The relationship between classroom environment and instruction on the ability of art learners to enter into flow

Designing meaningful instruction and creating a learning environment that engages students in course content are goals of every instructor. Understanding how the psychological state of flow, which is characterized by deep concentration and a loss in awareness of surroundings, can optimize the learning experience of students in the art classroom is key to encouraging intrinsic motivation.

The goal of this research was to determine if novice art learners at the college level were engaging in flow and what conditions impacted this experience. Students in the study completed surveys in response to 8 different art activities over the course of a semester. Results show that art activities that were likely to encourage flow experiences were those in which students found interesting and enjoyable. Students who entered into flow were also more likely to respond to feeling challenged by the art activity at a higher rate than their counterparts who did not enter into flow. Findings demonstrate a need for differentiated activities that can be tailored to satisfy students’ individual interests and skill levels.