Journee Smith December, 2018

Choral Cultures Summary

Choral music environments develop a sense of community and culture by

cultivating flow. An example of flow might occur is when one has goose-bumps while

performing or listening to music. According to Csikszentmihalyi, there are 9 dimensions

of flow: the merging of action and awareness, a sense of control, deep concentration,

loss of self-consciousness, time transformation, unambiguous feedback, challenge-skill

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.

It is when the academic meets the social within a classroom.

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-

auditioned choirs with auditioned choirs. In non-auditioned choirs, 5.6% of students

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

technique of SHREDM is used. Ego is replaced with soulfulness, arrogance with

humility, hubris with respect, entitlement with effort, judgement with discernment and

selfishness with mindfulness.

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

importance of history and heritage in the music classroom. Examples of how to

incorporate transmission in the classroom is to always provide short amounts of time for

student-led reflections throughout the month/week. The definition of enculturation is the

“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,

fulfillment, growth and choral expression.” An example of how to continue enculturation

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

Enculturation support flow by creating the proper environment for it to exist.

Another topic that is essential within Choral Cultures is the discussion of

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,

transmission, enculturation) to Maslow’s Hierarchy of Needs is important for flow. When

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

music education by creating a community that welcomes all.