Drawing and Coloring - Alternative Research Thoughts

In a discussion with my internship advisor regarding the results of my research project, I remarked how it was interesting that 21/22 educators who were assessed in my survey, showed some sort of capacity for divergent thought.

I gave my assessment during inservice days where most educators were either working on personalized learning plans or grading or lesson plans or in meetings with colleagues. On one day we sat through at least two hours on mandatory reporting: recognizing and reporting child abuse (which is extremely important, but not particularly engaging as it was mostly a 'sit and get' lecture).

What I found was that the educators I assessed seemed to take some interest in the action of drawing - even if for a short two minute period. They wanted to share their sketches with each other, and many wanted to two keep drawing after the two minutes I allotted for them was over.

It was clear in this set of drawing that the teacher completing this illustration was paying attention to details in some of their intentional drawings and doodling in between.

This teacher was so excited to spend a few minutes drawing. He went for really small illustrations, but look at the attention to details.

This educator went for a really interesting pattern which felt like waves.

This educator was creating patterns as well.

When speaking with my advisor, she compared it to coloring - maybe the simple act of taking time to meditate was soothing to the teachers who had agreed to my survey. To have the time to just stop and doodle was a mind-freeing experience.

An article I came across in Big Think points to coloring as a meditative action which helps free the mind to think creatively. It has a few other suggestions as well - such as the power of going for a walk, being bored, brainstorming when exhausted, and reminiscing.

Creative Live lists several reasons coloring is beneficial which may directly impact our educators in our classrooms. The idea of escaping from our regular mental drudgery in the classroom (or during inservice) to take that meditative break could lead to better ideas for our classrooms.

And, yes, it can go as far as bridging into sketchnoting - but please be warned that sketchnoting usually has an agenda attached: the taking of notes and brainstorming of ideas. (I've seen educators go as far as to force the drawing on their students, and that isn't what is going to help them reach that meditative mental state.) Sketchnoting, when left as an option or as freeform might help some students, but forcing a certain form of note-taking could also have the opposite affect on students and educators - creating stress.

Coloring and drawing, freeform, without the agenda, to create a meditative state is going to lend the brain to more rest, and in turn, to thoughtful and creative ideas. If we go back to the list in Big Think, all of those suggestions do not involve intentional thought with agendas - all of them involve a level of letting go that is necessary for divergent and creative thought.

So here is my question: are we allowing educators to find these meditative states by getting bored, going for walks, relaxing and drawing or coloring? Or is the day so packed full of mandatory professional development and classes that they're not allowed time for breaks to create the innovation we so desire to see in our classrooms?

In order have our educators do more, it may be more important that we give them less to do. Below is my top three ways to calm the mind in order to find those creative ideas:

Or... you could check out David Birss's idea which involves destroying some of your technology create some of the open spaces needed to find time to do what is listed above: