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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
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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

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Type
Article
Information
British Journal of Music Education , Volume 38 , Issue 1 , March 2021 , pp. 92 - 100
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© Cambridge University Press 2020

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