Using Art to Manage Stress
Using mindful doodling techniques to manage stress
Phase II
Course Goals
Learn the mindful doodling technique for managing stress
Understand when and how to implement this technique
Demonstrate commitment to using this technique
Objectives
High level executives or mid-level managers demonstrate an understanding of why this technique works through a written reflection by the end of the course. Any answer is acceptable, those who do not feel they can implement this technique will express how they will try to implement.
High level executives or mid-level managers will be able to reproduce one or more basic patterns used in the technique by the end of the course. Patterns do not have to be of high quality, but marginally identifiable.
High level executives or mid-level managers identify three primary physical tools used for the technique by the end of the course. Those tools are pen, pencil, and paper.
High level executives or mid-level managers create a complete mindful doodle picture by the end of the course. It will be drawn on a three-inch square piece of paper with pen and pencil.
High level executives or mid-level managers verbally discuss how this technique has affected them, explain two or more situations in which this technique can be used, and discuss these experiences with other class members at the end of the course. Participation is required, with at least each participant stating how they will use this technique.
High level executives or mid-level managers discuss and explain how they will implement this technique into work responsibilities and their daily lives through a written reflection at the end of the course. In the reflection they will commit to trying to use the technique for at least thirty days and will set follow up with their site manage at that time to discuss their experience.
Types of Learning Objectives
Critical thinking skills are encouraged through reflection and application of these techniques.
Critical thinking skills are encouraged as the learners will be able to identify not only the tools, but how to use them to implement the technique.
Critical thinking skills are encouraged through both the written reflection at the end of the course and through verbal reflection at the end of the thirty days.
Project-based learning occurs through creating a piece of art throughout the course.
Project-based learning in encouraged through teaching the basic steps of mindful doodling and then working them into larger pieces.
Collaborative learning is stimulated through discussions with other learners in the course. Together, the group will discuss and list the myriad ways they can implement these techniques. Sharing with each other will increase each learner’s understanding of how and when to use these techniques.
Strategies and Activities
Drawing Blind / Icebreaker
This activity serves to help the learners start using the creative/artistic side of their brains. This exercise allows students to focus solely on their hand movements with the pen and takes away focus from daily responsibilities and pressures. This activity helps prepare the learner to be open minded in the course
Activity: Learners will stand up and place a piece of paper on the desk to their side or behind them. Instructor will use a projector to project an image on the wall. Learners will draw the image with their non-dominant hand and without looking at their paper. Save the finished image for later activity.
Discussion:Learners will share why they are taking this course
Journal
Instructor will begin by explaining the effects of stress and other emotions on the human body, mind, and soul. The journaling activity will give learners the opportunity to critically think about the emotions they feel currently or on a daily basis. This serves as a foundation for understanding how emotions affect them during their work and daily lives.
Activity: In journal/sketchpad provided, learners will write down five or more emotions, feelings, or pervasive thoughts they experience throughout their work day. Learners can choose to expand and write down how they think these emotions affect them.
Zentangle Method
Part 1: What Is Zentangle?
Where did it come from?
Zentangle terminology
Part 2: Why does Zentangle work?
Instructor explains why this method works and how.
Part 3: Introduction to the tools
Instructor explains the tile that will be drawn on, the string (the outline for drawing within), and the tools (such as pen and pencils)
Part 4: Create first and second Zentangle tiles. , each with 4-5 patterns each.
Meditative/Mindful Doodling/Breathing Exercise/Visualization
Learners spend time enacting the Zentangle method or mindful doodling
Breathing exercises are implemented to supplement learners meditation
Learners are encouraged to visualize how they want different situations to play out. This activity helps learners to consider situations from different angles or resolve conflict.
Zentangle Method
Part 5: Create third and fourth Zentangle tiles with 4-5 patterns each.
Reflection
Using the journal again, learners list five or more emotions they encountered throughout the course
Learners document how they will implement Zentangle method into their daily lives
Learners are encouraged to use the journal for 30 days after the course to create doodle drawings, at the end of the 30 days they are encouraged to reflect and document how the Zentangle method has impacted their lives. If possible, they can send these 30 day reflections to the instructor as a testimonial or feedback on the course.
Final Discussion
Learners and instructor discuss how they think they will apply these new methods in order to improve their daily lives. Participation from each learner is required.
Instructional Technologies
Computer to house the odcuments, to connect to the other instructional technologies.
Projector to project images onto the wall/screen
Document Camera is a downward facing camera to project the steps of drawing each pattern.
Powerpoint to present images for the drawing blind activity, provide visual instructions for activities, outline of instruction (such as the stress lecture)
Cloud drive and USB flash drive to save documents and presentations. USB flashdrive is used in case of emergency, such as internet or WiFi outage.