 in partnership with the Los Angeles Philharmonic Association and the Heart of Los Angeles (HOLA) to examine the impact of music instruction on children’s social, emotional and cognitive development.

These initial study results, published recently in the journal Developmental Cognitive Neuroscience, provide evidence of the benefits of music education at a time when many schools around the nation have either eliminated or reduced music and arts programs. The study shows music instruction speeds up the maturation of the auditory pathway in the brain and increases its efficiency.

The

“We are broadly interested in the impact of music training on cognitive, socio-emotional and brain development of children,” said Assal Habibi, the study’s lead author and a senior research associate at the BCI in the USC Dornsife College of Letters, Arts and Sciences. “These results reflect that children with music training, compared with the two other comparison groups, were more accurate in processing sound.”

For this longitudinal study, the neuroscientists are monitoring brain development and behavior in a group of 37 children from underprivileged neighborhoods of Los Angeles.

Thirteen of the children, at 6 or 7 years old, began to receive music instruction through the Youth Orchestra Los Angeles program at HOLA. The community music training program was inspired by the El Sistema method, one that LA Philharmonic conductor Gustavo Dudamel had been in when he was growing up in Venezuela.

Learning the violin

The children learn to play instruments, such as the violin, in ensembles and groups, and they practice up to seven hours a week.

The scientists are comparing the budding musicians with peers in two other groups: 11 children in a community soccer program, and 13 children who are not involved in any specific after-school programs.

The neuroscientists are using several tools to monitor changes in them as they grow: MRI to monitor changes through brain scans, EEG to track electrical activity in the brains, behavioral testing and other such techniques.

Within two years of the study, the neuroscientists found the auditory systems of children in the music program were maturing faster in them than in the other children. The fine-tuning of their auditory pathway could accelerate their development of language and reading, as well as other abilities – a potential effect which the scientists are continuing to study.

The enhanced maturity reflects an increase in neuroplasticity – a physiological change in the brain in response to its environment – in this case, exposure to music and music instruction.

“The auditory system is stimulated by music,” Habibi said. “This system is also engaged in general sound processing that is fundamental to language development, reading skills and successful communication.”

Ear to brain

The auditory system connects our ear to our brain to process sound. When we hear something, our ears receive it in the form of vibrations that it converts into a neural signal. That signal is then sent to the brainstem, up to the thalamus at the center of the brain, and outward to its final destination, the primary auditory cortex, located near the sides of the brain.

The progress of a child’s developing auditory pathway can be measured by EEG, which tracks electrical signals, specifically those referred to as “auditory evoked potentials.”

In this study, the scientists focused on an evoked potential called P1. They tracked amplitude – the number of neurons firing – as well as latency – the speed that the signal is transmitted. Both measures infer the maturity of the brain’s auditory pathways.

As children develop, both amplitude and the latency of P1 tend to decrease. This means that that they are becoming more efficient at processing sound.

At the beginning of the study and again two years later, the children completed a task measuring their abilities to distinguish tone. As the EEG was recording their electrical signals, they listened to violin tones, piano tones and single-frequency (pure) tones played.

The children also completed a tonal and rhythm discrimination task in which they were asked to identify similar and different melodies. Twice, they heard 24 melodies in randomized order and were asked to identify which ones differed in tone and rhythm, and which were the same in tone and rhythm.

Children who were in the youth orchestra program were more accurate at detecting pitch changes in the melodies than the other two groups. All three groups were able to identify easily when the melodies were the same. However, children with music training had smaller P1 potential amplitude compared to the other children, indicating a faster rate of maturation.

“We observed a decrease in P1 amplitude and latency that was the largest in the music group compared to age-matched control groups after two years of training,” the scientists wrote. “In addition, focusing just on the (second) year data, the music group showed the smallest amplitude of P1 compared to both the control and sports group, in combination with the accelerated development of the N1 component.”

The study was funded by Brain and Creativity Research Funds.

Co-authors of the study were BCI neuroscientists B. Rael Cahn, and co-directors of BCI Antonio Damasio and Hanna Damasio.
Original Article USC

Music Boosts Children's Brain Power. 10 Reasons to Play Music

Original Article by by Sarah W. Caron They say that music is the universal language. Regardless of where you are from or what your background, a good melody is something that everyone can enjoy and understand. There must be something behind that, right? For children, music provides many, many benefits. Experts agree, there are lots of good things about letting your child learn to play an instrument. Here are 10 reasons why your child should put down the remote and pick up a musical instrument. 1. It will boost their brain power Want to give your child a mental advantage? Music can do that. "More and more studies show a correlation between higher academic achievement with children who are exposed to music," says children's music specialist Meredith LeVande of MonkeyMonkeyMusic.com. "Music simply stimulates parts of the brain that are related to reading, math, and emotional development." 2. It will improve their memory Where did that shoe go? That's a question asked far too many times in far too many households with kids. Help your kids remember more (and learn more!) with music. "Further research has shown that participation in music at an early age can help improve a child's learning ability and memory by stimulating different patterns of brain development," says Maestro Eduardo Marturet, a conductor, composer and musical director for the Miami Symphony Orchestra. 3. It helps them socially Picking up an instrument can also help your child break out of their social shell too, experts say. "Socially, children who become involved in a musical group or ensemble learn important life skills, such as how to relate to others, how to work as a team and appreciate the rewards that come from working together, and the development of leadership skills and discipline," says Marturet, who also oversees the MISO Young Artist program in South Florida, which allows young musicians to hone their musical skills as part of a professional orchestra. 4. It's a confidence builder Are there any areas of life that aren't enhanced by having good confidence? Probably not. And if you want your child to develop their confidence, learning to play a musical instrument can help. "They find that they can develop a skill by themselves, that they can get better and better," says Elizabeth Dotson-Westphalen, a music teacher and performer. 5. It teaches patience We live in a world of instant gratification, but real life demands having patience. When you are playing in a band or orchestra (and most musicians do), you have to be willing to wait your turn to play otherwise the sound is a mess. That inadvertently teaches patience. "You need to work together in a group to make music," says Dotson-Westphalen. 6. It can help them connect Who doesn't sometimes feel a little disconnected from their lives? Music can be a much-needed connection for kids (and adults too!). "It can satisfy the need to unwind from the worries of life, but unlike the other things people often use for this purpose, such as excessive eating, drinking, or TV or aimless web browsing, it makes people more alive and connected with one another," says Michael Jolkovski, a psychologist who specializes in musicians. 7. It's constant learning In some pursuits, you can never truly learn everything there is to know. Music is like that. "It is inexhaustible -- there is always more to learn," says Jolkovski. 8. It's a great form of expression People pay a lot of lip-service to expressing yourself. But how can kids really do that? One great way is through the arts -- like music. "It gives pleasure and expresses nuances of emotional life for which there are no words," says Jolkovski. 9. It teaches discipline There's this old joke that begins "How do you get to Carnegie Hall?" The answer? "Practice, practice, practice." To improve in music, you have to not only do well in classes, but devote time to practicing outside of the lessons too. That requires discipline. "Exposing kids to musical instruments is the key. They are naturally curious and excited about them -- and the discipline that parents AND kids learn by sticking with it is a lesson in itself," says Mira Stulberg-Halpert of 3D Learner Inc., who works with children who have ADHD. 10. It fosters creativity Above all, playing music -- particularly as kids get to more advanced levels in it -- is a creative pursuit. Creatively is good for the mind, body and soul. 6. It can help them connect Who doesn't sometimes feel a little disconnected from their lives? Music can be a much-needed connection for kids (and adults too!). "It can satisfy the need to unwind from the worries of life, but unlike the other things people often use for this purpose, such as excessive eating, drinking, or TV or aimless web browsing, it makes people more alive and connected with one another," says Michael Jolkovski, a psychologist who specializes in musicians. 7. It's constant learning In some pursuits, you can never truly learn everything there is to know. Music is like that. "It is inexhaustible -- there is always more to learn," says Jolkovski. 8. It's a great form of expression People pay a lot of lip-service to expressing yourself. But how can kids really do that? One great way is through the arts -- like music. "It gives pleasure and expresses nuances of emotional life for which there are no words," says Jolkovski. 9. It teaches discipline There's this old joke that begins "How do you get to Carnegie Hall?" The answer? "Practice, practice, practice." To improve in music, you have to not only do well in classes, but devote time to practicing outside of the lessons too. That requires discipline. "Exposing kids to musical instruments is the key. They are naturally curious and excited about them -- and the discipline that parents AND kids learn by sticking with it is a lesson in itself," says Mira Stulberg-Halpert of 3D Learner Inc., who works with children who have ADHD. 10. It fosters creativity Above all, playing music -- particularly as kids get to more advanced levels in it -- is a creative pursuit. Creatively is good for the mind, body and soul.

Chopsticks Aren't Just for Eating!

Music making helps children's brain functioning in numerous ways. It's not just a theory, it's proven! Chopsticks aren't just for eating dinner with! They are great drum sticks. Coupled with an Oatmeal Box and Coffee Can and your child is learning rhythm, coordination and music! Check out these great deals on children's instruments. Combine a playable toy saxophone with your home made drumset!

Best Deals on Children's Musical Instruments

Great Children's Drum Set and Adults Set Too!

Nice children's drum set and if your child doesn't take to it use it as your own coffee house jazz kit! That's what I use for my pro coffee house gigs! Good solid construction at a great price.

OBSERVE !

Observe your child and expect he/she will do the "right" thing or learn from their mistakes.
I use to have confidence in my son. By the time he was 7 (he's now 10) I knew I had taught him enough to make a good choice or if he didn't I could tell him about it and he would learn from his mistake.
As a parent it's easy to want to control or "over parent" your child. These days I find myself feeling like I want to tell my son what to do or how to do something before he even tries it. Somehow, in the last couple of years, I find myself leaning towards "over parenting". I'll correct my son if he makes a mistake before I give him the chance to correct himself. This may be due to the fact that as he gets older I want to make double sure he's going to do the "right" thing. I'm now realizing that if I trust him and trust he'll make a good choice then most of the time he will. If I don't give him a chance before I jump in and correct him then he never gets the chance to make a good choice and he'll never feel he can.
A good example:
I was walking along a trail with my son and my friend. I know my son is respectful of people and animals and is generally observant. My son was walking a ways ahead of my friend and I and coming up from the other direction was a horse (and person riding the horse of course). The trail is fairly skinny and when walking I always step aside and stand still to make sure and not spook the horse and let rider and horse pass.
My son, who is ahead and much closer to the horse, is walking right in the middle of the trail. I immediately have the inclination to holler out to my son in a parental tone, "remember to move over and let the horse pass, don't spook it, give them plenty of room". My friend also says, "you better tell your son to move over."
I almost say it but then something kicks in and I say to my friend, "just watch, he knows what to do." My son keeps walking right in the middle of the trail and I'm ready to yell out to him, "move over", but I squelch it. We've encountered horses on the trail before and I've already taught him what to do. No matter how out of my comfort zone it may be, I'm going to wait.
Well, at the last moment, but still with in plenty of time, he very politely and gently moves over and stands still until the horse passes. The woman rider thanks him and we move on. His time frame in making the right choice was out of my comfort zone but he made a good choice. I held my tongue and trusted him. But I had to make an effort to trust. Even if he wouldn't have made the right choice it wouldn't have been so bad. I could tell him what to do and trust next time he'd do it. At least I would have given him the chance!
Like I said, lately I find myself having a hard time with just sitting back and observing. I am going to try to get back to letting my child make the choice even if it's a little later then I'd like. In that way my child will gain the confidence necessary to make the good choices and learn from his mistakes.
If your child knows you trust him/her then they will trust themselves. If you don't trust them then they will most certainly not be able to trust their own choices.
Sit back, let yourself feel uncomfortable and observe. It gets easier over time.
:)