Music ETDs

Publication Date

Summer 7-13-2020


In this qualitative multi-case study, three college-age music majors from the local state university were interviewed, observed, and asked to complete reflections in order to answer the following questions: How do mindfulness activities affect collegiate double bass music students’ perceptions of their own playing and practicing? My secondary questions were 1) how do mindfulness activities affect flow experiences among collegiate double bass music students, and 2) how do mindfulness activities affect students’ perception of self-care? The interviews were transcribed, coded using “concept coding” (Miler, Huberman, & Saldaña, 2020), and then grouped into categories, themes, and sub-themes. The themes were time, judgement, perceptions of playing, perceptions of practicing, flow, and self-care. The participants, John, Emily, and Gabriel, each reported more positivity in the perception of playing and perception of the act of practicing. They also reported fewer situations of being pulled out of flow states. Finally, John and Gabriel decided to continue pursuing mindfulness meditation as it helped them with their mental well-being. The findings from this study could change how music educators construct their curriculum, and how musicians approach their instrument.

Degree Name


Level of Degree


Department Name

Department of Music

First Committee Member (Chair)

Dr. Regina Carlow

Second Committee Member

Dr. Robin Giebelhausen

Third Committee Member

Dr. Elizabeth Petersen




Mindfulness, Flow, Self-Care, Judgment, Perception, Constructive, Sustainability, Music, Music Education

Document Type