Engagement and collective flow experiences in three Brazilian music ensembles

Anderson Toni; Rosane Cardoso de Araújo

doi:10.5216/mh.v25.81621

Authors

Anderson Toni Universidade Federal de Mato Grosso, Cuiabá, Mato Grosso, Brasil, anderson.toni@ufmt.br https://orcid.org/0000-0003-0498-8813
Rosane Cardoso de Araújo Universidade Federal do Paraná, Curitiba, Paraná, Brasil, rosanecardoso@ufpr.br https://orcid.org/0000-0002-3676-1042

DOI:

https://doi.org/10.5216/mh.v25.81621

Keywords:

engagement, flow, collective flow, motivation, music ensemble

Abstract

The purpose of this research was to investigate engagement and collective flow indicators in the self-reported experiences of music ensemble participants. Based on the second phase of a sequential explanatory mixed methods research design, this article presents the results of the qualitative phase of the research. The results were obtained through online focus group interviews with 12 participants from three Brazilian musical ensembles. Data analysis included descriptive statistics and a categorical content analysis procedure. The qualitative results were organized into two sets of categories: (1) Six categories that may enhance the collective flow experience, and (2) seven categories that assist in describing the subjective experiences of collective flow. Examples were provided for each category, and it was also possible to establish relationships with the dimensions of engagement. In general, the results of this study allowed for a deeper understanding of engagement and collective flow indicators among music ensemble participants.

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Author Biographies

Anderson Toni, Universidade Federal de Mato Grosso, Cuiabá, Mato Grosso, Brasil, anderson.toni@ufmt.br

Anderson Toni holds a Ph.D. and a Master’s degree in Music (Cognition / Music Education) from the Federal University of Paraná (UFPR), as well as a Bachelor's degree in Music Education from UFPR. His professional interests focus on the fields of music education and music psychology, with an emphasis on engagement and its relationship with emotional experiences and social connections among individuals in musical practices. Currently, he is a Music Education professor at the Federal University of Mato Grosso (UFMT). He has experience teaching music to children in private schools and teaching music theory and perception to young people and adults. He also served as a Music Education professor at the UNESPAR (Curitiba II - FAP) and at the Federal Institute of Mato Grosso (IFMT - Campo Novo do Parecis).

Rosane Cardoso de Araújo, Universidade Federal do Paraná, Curitiba, Paraná, Brasil, rosanecardoso@ufpr.br

Rosane Cardoso de Araújo - Holds the position of Full Professor at the Federal University of Paraná, Department of Arts, where she teaches courses in the Undergraduate and Graduate Music programs (Master's and Doctorate) and was a visiting professor at the University of Bologna (Italy - 2023) with the support of a Capes/PRINT scholarship. She was a Research Productivity Fellow at the National Council for Scientific and Technological Development/CNPQ from 2013 to 2024. She served as Deputy Coordinator for the Letters, Linguistics, and Arts area at the Araucária Foundation/PR from 2013 to 2019 and was a member of the Advisory Committee for the Linguistics, Letters, and Arts area (term 2020-2024). She holds a Post-Doctorate in Music (University of Bologna/Italy/2012) completed with a CNPq scholarship; a Doctorate in Music (Federal University of Rio Grande do Sul/2005); a Master's in Education (Tuiuti University of Paraná/2001); a Specialization in Piano (School of Music and Fine Arts of Paraná/1993); and a Bachelor's degree in Music - Piano (School of Music and Fine Arts of Paraná/1991). She has been the leader of the research group "Formative and Cognitive Processes in Music Education" (CNPQ/UFPR) since 2009.