A journey of resonances: Exploring Focusing as the basis for music creation

Abstract

This dissertation presents four interrelated studies that investigate the intersection of Experiential Focusing and musical creativity, in particular improvisation and composition, through the exploration of the lived experience of adult musicians. Methodologically, all studies employ Interpretative Phenomenological Analysis (IPA), a qualitative approach well-suited for examining complex, subjective experiences. The data collection method used was semi-structured interviews. Study 1 examines the experiences of eight adult musicians from different nationalities, each with a background in classical, jazz, or popular music, who have experience in both Experiential Focusing and music creation. Findings show that a receptive, open attitude, similar to the Focusing attitude, encourages a sense of creative flow. The study highlights the importance of embodied experience in music-making, the difficulties of balancing internal and external sources of motivation, and how early experiences and supportive environments shape musical identity and creative expression. Study 2 investigates the creative processes of four Portuguese professional jazz musicians not familiar with Focusing. The study identifies flow, self-transcendence, and present-moment awareness as key elements supporting creative experiences, contrasting these with hindering states such as self-judgment, perfectionism, and the desire for external approval. The study also emphasises the significance of physicality in musical expression and learning, advocating for a comprehensive approach to music education. Study 3 focuses on three adult musicians from different nationalities, each from a classical, jazz, or popular music background, skilled in both Focusing and music creation. It examines their experiences during a guided Focusing session designed to explore music creation. The analysis reveals how Focusing supports heightened emotional awareness and self-connection. It also shows how the Focusing guide's supportive role and the use of musical instruments can contribute to emotional exploration and expression within the Focusing process. Study 4 presents a detailed case study of a Portuguese professional jazz guitarist experiencing Focusing for the first time during a session centred on exploring music creation. The study clarifies how the Focusing attitude can deepen the experience of the creative process. The participant's vivid visual experiences and inner conflicts illustrate the connection between embodiment, learning environment, and creativity, suggesting Focusing's potential to navigate emotional challenges and unlock creative potential. The dissertation concludes by synthesising the main findings from the four studies, discussing the implications for creativity research and the application of Focusing in musical contexts, advocating for approaches that prioritise musicians' creative growth and well-being. This comprehensive exploration of the lived experiences of music creators engaging in Experiential Focusing offers insights into the embodied, psychological, and sociocultural dimensions of musical creativity. The findings have significant implications for music education and creative practice, highlighting the potential benefits of incorporating Focusing to support authentic expression and personal growth. This research not only contributes to the academic discourse on musical creativity and mindfulness-related practices but also provides practical insights that could inform novel approaches to music pedagogy and performance.