Exploring engagement and flow experiences in collective music practices of amateurs, students and professional musicians

Authors

DOI:

https://doi.org/10.35699/2317-6377.2024.53731

Keywords:

Engagement, Flow, Motivation, Collective music practices, Music ensemble

Abstract

The purpose of this research was to explore the engagement and flow experiences in collective music practices of amateurs, students, and professional musicians. Based on the first phase of a sequential explanatory mixed methods research design, this article presents the results obtained from an online survey with 102 participants from diverse collective music practices. The results obtained were analyzed using both descriptive and inferential statistics. Some statistically significant differences were observed in the interaction between participant groups (amateurs, students, and professionals) and dimensions of engagement (behavioral, cognitive, and emotional), as reported in the results and discussed in relation to the literature. In summary, we were able to explore and discuss some aspects of engagement, motivation, and flow experience based on the participants’ responses regarding their collective music practices.

Author Biographies

  • Anderson Toni, Federal University of Mato Grosso, Brazil

    Anderson Toni holds a Ph.D. and a Master’s degree in Music (Cognition / Music Education) from the Federal University of Paraná (UFPR), as well as a Bachelor's degree in Music Education from UFPR. His training and professional interests focus on the fields of music education and music psychology, with an emphasis on engagement and its relationship with emotional experiences and social connections among individuals in musical practices. Currently, he is a Music Education professor at the Federal University of Mato Grosso (UFMT). He has experience teaching music to children in private schools and teaching music theory and perception to young people and adults. He also served as a Music Education professor at the UNESPAR (campus Curitiba II - FAP) and at the Federal Institute of Mato Grosso (IFMT - campus Campo Novo do Parecis).

  • Rosane Cardoso de Araújo, Federal University of Paraná, Brazil

    Rosane Cardoso de Araújo - Holds the position of Full Professor at the Federal University of Paraná, Department of Arts, where she teaches courses in the Undergraduate and Graduate Music programs (Master's and Doctorate) and was a visiting professor at the University of Bologna (Italy - 2023) with the support of a Capes/PRINT scholarship. She was a Research Productivity Fellow at the National Council for Scientific and Technological Development/CNPQ from 2013 to 2024. She served as Deputy Coordinator for the Letters, Linguistics, and Arts area at the Araucária Foundation/PR from 2013 to 2019 and was a member of the Advisory Committee for the Linguistics, Letters, and Arts area (term 2020-2024). She holds a Post-Doctorate in Music (University of Bologna/Italy/2012) completed with a CNPq scholarship; a Doctorate in Music (Federal University of Rio Grande do Sul/2005); a Master's in Education (Tuiuti University of Paraná/2001); a Specialization in Piano (School of Music and Fine Arts of Paraná/1993); and a Bachelor's degree in Music - Piano (School of Music and Fine Arts of Paraná/1991). She has been the leader of the research group "Formative and Cognitive Processes in Music Education" (CNPQ/UFPR) since 2009.

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Published

2024-10-11

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Articles

How to Cite

“Exploring Engagement and Flow Experiences in Collective Music Practices of Amateurs, Students and Professional Musicians”. 2024. Per Musi 25 (October): 1-21. https://doi.org/10.35699/2317-6377.2024.53731.

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