Meditate to create: mindfulness and creativity in an arts and design learning context
Abstract
Given the applied nature of creativity in the arts and design, it is important to understand the conditions and practices that support it. Most research suggests that ideal conditions for creativity are often mental and emotional – involving relaxed, yet alert and focused, states of mind. This article explores the connection between mindfulness and creativity in the experiences of students in a college of arts and design, through a mindfulness teaching practice to support creative processes. In a “scholarship of teaching and learning” inquiry, we consider how mindfulness practice may affect arts and design learners’ feelings about their own creativity. Students in a large United States university school of arts and design practiced mindfulness meditation for several months, and submitted a written reflection on their experience. We qualitatively analyze this to consider how mindfulness supports creative practices in arts and design learners’ education. Our findings involve three key themes, which are: “Processing anxiety and negative feelings”, “Focusing the mind”, and “Managing the ‘Voice of Judgment’”. These thematic findings reflect how arts and design students perceive the effects of mindfulness on their creative process. We offer implications for teaching practices related to mindfulness meditation practice aimed to support learners’ perceptions of their creativity.
Keyword : arts and design, college students, creativity, meditation, mindfulness
How to Cite
Henriksen, D., Heywood, W., & Gruber, N. (2022). Meditate to create: mindfulness and creativity in an arts and design learning context. Creativity Studies, 15(1), 147–168. https://doi.org/10.3846/cs.2022.13206
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Creswell, J. W., & Poth, Ch. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications, Inc.
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Csikszentmihalyi, M. (1996). Creativity: The psychology of discovery and invention. Harper Perennial/Modern Classics.
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Helmer, K. (2014). Disruptive practices: Enacting critical pedagogy through meditation, community building, and explorative spaces in a graduate course for pre-service teachers. Journal of Classroom Interaction, 49(2), 33–40.
Henriksen, D., Richardson, C., & Shack, K. (2020). Mindfulness and creativity: Implications for thinking and learning. Thinking Skills and Creativity, 37. https://doi.org/10.1016/j.tsc.2020.100689
Jedrczak, A., Beresford, M., & Clements, G. (1985). The TM-Sidhi program, pure consciousness, creativity and intelligence. The Journal of Creative Behavior, 19(4), 270–275. https://doi.org/10.1002/j.2162-6057.1985.tb00409.x
Joss, D., Lazar, S. W., & Teicher, M. H. (2020). Nonattachment predicts empathy, rejection sensitivity, and symptom reduction after a mindfulness-based intervention among young adults with a history of childhood maltreatment. Mindfulness, 11(4), 975–990. https://doi.org/10.1007/s12671-020-01322-9
Justo, C. F., Mańas Mańas, I., & Ayala, E. S. (2014). Improving the graphic creativity levels of Latin American high school students currently living in Spain by means of a mindfulness program. Procedia – Social and Behavioral Sciences, 132, 229–234. https://doi.org/10.1016/j.sbspro.2014.04.303
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delacorte Press.
Khoury, B., Sharma, M., Rush, S. E., & Fournier, C. (2015). Mindfulness-based stress reduction for healthy individuals: A meta-analysis. Journal of Psychosomatic Research, 78(6), 519–528. https://doi.org/10.1016/j.jpsychores.2015.03.009
Kinsella, E. A., Smith, K., Bhanji, S., Shepley, R., Modor, A., & Bertrim, A. (2020). Mindfulness in allied health and social care professional education: A scoping review. Disability and Rehabilitation, 42(2), 283–295. https://doi.org/10.1080/09638288.2018.1496150
Kogan, N. (2002). Careers in the performing arts: A psychological perspective. Creativity Research Journal, 14(1), 1–16. https://doi.org/10.1207/S15326934CRJ1401_1
Kropp, A., & Sedlmeier, P. (2019). What makes mindfulness-based interventions effective? An examination of common components. Mindfulness, 10, 2060–2072. https://doi.org/10.1007/s12671-019-01167-x
Kuechler, W., & Stedham, Y. (2018). Management education and transformational learning: The integration of mindfulness in an MBA course. Journal of Management Education, 42(1), 8–33. https://doi.org/10.1177/1052562917727797
Larsen Workmon, M. (2018). The failure project: Self-efficacy, mindset, grit and navigating: Perceived failures in design and the arts [PhD/Doctoral Thesis, Arizona State University]. Tempe, Arizona, United States. https://keep.lib.asu.edu/_flysystem/fedora/c7/194849/WorkmonLarsen_asu_0010E_17778.pdf
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Lippelt, D. P., Hommel, B., & Colzato, L. S. (2014). Focused attention, open monitoring and loving kindness meditation: Effects on attention, conflict monitoring, and creativity – a review. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.01083
Locher, P., Martindale, C., & Dorfman, L. (2019). Foundations and frontiers in aesthetics. New directions in aesthetics, creativity and the arts. C. Martindale & A. Berleant (Eds.). Routledge. https://doi.org/10.4324/9781315224084
Martindale, C., Locher, P., & Petrov, V. M. (2018). Foundations and frontiers in aesthetics. Evolutionary and neurocognitive approaches to aesthetics, creativity and the arts. C. Martindale & A. Berleant (Eds.). Routledge. https://doi.org/10.4324/9781315224657
McKay, M., Wood, J. C., & Brantley, J. (2007). A new Harbinger self-help workbook. The dialectical behavior therapy skills workbook: Practical DBT exercises for learning mindfulness, interpersonal effectiveness, emotion regulation and distress tolerance. New Harbinger Publications, Inc.
Miles, M. B., Huberman, A. M., & Saldańa, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications, Inc.
Moore, A., & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Consciousness and Cognition, 18(1), 176–186. https://doi.org/10.1016/j.concog.2008.12.008
Moustakas, C. (1994). Phenomenological research methods. SAGE Publications, Inc. https://doi.org/10.4135/9781412995658
Nelson, H. G., & Stolterman, E. (2000). The case for design: Creating a culture of intention. Educational Technology, 40(6), 29–35. https://doi.org/10.4135/9781412995658
O’Donnell, A. (2015). Contemplative pedagogy and mindfulness: Developing creative attention in an age of distraction. Journal of Philosophy of Education, 49(2), 187–202. https://doi.org/10.1111/1467-9752.12136
Prabhu, V., Sutton, Ch., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20(1), 53–66. https://doi.org/10.1080/10400410701841955
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