SO UN D I N G T H E T E A CH IN G
2
Exposition
EX A MI NI NG MU SI C LEA R NI NG EX P ER I ENC ES
EXPERIENCING MUSIC LEARNING
Enhancing Aesthetic
Flow Experiences
in students’ improvisation in GMP
H U MOU R
I believe we can create magic in our music class when we
facilitate with a flow and allow our children to improvise in
a safe environment with appropriate scaffolding. Hence, in
this inquiry, I am interested to explore some of the ways,
flow in facilitating improvisation can be enhanced in
General Music lessons.
METHODOLOGY
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Case study of two artists’ music lessons
conducted in four General Music Classes
using:
Observational study (using field notes,
video recordings of lessons)
Annotations and reflections of
field notes
Student survey
Themes are distilled to help us
understand the characteristics of effective
strategies that lead to enhanced flow
experiences.
LITERATURE REVIEW
The primary purpose of music is to
create deeply gratifying flow states, for
both performers and listeners (Dillon,
2007)
Flow happens when challenge
and ability are well-balanced
(Csikszentmihalyi,1990)
used by the teacher
4
POSI TI V E
discipline in class
7
SC A F F OL DI NG
activities to create a sense of
success perceived by students
10
C OOPER A TI V E
learning strategies, such as
paired work and group work
Anxiety
What characteristics of teaching
approaches lead to flow experiences in
students’ improvisatory activities?
The characteristics of music teaching that lead to enhanced flow experiences include:
1
BY IRE NE CH AN, WES T GR OV E PRIMARY SC HOOL
QUESTION
F I N D I N G S
FL
O
2
POSTU R E
of students
5
C ONNEC TI NG
with students
8
SA F E
environment that promotes risk-
taking with no fear of failure
11
C L EA R
goals every step of the way
3
V A R I A TI ON
of strategy, activity in class
6
KNOWI NG
the abilities of students
9
MOV EMENT
in lessons
12
I MMEDI A TE
feedback to students’ actions
W
13
14
15
Boredom
B A L A NC E
Ability
Aesthetic musical flow enhances
the development of 21 st century
competencies through music lessons
(MOE, 2016)
between challenges and skills
A WA R ENESS
of actions to intentions
C ONTENT
choice of repertoire
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