'International Journal of Alcohol and Drug Research'
Abstract
Extensive literature exists on Flow Theory. However there is a lack of published research
investigating possible links between Orff-Schulwerk approach and Csikszentmihalyi’s concept
of flow or optimal experience. Based on preliminary results from an ongoing research on
Music / Music Pedagogy and (is links to) Musical Thought / Musical Cognition, the present
paper aims to discuss the existence of optimal experiences / flow states boosted by Orff-
Schulwerk approach activities / teaching music strategies in the context of Music Education in
a Portuguese general public school (5th and 6th grades). Attempting to verify, analyze and
understand these relationships, an empirical process was developed based on the Flow Theory
- Optimal Experience (Csikszentmihalyi 1975, 1988, 1990) and consequently on FIMA - Flow
Indicators in Musical Activity developed by Custodero (1998, 1999). Conventional flow
methodology is adapted in order to define and to operacionalize cognitive strategies exhibited
during Orff-Schulwerk approach activities in Music Eduction context. Results clearly validated
this hipotesys and show how (and which) Orff-Schulwerk activities can provide children
optimal experience /flow states in Music Education classes