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.

摘要

本文描述了一项针对职前艺术教育学生的定性研究，旨在探索正念、自我探究和艺术实践之间的关系。作为艺术教育工作者的研究人员对正念练习如何连接、重叠或影响参与者的个人艺术实践感到好奇。尽管正念经常被用作应对学校和教学压力的干预措施，但也可以将正念视为一种反文化现象，探索批判性教学法的可能性。虽然正念和自我照顾的做法可以带来重要的积极好处，并可能导致更深入的个人理解，但这些做法也可能有更多问题的目的，例如帮助教师和学生适应压迫性的社会、政治、或教育中的文化定位。该研究通过艺术创作的实践探索了正念作为一种教育形式。数据可视化的艺术应用成为艺术与自我探究之间的重要联系。该研究调查了艺术家的批判性反应和意识如何有助于理解正念，并创造对如何在现有社会和文化结构中实践正念的认识。