Flow

1. How to achieve flow

1.1. Teach students how to be aware when they are in flow

1.2. Encourage student collaboration

1.3. Teach students about the stages of learning so they can monitor their progress.

1.4. Simplify the challenge if it is to far above students skill level

1.5. "Create conditions conducive to the emergence to full concentration" (p.16)

1.6. Be clear about your goals with students at all times.

1.7. Teachers should find ways to revitalize routine practices such as scales

2. Characteristics of flow

2.1. Challenge is slightly above students skill level

2.2. Students show are at a high level of concentration and are completely engaged

2.3. Goals are clear

2.4. Students are not afraid to make mistakes

2.5. Students are not self-conscious

2.6. Students lose sense of time when they are in flow

3. Be mindful about your practice

3.1. It takes flow twenty to thirty minutes to occur so students need to learn how to be mindful about their practice

3.2. This long wait can cause students to experience boredom

3.3. Students need to learn how to begin their practice

3.4. Students can avoid boredom by starting with a piece that brings them immediate joy

3.5. Students can start their practice by recalling a section in their music that they have almost mastered

4. Be positive

4.1. Shaming students leads to disengagement

4.2. Self-doubt can lead students to make more errors

4.3. Negative self-talk can lead students to stop wanting to perform the skill

4.4. Teach students to practice radical acceptance

4.5. Students should praise themselves when something goes better than they expected

5. What is flow

5.1. “A peak experience of enjoyment and full concentration” (p.2)

5.2. Getting students to love what they are doing

5.3. "occurs when there is a balance between perceived challenges and perceived skills" (p.37)

5.4. a pragmatic approach to teaching

6. Why is flow important

6.1. Students who experience flow will learn to make their own musical decisions

6.2. Students become intrinsically motivated

6.3. Students will want to perform this challenge increasingly more each time they achieve flow

6.4. Teaching students how to be in flow can lead to the teacher also being in flow which can lead to a crossover process

7. Phases of learning

7.1. The three phases of learning are cognitive, associative, and autonomous.

7.2. During the cognitive stage students will experience high levels of concentration

7.3. During the associative stage students will gradually improve consistency and coordination

7.4. During the autonomous stage students are mastering the skill and do not need much mental intervention.

7.5. In the final stage of learning students are able to