Enjoying flow in primary school music making: does family musical practice matter?

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.

Patterns of variation in sociomusical identity of school-goers in a condition of social vulnerability and musical gaps in their education

“…In this study, sociomusical identity is placed within transculturation studies (Steingress 2004b), as it is influenced by intergenerational interactions among family members (Martínez-Cantero and Casas-Mas in press;Valenzuela, Codina, and Pestana 2020) and digital information provided by friends and social media (Harnish 2005).…”