Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-13T00:34:51.979Z Has data issue: false hasContentIssue false
  • English
  • Français

Enjoying flow in primary school music making: does family musical practice matter?

Published online by Cambridge University Press:  27 August 2020

Rafael Valenzuela ,
Nuria Codina  and
José Vicente Pestana
Rafael Valenzuela
Affiliation:
Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain
Nuria Codina*
Affiliation:
Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain
José Vicente Pestana
Affiliation:
Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain
*
Corresponding author. Email: ncodina@ub.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

Given the differences in continuing musical after primary school, this study works with the idea that the development of music-making habits requires flow, which, in turn, depends on family musical practice. Flow is the state of mind of immersion in an intrinsically rewarding activity, which represents an optimal challenge fostering persistence and skill growth. Based on 164 students (82 girls) from six schools in Catalonia, we compared flow in primary school musical practice between students with high and low levels of family musical practice, concluding that family context should be considered in adapting musical activities to students’ previous experiences.

Keywords

Flowmusic educationmusical practicefamily contextcultural capital
Type
Article
Information
British Journal of Music Education , Volume 38 , Issue 1 , March 2021 , pp. 92 - 100
Check for updates
Copyright
© Cambridge University Press 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

AMADO, D., SÁNCHEZ-MIGUEL, P. A., LEO, F. M., SÁNCHEZ-OLIVA, D. & GARCÍA-CALVO, T. (2013). Desarrollo de un modelo de motivación para explicar el flow disposicional y la ansiedad en bailarines profesionales [Development of a motivation model to explain dispositional flow and anxiety in professional dancers]. Universitas Psychologica, 12, 457–470. doi: 10.11144/Javeriana.UPSY12-2.dmmfGoogle Scholar
BAKKER, A. B. (2005). Flow among music teachers and their pupils: The crossover of peak experiences. Journal of Vocational Behavior, 66, 26–44. doi: 10.1016/j.jvb.2003.11.001CrossRefGoogle Scholar
BAKKER, A. B. (2008). The work-related flow inventory: Construction and initial validation of the WOLF. Journal of Vocational Behavior, 72, 400–414. doi: 10.1016/j.jvb.2007.11.007CrossRefGoogle Scholar
BOURDIEU, P. (1977). Cultural reproduction and social reproduction. In Karable, J. & Halsey, A. (eds.), Power and Ideology in Education (pp. 487–511). New York: Oxford University Press.Google Scholar
BOURDIEU, P. (1990). In Other Words: Essays towards a Reflexive Sociology (M. Adamson, Trans.). Cambridge: Cambridge Polity Press.Google Scholar
BOURDIEU, P. & PASSERON, J. C. (1990). Reproduction in Education, Society, and Culture. London: Sage.Google Scholar
BROWN, S., MERKER, B. & WALLIN, N. L. (2000). An introduction to evolutionary musicology. In Brown, S., Merker, B., & Wallin, N. L. (eds.), The Origins of Music (pp. 3–24). Boston, MA: Massachusetts Institute of Technology.Google Scholar
BURNARD, P. (2012). Musical Creativities in Practice. Oxford: Oxford University Press.CrossRefGoogle Scholar
CSIKSZENTMIHALYI, M. (1988). Optimal Experience: Psychological Studies of Flow in Consciousness. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
CSIKSZENTMIHALYI, M. (1991). Flow: The Psychology of Optimal Experience. San Francisco, CA: Harper Perennial.Google Scholar
CUSTODERO, L. A. (2002) Seeking challenge, finding skill: Flow experience and music education. Arts Education Policy Review, 103, 3–9.CrossRefGoogle Scholar
CUSTODERO, L. A. (2005). Observable indicators of flow experience: A developmental perspective on musical engagement in young children from infancy to school age. Music Education Research, 7, 185–209. doi: 10.1080/14613800500169431CrossRefGoogle Scholar
DECI, E. L. (1975). Intrinsic Motivation. New York: Plenum.CrossRefGoogle Scholar
DÍAZ, M., MORALES, R. & DÍAZ, W. (2014). La música como recurso pedagógico en la edad preescolar. Revista Infancias Imágenes, 13, 102–108.Google Scholar
DIMAGGIO, P. (1982). Cultural capital and school success: The impact of status culture participation on the grades of U.S. high school pupils. American Sociological Review, 47, 189–201. doi: 10.2307/2094962CrossRefGoogle Scholar
EUROPEAN MUSIC COUNCIL. (2011, May). Bonn Declaration on Music education in Europe. http://www.emc-imc.org/fileadmin/user_upload/Cultural_Policy/Bonn_Declaration.pdf.Google Scholar
FAUTLEY, M. (2017) Editorial: Music education: Why bother? – Erratum. British Journal of Music Education, 34, 237–239. doi: 10.1017/S0265051717000043CrossRefGoogle Scholar
FAUTLEY, M. & DAUBNEY, A. (2018). Editorial: Inclusion, music education, and what it might mean. British Journal of Music Education, 35, 219–221. doi: 10.1017/S0265051718000219CrossRefGoogle Scholar
FRENCH, J. R., CAPLAN, R. D. & HARRISON, R. V. (1982). The Mechanisms of Job Stress and Strain. New York: Wiley.Google Scholar
HAMBLETON, R. K. (2001). The next generation of the ITC test translation and adaptation guidelines. European Journal of Psychological Assessment, 17, 164–172. doi: 10.1027/1015-5759.17.3.164CrossRefGoogle Scholar
ILARI, B., MOURA, A. & BOURSCHEIDT, L. (2011). Between interactions and commodities: Musical parenting of infants and toddlers in Brazil. Music Education Research, 13, 51–67. doi: 10.1080/14613808.2011.553277CrossRefGoogle Scholar
JACKSON, S. A., MARTIN, A. J. & EKLUND, R. C. (2008). Long and short measures of flow: The construct validity of the FSS-2, DFS-2, and new brief counterparts. Journal of Sport and Exercise Psychology, 30, 561–587. doi: 10.1123/jsep.30.5.561CrossRefGoogle ScholarPubMed
JEFATURA DEL ESTADO. (1999, December 14). Ley Orgánica 15/1999, de 13 de diciembre, de Protección de Datos de Carácter Personal [Organic Law 15/1999, of December 13, on the Protection of personal data]. Boletín Oficial del Estado, 298(23750), 43.088–43.099. https://www.boe.es/boe/dias/1999/12/14/pdfs/A43088-43099.pdf.Google Scholar
JOHANSEN, G. (ed.). (2009). An Education Politics of the Particular: Promises and Opportunities for the Quality of Higher Music Education. New York: Taylor & Francis Ltd.Google Scholar
KELLER, J. & LANDHÄUßER, A. (2012). The flow model revisited. In Engeser, S. (ed.), Advances in Flow Research (pp. 51–64). New York: Springer Science+Business Media. doi: 10.1007/978-1-4614-2359-1_3CrossRefGoogle Scholar
KRÖNER, S., & DICKHÄUSER, O. (2009). Die Rolle Von Eltern, Peers Und Intrinsischem Wert Für Die Rezeptive Hochkulturelle Praxis Von Gymnasiasten Der Sekundarstufe II [The role of parents, peers and intrinsic value for the receptive high cultural practice of secondary school students]. Zeitschrift Für Pädagogische Psychologie, 23, 53–63. doi: 10.1024/1010-0652.23.1.53CrossRefGoogle Scholar
LAMONT, A. (2011). The beat goes on: Music education, identity and lifelong learning. Music Education Research, 13, 369–388. doi: 10.1080/14613808.2011.638505CrossRefGoogle Scholar
LOSIER, G. & VALLERAND, R. (1994). The temporal relationship between perceived competence and self-determined motivation. The Journal of Social Psychology, 134, 793–801. doi: 10.1080/00224545.1994.9923014CrossRefGoogle ScholarPubMed
MARTIN, A. J. & JACKSON, S. A. (2008). Brief approaches to assessing task absorption and enhanced subjective experience: examining ‘short’ and ‘core’ flow in diverse performance domains. Motivation and Emotion, 32, 141–157. doi: 10.1007/s11031-008-9094-0CrossRefGoogle Scholar
MARTIN, A. J., TIPLER, D. V., MARSH, H. W., RICHARDS, G. E. & WILLIAMS, M. R. (2006). Assessing multidimensional physical activity motivation: a construct validity study of high school students. Journal of Sport and Exercise Psychology, 28, 171–192. doi: 10.1123/jsep.28.2.171CrossRefGoogle Scholar
MOORE, G. (2012). ‘Tristan chords and random scores’: Exploring undergraduate pupils’ experiences of music in higher education through the lens of Bourdieu. Music Education Research, 14, 63–78. doi: 10.1080/14613808.2012.657164CrossRefGoogle Scholar
OSBORNE, M. & KENNY, D. (2005). Development and validation of a music performance anxiety inventory for gifted adolescent musicians. Journal of Anxiety Disorders, 19, 725–751.CrossRefGoogle ScholarPubMed
RHODES, R. & KATES, A. (2015). Can the affective response to exercise predict future motives and physical activity behavior? A systematic review of published evidence. Annals of Behavioural Medicine, 49, 715–731. doi: 10.1007/s12160-015-9704-5CrossRefGoogle ScholarPubMed
RODRÍGUEZ-QUILES, J. A. (2017). Music teacher training: A precarious area within the Spanish University. British Journal of Music Education, 34, 81–94. doi: 10.1017/S026505171600036XCrossRefGoogle Scholar
RUSINEK, G. (2004). Aprendizaje musical significativo. Revista Electrónica Complutense de Investigación en Educación Musical, 1, 1–16.Google Scholar
SCHÜLER, J., SHELDON, K. & FRÖHLICH, S. (2010). Implicit need for achievement moderates the relationship between competence need satisfaction and subsequent motivation. Journal of Research in Personality, 44, 1–12. doi: 10.1016/j.jrp.2009.09.002CrossRefGoogle Scholar
SWANN, C., PIGGOTT, D., SCHWEICKLE, M. & VELLA, S. A. (2018): A review of scientific progress in flow in sport and exercise: Normal science, crisis, and a progressive shift. Journal of Applied Sport Psychology. doi: 10.1080/10413200.2018.1443525CrossRefGoogle Scholar
TÖRNQVIST, G. (2004). Creativity in time and space. Geografiska Annaler Series B: Human Geography, 86, 227–243. doi: 10.1111/j.0435-3684.2004.00165.xCrossRefGoogle Scholar
VALENZUELA, R. & CODINA, N. (2014). Habitus and flow in primary school musical practice: Relations between family musical cultural. Music Education Research, 16, 505–520. doi: 10.1080/14613808.2013.859660CrossRefGoogle Scholar
VALENZUELA, R., CODINA, N. & PESTANA, J. V. (2018). Self-determination theory applied to flow in conservatoire music practice: The roles of perceived autonomy and competence, and autonomous and controlled motivation. Psychology of Music, 46, 33–48. doi: 10.1177/0305735617694502CrossRefGoogle Scholar
VAN DE VIJVER, F. & TANZER, N. K. (2004). Bias and equivalence in cross-cultural assessment: An overview. Revue Européenne de Psychologie Appliqué, 54, 119–135. doi: 10.1016/j.erap.2003.12.004CrossRefGoogle Scholar
WIGGINS, J. (2011). Vulnerability and agency in being and becoming a musician. Music Education Research, 13, 355–367. doi: 10.1080/14613808.2011.632153CrossRefGoogle Scholar
WORLD MEDICAL ASSOCIATION. (2013). World medical association Declaration of Helsinki: Ethical principles for medical research involving human subjects. Journal of the American Medical Association, 310, 2191–2194. doi: 10.1001/jama.2013.281053CrossRefGoogle Scholar
WRISTEN, B. (2013). Depression and anxiety in university music students. Applications of Research in Music Education, 31, 20–27. doi: 10.1177/8755123312473613CrossRefGoogle Scholar