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cultivating flow. An example of flow might occur is when one has goose-bumps while
of flow: the merging of action and awareness, a sense of control, deep concentration,
balance, clear goals and autotelic experience. Flow is a highly focused mental state
where the challenge level and the skill level of a student is working at its best potential.
In Dr. van der Vat-Chromy’s dissertation, the study she completes is the amount
of times students witness having a flow moment in their own choir. She compared non-
experienced flow while in auditioned choirs, 8% of choral students had this experience.
Within these moments, all 9 dimensions of flow were being completed and the
classroom was absent of JAHEES. This acronym stands for Judgement, Arrogance,
Hubris, Ego, Entitlement and Selfishness. When the choral classroom is rid of JAHEES,
this opens up endless opportunities for flow to occur. To eliminate JAHEES, the
humility, hubris with respect, entitlement with effort, judgement with discernment and
There are four research categories that support the flow experience and build a
positive culture in the classroom: safety, identity, transmission and enculturation. When
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safety is nurtured in the classroom, students will feel a sense of inclusion. Dr. van der
Vat-Chromy discusses the importance of the educator to “build and model the building
of relationships” with their students. Other examples are to use “positive verbal style,
tone and eye contact” when teaching on the podium. Identity is having a sense of
belonging in the classroom. Examples to help students find their identity in the
classroom are “teaching for transfer” and always giving feedback to students. Qualities
that are interwoven throughout identity are “pride, commitment, shared celebration of
the successes of self, others and the ensembles as a whole.” Transmission is defined
as “selecting, guiding, training and placing individuals into specific roles.” It upholds the
incorporate transmission in the classroom is to always provide short amounts of time for
“ongoing process of learning culture throughout life.” Dr. van der Vat-Chromy states,
“the process of becoming encultured in a choral ensemble lies in the heart of motivation,
in the classroom is to always create opportunities for students to help, providing them
with a role and purpose in the classroom. Safety, Identity, Transmission and
Maslow’s Hierarchy of Needs, beginning with the most basic needs of biological and
physiological needs and ending at self-actualization. In order for students to open their
hearts to flow, Maslow’s needs hierarchy must be met. Almost like a cooking recipe
where every ingredient is essential for the perfect cake, in order to have flow, every
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ingredient from the 9 dimensions of flow to the four research categories (safety, identity,
these qualities are used at their fullest potential, flow occurs and the environment of the
classroom is at its best use. A quote within Dr. van der Vat-Chromy states that “Humans
are social and music is social.” Music is used as a form of self-expression and bonding.
This brings to fruition and supports Dr. van der Vat-Chromy’s idea that we have the
power to “[create] the culture that in turn creates us.” These qualities fulfill the destiny of