Artistic Experiences in Music Performing and Teaching: A Flow Study with Teaching Artists

The purpose of this study was to explore the artistic experience of music teaching artists in two contexts, performing and teaching. This study explored musical artistry through flow dimensions as an operational tool and phenomenology as an analytical lens on the four coordinates of musical experiences: time, space, play, and feeling. Through these processes, I sought to gain new insights into the experiences of teaching artists in ways that have not been previously explored. Using a newly modified flow state scale, interviews, and focus group meetings as data collection, the artistic experiences of teaching artists were represented through nine flow dimensions. Individual flow portraits were crafted to present nuances, complexity, and anecdotes about teaching artists’ experiences. The study found flow characteristics and conditions meaningful in representing the individual experiences. Each teaching artist described a complex interaction of self, subject, and others through themes of self-discovery, self-dialogues, and self-actualization. Findings revealed multiple relationships between flow dimensions and diverse perceptions of the experience of flow. These findings help to paint a broader picture of artistry and define the artistic experience as it pertains to teaching and performing. Multiple factors and new investigative questions arising from the study are discussed as well. In essence, this study brings a new critical perspective on music education by illuminating the role of a teaching artist and sharing artistic experiences as a positive and transformative tool for learning