As musicians, we have all experienced moments in our practice where there is an immense amount of growth and joy in our practice sessions. Conversely, I am sure that we have also all experienced moments in our careers where practicing becomes a chore. What causes these two conflicting states of growth and how do we optimize our practice sessions to reflect the first scenario?
I recently came across the research of Dr. Mihaly Csikszentmihalyi, who is a pioneer in positive psychology and optimal performance. He is also the creator of the flow theory. Dr. Csikszentmihalyi states in the book Music in the Human Experience: An Introduction to Music Psychology, that flow is a state of being that a person experiences when they are fully engaged in a task. This sense of being in flow is the optimal balance between challenge and ability level of the individual completing a task. Dr. Csikszentmihalyi interviewed surgeons, chess players, musicians, ballet dancers, and mountain climbers to see what events were taking place to create optimal performance and he learned that there were eight different characteristics to creating flow.
Eight Characteristics of Flow
1. Complete concentration on the task
- Eliminate distractions and create an environment that will set you up for success. Technology can be an incredible asset in the learning process, however, it can also serve as your largest distraction.
2. Clarity of goals and immediate feedback
- How often do you walk into the practice room without a clear purpose of what you are working on? Without a distinct set of goals for what you want to accomplish in the practice session, it will be incredibly difficult to measure progress and provide yourself with feedback. Here is a link to an earlier blog post about goal setting.
3. Transformation of time
- This typically occurs when time passes much quicker than anticipated, however, the opposite can also be true. I find this to be evident in many aspects of music making that include practicing, composing/arranging, and listening to music!
4. The experience is intrinsically rewarding
- Are you often motivated by grades, financial gain, or verbal praise? If you are working on your jury piece to earn an “A” for your lesson grade, reframe your mindset. Instead, try thinking about why you are preparing this piece for your jury? What is the long term benefit of working on this particular piece? Reframing your motivation will allow you to approach the task with a positive growth mindset, instead of something that you simply have to do to pass your jury.
5. Effortlessness and ease
- I believe that effortlessness and ease can be achieved when the sixth characteristic of balance between challenge and skill is accomplished.
6. There is a balance between the challenge and skills
- This flow model chart provides a wonderful visual representation of how flow can be accomplished with a balance between challenge and skill. We want to ensure that we are working on materials that meet or slightly exceed our current ability levels. If we work on a piece that is well beyond our ability, then we will likely experience anxiety while preparing the piece. This is especially important for educators to think about when we assign students materials for a new concept.
7. Actions and awareness are merged, losing self-conscious rumination
- I find that the easiest method of accomplishing this characteristic is to focus on the desired result. What sound do you want to produce, not how are YOU going to produce the sound. This takes the thought of yourself and the body movement out of the equation.
8. There is a feeling of control over the task.
- Believing that you can have control over a task is the result of cultivating a growth mindset. Carol Dweck states in her 2014 TED Talk “The Power of Believing you can Improve,” that a growth mindset is when students believe that their abilities can be developed. Here is a video of the TED Talk providing more information on the growth mindset.
Hopefully, this brief overview of Dr. Csikszentmihalyi’s research will provide you with a more productive AND enjoyable practice session! It’s time to get in the zone! Happy Practicing!
References
Custodero, Lori A. “Seeking Challenge, Finding Skill: Flow Experience and Music Education.” Arts Education Policy Review103, no. 3 (2002): 3-9.
Fenton, Lara. “Adventure Education and Csikszentmihalyi’s Flow Theory: A Critical Analysis of Stress and Optimal Experience as Learning Tools.” Order No. 1441075, Prescott College, 2006. https://colorado.idm.oclc.org/login?url=https://search-proquest-com.colorado.idm.oclc.org/docview/304906772?accountid=14503.
Hodges, Donald A., and David C. Sebald. Music in the Human Experience: An Introduction to Music Psychology. New York: Routledge, 2011.