Keywords

Mindfulness, education, pandemic of 2020, student concerns, mental health, social-emotional learning

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.

Original Publication Citation

Graham, M.A. , & Lewis, R. (2023). Mindfulness as art education, self-inquiry, and artmaking. Studies in Art Education 64(1), 75-96. https://doi.org/10.1080/00393541.2022.2154529