Doodling: Is it a distraction or benefit?

Steward, Ros

Abstract

This study was instigated by two factors: like many others (Kukawa, 2011; Laventure, 2011; Ruhland, 1993; Schott, 2011) doodling whilst listening has been common practice for me throughout my career, and I have also used it increasingly within my practice in order to enable trainees to modify their attitudes to art and design. Personally, it enables me to focus more explicitly upon what is being said, and secondly, trainees have responded that despite having negative feelings initially towards art during their training, doodling has enabled them to realise that, due to there being no expected outcome, they felt less threatened and actually expressed some enjoyment. These two factors will be explored within this study using research and literature to investigate how and why doodling has this impact, and whether it has a potential place in educational practice.

• Working Paper Type: Working Paper
• Deposit Date: Mar 1, 2022
• Public URL: https://uwe-repository.worktribe.com/output/9086617
• Publisher URL: https://www.cumbria.ac.uk/media/university-of-cumbria-website/content-assets/public/education/images/documents/educatiorsstorehouse/sharingideas/Steward-.pdf