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hannah-garbutt · 8 years ago

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FMP RESEARCH

Theory research into understanding and investigating themes around creating, this helped to inform my approach in conducting primary research and development, for example in creating the questions for the interviews. Bibliography 1. Alain de Botton: Status anxiety (2014) Directed by Alain de Botton .2. Andrews, K. (2006) About. Available at: http://www.kateandrews.co.uk/About (Accessed: 9 June 2016).3. Andrews, K. (2016a) SketchBetter. Available at: https://sketchbetter.org (Accessed: 9 June 2016).4. Andrews, K. (2016b) .5. Botton, A. de (2005) Alain de Botton: Status anxiety. Penguin, London6. Brown, D. and Brown, D. (1997) Thorsons principles of art therapies. London: Thorsons.7. Brown Lykins, E.L. (2016) UKnowledge EFFECTS OF MINDFULNESS AND MEDITATION EXPERIENCE ON COGNITIVE AND EMOTIONAL FUNCTIONING AND EGO DEPLETION. Available at: http://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1716&context=gradschool_diss (Accessed: 28 June 2016).8. Case, C. and Dalley, T. (2006) The handbook of art therapy. New York: Tavistock/Routledge.9. Frayling, C. (2011) On craftsmanship: Towards a new Bauhaus. London: Consortium Book Sales & Dist.10. De Backer, F., Lombaerts, K., De Mette, T., Buffel, T. and Elias, W. (2012) ‘Creativity in artistic education: Introducing artists into primary schools’, International Journal of Art & Design Education, 31(1), pp. 53–66. doi: 10.1111/j.1476-8070.2012.01715.x.11. England, A.C. (no date) The holistic case for art and culture. Available at: http://www.artscouncil.org.uk/why-culture-matters/holistic-case-art-and-culture (Accessed: 11 November 2016).12. Gauntlett, D. and Gaunlett, D. (2011) Making is connecting: The social meaning of creativity, from DIY and knitting to YouTube and web 2.0. Malden, MA: John Wiley & Sons.13. Goh, C. (2016) How to apply Mindfulness to the creative process. Available at: http://www.mindful.org/apply-mindfulness-creative-process/ (Accessed: 10 June 2016).14. Grayling, C. (no date) On Craftsmanship. Oberon Masters.15. Letters (2016) A-level art history should never have been given the brush-off. Available at: https://www.theguardian.com/education/2016/oct/16/a-level-art-history-should-never-have-been-given-the-brush-off (Accessed: 11 November 2016).16. LightHouse, N.I.A. (2015) Teen depression. Available at: https://www.ineedalighthouse.org/depression-suicide/teen-depression/ (Accessed: 23 October 2016).17. Lynch, D. (2006) Catching the big fish: Meditation, consciousness, and creativity. New York, NY: Penguin Group (USA).18. Petherbridge, D. (2009) The primacy of drawing: Histories and theories of practice. 2nd edn. New Haven: Yale University Press.19. Reiss, V.L. (2013) Effectiveness of Mindfulness training on ratings of perceived stress, Mindfulness and well-being of adolescents enrolled in an international baccalaureate diploma program. Available at: http://arizona.openrepository.com/arizona/handle/10150/293544?mode=full (Accessed: 28 June 2016).20. Seligman, M.E.P., Ernst, R.M., Gilliam, J., Reivich, K. and Linking, M. (2009) ‘Positive education: positive psychology and classroom interventions’, Oxford review of education, 35(3), pp. 293–311.21. Sennett, R. and 0ennett, R. (2008) Craftsman, the. New Haven: Yale University Press.22. Transcendental Meditation (2009) David Lynch on consciousness, creativity and the brain (transcendental meditation). Available at: https://www.youtube.com/watch?v=z2UHLMVr4vg (Accessed: 17 October 2016).23. YoungMinds (2016) Mental health statistics. Available at: http://www.youngminds.org.uk/about/whats_the_problem/mental_health_statistics (Accessed: 23 October 2016). Andrews, K. (2016b) (Andrews, 2016b, pp. Skype–Conversation) "Describes herself as a designer (but not in the traditional sense,) a coach, researcher and philosopher. She used what she learnt from her degree in Graphic Design and experience as a junior designer to solve problems outside of tangible objects. Influenced by her own struggles with anxiety and anorexia nervosa and witnessing all of her friends and colleagues being She applies the traditional ‘problem > research > design > solution’ sequence to solve issues around mental health, both in the youth in an educational environment and with adults; pushing the ability and traditional understanding of design. She encourages positive phycology and mindfulness with creativity. She uses the title ‘art classes’ as people openly accept this as an exploratory and creative space, but she uses the basis of design and art as the vehicle to enhance all aspects of a person’s life believing that this form of creativity and mindfulness should constantly be practiced. The programs have a system of being small and intimate and encourage discussion, creative expression with no pressure or judgement, to find their identity ‘connect with themselves and connect with one another’ and then finally positive suggestions for improvement (relating back to positive phycology.’" Botton, A. de (2005) Alain de Botton: Status anxiety. London: Penguin. "Status Anxiety - A worry so pernicious as to be capable of ruining extended stretches of our lives, that we are in danger of failing to conform to the ideals laid down by our society and that we may as a result be stripped of dignity and respect; a worry that we are currently occupying too modest a rung or are about to fall to a lower one." ++ Note (1): Pernicious definition: having a harmful effect, especially in a gradual or subtle way. ++ Note (2): Lack of connection to the self and forming one’s own personal meaning from life and activities chosen to engage with. We look to society to tell us how prosperous or successful our lives are and to validate our decisions and the then implied achievement. However, ultimately the author feels that this method of navigating one’s self through life limits well-being and truly making authentic connections to others and understanding our own thoughts and ambitions. Fundamentally one’s identity has to be self-realised and formed therefore being powerful enough in having the proficiency to not rely on society for validation but the self and therefore subtracting the control of ‘status anxiety’. "If our position on the ladder is a matter of such concern, it is because our self-conception is so dependant upon what others think of us." ++ Note (1): There is a lack of self-confidence or self assurity about our path and hierarchy in society or personal journey. Lack of identity with self leads to a dependence upon peers for approval of our choices and achievements. "How might a word (love), generally used only in relation to what we would want from a parent or a romantic partner, be applied to something we might want from and be offered by the world?" "William James, The Principles of Psychology (Boston, 1890): If no one turned around when we entered, answered when we spoke, or minded what we did, but if every person we met “cut us dead”, and acted as if we were non-existent things, a kind of rage and impotent despair would before long well up in us, from which the cruellest bodily torture would be a relief." ++ Note (1): Our sense of self identity is just as an important influence on our well-being as the respect towards personally realized identity perceived by ourselves from others. We need to feel that we are expressing ourselves correctly and that this self-expression is recognized and appreciated by the people around us. "Populations blessed with riches and possibilities far outstripping those imaginable by their ancestors tilling the unpredictable soil of medieval Europe have shown a remarkable capacity to feel that both who they are what they have are not enough.…We cannot appreciate what we have in isolation, or judged against the lives of our medieval forebears. We cannot be impressed by how prosperous we are in historical terms. We will take ourselves to be fortunate only when we have as much as, or a little more than, the people we grow up with, work alongside, have as friends and identify with in the public realm." ++ Note (1): Thus proving that we should "We envy only those whom we feel ourselves to be like; we envy only members of our reference group. There are few successes more unendurable than those of our close fiends.’..David Hume, A Treatise on Human Nature (Edinburgh, 1739):‘It is not a great disproportion between ourselves and others which produces envy, but on the contrary, a proximity." "We are not always humiliated by failing at things; we are humiliated only if we first invest our pride and sense of worth in a given achievement, and then do not meet it. Our goals determine what we will interpret as triumph and what must count as failure." "Arnold’s Culture and Anarchy’ ‘Consider the work of any great artist proposed Arnold, and you will find it marked (directly or not) by ‘the desire to remove human error, clear human confusion, and diminish human misery’. All great artists are, said Arnold, imbued with ‘the aspirations to leave the world better and happier than they find it." "Perhaps first, and most obvious, that life is a phenomenon in need of criticism, that we are, as fallen creatures, in permanent danger of worshipping false gods, of failing to understand ourselves or misinterpreting the behaviour of others, of growing unproductively anxious or desirous, and of losing ourselves to vanity or error. Surreptitiously and beguilingly, with humour or gravity, works of art - novels, poems, plays, paintings or films - can function as vehicles to explain our condition to us. They may act as guides to a truer, more judicious, more intelligent understanding of the world" "The fear of failing at tasks would perhaps not be so great were it not for an awareness of how often failure tends to be harshly viewed and interpreted by others." ++ Note (1): Often in the work place or an educational, or creative environment, there is an implied perhaps self-inflicted sense of expectation, focusing on the goal and final result rather than the process and actual learning experience. This inferred quality we believe we have to achieve prevents and stifles us, almost dismissing what leads us to the final outcome. When we feel judged so heavily from the onset, it creates an anxiety throughout the entire process, meaning the learning and important mistakes aren’t useful or valid. This ironically immobilizes us, in many cases leading us to throw the towel in before we have even begun. This idea of failing in the eyes of those we respect or admire is far more painful than failing in our own eyes. Often the weight of the failure is increased greatly when it is something we feel emotionally invested in. Brown, D. and Brown, D. (1997) Thorsons principles of art therapies. London: Thorsons. "Arts have the power to access deep emotions: they can change the way you feel about the world and yourself." "You need to think about the arts not only as ways of expressing thoughts and feelings to others, but as ways of developing symbols for change: symbols to help you alter and develop your feelings, your concept of self, and relationships with others." "A non-judgemental attitude is crucial to allow the artistic part of you to flourish." "It is sad how often people are conditioned to believe they cannot do things. So many people downplay themselves, saying things like 'I can't draw,' or 'I can't play music.' Invariably, however, they find they can create in ways that satisfy them." "Science fiction writer Simon Ings explains that visions of the future profoundly influence the way the future looks. The design of Japanese cars produced today are based on illustrations from 1950's American science fiction. So science fiction determined what happens now, in reality. This shows the importance of your imaginings: they are a solid platform on which to construct your reality." "Creating and appreciating art can both contribute to your development. They enhance each other: understanding artists' methods of expression tends to your own range of techniques, and working on expressing yourself helps you to understand the efforts of others. Transforming your emotions using symbols in art can be done by creating or appreciating." "Usually you become more involved with the things you do than the things you observe." "To develop a complete mind: Study the art of science; Study the science of art. Learn how to see. Realise that everything connects to everything else." "Art forms can connect with deep level thought processes, and thereby effect lasting emotional change." ++ Note (1): In 1974 psychologist Jerome Frank outline the five attributes to therapies. He suggested that these were: to provide learning opportunities, enhance hope and relief, success and mastery of skills, overcome alienation and to arouse emotions "A fundamental element of the arts is establishing connection." "When complex feeling or experience that is hard to relate to is depicted eloquently by an artist, the recognition can be deeply moving. The sense of being understood is one of the most powerful in therapy, and the phrase 'I understand' resonates throughout the great works of art." "Symbols can hold enormous quantities of intellectual and emotional information with great succinctness." ++ Note (1): Definition: Characterized by clear, precise expression in few words; concise and terse: a succinct reply; a succinct style "Symbols can be more powerful than verbal affirmations, because they connect with a more basic level in your mind. Think of the difference between the single word 'strong' and the image of the Niagara Falls exploding down a three hundred meter chasm." ++ Note (1): Defintion: emotional support or encouragement "You can transform your everyday world into symbols, and use them as a basis for changing your view of life. The great artists are celebrated in part for looking at things in new ways. Think about how you internalise the world around you." "How you view yourself and other people is at the centre of how you perceive the world. The arts can help you think differently about yourself." "If as children we had coaches to encourage us, rather than instil dread of failure, a lot more people of all afws would dare to be creative." "Painting is effective for problems requiring flexible thinking and intuitive solutions, and for finding ways out of vicious circles. This is because painting exercises mostly the right side of the brain from dominating. The left side of the brain controls and orders things, which is uses, but too much rigorous, logical control can impede the flow of creative ideas." (Brown and Brown, 1997, p. 33) ++ Note (1): Arguments against logical thought processes for problem solving? Too much logic limits creativity which is able to problem solve complex situation. Brown Lykins, E.L. (2016) UKnowledge EFFECTS OF MINDFULNESS AND MEDITATION EXPERIENCE ON COGNITIVE AND EMOTIONAL FUNCTIONING AND EGO DEPLETION. Available at: http://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1716&context=gradschool_diss (Accessed: 28 June 2016)."Non-religious adaptations of traditional mindfulness practices have been incorporated into a variety of psychological interventions that conceptualize mindfulness as a set of skills that can be learned and practiced to reduce suffering and increase well-being." "directing attention toward the present moment and adopting an accepting, nonjudgmental, and/or nonreactive orientation, intent, or attitude." ++Note (1) : (Bare et al., 2006; Bishop et al., 2004; Brown & Ryan, 2003; Fletcher & Hayes, 2005; Kabat-Zinn, 1990; Linehan, 1993a; Marlatt & Kristeller, 1999) Ask Sarah and look into how to para/re reference things which other authors. "It also provides a method of meditation involving the nonjudgmental appraisal and acceptance of an individual’s moment-to-moment sensations, feelings and events that occur" "Results showed that the students reporting higher levels of mindfulness after training were likely to view 24 stressful situations, including tests, as being less stressful or threatening." Case, C. and Dalley, T. (2006) The handbook of art therapy. New York: Tavistock/Routledge. (Case and Dalley, 2006, p. 69) "Making marks and forms of art are activities common to all human beings. Since ancient times, humans have drawn, carved and scratched as forms of individual expression and communication. The impact of these primitive marks is important in the understanding of how art is used as a means of communication." "Creativity is the ability to bring something new into existence for that person" "One aspect of creating something or the process of image-making involves tapping some inner reality of the person and therefore some expression of unconscious processes." "In a picture, ambivalence and conflict can be stated and contained. Through the process of making an image in art therapy, the client gives form to what seems inexpressible or unspeakable through the process of making." "The image enables a series of reflections and powerful feelings to be experienced. Images sometimes replace or supplement words." De Backer, F., Lombaerts, K., De Mette, T., Buffel, T. and Elias, W. (2012) ‘Creativity in artistic education: Introducing artists into primary schools’, International Journal of Art & Design Education "Besides training in technical artistic skills, artists also offer surprising perspectives on the world. In their contact with pupils they emphasise alternatives to an otherwise one-sided cognitive stimulation, and reduce pupils' psychological distance to the world of art. Artists are also able to improve or expand current teaching practices and create a school climate fostering creativity. In other words, the can function as positive role models for both pupils and teachers. Such projects can motivate and inspire artistic creativeness of teachers in their daily teaching practice." "It is important continuously to stimulate creativity during artistic education. After all, being artistically active does not automatically imply pupils working creatively." "The subjects domain of artistic education focuses on the development of children creative and expressive opportunities in order for them to learn, think and act independently." "In artistic education, teachers can stimulate individual's own contributions rather using an example which everyone has to imitate: in other words, allowing pupils to give expression to their impressions of experiences in a personal way." ++ Note (1): Identity. "Beside fostering pupils' creative openness and skills, arts education organisations aim to transfer artistic enthusiasm to teachers in each project." Frayling, C. (2011) On craftsmanship: Towards a new Bauhaus. London: Consortium Book Sales & Dist. "Where doing a job well involves as well as physical activity submerged processes of reflection and feeling" "If instead of making a child stick to his books, I employ him in a workshop, his hands work to the advantage of his intellect, he becomes a philosopher while he think he is simply becoming an artisan." ++ Note (1): Book III of Emile, dealing with the early teenage years, is concerned with the learning of a craft (in his case carpentry.) Jean-Jacques Rousseau's treatise on education Emile (1762) "I always resented the prejudice of some of my more academic colleagues from ancient universities, that craftsmanship is 'merely vocational' something to done with the hands rather than the head.'" ++ Note (1): Misunderstanding about craft/things produces by hand. Indicates and provokes the idea that craft instead employs the mind. "to establish the place of the crafts and design in the curricula of schools and universities bringing together the head and the hand; to explore the rise of conceptual art and it's implications." "made up entirely of tactic rules and understandings which were impossible to articulate in a format way, simply because they only arose from the experience of living a long time among a particular group of people, or what modern sociologists call an 'invisible college.'" "the skill and prowess of the labourer, he wrote, could fill his whole being with subtle satisfaction; so that his days work is to him what golf is to the idle "gentleman". There is more skill in it, probably, than in golf, and more variety; it involves far more knowledge and to this extent the man's life is better worth living than many a "gentleman's" "But advertises can rely on the simple word 'crafted' to relieve for a moment the complex anxieties which these social and economic processes have created." ++ Note (1): Suggesting that society can recognise the value of craft. Gauntlett, D. and Gaunlett, D. (2011) Making is connecting: The social meaning of creativity, from DIY and knitting to YouTube and web 2.0. Malden, MA: John Wiley & Sons."Making is connecting because you have to connect things together (materials, ideas, or both) to make something new; Making is connecting because acts of creativity usually involve, at some point, a social dimension and connect us with other people; And making is connecting because through making things and sharing them in the world, we increase our engagement and connection with our social and physical environments.’" ++Note (1) : The physical act of creativity and craft may have many positive outcomes, rather than just a beautiful object or art work at the end of the process. Applying the hand to a task requires focus and brain connectivity both between the "In particular, taking time to make something, using the hands, gave people the opportunity to clarify thoughts or feelings, and to see the subject-matter in a new light." ++ Note (1):"So the inventive individual is only one part of this triad. Creativity in Csiksgentmihalyi’s formulation needs a particular established context in which to happen, and also needs to be recognised as something significant by other key people working in that domain. As he puts is: Just as the sound of a tree crashing in the forest is unheard if nobody is there to hear it, so creative ideas vanish unless there is a receptive audience to record and implement them." ++ Note (1):"Creativity might be better understood as a process, and a feeling. In this way of looking at it, creativity is about breaking new ground, but internally: the sense of going somewhere." ++ Note (1):"Do what you can." ++ Note (1):"Wealth is what Nature gives us and what a reasonable man can make out of the gifts of Nature for his reasonable use. The sunlight, the fresh air, the unspoiled face of the earth, food, raiment and housing necessary and decent; the storing up of knowledge of all kinds, and the power of disseminating it; means of free communication between man and man; works of art, the beauty which man creates when he is most a man, most aspiring and thoughtful - all things which serve the pleasure of people, free, manly and uncorrupted. This is wealth." ++ Note (1):"true individualism was only possible in a Communist society, which needed and valued the contribution of each individual to the common good; and, in a society fostered true variety, he knew that different men would choose to live in different ways. So we do not have to choose between the individual or the collective: rather, a diverse community or individual voices offers a satisfying combined solution." ++ Note (1):"all creative work was of equal status, and was the means by which human beings could connect with nature, with their own sense of self, and with other people." ++ Note (1):"We always-already have an influence on how we and others experience life. We can become more aware of how we always-already matter. … There is nothing more personal, political, or relevant than attending to the … character of our own attitude as we engage in crafting our experience and our relationships." ++ Note (1):"He emphasises that notions such as ‘slow work’ or ’slow education’ do not represent a shift towards laziness, but are rather taking a more measured pace, to do things properly, and to appreciate and enjoy them, without a constant sense of rush and the background panic that one isn’t getting though things fast enough’" ++ Note (1):"transforming materials into meaningful objects - and to carve out a place for personal thought and self-expression" ++ Note (1):"The process of creativity - the finding of form for thought - have a transformative impact on the sense of self" ++ Note (1):"found most pleasure in the process not the product." ++ Note (1): "‘Flow’ describes the experience where a person is wholly engaged in a task, to the extent that time passes unnoticed .. Their work is challenging, in a satisfying way." ++ Note (1): "The process may arouse various emotions, such as excitement and frustration, but most especially a feeling of joy.’ ‘ ’presence of the maker’, and recognition of the feelings they may have felt in the process of creation, refers to the way in which we may mirror the sense of concentration, or happiness, mourning .. which we sense is obtained in the clearly ‘human’ elements of a creative work." ++ Note (1):"would we say something was ‘not creative’ if we somehow knew that the process of its construction involved no joy whatsoever?" ++ Note (1): "I had to remind myself being a perfectionist isn’t actually a good thing." ++ Note (1):"I liked the unshowy, rough-and-ready nature of the whole thing. It was liberating.’ ‘anyone can do this." ++ Note (1):"This ‘human capital’, such as a secure sense of self-identity, confidence in expressing ones own opinions, and emotional intelligence, enables young people to become better learners, and so helps them to be more successful in the education system and in society." Goh, C. (2016) How to apply Mindfulness to the creative process. Available at: http://www.mindful.org/apply-mindfulness-creative-process/ "‘1. Preparation: First, coming up with a wide range of ideas is required, using divergent thinking—the freestyle birthing of different ideas connected to the creative task at hand. Divergent thinking relies on quieting the cognitive control network, which allows the default mode network—the brain’s virtual reality system—to roam more freely. This is the time to use the imagination, gather information and not be shy about being messy and random.2. Incubation: At some point you have as many ideas as possible, and it’s time to go offline. Sleep, surf, cook, enjoy life while the brain automatically takes care of organizing memory and sets the stage for creative insight.3. Illumination: Then, the Aha! moment comes suddenly and inexplicably. This is the true moment of creative insight when unrelated and subconscious ideas are suddenly linked together, brought to our consciousness ever so briefly by the salience network, which detects and immediately catches that small twinkle in our ocean of thoughts.4.Verification: Finally comes the reality check for our brilliant but raw insight. This last step requires convergent thinking—using less of the imagination and more of the cognitive control and attentional networks for analytical evaluation, to fine tune an idea into something both novel and useful.’" ++ Note (1):"‘1.Preparation: Mindfulness meditation boosts divergent thinking. This part involves a lot of learning. Try meditating before your brainstorming and ideation sessions so that you are less distracted, fully focused and can produce higher quality initial rough ideas.2.Incubation: Mindfulness is particularly useful for this important and often underemphasised phase. Many people find it hard to go offline, relax, and stop obsessing. Even a short mindfulness meditation can calm your distracting thoughts, reduce anxiety or stress, and help you enter a truly chilled state. Maybe your great idea may even appear during meditation! The point is, don’t try to make it happen—it will occur naturally. Sleep and any form of mindful practice that doesn’t involve active thinking of the creative task is helpful. Walking meditation is great for reducing stress and anxiety that may arise when ‘doing nothing’. Relax and let the insight come naturally!3.Illumination: When we practice mindfulness, we are more clear and can see our thoughts better—In other words, mindfulness increases awareness. If a brilliant insight appears in a cluttered and noisy mind, you may just miss it. So when the moment of insight comes, be sure to receive a clear signal.4.Verification: In this phase, where the veil of reality is laid over your genius idea, it is important to stay focused, positive and motivated without getting defeated. Even if the first attempt doesn’t get you the results you want, each time adds to the next. Exercise and meditate during your refinement process. This promotes attention and skill during convergent thinking, for choosing the most novel and effective pathways to solution.’" ++ Note (1):"‘The key to optimizing the creative process is balancing the brain networks.’" Lynch, D. (2006) Catching the big fish: Meditation, consciousness, and creativity. New York, NY: Penguin Group (USA)."That Atma alone, that state of simplest form of awareness alone, is worthy of seeing, hearing, contemplating and realising." ++ Note (1): "The thing about meditation is: You become more and more you." "If you do what you believe in and have a failure, that’s one thing: you can still live with yourself. But if you don’t, it’s like dying twice." ++ Note (1): Often the paradox which is fear of failing "I guarantee you, if you have enough stress, you won’t be able to create. And if you have enough conflict, it will just get in the way of your creativity." "The more the artist is suffering, the less creative he is going to be. It’s less likely that he is going to enjoy his work and the less likely that he will be able to do really good work." ++ Note (1): LightHouse, N.I.A. (2015) Teen depression. Available at: https://www.ineedalighthouse.org/depression-suicide/teen-depression/ (Accessed: 23 October 2016). "Approximately 20 percent of teens will experience depression before they reach adulthood." ++ Note (1): Petherbridge, D. (2009) The primacy of drawing: Histories and theories of practice. 2nd edn. New Haven: Yale University Press."Drawing and learning are so closely identified as to be almost synonymous. The provisional and experimental potential of drawing make it the medium and trajectory of change, and an artist's individual development is most clearly promoted and charted through drawing. In this sense, every invention of new forms or means of expression through drawing constitutes as an act of self-learning." ++ Note (1): definition of trajectory: the curve described by a projectile, rocket, or the like in its flight."Drawing was conceived of as a way of learning about past and present art, about recording the everyday world and achieving control of processes of representation, as weak as perfecting the conduit between hand and imagination through practice." ++ Note (1): Conventionally drawing or creativity is dismissed as being unimportant; it is considered as vocational, merely a pass time or something to allow a child to explore self-expression. However, it is forgotten that drawing is a practice of recognizing, internalizing, recording and understanding an event or environment. If the analogy of the child is continued and explored in more depth it can be understood that in general, one of the first experiences with creativity is as child drawing or painting. In the early stages of life, a child begins to draw or record the visuals around them, often these unrealistic and playful images are depicted from the innocence or creative perspective of the child who has self-determined through emotion and feeling the reality of their circumstance. Rarely are their creations detailed and photographic, instead they opt for expressive marks or colours which they instinctively choose as they react to their surroundings, hence using their feelings to influence how to best represent their perspective of their subject matter to the rest of the world."From having been regarded as an essential part of workshop practice, daily drawing exercises became the basis of professional learning. Italian academics are inextricably identified with disegno." ++ Note (1): The first Italian academy, the Accademia del Disegno, 1563, recognized the value of practice of drawing so intensely that it is said that Italian academics are inextricable identified with disegno. (Petherbridge, 2009, p. 212) Treated as an essential methodology within the learning environment it became a basis for professional learning; this highlights and supports theories proposing drawing and the hand made to unlock the potential for learning and creating connections. ++ Note (2): Disegno definition: noun, Italian. 1. drawing or design: a term used during the 16th and 17th centuries to designate the formal discipline required for the representation of the ideal form of an object in the visual arts, especially as expressed in the linear structure of a work of art. ++ Note (3): Inextricably definition: incapable of being disentangled."Sketching continues to be identified with the invention of new ideas, with the recording of, or response to, the external physical world, as well as constituting the private signs of the subjective and emotive creative self." ++ Note (1): Seligman, M.E.P., Ernst, R.M., Gilliam, J., Reivich, K. and Linking, M. (2009) ‘Positive education: positive psychology and classroom interventions’, Oxford review of education, 35(3), pp. 293–311."Positive education is defined as education for both traditional skills and for happiness"++ Note (1):"There is substantial evidence from well controlled studies that skills that increase resilience, positive emotion, engagement and meaning can be taught to schoolchildren." ++ Note (1):"The prevalence of depression among young people is shockingly high worldwide. Nearly 20% of youth experience an episode of clinical depression by the end of high school"++ Note (1):"It has something to do with modernity and perhaps with what we mistakenly call 'prosperity'."++ Note (1):"More well-being is synergistic with better learning." ++ Note (1): "Positive mood produces broader attention, more creative thinking and more holistic thinking, in contrast to negative mood which produces narrower attention, more critical thinking, and more analytic thinking." ++ Note (1): (294 - 295) : Refer to article for full quotation including the citation. Holistic medicine: characterised by the treatment of the whole person, taking into account mental and social factors rather than just symptoms of a disease. Holistic philosophy: characterised by the belief that the parts of something are intimately interconnected and explicable only by the reference to the whole. "Positive Psychology divides it into three very different realms, each of which is measurable and, most importantly, each of which is skill-based." ++ Note (1):"The second, much closer to what Thomas Jefferson and Aristotle sought, is the state of flow, and a life led around it is the 'Engaged Life'. Flow, a major part of the Engaged Life, consists in a loss of self-consciousness, time stopping for you, being 'one with the music' (Csiksgentmihalyi, 1990), Importantly engagement seems to be the opposite of positive emotion: when one is totally absorbed, no thoughts or feelings are present - even though one says afterwards 'that was fun' (Delle Fave & Massimini, 2005). And while there are shortcuts to positive emotion - you can take drugs, masturbate, watch television, or go shopping - there are no shortcuts to flow. Flow only occurs when you deploy your highest strengths and talents to meet the challenges that come your way, and it is clear that flow facilitates learning." ++ Note (1): Flow and concentration - also linked to the book Flourish."From a positive Psychology perspective, meaning consists in knowing what your highest strengths are, and then using them to belong to and serve something you believe is larger than the self (Seligman, 2002.)" ++ Note (1): Themes about identity."People experience more 'flow' at work than at home." ++ Note (1): "So there is a growing scientific basis for understanding positive emotion, engagement and meaning. These states are valuable in their own right, they fight depression (Seligman et al., 2005), they engender more life satisfaction (Peterson, Park, & Seligman, 2005), and they promote learning, particularly creative learning (Fredrickson, 1998). So we conclude that well-being should be taught in school. But can it?" ++ Note (1):"In addition to these goals, the intervention strives to promote resilience, positive emotion and students' sense of meaning or purpose" ++ Note (1): Solutions to the causes of status-anxiety and depression"According to teachers reports, the positive psychology programme improved strengths related to learning and engagement in school (e.g., curiosity, love of learning and creativity." ++ Note (1): Benefits of positive psychology, improves creativity. Sennett, R. and 0ennett, R. (2008) Craftsman, the. New Haven: Yale University Press."Where doing a job well involves as well as physical activity submerged processes of reflection and feeling" (Sennett and 0ennett, 2008, p. 15)++ Note (1):"Book 3 Emile, dealing with the early teenage years, is concerned with the learning of craft (in his case carpentry): 'If instead of making a child stick to his books, I employ him in a workshop, his hands work to the advantage of his intellect, he becomes a philosopher while he thinks he is simply becoming an artisan...'" ++ Note (1): Jean-Jacques Rousseau's treatise on education: Emile, 1762. "I always resented the prejudice of some of my more academic colleagues from the ancient universities, that craftsmanship is 'merely vocational' something to be done with the hands rather than with the head'" (Sennett and 0ennett, 2008, p. 17)++ Note (1): Misunderstanding about craft/things produced by hand."to establish the place of the crafts and design in the curricula of schools and universities bringing together the head and the hand; to explore the rise of conceptual art and it's implications." (Sennett and 0ennett, 2008, p. 19) ++ Note (1):"made up entirely of tactic rules and understandings which were impossible to articulate in a formal way, simply because they only arose from the experience of living a long time among a particular group of people, or what modern sociologists call and 'invisible college'" (Sennett and 0ennett, 2008, p. 42)++ Note (1):"the skill and prowess of the labour, he wrote, could fill his whole being with subtle satisfaction; so that his days work is to him what golf is to the idle "gentleman". There is more skill in it, probably, than in golf, and more variety; it involves far more knowledge and to this extent the man's life is better worth living than many a "gentleman's" ++ Note (1):"But advertises can rely on the simple word 'crafted' to relieve for a moment the complex anxieties which these social and economic processes have created." ++ Note (1): Transcendental Meditation (2009) David Lynch on consciousness, creativity and the brain (transcendental meditation). Available at: https://www.youtube.com/watch?v=z2UHLMVr4vg (Accessed: 17 October 2016)."If you have a golf ball sized consciousness, when you read a book you'll have a golf ball sized understanding, when you look out a golf ball sized awareness and when you wake up in the morning a golf ball sized wakefulness. But if you could expand that consciousness then you would read the book with more understanding and when you look out more awareness and when you wake up more wakefulness - it's consciousness." ++ Note (1): YoungMinds (2016) Mental health statistics. Available at: http://www.youngminds.org.uk/about/whats_the_problem/mental_health_statistics (Accessed: 23 October 2016). "ChildLine (UK) has revealed that it held 34,517 counselling sessions in 2013/14 with children who talked about suicide – a 116 percent increase since 2010/11" ++ Note (1): "Among teenagers, rates of depression and anxiety have increased by 70% in the past 25 years, particularly since the mid 1980’s" ++ Note (1): Letters (2016) A-level art history should never have been given the brush-off. Available at: https://www.theguardian.com/education/2016/oct/16/a-level-art-history-should-never-have-been-given-the-brush-off "I have taught history of art in schools for three decades and have seen year after year the transforming effect that it has on the minds and – dare I say? – souls of young people." ++ Note (1): Dr Jeremy Gray Bampton, Oxfordshire "Not all interested in it may wish to pursue it at university or as a career, but there can be hardly anyone who, having studied it at age 16 to 18, does not later rejoice in the experience or find that it does not shape their perceptions and attitudes in unexpected and remarkable ways." ++ Note (1): Dr Jeremy Gray Bampton, Oxfordshire "The definition of art history as a “soft subject” seriously misunderstands a subject that is enormously important to the economy, culture and wellbeing of this country." ++ Note (1): Professor Deborah Swallow Director, Courtauld Institute of Art, London "a rigorous interdisciplinary subject that gives students the critical skills to deal with a world that is increasingly saturated with images." ++ Note (1): Professor Deborah Swallow Director, Courtauld Institute of Art, London "If art history is soft so is English literature. Undermining visual analysis in a world where young people are attacked by visual propaganda every day is terribly short sighted." ++ Note (1): Izzy Renton London England, A.C. (no date) The holistic case for art and culture. Available at: http://www.artscouncil.org.uk/why-culture-matters/holistic-case-art-and-culture "As pressure increases on the NHS, healthcare providers are increasingly making use of art-based projects. Reduced demand for GP and mental health services as a result could already be saving the NHS £500 million a year." "engagement in structured art and culture improves the cognitive abilities of children and young people" "frequent engagement with art and culture is associated with a higher level of subjective wellbeing" "Art and culture enhance every part of our lives. They bring us joy, and help us to make sense of our own experiences and to empathise with others. This is what we cherish."

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