Mindfulness, Self-Inquiry, and Artmaking
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| Title: | Mindfulness, Self-Inquiry, and Artmaking |
|---|---|
| Language: | English |
| Authors: | Graham, Mark A. (ORCID |
| Source: | British Journal of Educational Studies. 2021 69(4):471-492. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Metacognition, Preservice Teacher Education, Art Teachers, Art Education, Correlation, Critical Theory, Teaching Methods, Daily Living Skills, Art, Artists, Social Environment, Cultural Context, Diaries, Spiritual Development, Freehand Drawing, Visual Aids |
| DOI: | 10.1080/00071005.2020.1837342 |
| ISSN: | 0007-1005 |
| Abstract: | This article describes a qualitative study of pre-service art education students that was designed to explore relationships between mindfulness, self-inquiry, and artistic practices. The researchers, who are art educators, were curious about how mindfulness practices might connect, overlap or influence the personal artistic practice of the participants. Although mindfulness is often used as an intervention to counter the stresses of school and teaching, mindfulness can also be thought of as a counter cultural phenomenon that explores possibilities of a critical pedagogy. While mindfulness and self-care practices can have important positive benefits and may lead to deeper personal understanding, these practices might also have more problematic purposes such as helping teachers and students adapt to oppressive social, political, or cultural positionings in education. The study explored mindfulness as a form of education through the practice of art-making. Artistic applications of data visualization emerged as a significant connection between art and self-inquiry. The study investigated how the critical responsiveness and awareness of the artist might contribute to an understanding of mindfulness and create an awareness of how mindfulness might be practiced within existing social and cultural structures. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1309709 |
| Database: | ERIC |
| Abstract: | This article describes a qualitative study of pre-service art education students that was designed to explore relationships between mindfulness, self-inquiry, and artistic practices. The researchers, who are art educators, were curious about how mindfulness practices might connect, overlap or influence the personal artistic practice of the participants. Although mindfulness is often used as an intervention to counter the stresses of school and teaching, mindfulness can also be thought of as a counter cultural phenomenon that explores possibilities of a critical pedagogy. While mindfulness and self-care practices can have important positive benefits and may lead to deeper personal understanding, these practices might also have more problematic purposes such as helping teachers and students adapt to oppressive social, political, or cultural positionings in education. The study explored mindfulness as a form of education through the practice of art-making. Artistic applications of data visualization emerged as a significant connection between art and self-inquiry. The study investigated how the critical responsiveness and awareness of the artist might contribute to an understanding of mindfulness and create an awareness of how mindfulness might be practiced within existing social and cultural structures. |
|---|---|
| ISSN: | 0007-1005 |
| DOI: | 10.1080/00071005.2020.1837342 |
