Mindful animation for learning awareness

Hosea, Birgitta and Barton, Graham (2019) Mindful animation for learning awareness. In: Animating the spirited: journeys and transformations. University Press of Mississippi. (In Press)

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Image 1: G. Barton, B. Hosea / Drawing: UAL student in mindfulness and animation exercise, 2015

Image 1: G. Barton, B. Hosea / Drawing: UAL student in mindfulness and animation exercise, 2015

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Image 2: G. Barton, B. Hosea / Drawing: UAL student in mindfulness and animation exercise – drawing the breath, 2015

Image 2: G. Barton, B. Hosea / Drawing: UAL student in mindfulness and animation exercise – drawing the breath, 2015

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Image 3: G. Barton, B. Hosea UAL students in mindfulness and animation exercise – in-betweening, 2015

Image 3: G. Barton, B. Hosea UAL students in mindfulness and animation exercise – in-betweening, 2015

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Image 4: G. Barton, B. Hosea: UAL students in mindfulness and animation exercise – scanning and line-testing, 2015

Image 4: G. Barton, B. Hosea: UAL students in mindfulness and animation exercise – scanning and line-testing, 2015

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Image 5: G. Barton, B. Hosea: Results of charcoal mindful drawing exercise, 2015

Image 5: G. Barton, B. Hosea: Results of charcoal mindful drawing exercise, 2015

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Creators:
Hosea, Birgitta and Barton, Graham
Description/Abstract:

This chapter reports on a joint research project that investigates whether the making of drawn animation can be experienced as a mindful practice. The original intention of the project was to explore the potential application of mindfulness practices and principles within a practical, secular context to benefit art and design students who experience stress in the learning environment and who wish to examine their learning processes more closely.

This research project is situated within wider developments in UK Higher Education that seek to enable students to engage meaningfully with the affective and extra-rational dimensions of learning. Faced with a complex and uncertain future, and curricula that encourage engagement in uncertainty and ambiguity, art and design graduates need to be able to take responsibility for their personal development and respond to stress and change in generative and constructive ways. During the research process, a series of experiential activities and workshops were devised to explore the development of a group of capacities identified in a number of published sustainability literacy frameworks (Dawe, Jucker, and Martin 2005; Sterling 2012; Villiers-Stuart and Stibbe 2009), in particular, the attributes of personal resilience, self-awareness and interconnectedness through systemic and relational thinking and making. The project looks at the potential of the processes of drawn animation in combination with short-form mindfulness meditation techniques for developing these and associated attributes. Overall, the aim of the project has been to undertake a form of enquiry into teaching practice, closely aligned to action research, in order to develop new forms of pedagogy rather than as an empirical study into the effectiveness of the workshops, for which further research is required.

Item Type:
Book Section
Date:
2019
Funders:
Futurising the Curriculum, University of the Arts London internal research grant
Schools:
School of Film, Media & Performing Arts
Research Centres:
Animation Research Centre
Depositing User:
Dr Birgitta Hosea
Date Deposited:
03 Apr 2019 10:01
Last Modified:
28 May 2019 14:50
URI:
https://research.uca.ac.uk/id/eprint/5011

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