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Improvisation as the Foundation of Flow in Music Education: Connections to Attitudes, Gender and Genre
Royal College of Music in Stockholm, Department of Music Education. Centre for Social Sustainability, Karolinska Institute.
University of Zagreb, Faculty of Teacher Education.
University of Ljubljana, Academy of music.
2022 (English)In: The Journal of Elementary Education, ISSN 1855-4431, E-ISSN 2350-4803, Journal of Elementary Education, ISSN 1855-4431, Vol. 15, no 3, p. 339-356Article in journal (Refereed) Published
Abstract [en]

The aim of our study was to explore the connection between improvisation and flow. Data were collected from 252 tertiary music students from Slovenia and Croatia (121 male and 131 female musicians), who filled in The Questionnaire on Attitudes to Music Improvisation, The Inventory on Feelings associated with Music Improvisation, and the Work-related Flow Inventory. The results show that the female students have significantly more negative feelings and attitudes toward improvisation, and they experience less flow while improvising. Differences were even more pronounced when comparing students who only played classical music with those who played other genres, as well. Regression analysis showed that we can explain 71% of the variance in flow with attitudes toward improvisation.

Place, publisher, year, edition, pages
Maribor, Slovenia, 2022. Vol. 15, no 3, p. 339-356
Keywords [en]
attitudes, flow, higher music education, improvisation, music students
National Category
Music Educational Sciences
Identifiers
URN: urn:nbn:se:kmh:diva-5141DOI: 10.18690/rei.15.3.339-356.2022OAI: oai:DiVA.org:kmh-5141DiVA, id: diva2:1817873
Available from: 2023-12-07 Created: 2023-12-07 Last updated: 2023-12-08Bibliographically approved

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