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Creative Mindfulness in Secondary Ar...

McDonough Varner, Andrea Marie.

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Creative Mindfulness in Secondary Art Education: A Narrative Inquiry.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Creative Mindfulness in Secondary Art Education: A Narrative Inquiry./
作者:	McDonough Varner, Andrea Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	173 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13901087
ISBN:	9781085621281

Creative Mindfulness in Secondary Art Education: A Narrative Inquiry.
McDonough Varner, Andrea Marie.

Creative Mindfulness in Secondary Art Education: A Narrative Inquiry. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 173 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ed.D.)--Drexel University, 2019.

This item must not be sold to any third party vendors.

Research has shown that practicing mindfulness and engaging in the creative process result in positive benefits, respectively (Semple, Droutman, & Reid, 2017; Holm, 2015). Mindfulness practice, grounded in the Buddhist wisdom tradition and adapted for secular implementation, has steadily emerged in several disciplinary areas as a method to promote wellness and nurture creativity (Broderick, 2015; Sharf, 2015). Mindfulness breaks into the K-12 setting as a tool to modify behavior, increase focus, and regulate emotion (Hornich-Liscaindro, 2013; Broderick, 2013). At the same time, artists explore the benefits of creating work as a mindful experience (Greenhalgh, 2017; Simon, 2016). In the classroom setting, art education nurtures risk taking, increases self-confidence, fosters creative problem solving, and reduces stress (Eisner, 2002; Silton, 2016). Mindfulness practice and creativity through art education gently converge and the potential role and benefit of creative mindfulness in secondary art education becomes evident (Greenhalgh, 2016; Patterson, 2015). Research on mindfulness, creativity, and adolescent needs have informed this narrative inquiry. The emerging concept of creative mindfulness illuminated a gap in the literature and a need for this research. The stories of former visual art students who experienced creative mindfulness in the art classroom with the researcher as teacher were collected through semi-structured interviews and analyzed. The study did not aim to focus on adolescent suicide, but the issue was revealed as a significant factor in the findings. Three themes are presented as a result of collapsing codes from verbatim transcription of interviews: mindful and creative classroom culture, the trauma of adolescence, and the power of creative mindfulness. Recommendations are provided for the consideration of classroom educators, educational administrators, and creative individuals, as well as direction for future research on the influences of creative mindfulness on students in the secondary art classroom and beyond.

ISBN: 9781085621281Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Creative mindfulness

Creative Mindfulness in Secondary Art Education: A Narrative Inquiry.
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