Mindfulness as Art Education, Self-Inquiry, and Artmaking
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| Title: | Mindfulness as Art Education, Self-Inquiry, and Artmaking |
|---|---|
| Language: | English |
| Authors: | Graham, Mark A. (ORCID |
| Source: | Studies in Art Education: A Journal of Issues and Research in Art Education. 2023 64(1):75-96. |
| 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: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Metacognition, Art Education, Educational Practices, Power Structure, Pandemics, COVID-19, Intervention, Educational Experience, Visual Aids, Student Attitudes, Mental Health, Preservice Teachers, Teacher Education Programs, Therapy, Comparative Analysis, Art Teachers, Teaching Methods, Social Emotional Learning, Criticism, Holistic Approach, Art Products, Curriculum Design |
| DOI: | 10.1080/00393541.2022.2154529 |
| ISSN: | 0039-3541 2325-8039 |
| Abstract: | This article presents an overview and continuation of a study investigating how artist awareness and critical response might provide a better understanding of mindfulness and its practice within art education. While there are distinct advantages to mindfulness practices in education, these practices might also have problematic aspects, such as helping people conform to oppressive structures in education rather than questioning them. The pandemic of 2020-2021 accentuated student concerns with social, emotional, and mental health and illuminated possible benefits of mindfulness practice. Results show that preservice art education students used mindfulness and data visualization to connect art and self-inquiry. Important findings included the positive impact mindfulness practices had on students' social-emotional learning and a refined distinction between mindfulness as a therapeutic educational intervention versus mindfulness an art educational experience. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1385135 |
| Database: | ERIC |
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| Abstract: | This article presents an overview and continuation of a study investigating how artist awareness and critical response might provide a better understanding of mindfulness and its practice within art education. While there are distinct advantages to mindfulness practices in education, these practices might also have problematic aspects, such as helping people conform to oppressive structures in education rather than questioning them. The pandemic of 2020-2021 accentuated student concerns with social, emotional, and mental health and illuminated possible benefits of mindfulness practice. Results show that preservice art education students used mindfulness and data visualization to connect art and self-inquiry. Important findings included the positive impact mindfulness practices had on students' social-emotional learning and a refined distinction between mindfulness as a therapeutic educational intervention versus mindfulness an art educational experience. |
|---|---|
| ISSN: | 0039-3541 2325-8039 |
| DOI: | 10.1080/00393541.2022.2154529 |
