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

The goal of this research was to learn more about the flow experiences of novice art learners in the art room context in an effort to inform lesson design and the creation of an effective learning environment. The research questions in this study sought to answer whether novice art learners were entering into flow and what conditions of flow related to classroom activities contributed or hindered this process. Results revealed that novice learners do enter into flow and are more likely to do so when they find projects interesting and enjoyable. Students who entered into flow were also more likely to feel challenged by the art activities than their counterparts who did not enter into flow.