An a / r / tographic experience in oriental painting sumi-e-inspired art education. The metaphors of ink and the mindfulness inquiry
Abstract
This article shows an action-research teaching experience at the public bilingual Secondary School Luis García Berlanga, in Coslada (Madrid), considering the hypothesis that oriental art and "zen" philosophy-inspired art education, specifically "sumi-e" ink painting, can promote a better development of physical and emotional awareness and self-regulation, resulting on the improvement of resilient resources. For doing so, several activities with ink and other materials with a mindful approach were proposed to 198 secondary 1st and 2nd grade students. Teacher diaries were written and image-based research (IBR) strategies were used: photo-documentation from both teacher and students, as well as from a professional photographer. These images were an instrument for subsequent photo-elicitation, which allowed a visual self-reflection from an a / r / tographic perspective using teacher’s own plastic work. This proposal establishes a logic parallelism between the expression language and the research language.
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