Mindfulness as Art Education, Self-Inquiry, and Artmaking

Autor/inn/en	Graham, Mark A.; Lewis, Rebecca
Titel	Mindfulness as Art Education, Self-Inquiry, and Artmaking
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 64 (2023) 1, S.75-96 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Mark A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2022.2154529
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungspraxis; Bildungserfahrung; Anschauungsmaterial; Schülerverhalten; Psychohygiene; Therapie; Art teacher; Kunsterzieher; Kunsterzieherin; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Holistischer Ansatz; Künstlerische Produktion; Lehrplangestaltung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01