Collective free improvisation in the Flemish general music classroom: Probing student’s lived experience through flow

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-09-17 DOI:10.1177/02557614241269586

Filip Verneert, Luc Nijs, Thomas De Baets

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引用次数: 0

Abstract

The aim of this study is to explore the lived experience of students ( N = 1,282) in general education engaging in collective free improvisation (CFI). Fourteen music teachers implemented a CFI lesson in 69 classes in Flanders (Belgium). Lived experience was measured using a Dutch version of the Flow State Scale for Occupational Tasks. This scale reflects the degree of Sense of Control, Positive Emotional Experience and Absorption by Concentrating. In addition, teachers’ reflections were mapped by means of an online survey. Overall scores on the 3 dimensions of the Flow scale averaged greater than or equal to 5 (7-point Likert scale). Results show a difference in total flow between students who already played an instrument and those who did not. Students who play an instrument score significantly higher on the factor ‘Sense of Control’. Conversely, the flow scores on the factors ‘Absorption by Concentration’ and ‘Positive Emotional Experience’ do not differ between instrumentalists and non-instrumentalists. Given the relatively high flow scores, we conclude that this type of musical engagement can be used for instrumentalists as well as non-instrumentalists. Although CFI was a new experience for the teachers, they indicated to continue using it in the future.

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佛兰德普通音乐课堂上的集体自由即兴表演：通过流动探究学生的生活体验

本研究旨在探索普通教育中学生（1282 人）参与集体自由即兴表演（CFI）的生活体验。14 名音乐教师在佛兰德斯（比利时）的 69 个班级中实施了集体自由即兴表演课程。我们使用荷兰语版的 "职业任务流状态量表 "来测量生活体验。该量表反映了 "控制感"、"积极情绪体验 "和 "专注吸收 "的程度。此外，还通过在线调查了解了教师的反思。在 "流动 "量表的三个维度上的总分平均大于或等于 5 分（李克特 7 点量表）。结果显示，会演奏乐器的学生与不会演奏乐器的学生在总流量上存在差异。会演奏乐器的学生在 "控制感 "因子上的得分明显更高。相反，乐器演奏者和非乐器演奏者在 "专注吸收 "和 "积极情绪体验 "因子上的流量得分并无差异。鉴于流动得分相对较高，我们得出结论，这种音乐参与方式既适用于乐器演奏者，也适用于非乐器演奏者。虽然 CFI 对教师来说是一种全新的体验，但他们表示今后将继续使用。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.