The possibilities of time II: flow - Independent Music Teachers Forum - enjoyment and human behavior

American Music Teacher, Oct-Nov, 2002 by Kenneth Lee

Forty years ago Mihaly Csikszentmihalyi began his study of why people do things that have no extrinsic rewards. Contrary to models of human behavior based on survival, libido, fame, status or prestige, he observed that many people found profound enjoyment in an incredibly diverse list of activities that seemed to be powered by none of these motivators. Csikszentmihalyi (pronounced "chick-SENT-me-high") discovered incredible similarities in the characteristics of what people find profoundly enjoyable. He found this in research spanning four continents and cultures as diverse as Japanese motorcycle gangs and assembly-line workers in Chicago, rock dancers and chess masters, composers and high school basketball players. He calls the state of consciousness experienced in deep enjoyment "flow," and in its characteristics, we might find some very productive guidance for our work as musicians and teachers.

Csikszentmihalyi was professor of human development at the University of Chicago and currently is the Davidson Professor of Management at Claremont Graduate University in California. In the opinion of Multiple Intelligence Theorist Howard Gardner, his work is "profound and pathbreaking." It is also at the very core of success in our chosen profession. The thrust of the thesis is that many of us spend much of our day either bored or anxious, and by studying the characteristics of those who are in a "state of flow," we may increase our ability to enjoy our lives. The following five characteristic elements of the flow condition are directly relevant to us as musicians and teachers.

To achieve a "flow experience,"

1. Tasks must be within one's ability, but challenging enough to require full attention.

2. Attention must be centered on a limited field.

3. One must lose what is usually referred to as "self-consciousness."

4. One must feel in control of both his actions and his environment.

5. Demands for action must be clear and non-contradictory and must be followed by clear, unambiguous feedback.

By organizing our lessons more in harmony with these characteristics, it is possible for us to both become more involved and captivating teachers. Perhaps more importantly, we will provide our students with models of successful and enjoyable practice experiences, which, we hope, they will emulate on their own. If practice provides flow experiences, students will be more likely to seek practice opportunities as oases in their day.

In Flow: The Psychology of Optimal Experience--Steps Toward Enhancing the Quality of Life, by Harper & Row Publishers, Csikszentmihalyi summarizes the characteristics of flow. He elaborates on the details of the flow experience:

   The sense of self emerges stronger after the flow experience is over ...
   the duration of time is altered, hours pass by in minutes .... The
   combination of all these elements causes a sense of deep enjoyment that is
   so rewarding people feel that expending a great deal of energy is
   worthwhile simply to be able to feel it.... Thoughts, intentions, feelings
   and all the senses are focused on the same goal. Experience is in harmony.
   And when the flow episode is over, one feels more "together" than he, re,
   not only internally but also with respect to other people and to the world
   in general.... It is when we act freely, for the sake of the action itself
   rather than for ulterior motives, that we learn to become more than what we
   were. When we choose a goal and invest ourselves in it to the limits of our
   concentration, whatever we do will be enjoyable. And once we have tasted
   this joy, we will redouble our efforts to taste it again.

In addition to the aforementioned title, Csikszentmihalyi wrote several other books on the subject, including Beyond Boredom and Anxiety, through Jossey-Bass Publishers. Both are available from online and retail booksellers.

--Kenneth Lee National IMTF Chair, Vienna, Virginia He is an independent music teacher who instructs clarinet.