Creativity through mindfulness: The Arts and Wellbeing in Education (AWE) professional learning programme

Abstract

This article uses findings from a case study of an arts/education professional learning programme in Wales to construct a definition of creativity that reflects on and contributes to debates around the concept, and its value within education. The programme, Arts and Wellbeing in Education (AWE) focused on supporting school teachers’ wellbeing through creative practice. The research comprised a participatory methodology that sought to explore the circulating discourse around the key concepts of creativity and wellbeing in order to identify how the team leading the programme conceptualised the value of creativity, and how this was enacted. The findings point to a notion of creativity that is an inclusive, carnival experience that may improve wellbeing through mindful approaches to creative practice.