Date of Award

Spring 1-15-2023

Document Type

Thesis

Degree Name

MA - Master of Arts

Department

Mindfulness Studies

First Advisor

Dr. Melissa Jean

Second Advisor

Dr. Andrew Olendzki

Abstract

Abstract

In an era dominated by technological advancements and mounting external pressures, the emotional and mental well-being of the younger generation is a growing concern. This research paper explores the intricate relationship between mindfulness, art-making, and emotional regulation within the context of elementary classrooms. The modern world, filled with a plethora of stimuli, has escalated stress levels among individuals, especially children, leading to a surge in mental health issues. Mindfulness, deeply rooted in ancient traditions, teaches individuals to stay present, fostering a non-judgmental awareness of their thoughts and emotions. Art-making, on the other hand, serves as a medium for emotional expression and self-discovery, providing a platform for individuals to externalize and process their feelings creatively. When combined, these tools form a potent strategy to help children understand, express, and regulate their emotions. This study delves into the foundational theories of mindfulness, art-making, and emotional regulation, investigating their relevance and applicability in today's educational settings. Furthermore, the paper underscores the symbiotic relationship between these themes, emphasizing their collective role in fostering emotional balance and mental well-being. As the complexities of the modern world continue to unfold, embracing the therapeutic potential of mindful art-making becomes imperative for cultivating resilience and emotional stability among the younger generation.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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