Art educators are increasingly interested in the affective dimensions of pedagogy. This article explores students’ reports of feeling more relaxed and less stressed in the art room, data drawn from a three-year study of thirty arts-rich secondary schools. Drawing on recent scholarship on affect, we suggest that these feelings were in part the result of ‘atmosphere’ – mobile bodies in (1) a curated space, engaged with educational activities associated with (2) a signature text and pedagogy, enacted as an (3) isorhythmic practice. We suggest that these three elements of atmosphere not only help us to understand how to produce positive feelings about art, but they also have some potential for use in professional reflection on practice.

中文翻译：

---

“你只是感觉更放松了”：艺术室氛围调查

艺术教育者对教育学的情感维度越来越感兴趣。本文探讨了学生在艺术室感到更放松和更少压力的报告，数据来自对三十所艺术丰富的中学的三年研究。借鉴最近关于情感的学术研究，我们认为这些感觉部分是“氛围”的结果——在 (1) 一个策划空间中的移动身体，参与与 (2) 签名文本和教学法相关的教育活动，作为一种(3)等节奏练习。我们认为这三种氛围元素不仅可以帮助我们理解如何对艺术产生积极的感受，而且它们也具有一定的用于专业反思实践的潜力。