A teljes figyelem és a flow-élmény a gyermekeknél a Kokas-pedagógiában

Education experts emphasise the growing pedagogic urgency to cultivate children's creativity. Contemporary scientific inquiry signifies a paradigm shift, centring on the embodied and affectively constituted dimensions of imagination and creativity. Our work contributes to this line of research, in the context of the Kokas pedagogy: an experiential extension of the Kodaly principle of music education. We aim to map the links and relationships between musically inspired, free movement and creative connection building. Specifically, we examine the role of embodied musical experiences in the emergence of creative flow. As part of this, we see it crucial to explore the ways in which intense, focused musical attention" a key structural condition of the autotelic flow experience" emerges through children's active engagement with music. This paper problematizes the methodological issues arising from such foci and outlines the analytic approach developed for the study. Through this analytic model-building, the paper also aims to capture the Kokas pedagogy's significance for music education and for creativity education.