Exploring engagement and flow experiences in collective music practices of amateurs, students and professional musicians
DOI:
https://doi.org/10.35699/2317-6377.2024.53731Keywords:
Engagement, Flow, Motivation, Collective music practices, Music ensembleAbstract
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.
Downloads
References
Bardin, Laurence. 2016. Análise de conteúdo [Content analysis]. São Paulo: Edições 70. (Original work published 1977).
Beineke, Viviane. 2015. “Ensino musical criativo em atividades de composição na escola básica.” Revista da ABEM 23 (34): 42-57.
Bempechat, Janine, David J. Shernoff. 2012. “Parental influences on achievement motivation and student engagement”. In Handbook of research on student engagement, edited by Sandra L. Christenson, Amy L. Reschly, and Cathy Wylie, 1st ed., 315-342. New York: Springer.
Betts, Joseph. 2012. “Issues and methods in the measurement of student engagement: Advancing the construct through statistical modeling.” In Handbook of research on student engagement, edited by Sandra L. Christenson, Amy L. Reschly, and Cathy Wylie, 1st ed., 783-803. New York: Springer.
Busseri, Michael, and Linda Rose-Krasnor. 2008. “Subjective experiences in activity involvement and perceptions of growth in a sample of first-year female university students.” Journal of College Student Development, 49 (5): 425-442. https://doi.org/10.1353/csd.0.0026
Chen, Jason C. W., and Susan A. O’Neill. 2020. “Computer-mediated composition pedagogy: Students’ engagement and learning in popular music and classical music.” Music Education Research, 22 (2): 185-200. https://doi.org/10.1080/14613808.2020.1737924
Chin, Tan, and Nikki S. Rickard. 2012. “The Music USE (MUSE) Questionnaire: An instrument to measure engagement in music.” Music Perception, 29 (4): 429-446. https://doi.org/10.1525/mp.2012.29.4.429
Christenson, Sandra L., Amy L. Reschly, and Cathy Wylie, eds. 2012. Handbook of research on student engagement. 1st ed. New York: Springer.
Cleary, Timohy, and Barry Zimmerman. 2012. “A cyclical self-regulatory account of student engagement: Theoretical foundations and applications.” In Handbook of research on student engagement, edited by Sandra L. Christenson, Amy L. Reschly, and Cathy Wylie, 1st ed., 236-257. New York: Springer.
Cohen, Louis, Lawrence L. Manion, and Keith Morrison. 2007. Research methods in education. 6th ed. New York: Routledge.
Creswell, John W., and Vicki L. Plano Clark. 2017. Designing and conducting mixed methods research. 3rd ed. Los Angeles: SAGE Publications.
Croom, Adam M. 2015. “Music practice and participation for psychological well-being: A review of how music influences positive emotion, engagement, relationships, meaning, and accomplishment.” Musicae Scientiae, 19 (1): 44-64. https://doi.org/10.1177/1029864914561709
Cross, Ian. 2016. “The nature of music and its evolution.” In The Oxford handbook of music psychology, edited by Susan Hallam, Ian Cross, & Michael Thaut, 2nd ed., 3-18. Oxford: Oxford University Press.
Cross, Ian, Felicity Laurence, and Tal-Chen Rabinowitch. 2012. “Empathy and creativity in group musical practices: Towards a concept of empathic creativiy.” In The Oxford handbook of music education, edited by Gary E. Mcpherson and Graham F. Welch, vol. 1, 337-353. New York: Oxford University Press.
Csikszentmihalyi, Mihaly. 1990. Flow: The psychology of optimal experience. New York: Harper and Row.
Csikszentmihalyi, Mihaly. 1996. Creativity. New York: HarperCollins.
Csikszentmihalyi, Mihaly, and Kim Hermanson. 1995. “Intrinsic motivation in museums: Why does one want to learn?” In Public institutions for personal learning, edited by John H. Falk and Lynn D. Dierking, 67-77. Washington, DC: American Association of Museums.
Custodero, Lori 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 (2): 185-209. https://doi.org/10.1080/14613800500169431
Elliott, David J., and Marissa Silverman. 2015. Music Matters: A philosophy of music education. 2nd ed. New York: Oxford University Press.
Ericsson, Karl A., and Robert Pool. 2016. Peak: Secrets from the new science of expertise. Boston: Houghton Mifflin Harcourt.
Fredricks, Jennifer A. 2011. “Engagement in school and out-of-school contexts: A multidimensional view of engagement.” Theory Into Practice, 50 (4): 327-335. https://doi.org/10.1080/00405841.2011.607401
Fredricks, Jennifer A., Phyllis C. Blumenfeld, and Alison Paris. 2004. “School engagement: Potential of the concept, state of the evidence.” Review of Educational Research, 74 (1): 59–109. https://doi.org/10.3102/00346543074001059
Fredricks, Jennifer A., and Wendy McColskey. 2012. “The measurement of student engagement: A comparative analysis of various methods and student self-report instruments.” In Handbook of research on student engagement, edited by Sandra L. Christenson, Amy L. Reschly, and Cathy Wylie, 1st ed., 762-782. New York: Springer.
Fredricks, Jennifer A., Tara L. Hofkens, and Ming-Te Wang. 2019. “Addressing the challenge of measuring student engagement.” In Cambridge handbook of motivation and learning, edited by K. Ann Renninger and Suzanne E. Hidi, 689-712. Cambridge: Cambridge University Press.
Fredricks, Jennifer A., Alyssa K. Parr, Jamie L. Amemiya, Ming-Te Wang, and Scott Brauer. 2019. “What matters for urban adolescents’ engagement and disengagement in school: A mixed-methods study.” Journal of Adolescent Research, 34 (5): 491-527. https://doi.org/10.1177/07435584198306
Gaggioli, Andrea, Alice Chirico, Elvis Mazzoni, Luca Milani, and Giuseppe Riva. 2017. “Networked Flow in musical bands”. Psychology of Music, 45 (2): 283-297. https://doi.org/10.1177/0305735616665003
Garcia, Malinalli P., and Francis Dubé. 2012. “Stratégies pédagogiques visant le développement des habiletés métacognitives du musicien en formation afin d’optimiser l’efficacité de ses pratiques instrumentales ». La Revue musicale OICRM, 1 (1). https://doi.org/10.7202/1055859ar
Goodman, Elaine. 2002. “Ensemble performance.” In Musical performance: A guide to understanding, edited by John Rink, pp. 153-167. Cambridge: Cambridge University Press.
Hallam, Susan. 2016. “Motivation to learn.” In The Oxford handbook of music psychology, edited by Susan Hallam, Ian Cross, & Michael Thaut, 2nd ed., 479-492. Oxford: Oxford University Press.
Hart, Emma, and Zelda Di Blasi. 2015. “Combined flow in musical jam sessions: A pilot qualitative study.” Psychology of Music, 43 (2): 275-290. https://doi.org/10.1177/0305735613502374
Janosz, Michal. 2012. “Part IV Commentary: Outcomes of engagement and engagement as an outcome: Some consensus, divergences, and unanswered questions.” In Handbook of research on student engagement, edited by Sandra L. Christenson, Amy L. Reschly, and Cathy Wylie, 1st ed., 695-703. New York: Springer.
Joseph, Dawn, and Jane Southcott. 2017. “Older people in a community gospel choir: Musical engagement and social connection.” The Qualitative Report, 22 (12): 3209-3223. https://doi.org/10.46743/2160-3715/2017.2909
Juslin, Patrick N. 2019. Music emotions explained: Unlocking the secrets of musical affect. Oxford: Oxford University Press.
Juvonen, Jaana, Guadalupe Espinoza, and Casey Knifsend. 2012. “The role of peer relationships in student academic and extracurricular engagement.” In Handbook of research on student engagement, edited by Sandra L. Christenson, Amy L. Reschly, and Cathy Wylie, 1st ed., 387-401. New York: Springer.
Kahu, Ella R., and Karen Nelson. 2018. “Student engagement in the educational interface: Understanding the mechanisms of student success.” Higher Education Research & Development, 37 (1): 58-71. https://doi.org/10.1080/07294360.2017.1344197
Lamont, Alexandra. 2012. “Emotion, engagement and meaning in strong experiences of music performance.” Psychology of Music, 40 (5): 574-594. https://doi.org/10.1177/0305735612448510
Leung, Man C., and Yuen M. R. Cheung. 2020. “Music engagement and well-being in Chinese adolescents: Emotional awareness, positive emotions, and negative emotions as mediating processes.” Psychology of Music, 48 (1): 105-119. https://doi.org/10.1177/0305735618786421
Levitin, Daniel J. 2006. This is your brain on music: The science of a human obsession. Boston: Dutton.
MacRitchie, Jennifer, and Sandra Garrido. 2019. “Ageing and the orchestra: Self-efficacy and engagement in community music-making.” Psychology of Music, 47 (6): 902–916. https://doi.org/10.1177/0305735619854531
Mithen, Steve. 2005. The singing neanderthals: The origin of music, language, mind and body. London: Weidenfeld and Nicolson.
Nakamura, Jeanne. 2001. “The nature of vital engagement in adulthood.” In Supportive frameworks for youth engagement (New Directions for Child and Adolescent Development No. 93), edited by Mimi Michaelson and Jeanne Nakamura, 5-18. San Francisco: Jossey-Bass.
Nakamura, Jeanne, and Mihaly Csikszentmihalyi. 2003. “The construction of meaning through vital engagement.” In Flourishing: Positive psychology and the life well-lived, edited by Corey L. M. Keyes and Jonathan Haidt, 83-104. Washington, DC: American Psychological Association.
Olsson, Bengt. 2007. “Social issues in music education.” In Springer international handbook of research in arts education, edited by Liora Bresler, vol. 16, 989-1002. New York: Springer.
O’Neill, Susan A. 2012. “Becoming a music learner: toward a theory of transformative music engagement.” In The Oxford handbook of music education, edited by Gary E. McPherson and Graham F. Welch, vol. 1, 163-186. New York: Oxford University Press.
O’Neill, Susan A. 2016. “Transformative music engagement and musical flourishing.” In The child as musician: A handbook of musical development, edited by Gary E. McPherson, 2nd ed., 606-625. New York: Oxford University Press Scholarship Online.
O’Neill, Susan A. 2017. “Young people’s musical lives: learning ecologies, identities, and connectedness.” In Handbook of musical identities, Raymond MacDonald, David Hargreaves, and Dorothy Miell, 79-104. Oxford: Oxford University Press.
O’Neill, Susan A., and Yaroslav Senyshyn. 2012. “On meaning making and student music engagement.” Proceedings of the ISME 24th International Seminar on Research in Music Education 24: 167-176. https://www.isme.org/sites/default/files/documents/proceedings/2012_Research_proceedings_optimised.pdf
Pekrun, Reinhard, and Lisa Linnenbrink-Garcia. 2012. “Academic emotions and student engagement.” In Handbook of research on student engagement, edited by Sandra L. Christenson, Amy L. Reschly, and Cathy Wylie, 1st ed., 259-282. New York: Springer.
Pels, Fabien, Jens Kleinert, and Florian Mennigen. 2018. “Group flow: A scoping review of definitions, theoretical approaches, measures and findings.” PLoS ONE, 13 (12). https://doi.org/10.1371/journal.pone.0210117
Ramey, Heather L., Linda Rose-Krasnor, Michael A. Busseri, Shannon Gadbois, Anne Bowker, and Leanne Findlay. 2015. “Measuring psychological engagement in youth activity involvement.” Journal of Adolescence, 45: 237–249. https://doi.org/10.1016/j.adolescence.2015.09.006
Reeve, Johnmarshall. 2018. Understanding motivation and emotion. 7th ed. Hoboken: John Wiley & Sons.
Reschly, Amy L., and Sandra L. Christenson. 2012. “Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct.” In Handbook of research on student engagement, edited by Sandra L. Christenson, Amy L. Reschly, and Cathy Wylie, 1st ed., 3-19. New York: Springer.
Reschly, Amy L. and Sandra L. Christenson, eds. 2022. Handbook of research on student engagement, 2nd ed. New York: Springer.
Richmond, James, Neil M. McLachlan, Mary Ainley, and Margaret Osborne. 2016. “Engagement and skill development through an innovative classroom music program.” International Journal of Music Education, 34 (2): 143-160. https://doi.org/10.1177/0255761415584289
Rose-Krasnor, Linda. 2009. “Future directions in youth involvement research.” Social Development, 18 (2): 497-509. https://doi.org/10.1111/j.1467-9507.2008.00506.x
Ryan, Richard M., and Edward L. Deci. 2000. “Intrinsic and extrinsic motivations: Classic definitions and new directions.” Contemporary Educational Psychology, 25: 54–67. https://doi.org/10.1006/ceps.1999.1020
Ryan, Allison M., Elizabeth A. North, and Sharlyn Ferguson. 2019. “Peers and engagement.” In Handbook of student engagement interventions: Working with disengaged students, edited by Jennifer A. Fredricks, Sandra L. Christenson, and Amy L. Reschly, 73-85. Mahwah: Elsevier.
Salanova, Marisa, Alma M. Rodríguez-Sánchez, Wilmar B. Schaufeli, and Eva Cifre. 2014. “Flowing together: A longitudinal study of collective efficacy and collective flow among workgroups.” The Journal of Psychology: Interdisciplinary and Applied, 148 (4): 435-455. https://doi.org/10.1080/00223980.2013.806290
Savage, Patrick E., Psyche Loui, Bronwyn Tarr, Adena Schachner, Luke Glowacki, Steven Mithen, and W. Tecumseh Fitch. 2021. “Music as a coevolved system for social bonding.” The Behavioral and brain sciences, 44: e59. https://doi.org/10.1017/S0140525X20000333
Sawyer, Keith R. 2017. Group genius: The creative power of collaboration. 2nd ed. New York: Basic Books.
Schiavio, Andrea, Dylan van der Schyff, Andrea Gande, and Silke Kruse-Weber. 2019. “Negotiating individuality and collectivity in community music: A qualitative case study.” Psychology of Music, 47 (5): 706–721. https://doi.org/10.1177/0305735618775806
Shernoff, David J. 2013. Optimal learning environments to promote student engagement. New York: Springer.
Shernoff, David J., and Mihaly Csikszentmihalyi. 2009. “Flow in schools: Cultivating engaged learners and optimal learning environments.” In Handbook of positive psychology in schools, edited by Rich Gilman, E. Scott Huebner, and Michael J. Furlong, 131-145. New York: Routledge.
Small, Cristopher. 1998. Musicking: The meanings of performing and listening. Middletown: Wesleyan University Press.
Steele, John P., and Clive J. Fullagar. 2009. “Facilitators and outcomes of student engagement in a college setting.” The Journal of Psychology: Interdisciplinary and Applied, 143 (1): 5-27. http://dx.doi.org/10.3200/JRLP.143.1.5-27
Tan, Leonard, Jeanette Tjoeng, and Hui X. Sin. 2021. “‘Ngeli’: Flowing together in a Gamelan ensemble.” Psychology of Music, 49 (4): 804–816. https://doi.org/10.1177/0305735620909482
Tay, Kenneth, Leonard Tan, and Wilson Goh. 2021. “A PRISMA review of collective flow experiences in music contexts.” Psychology of Music, 49 (3): 667-683. https://doi.org/10.1177/0305735619873389
Toni, Anderson. 2023. “Moods, emotions, and engagement in a music ensemble course: A mixed method study with Brazilian undergraduate students.” Opus, 29: 1-19. http://dx.doi.org/10.20504/opus2023.29.08
Toni, Anderson. 2024. “Motivação e engajamento em contextos de prática, ensino e aprendizagem de música”. Orfeu, 9 (1): 1-26. https://doi.org/10.5965/2525530409012024e0203
Toni, Anderson, and Rosane C. de Araújo. 2023. “Engajamento dos estudantes: uma revisão de fundamentações para práticas educativas e suas aproximações com a educação musical.” Revista Educação (UFSM), 48: 1-29. https://doi.org/10.5902/1984644467437
Vanstone, Ashley D., Michael Wolf, Tina Poon, and Lola Cuddy. 2016. “Measuring engagement with music: Development of an informant-report questionnaire.” Aging & Mental Health, 20 (5): 474-484. https://doi.org/10.1080/13607863.2015.1021750
Veloso, Flávio D. D., and Rosane C. de Araújo. 2017. “Desafios da prática instrumental e autorregulação: um estudo com percussionistas.” Revista Vórtex, 5 (2): 1-19.
Walker, Charles J. 2010. “Experiencing flow: Is doing it together better than doing it alone?” The Journal of Positive Psychology, 5 (1): 3-11. https://doi.org/10.1080/17439760903271116
Wang, Ming-Te, Daphne A. Henry, and Jessica Degol. 2019. “An integrative development-in-sociocultural-context model for children’s engagement in learning.” American Psychologist, 74 (9): 1086–1102. https://doi.org/10.1037/amp0000522
Wilson, Emily. 2019. ““It’s music and we came to play instruments”: Teaching for engagement in classroom music.” PhD diss., University of Melbourne.
Wise, Stuart. 2014. “Mixed methods: The third research community.” In Research methodologies in music education, edited by Kay A. Hartwig, 183-198. Newcastle upon Tyne: Cambridge Scholars Publishing.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Per Musi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Except where otherwise noted, contents on this site are licensed under a Creative Commons - Atribuição 4.0 Internacional.
