CALL FOR CHAPTERS: The Mindful Eye: Contemplative Pedagogies in Visual Arts Education

Nico Roenpagel's picture
Call for Papers
February 1, 2016
Illinois, United States
Subject Fields: 
Art, Art History & Visual Studies, Childhood and Education, Fine Arts, Psychology, Religious Studies and Theology



Dr Arianne Rourke and Dr Vaughan Rees from the University of New South Wales, Art & Design, Sydney, Australia, are pleased to announce they are Curating a new book series with Common Ground Publishing: Transformative Pedagogies in the Visual Domain.


Previous books with Common Ground Publishing include:

Moving from Novice to Expert on the road to expertise: Developing expertise in the visual domain (2015).

Researching the Visual: Demystifying ‘the picture that’s worth a thousand words (2014).

Building minds, forging bridges: teaching in a visually littered world (2013).


This new series is underpinned by the premise that transformative pedagogies are not limited by geographical, institutional or disciplinary boundaries and that the ‘visual’ is a powerful tool for igniting the quest for knowledge and understanding across many different disciplinary areas.


The focus for the third title in this new series is: The Mindful Eye: contemplative pedagogies in visual arts education.


Edited by: Dr Michael Garbutt and Dr Nico Roenpagel


Book overview:

Through case studies reflecting the experiences of teachers and students in both research and coursework degrees, this book will explore the ways in which contemplative pedagogies can incorporate mindfulness practices in visual arts higher education.  Contemplative pedagogies have been introduced across a wide range of disciplinary practices in higher education with well-demonstrated positive impacts on students’ academic performance, creativity, stress management, and sense of wellbeing, but ways of knowing and being which privilege attention, stillness and an awareness of interior states have particular resonances for art and design practitioners, where the compassionate engagement which can emerge from the practice has radically transformative possibilities.  The case studies in this book will provide a critical guide to incorporating these practices across a range of teaching and learning contexts, from the practice-based studio to the classroom, lecture theater and field excursion. Alive to the pedagogical and professional challenges of incorporating non-traditional forms of enquiry into the art and design curriculum, the book will draw on the lived experiences of teachers and graduates to constitute a compendium of evidence-based approaches for a transformative education grounded in contemplative pedagogies. 


Chapter submissions are invited that address the following themes:

1.  Creative engagement

2.  Embodied perception

3.  Art appreciation

4. Problem-solving/critical reflection

5. Collaborative practices

6.  Assessment and evaluation procedures

7.  Research supervision/study

8.  Skills development


Please submit via email a word doc. 500-word (Times New Roman 12, single spaced) chapter Abstract to:

Dr Arianne Rourke and Dr Vaughan Rees at:


Book title,

Chapter title,

Full Name and Institution of all authors and email addresses,

A biography (around 250 words)

by 1st February, 2016.

You will be notified by your Editor if your chapter abstract has been selected by 1st March, 2016.

We look forward to reading your abstract!  Thank you.


Dr Arianne Rourke and Dr Vaughan Rees

Series Curators


Link to CFP:

Contact Info: 
Michael Garbutt PhD
Nico Roenpagel PhD
UNSW | Art & Design
The University of New South Wales
Oxford St & Greens Rd,  
Paddington, NSW 2021  
PO Box 259 Paddington, NSW 2021

Australia's leading faculty of experimental art and design