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Journal articles on the topic 'Doodling'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

Sundararaman, Deekshita. "Doodle Away: Exploring the Effects of Doodling on Recall Ability of High School Students." International Journal of Psychological Studies 12, no. 2 (May 12, 2020): 31. http://dx.doi.org/10.5539/ijps.v12n2p31.

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Doodling is often misinterpreted as a distraction to students in an academic setting– a hindrance to learning. However, recent research has shown that doodling may be beneficial to learning and memory retention. The current study expands upon previous research by investigating the impact of structured and unstructured doodling on auditory recall. This experiment was designed using a multi-method quantitative approach with an experiment that consisted of a control, structured doodling, and unstructured doodling group, and a questionnaire to assess students’ doodling experience. A group of 39 high school juniors were chosen for this study. In all three conditions, students listened to a history lecture in their normal classroom circumstances and took a quiz over the information afterward. Students doodled in both experimental conditions– they shaded a structured doodling sheet in the first condition and doodled in a blank, white A4 sheet in the second condition. The results indicated that those in the structured and unstructured doodling group performed significantly better than those in the control group, with structured doodling scoring the highest out of the three. The Post Doodling Questionnaire indicated that the majority of students experienced less daydreaming and increased recall while doodling; furthermore, the majority of students reported doodling naturalistically.

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2

Boggs, Jason Bruce, Jillian Lane Cohen, and Gwen C. Marchand. "The effects of doodling on recall ability." Psychological Thought 10, no. 1 (April 28, 2017): 206–16. http://dx.doi.org/10.5964/psyct.v10i1.217.

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Previous research has documented a positive effect of doodling on individuals’ ability to recall information. However, previous research is limited to structured doodling tasks, such as shading in basic shapes. The present study extends the extant research, and increases the external validity of the previous findings, by considering the effects of multiple forms of doodling on recall. In this experimental study, ninety-three undergraduate participants were randomly assigned to one of 4 conditions (control, structured doodling, unstructured doodling, or note-taking). Participants listened to a fictional dialogue between 2 friends discussing a recent earthquake and then completed a fill-in the blank quiz to test their recall of the conversational information. The results indicated that participants in the unstructured doodling condition performed significantly worse than those in the structured doodling and note-taking condition.

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3

Nash, Carol. "COVID-19 Limitations on Doodling as a Measure of Burnout." European Journal of Investigation in Health, Psychology and Education 11, no. 4 (December 16, 2021): 1688–705. http://dx.doi.org/10.3390/ejihpe11040118.

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Pre-COVID-19, doodling was identified as a measure of burnout in researchers attending a weekly, in-person health narratives research group manifesting team mindfulness. Under the group’s supportive conditions, variations in doodling served to measure change in participants reported depression and anxiety—internal states directly associated with burnout, adversely affecting healthcare researchers, their employment, and their research. COVID-19 demanded social distancing during the group’s 2020/21 academic meetings. Conducted online, the group’s participants who chose to doodle did so alone during the pandemic. Whether the sequestering of group participants during COVID-19 altered the ability of doodling to act as a measure of depression and anxiety was investigated. Participants considered that doodling during the group’s online meetings increased their enjoyment and attention level—some expressed that it helped them to relax. However, unlike face-to-face meetings during previous non-COVID-19 years, solitary doodling during online meetings was unable to reflect researchers’ depression or anxiety. The COVID-19 limitations that necessitated doodling alone maintained the benefits group members saw in doodling but hampered the ability of doodling to act as a measure of burnout, in contrast to previous in-person doodling. This result is seen to correspond to one aspect of the group’s change in team mindfulness resulting from COVID-19 constraints.

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4

Branscomb, Lewis M. "Yankee doodling." Nature 365, no. 6443 (September 1993): 217–18. http://dx.doi.org/10.1038/365217a0.

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5

Huang, Tianxin. "What Does Doodling do in Chinese tasks: measuring the difference between Chinese and English with expected outcomes." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1253–58. http://dx.doi.org/10.54097/ehss.v8i.4459.

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Previous studies have demonstrated that different types of doodling, a way of passing time to release boredom, have either positive or negative influences on one's ability to concentrate and memory. However, previous studies are limited to alphabetic languages, such as English, whereas character-based languages, such as Chinese, are underrepresented to a great extent. Therefore, the current study attempts to extend the extant research by considering the effects of two types of doodling on attention and recall during Chinese tasks and their difference between Chinese and English. In the present experiment, a total of 200 participants, including 100 individuals whose mother language is Chinese and English respectively, are randomly allocated to one of three conditions (structured doodling, unstructured doodling, and control). The concentration and recall performance of participants are measured by writing down the names and places during and after listening to a mundane telephone message. The results suggest that although structured doodling aids concentration in Chinese, the assistance is less than that in English.

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6

Mayor, Louise. "Learning by doodling." Physics World 27, no. 03 (March 2014): 40–41. http://dx.doi.org/10.1088/2058-7058/27/03/38.

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7

O'Hare, Tim. "Teaching by doodling." Physics World 27, no. 05 (May 2014): 21–22. http://dx.doi.org/10.1088/2058-7058/27/05/28.

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8

Qutub, Afnan. "The Doodling Psychology: Are Doodling Students More Engaged or Distracted?" International Journal of Literacies 19, no. 2 (2013): 109–17. http://dx.doi.org/10.18848/2327-0136/cgp/v19i02/48771.

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9

Nayar, Burna, and Surabhi Koul. "The journey from recall to knowledge." International Journal of Educational Management 34, no. 1 (January 6, 2020): 127–38. http://dx.doi.org/10.1108/ijem-01-2019-0002.

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Purpose The millennial students are disengaged in the current classrooms. Hence, there is a definite need to evaluate and compare the current learning tools. The purpose of this paper is to assess the effects of three learning tools – listening, structured doodling and note-taking – on recall ability of students in the classroom. The authors have specifically compared the effect of Andrade’s (2010) and Boggs et al.’s (2017) structured doodling condition (i.e. shading in shapes) vis-à-vis note-taking and listening. Design/methodology/approach An experimental research design was used for the study where three groups of around 40 participants each were created. The participants were Indian students (72 males and 48 females) who were undergraduates at NMIMS University, Navi Mumbai. Each group experienced all the three learning methods that are listening, note-taking and structured doodling. It was a 3×3 mixed model design. Listening, note-taking and structured doodling were compared on recall ability. This was assessed using a questionnaire extracted from Boggs et al.’s (2017) study and a self-designed evaluation sheet. Findings Across all three groups, structured doodling and note-taking had a higher impact on recall ability than the traditional method. However, the difference in the impact of note-taking and doodling on recall ability was not practically very large. The current finding assumes higher significance in the Indian education set up as Indian students are accustomed to note-taking as a learning tool yet structured doodling had a statistically analogous effect on recall ability compared to a systematically documented note-taking. Hence, a future direction could be to assess the impact of a blended learning tool that utilizes both note-taking and doodling or note-taking through doodling. Research limitations/implications First, the authors did not capture doodling habits of the students. Second, the study limits itself to a small sample size of 120 management graduates. The study can be extended to other disciplines like science and technology and also on how the higher engagement learning tools can be utilized in the normal environs of a course in a classroom. A future direction of the study can be to engage students in an activity as long as a regular lecture of about 60 min. A fusion of learning tools that effectively combines note-taking and doodling can be suggested to enhance recall ability and classroom engagement. Practical implications Higher order learning tools characteristically require technologically advanced infrastructure setups. In developing economies like India, most educational institutes may not have access to technologically advanced classrooms; hence, the implementation of higher engagement learning tools becomes a huge challenge. The endeavor in this study has been to study the impact and effectiveness of learning tools like doodling and note-taking which do not inherently call for access to advanced technology. Social implications In today’s age of globalization, emerging economies like India are seen to be taking center stage. Thus, ensuring that Indian education system is geared up to train students to compete globally and in the same vein, these students have access to higher engagement learning tools – the absolute need of the hour. Hence, the current research aims to bridge the gap between global education innovations and Indian classroom teaching method implementation. Originality/value The research has assessed the effectiveness of three different learning tools, namely – listening, note-taking and structured doodling – in Indian higher education setup. The current research is in harmony with the current literature and would function as an adaptation and augmentation of Andrade’s (2010) and Boggs et al. (2017) studies. A very scanty research body on understanding the impact of learning tools on recall ability exists in the Indian education setup. Current research will act as a bridge between global path breaking education research and implementation of in-class teaching methods in Indian higher education.

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10

Shah, Ashish S. "Doodling in the margins." Journal of Thoracic and Cardiovascular Surgery 155, no. 5 (May 2018): e153. http://dx.doi.org/10.1016/j.jtcvs.2017.11.056.

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11

Ravi Vakil. "The Mathematics of Doodling." American Mathematical Monthly 118, no. 2 (2011): 116. http://dx.doi.org/10.4169/amer.math.monthly.118.02.116.

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12

Andrade, Jackie. "What does doodling do?" Applied Cognitive Psychology 24, no. 1 (January 2010): 100–106. http://dx.doi.org/10.1002/acp.1561.

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13

Siagto-Wakat, Geraldine. "Doodling the Nerves: Surfacing Language Anxiety Experiences in an English Language Classroom." RELC Journal 48, no. 2 (July 15, 2016): 226–40. http://dx.doi.org/10.1177/0033688216649085.

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This qualitative study explored the use of doodling to surface experiences in the psychological phenomenon of language anxiety in an English classroom. It treated the doodles of 192 freshmen from a premier university in Northern Luzon, Philippines. Further, it made use of phenomenological reduction in analysing the data gathered. Findings reveal that doodling can be an effective tool in surfacing experiences of a psychological phenomena, such as language anxiety, although this may not be generalizable. The gathered doodles show that English language learners go through shimming and shaming experiences, specifically, buffing, baffling, shutting, sweating and shivering, and shattering. The findings of the study can benefit teachers for they can use doodling, a non-verbal tool, in generating the classroom experiences of their students. More so, the anxiety experiences unveiled in this study will help language teachers realize the impact of language anxiety on English language learners.

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14

Brock, P. "The Hague: Doodling in Medialandia." Mediterranean Quarterly 22, no. 3 (July 1, 2011): 53–71. http://dx.doi.org/10.1215/10474552-1384873.

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15

Marangoni, Kristen. "The “Higher Doodling” of Stevie Smith." Missouri Review 39, no. 3 (2016): 71–79. http://dx.doi.org/10.1353/mis.2016.0050.

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16

Hobson, G. D. "FIELD-SIZE DISTRIBUTION —AN EXERCISE IN DOODLING?" Journal of Petroleum Geology 14, no. 1 (January 1991): xiii—xvi. http://dx.doi.org/10.1111/j.1747-5457.1991.tb00293.x.

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17

Nur, Arsida, and Suryadi Suryadi. "Profil Motivasi Belajar Siswa SMP Pembangunan Laboratorium Padang." Jurnal Counseling Care 2, no. 1 (September 8, 2018): 1–6. http://dx.doi.org/10.22202/jcc.2018.v2i1.2862.

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This research is based on the researcher's awareness of the students who have low learning motivation that there are students who play in learning, lazy learning as disturbing his friends, telling when the teacher explained the lesson, playing Mobile, doodling his book that has nothing to do with lessons and doodling tables and student achievements that are still many under the minimum mastery criteria . This study aims to describe students' learning motivation. The sample in this study amounted to 210 students. This research is a research with quantitative descriptive approach. The result of this study shows that the students' learning motivation belongs to high category, based on the indicators of persistence in learning are in the high category, so the tenacious indicators are in high category, the interest indicator is in the high category and the independence indicator is in the category

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18

Mercurio, Jeremiah Romano, and Daniel Gabelman. "Literary Doodling in the Long Nineteenth Century: The Examples of E. Cotton, G. K. Chesterton, and Max Beerbohm." Quaerendo 49, no. 1 (March 26, 2019): 3–35. http://dx.doi.org/10.1163/15700690-12341427.

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Abstract Although scholars have paid increasing attention to textual marginalia and their role in the consumption and production of texts, they have largely overlooked the phenomenon of doodling and its parallel role in reading and writing. Doodles trouble their accompanying texts; they record inattention, whimsical digression, critique, and sometimes outright hostility toward those texts, revealing the complexity of readerly response and exposing authors’ visions as less unified than they seem. By attending to doodles in manuscripts, notebooks, and published literature, scholars can gain insight into the subconscious and occasionally contradictory forces at play in textual genesis and reception. This article examines doodles and closely related drawings by three author-artists from the long nineteenth century: Max Beerbohm, G. K. Chesterton, and an amateur illustrator named E. Cotton. Their work demonstrates the importance of doodling to their respective authorial enterprises and reveals the (sometimes ambiguous) generic boundaries between doodles and related graphic forms.

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19

Gupta, Sharat. "Doodling: The artistry of the roving metaphysical mind." Journal of Mental Health and Human Behaviour 21, no. 1 (2016): 16. http://dx.doi.org/10.4103/0971-8990.182097.

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20

Tadayon, Mariam, and Reza Afhami. "Doodling Effects on Junior High School Students’ Learning." International Journal of Art & Design Education 36, no. 1 (July 18, 2016): 118–25. http://dx.doi.org/10.1111/jade.12081.

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21

Schott, GD. "Doodling and the default network of the brain." Lancet 378, no. 9797 (September 2011): 1133–34. http://dx.doi.org/10.1016/s0140-6736(11)61496-7.

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22

Kuge, S. "Politics of Doodling: Tamura Toshiko's "A Woman Writer"." positions: east asia cultures critique 15, no. 3 (December 1, 2007): 487–509. http://dx.doi.org/10.1215/10679847-2007-003.

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23

Singh, T., and N. Kashyap. "Does Doodling Effect Performance: Comparison Across Retrieval Strategies." Psychological Studies 60, no. 1 (December 20, 2014): 7–11. http://dx.doi.org/10.1007/s12646-014-0293-3.

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24

Kelly, Margaret. "A Script For a Mathematics Lesson." Arithmetic Teacher 38, no. 4 (December 1990): 36–39. http://dx.doi.org/10.5951/at.38.4.0036.

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While Juan monotonously finishes reading the text, six students are doodling in their notebooks, four are staring at the clock trying to anticipate how long it will be until lunchtime, three are arguing about their softball game in notes passed among them, and a few are still shuffling in their desks to find their mathematics books.

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25

Stevenson Stewart, Jessica. "Toward a hermeneutics of doodling in the era ofFolly." Word & Image 29, no. 4 (October 2013): 409–27. http://dx.doi.org/10.1080/02666286.2013.786311.

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26

ISHIWATARI, Yoko, and Yuichi WADA. "Effects of doodling on the memory for monotonous speech." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 3PM065. http://dx.doi.org/10.4992/pacjpa.74.0_3pm065.

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27

Balter, M. "OLDEST ART: From a Modern Human's Brow--or Doodling?" Science 295, no. 5553 (January 11, 2002): 247b—249. http://dx.doi.org/10.1126/science.295.5553.247b.

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28

Dueck, Alvin, Sing-Kiat Ting, and Renee Cutiongco. "Constantine, Babel, and Yankee Doodling: Whose Indigeneity? Whose Psychology?" Pastoral Psychology 56, no. 1 (July 3, 2007): 55–72. http://dx.doi.org/10.1007/s11089-007-0082-1.

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29

Collier, Diane R. "Doodling, Borrowing, and Remixing: Students Inquiring Across Digitized Spaces." Reading Teacher 72, no. 1 (June 26, 2018): 125–30. http://dx.doi.org/10.1002/trtr.1717.

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30

Hall, John. "Doodling and diagramming with a line or two from Wittgenstein reproduced." Theatre, Dance and Performance Training 7, no. 2 (May 3, 2016): 145–47. http://dx.doi.org/10.1080/19443927.2016.1210380.

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31

HITCHNER, EARLE. "No Yankee Doodling: Notable Trends and Traditional Recordings from Irish America." Journal of the Society for American Music 4, no. 4 (October 19, 2010): 509–20. http://dx.doi.org/10.1017/s1752196310000416.

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AbstractThe emergence of the compact disc in 1979 was regarded as the likely sales salvation of recorded music, and for many years the CD reigned supreme, generating steady, often substantial, company profits. More recently, however, the music industry has painfully slipped a disc. The CD has been in sharp decline, propelled mainly by young consumer ire over price and format inflexibility and by Internet technology available to skirt or subvert both. Irish American traditional music has not been impervious to this downward trend in sales and to other challenging trends and paradigm shifts in recording and performing. Amid the tumult, Irish American traditional music has nevertheless shown a new resilience and fresh vitality through a greater do-it-yourself, do-more-with-less spirit of recording, even for established small labels. The five recent albums of Irish American traditional music reviewed here—three of which were released by the artists themselves—exemplify a trend of their own, preserving the best of the past without slavishly replicating it. If the new mantra of music making is adapt or disappear, then Irish American traditional music, in adapting to change free of any impulse to dumb down, is assured of robustly enduring.

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Enverga, Florence May Ann, Keeno Karlo Del Rosario, Joynna Dela Cruz, Charie Gil, Cristine Joy Legaspi, Rica Navarro, Sharon Cajayon, Dianne Eraphie Tabo-on, and Maria Diosul Roque. "Digital storytelling experiences among school-aged students captured through doodling activity." Enfermería Clínica 30 (February 2020): 101–6. http://dx.doi.org/10.1016/j.enfcli.2019.09.030.

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33

Meade, Melissa E., Jeffrey D. Wammes, and Myra A. Fernandes. "Comparing the influence of doodling, drawing, and writing at encoding on memory." Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale 73, no. 1 (March 2019): 28–36. http://dx.doi.org/10.1037/cep0000170.

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34

Fried, Michael N. "Locus problems concerning centroids of a cyclic quadrilateral and two classic cubic curves." Mathematical Gazette 106, no. 566 (June 22, 2022): 247–57. http://dx.doi.org/10.1017/mag.2022.65.

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On his website dedicated to questions and investigations arising out of dynamic geometry technology, Michael de Villiers has a series called Geometry Loci Doodling [1]. These are locus problems connected to the centroids of cyclic quadrilaterals – ‘centroids’ in the plural, for there are three different kinds of centroid depending whether one understands the quadrilateral in terms of its vertices, perimeter or area. The corresponding centroids are the point-mass centroid, the perimeter-centroid, and the lamina-centroid. In each case, de Villiers keeps three vertices of the quadrilateral fixed on the circumcircle, and then traces the locus of the different centroids as the fourth point moves round the circle. In this paper, I shall take a brief look at the point-mass centroid and then a lingering view of the lamina-centroid.

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Chitale, Aditi, Adnan Raja, Sonya Hessey, Damien Leith, Jemima Finkel, and James Murray. "Doodling Docs for DOPS: an innovative approach to procedural skills training for core medical trainees." Future Healthcare Journal 6, Suppl 1 (March 2019): 154. http://dx.doi.org/10.7861/futurehosp.6-1-s154.

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36

Nirwana, Nujha, Elly Susanti, and Djoko Susanto. "Pengaruh Penerapan Somatis, Auditori, Visual, dan Intelektual Terhadap Kemampuan Komunikasi Matematis Siswa." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 7, no. 4 (November 16, 2021): 251. http://dx.doi.org/10.32884/ideas.v7i4.451.

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Mathematical communication is very important to be considered in learning mathematics so that students are able to achieve the objectives of learning mathematics. Students must be able to communicate their thoughts and feelings through clear and correct spoken language. This study aims to determine the application of the SAVI learning model to improve students' mathematical communication. This study uses the library research method (library research), while data collection is done by searching for information, analyzing and concluding data by examining several journals, books, articles and notes related to the SAVI learning model and mathematics learning. The results of this study are mathematical communication in mathematics learning can be done with the SAVI model as an alternative in solving the difficulties faced by students. Somatic intelligence can direct students in learning mathematics that is seen and heard through body demonstrations or kinesthetic abilities. Auditory learners are able to listen in detail on topics in mathematics learning and express what they hear. Visual learners will be more active by discussing kalam material through videos, pictures, doodling, illustrations and colors. Intellectual learners are able to cover all previous intelligences, so learners are able to ask questions, story telling and problem solving. Komunikasi matematis sangatlah penting untuk diperhatikan dalam pembelajaran matematika agar siswa mampu mencapai tujuan pembelajaran matematika. Siswa harus mampu mengomunikasikan pikiran dan perasaan lewat bahasa lisan yang jelas dan benar. Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran SAVI (Somatis, Auditori, Visual, Intelektual), untuk meningkatkan komunikasi matematis siswa. Penelitian ini menggunakan metode library research (penelitian kepustakaan), sedangkan pengumpulan data dengan mencari informasi, menganalisa, dan menyimpulkan data dengan menelaah beberapa jurnal, buku, artikel serta catatan terkait dengan model pembelajaran SAVI dan pembelajaran matematika. Adapun penerapan dari SAVI pada komunikasi matematis di pembelajaran matematika dapat dilakukan dengan model SAVI yang merupakan alternatif dalam menyelesaikan kesulitan yang dihadapi siswa. Kecerdasan somatis dapat mengarahkan siswa dalam pembelajaran matematika yang dilihat dan didengar melalui peragaan tubuh atau kemampuan kinestis. Pembelajar auditori mampu mendengarkan secara detail topik pada pembelajaran matematika dan mengutarakan sesuatu yang didengar. Pembelajar visual akan lebih aktif dengan pembahasan materi melalui video, gambar, doodling, ilustrasi, serta warna. Pembelajar intelektual mampu meng-cover semua kecerdasan sebelumnya, maka pembelajar mampu untuk tanya jawab, strory telling, dan pemecahan masalah.

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37

Goddard, Stephen H. "Probationes Pennae: Some Sixteenth-Century Doodles on the Theme of Folly Attributed to the Antwerp Humanist Pieter Gillis and His Colleagues*." Renaissance Quarterly 41, no. 2 (1988): 242–67. http://dx.doi.org/10.2307/2862205.

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Sometime between 1502 and 1509 one of Antwerp's city clerks took time to pen a small drawing and inscription on the flyleaf of a document in his care (fig. 1). His depiction of a naked soul seen from the backside while ascending into the clouds of heaven, succinctly labeled “ascensio,” turns out to be only the first of several dozen doodles preserved in a special class of judicial manuscripts in the Antwerp city archives. Taken as a group, these pictorial and verbal jottings provide a unique opportunity to eavesdrop upon the spontaneous mental meanderings of several Antwerpians in the age of Metsys, Erasmus, Bruegel, and Plantin. The art of doodling is revealing by its very nature, and the possibility that one of the doodlers was the humanist Pieter Gillis provides an additional incentive for the discussion of this material, which is catalogued and translated in the accompanying appendix.

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L., J. F. "ACADEME GETS LESSONS FROM BIG BUSINESS." Pediatrics 93, no. 4 (April 1, 1994): 550. http://dx.doi.org/10.1542/peds.93.4.550.

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PITTSBURGH—Like many other academics, Richard Florida used to stand before his public-policy classes at Carnegie Mellon University here and lecture students who silently copied every word. But after a weeklong seminar in "Total Quality Management" at Xerox Corp. this past summer, Prof. Florida has a new style: He sits with his legs crossed in the corner of the classroom, listening and doodling. While he draws, the students, whom Prof. Florida considers his "customers," plan the course, design the syllabus, run the classes and even suggest their own grades. Prof. Florida is practicing a controversial new brand of education. He says he believes that by treating students as customers and allowing them to choose what they want to learn, he is making them better thinkers, superior problem-solvers and more employable graduates. "We're setting up an educational system here that's totally geared to meeting customer requirements," he says. "We've got to serve these customers if we're going to survive."

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39

Meyertholen, Andrea. "From Marginalia to the Museum: The Transfiguration of the Doodle by Gottfried Keller, Hans Prinzhorn, and Jean Dubuffet." Seminar: A Journal of Germanic Studies 58, no. 4 (November 1, 2022): 361–85. http://dx.doi.org/10.3138/seminar.58.4.1.

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In 1922 German art historian and psychiatrist Hans Prinzhorn published his groundbreaking monograph Bildnerei der Geisteskranken, which psychologically and aesthetically analyzed the art of the mentally ill. Tucked away in a footnote is reference to an episode in Gottfried Keller’s novel Der grüne Heinrich (1855, 1879/80) when the title artist creates a monstrous web of doodles. This essay explores the implications of Keller’s doodle for Prinzhorn’s thesis along with the re-evaluation of doodling as a legitimate creative gesture. It concludes by following the doodle into the museum through the artworks of Jean Dubuffet, a pioneering force behind outsider art who was influenced by Prinzhorn’s Bildnerei and wielded the doodle as critique against traditional notions of art. Doodles’ journey from marginalia to museum-worthy artworks reveals their subversive power to give voice to those marginalized by society, while also exposing the weaknesses and paradoxes of an outsider art for effecting true institutional reform.

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MacIsaac, Andromeda. "Mathematical Doodling and mathematical food cutting, balloon twisting, paper musical instruments, music organs, etc. by Vi Hart." Physics Teacher 49, no. 2 (February 2011): 127. http://dx.doi.org/10.1119/1.3543598.

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Amico, Gianluca, and Sabine Schaefer. "No Evidence for Performance Improvements in Episodic Memory Due to Fidgeting, Doodling or a “Neuro-Enhancing” Drink." Journal of Cognitive Enhancement 4, no. 1 (January 25, 2019): 2–11. http://dx.doi.org/10.1007/s41465-019-00124-9.

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Kaimal, Girija, Hasan Ayaz, Joanna Herres, Rebekka Dieterich-Hartwell, Bindal Makwana, Donna H. Kaiser, and Jennifer A. Nasser. "Functional near-infrared spectroscopy assessment of reward perception based on visual self-expression: Coloring, doodling, and free drawing." Arts in Psychotherapy 55 (September 2017): 85–92. http://dx.doi.org/10.1016/j.aip.2017.05.004.

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Price, Sally. "Maroon Fashion History." New West Indian Guide / Nieuwe West-Indische Gids 94, no. 1-2 (June 3, 2020): 1–38. http://dx.doi.org/10.1163/22134360-09401050.

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Abstract Fashion has long been a dynamic aspect of Maroon culture in Suriname and French Guiana (Guyane). The textile arts that carry it through from one generation to the next were totally ignored by early writers, who lavished praise on the men’s art of woodcarving but said virtually nothing about the artistic gifts of women—most importantly in calabash carving (referred to by one of them as “doodling”) and clothing. This article, based on more than fifty years of ethnographic work with Maroons, focuses on textile arts and clothing fashions, running briefly through styles of the past before focusing on current directions. Today, with Maroons participating increasingly in life beyond the traditional villages of the rain forest, the women—like their mothers and grandmothers—have continued to enjoy adopting newly available materials and inventing novel techniques. In the process, they have been producing clothing that reflects both their cultural heritage of innovative artistry and their new place in the multicultural, commoditized society of the coast. The illustrations give an opening hint of the remarkable vibrancy of this aspect of Maroon life in the twenty-first century.

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Johnson, Rebecca. "Pedagogies of Mapping." Constitutional Forum / Forum constitutionnel 19, no. 1, 2 & 3 (May 18, 2012): 2011. http://dx.doi.org/10.21991/c9n666.

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Generations of students have engaged in the (more or less artistic) practice of doodling in the margins of their notes, and yet it is rare for law students to be given crayons and be directed to colour. In this note, I describe and reflect on the experience of using the visually based pedagogy of “mapping” as a tool for exploring the Insite case. This exercise took place at the end of the Legal Process module, after students had spent nearly two days of concentrated attention on the case and the issues raised by it. The class was divided into four groups, each of which was asked to imagine themselves as a newly formed government working group charged with the task of imagining more visionary ways of dealing with the problems of the “hard to house, hard to reach and hard to treat.” The first task was to work as a group to map out the terrain on which new solutions might be developed: to depict visually the hopes, fears, concerns, difficulties, convergences and possible strategic alliances created by drug use in the Downtown East Side (DTES).

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Huh, Dongsung, and Terrence J. Sejnowski. "Spectrum of power laws for curved hand movements." Proceedings of the National Academy of Sciences 112, no. 29 (July 6, 2015): E3950—E3958. http://dx.doi.org/10.1073/pnas.1510208112.

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In a planar free-hand drawing of an ellipse, the speed of movement is proportional to the −1/3 power of the local curvature, which is widely thought to hold for general curved shapes. We investigated this phenomenon for general curved hand movements by analyzing an optimal control model that maximizes a smoothness cost and exhibits the −1/3 power for ellipses. For the analysis, we introduced a new representation for curved movements based on a moving reference frame and a dimensionless angle coordinate that revealed scale-invariant features of curved movements. The analysis confirmed the power law for drawing ellipses but also predicted a spectrum of power laws with exponents ranging between 0 and −2/3 for simple movements that can be characterized by a single angular frequency. Moreover, it predicted mixtures of power laws for more complex, multifrequency movements that were confirmed with human drawing experiments. The speed profiles of arbitrary doodling movements that exhibit broadband curvature profiles were accurately predicted as well. These findings have implications for motor planning and predict that movements only depend on one radian of angle coordinate in the past and only need to be planned one radian ahead.

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Dakhalan, Andi Muhammad. "FAKTOR YANG MEMPENGARUI KEBERHASILAN PESERTA DIDIK DALAM PEMBELAJARAN BAHASA INGGRIS (Teori Linguistik dan Al-Qurâ€™an)." Rausyan Fikr: Jurnal Studi Ilmu Ushuluddin dan Filsafat 12, no. 1 (February 5, 2018): 105–24. http://dx.doi.org/10.24239/rsy.v12i1.78.

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The emergence of todayâ€™s role of English as an international language (EIL) and as a global lingua franca (ELF) makes English language education important in many countries. In Indonesia, for example, it has been growing a number of schools ranging from kindergarten to university level which use English as the medium of instructions.Every subject in school curriculum has different objectives including English subject. But some students donot realize that, learning English is really important in their life. It makes them unmotivated in learning English. Lack of learnersâ€™ motivation is believed as one of the primary problems of English language teaching, many of them take it as a difficult lesson to learn. As a result, they skip class, and when they attend the class, it is not because they want to learn English but likely because they fear of failure. Moreover, lots of them may lack of attention during class, chatting with classmates, doodling in their note books or gasp in their textbooks. This present study aims at discovering the factors that influence the studentsâ€™ achievement in English language learning by using linguistic and Al-Qurâ€™an theory. The conclusion of the study is the factors that influence the studentsâ€™ achievement in English language learning are the studentsâ€™ intelligence, motivation, school facilities, policies of government and the principal, family, and environment

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Hunt-Anderson, Ingrid, and Peggy Shannon-Baker. "“I CAN'T SAY IT”! Doodling to emancipate adolescents' voices in a transformative mixed methods study of covert bullying in Jamaican high schools." Methods in Psychology 8 (November 2023): 100114. http://dx.doi.org/10.1016/j.metip.2023.100114.

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Ramos Salazar, Leslie. "EXPLORING THE EFFECT OF COLORING MANDALAS ON STUDENTS’ MATH ANXIETY IN BUSINESS STATISTICS COURSES." Business, Management and Education 17, no. 2 (October 22, 2019): 134–51. http://dx.doi.org/10.3846/bme.2019.11024.

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Purpose – the purpose of this article is to review a quasi-experiment study examining whether business students’ math anxiety is reduced after participating in mandala coloring activities. Research methodology – the research methodology integrated quantitative methods including independent t-tests and ANOVAs in a non-random convenient sample of 106 undergraduate students in 2018 in Texas, United States. Findings – results from the one-way ANOVA and t-test analyses revealed that anxiety levels differed across groups, such that after coloring a pre-drawn mandala, math anxiety was significantly reduced in comparison to the control (doodling) group. Paired sample t tests also demonstrated that when comparing the anxiety levels at the baseline and post-treatment, math anxiety was reduced after performing both the pre-drawn and free-coloring mandala activities. Additionally, an independent sample t-test and a two-by-two factorial ANOVA demonstrated that males experienced a significant reduction in their math anxiety than the females did after performing the mandala coloring activity. Research limitations – the study used a convenient sample, self-reported items, and a math anxiety measurement. Also, the findings found short-term evidence of math anxiety. Practical implications – the findings of this study suggest that business statistics instructors who integrate a mandala coloring activity in anxiety-provoking undertakings may help to reduce their students’ math anxiety. Originality/Value – This study is the first to investigate mandala coloring to reduce math anxiety in business students. Unlike previous studies that focus on anxiety in general, this study examines the benefit of mandala coloring on students’ math anxiety.

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Pajević, Marko. "Literary Translation and Transmediality: Clive Scott’s Reader-Oriented Translation Theory and Practice." Journal of Critical Studies in Language and Literature 2, no. 2 (January 19, 2021): 1–10. http://dx.doi.org/10.46809/jcsll.v2i2.53.

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The British translation practitioner and theorist Clive Scott has presented an approach to literary translation that integrates the transmedial into textual translation. His translations of poetry contain doodling, handwriting, crossing out, writing over, typographical experimentation, and photo-collages; he even offers photo-poetic translations consisting exclusively of photos. By including such extra-verbal matter, they play with the medium of literature and integrate a rich variety of visual forms. Scott wishes to stress the role of perception in translating; he offers a reader-focused theory of translation. He is much less concerned with translation as a service for people who do not understand the original language than with the act of translating as a school for reading and hence for developing our capacities of perception and self-awareness. The materiality of language plays a major role in such an idea of translation. His approach has little to do with intentional meaning, focusing instead on the accessibility of sense. Translating is a process, and it is the relationship of this process to what Scott rightly sees as the multi-sensory process of meaning-making during reading that is at issue in his theory and practice. By analysing Scott’s theory and examples of his translationwork, this paper considers what this approach to translating says about transmediality in a phenomenological sense: it sheds light on how we read and perceive and on what the transmedial elements in these processes do. Scott’s transmedial translation theory and practice bring to the fore the multiplicity of media involved in the perception of a text in the reader’s mind and thus sharpens the awareness of what language is and does.

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Thamrin, Diana. "IDEASI DESAIN INTERIOR DAN TERAPAN STYLING INTERIOR PADA BASECAMP KOMUNITAS DOODLE ART SURABAYA ( IDEAS OF INTERIOR DESIGN AND APPLICATION OF INTERIOR STYLING IN DOODLE ART COMMUNITY BASECAMP )." SHARE "SHaring - Action - REflection" 6, no. 1 (March 24, 2020): 53–56. http://dx.doi.org/10.9744/share.6.1.53-56.

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Komunitas Doodle Art Surabaya adalah komunitas universal yang mengakomodasi seniman dan semua orang yang tertarik pada seni corat-coret. Tetapi komunitas ini masih belum memiliki tempat yang layak bagi anggotanya untuk melakukan kegiatan sehari-hari, seperti acara atau lokakarya. Karena itu, rencana desain ruang untuk mendukung kebutuhan dan kegiatan masyarakat, ini dilaksanakan dengan pendekatan service-learning. Pendekatan ini adalah bagian dari langkah 'mengamati' dalam metode berpikir desain, sebagai metode untuk memahami kegiatan sehari-hari anggota dengan lebih baik melalui wawancara dan mengambil bagian dalam rutinitas kegiatan mereka. Hasil dari proses desain keseluruhan adalah desain basecamp komunitas dengan konsep atmosfer jalan Kota Surabaya. Fasilitas yang dirancang meliputi area pameran, area istirahat dan curah pendapat, area bengkel, dan area stasiun makanan. Selain itu produk akhir dalam bentuk stan pameran dirancang oleh tim desainer dengan bantuan anggota masyarakat, sebagai cara untuk membantu promosi komunitas ke masyarakat.Surabaya’s Doodle Art Community is a universal community that accommodates artists and everyone who is interested in the art of doodling. But this community still doesn’t have the proper place for their members to do their daily activities, such as occasional events or workshops. Hence, to support the community’s needs and activities, a design plan is created using the approach of service learning. This approach is part of the ‘observe’ step in design thinking method, as a method to understand the member’s daily activities better through rounds of interviews and taking part in their routines. The results of the overall design process are the community's basecamp design with the concept of Surabaya’s City streets atmosphere. The following facilities included such as display area, break and brainstorming area, workshop area, and food station area. Also the final product in the form of a booth designed by the designer's team with the help of community members, as a way to help with the promotion of the community.

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