A survey to investigate advanced musicians’ flow disposition in individual music practice

This study explored advanced musicians’ dispositions to flow in musical practice. A total of 168 classically trained musicians answered a questionnaire assessing their proneness for flow experience during musical practice and associations between flow and demographic factors, practice routines and m...

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Bibliographic Details
Published in:International journal of music education 2019-02, Vol.37 (1), p.107-117
Main Authors: Araújo, Marcos V., Hein, Christopher F.
Format: Article
Language:English
Subjects:
Age Differences
Attitude Measures
Competence
Consciousness
Correlation
Demography
Difficulty Level
Expertise
Experts
Feedback (Response)
Gender Differences
Learning Processes
Music
Musicians
Musicians & conductors
Practice exercises
Questionnaires
Self Concept
Statistical analysis
Task complexity
Teaching
Teaching Methods
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Summary:This study explored advanced musicians’ dispositions to flow in musical practice. A total of 168 classically trained musicians answered a questionnaire assessing their proneness for flow experience during musical practice and associations between flow and demographic factors, practice routines and musical instruments. Dispositions to flow in musical practice did not vary across musical instrument groups, age or gender. Positive associations were found between daily practice time and flow, suggesting that flow may contribute to engagement with daily practice. Negative associations between music practice experience and loss of self-consciousness and challenge–skill balance were found, suggesting that even among experts the level of task complexity during practice may affect perceptions of competence. While six individual flow indicators were frequently experienced, three indicators were much less experienced, pointing to the existence of another similar relevant experience in the practice of expert performers, named as optimal practice experience. The article finishes with implications regarding the benefits of flow for teaching and learning practices.
ISSN:0255-7614
1744-795X
DOI:10.1177/0255761418814563