Evaluation of Fractal Drawing in the Context of Emotional Regulation and Well-being in Contemporary Educational Approaches

Maja Žmukić, Martina Kosec, Deja Muck, Danijela Domljan

Abstract


Art is a key factor in creativity and emotional regulation, supporting holistic individual development. In education, better integration of artistic subjects enhances learning quality by fostering creative expression. This study examines the impact of drawing within the fractal intuitive cycle on creativity, emotional regulation, and self-discovery, assessing its role in stress reduction, relaxation, and emotional expression. Additionally, it explores attitudes toward introducing this cycle in education and the interest in learning it. Emphasis is placed on contemporary educational methods that nurture creativity, emotional intelligence, and self-awareness, contributing to a holistic approach. The study involved 99 participants, 97.98% of whom were women, with the most represented age group being 51–60 years (33.34%). The majority (80%) work in education, highlighting strong professional interest in creative and introspective methods. Conducted over two years, the research resulted in 1,970 drawings. Findings show a significant impact of intuitive drawing on emotional state, creativity, and introspection. Common expectations included stress reduction (14.09%), emotional regulation (11.20%), and new opportunities (9.85%), with 86.87% of participants reporting that these expectations were met or exceeded. Positive emotional changes were noted by 64.65%, while 76.77% felt creatively liberated. Additionally, 49.50% experienced improved concentration and increased positive emotions: satisfaction (15.75%), calmness (14.84%), and self-confidence (13.24%), alongside a reduction in fear (15.82%) and insecurity (15.82%). Most participants (91.92%) plan to continue using this technique, and 81.82% expressed interest in learning it within a school setting. All participants (100%) believe such programs should be included in education. Key benefits identified include relaxation and stress reduction (12.75%), introspective insights (10.93%), emotional regulation (10.20%). The results confirm that the intuitive cycle is not just a tool for creative expression but also a powerful medium for personal growth, relaxation, and emotional release.

Keywords


education, art, intuitive cycle, creativity, emotional regulation.

Full Text:

PDF

References


Barnett, Kelly Sarah, Fabian Vasiu (2024), ˝How the arts heal: A review of the neural mechanisms behind the therapeutic effects of creative arts on mental and physical health˝, Frontiers in Behavioral Neuroscience, 18, 1422361.

Campbell, Coral, Cristopher Speldewinde (2022), ˝Early Childhood STEM Education for Sustainable Development. Sustainability˝, 14(6), Article 6.

Curry, Nancy A., Tim Kasser (2005), Can Coloring Mandalas Reduce Anxiety?˝, Art Therapy, 22(2), 81–85.

Dobbins, Kerry (2009), ˝Teacher creativity within the current education system: A case study of the perceptions of primary teachers˝, Education 3-13, 37(2), 95–104.

Duvnjak, Belma, Jasna Bajraktarević (2022), ˝Ličnost, kreativnost i metoda fraktalnog crteža˝, Post scriptum, 11-12, 281-296.

Fraktalni crtež: Put ka ranoj detekciji i podršci djeci – JU Djeca Sarajeva (n. d.), Retrieved 13 February 2025, from https://djecasarajeva.edu.ba/2024/ 12/23/fra ktalni-crtez- put-ka-ranoj- detekciji-i-podrsci-djeci/

Henderson, Patti, David Rosen, Nathan Mascaro (2007), ˝Empirical study on the healing nature of mandalas˝, Psychology of Aesthetics, Creativity, and the Arts, 1(3), 148-154.

Khine, Myint Swe, Shaljan Areepattamannil (Eds.) (2019), STEAM Education: Theory and Practice, Springer International Publishing

Košćec, Gordana, Jelena Bračun (2011), ˝Marginalizacija vizualne kulture i umjetnosti u obrazovnom procesu˝, Život umjetnosti: časopis o modernoj i suvremenoj umjetnosti i arhitekturi, 88(1), 34–43.

Laufs, Helmut, Andreas Kleinschmidt, A. Beyerle, Evelyn Eger, Afraim Salek-Haddadi, Christine Preibisch, K. Krakow (2003), ˝EEG-correlated fMRI of human alpha activity˝, NeuroImage, 19(4), 1463–1476.

Leder, Helmut (2013), ˝Next steps in neuroaesthetics: Which processes and processing stages to study?˝, Psychology of Aesthetics, Creativity, and the Arts, 7(1), 27–37.

Loher, Ida, Jelena Bračun (2018), ˝Novi oblici komunikacije umjetnosti – uloga kulturne i umjetničke medijacije u cjeloživotnom obrazovanju nas- tavnika Likovne kulture˝, u: Komunikacija i interakcija umjetnosti i pedagogije, Umjetnička akademija Sveučilišta Josipa Jurja Strossmayera u Osijeku, Osijek, 59-72.

Lomas, Tim, Juan Carlos Medina, Itai Ivtzan, Silke Rupprecht, Rona Hart, Francisco José Eiroa-Orosa (2017), ˝The impact of mindfulness on wellbeing and performance in the workplace: An inclusive systematic review of the empirical literature˝, European Journal of Work and Organizational Psychology, 26(4), 492–513.

Mandelbrot, Benoit B. (1982), The Fractal Geometry of Nature (2nd prt. edition), Times Books

Mihić, Josipa, Yoonkyung Oh, Mark Greenberg, Valentina Kranželić (2020), ˝Effectiveness of Mindfulness-Based Social-Emotional Learning Program CARE for Teachers Within Croatian Context˝, Mindfulness, 11(9), 2206–2218.

Miljenović, Ana (2010), ˝Integriranje spoznaja u socijalnom radu˝, Ljetopis socijalnog rada, 17(2), 171–194.

Monahan, Ceire, Mika Munakata, Ashwin Vaidya (2019), ˝Creativity as an Emergent Property of Complex Educational System˝, Northeast Journal of Complex Systems (NEJCS), 1(1), 1-19.

Montgomery, Catherine, Juan Manuel Fernández-Cárdenas (2018), ˝Teaching STEM education through dialogue and transformative learning: Global significance and local interactions in Mexico and the UK˝, Journal of Education for Teaching, 44(1), 2–13.

Muck, Deja (2022), Brezmejna modrost fraktalov: https://www.bukla.si/knjiga- rna/osebna-rast-duhovnost-in-ezoterika/brezmejna-modrost-fraktalov.html

Muck, Deja, Martina Kosec (2018), Put ljubavi — Put k sebi, Puni Potencijal, Zagreb

Pelowski, Matthew, Fuminori Akiba (2011), ˝A model of art perception, evaluation and emotion in transformative aesthetic experience˝, New Ideas in Psychology, 29(2), 80-97.

Pllana, Duli (2019), ˝Creativity in Modern Education˝, World Journal of Education, 9(2), 136-140.

Polujahtova, Tanzilia, O. Komov (2014), Izvori fraktalne mudrosti, Puni potencijal, Zagreb

Posavac, Maja (2013), Odnos kreativnosti i darovitosti u školskom kontekstu, Diplomski rad, Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet, Osijek

Shukla, Apoorva, Sonali G. Choudhari, Abhay M. Gaidhane, Zahiruddin Quazi Syed (2022), ˝Role of Art Therapy in the Promotion of Mental Health: A Critical Review˝, Cureus, 14(8), e28026.

Taylor, Richard P., Branka Spehar (2016), ˝Fractal Fluency: An Intimate Relationship Between the Brain and Processing of Fractal Stimuli˝, In: A. Di Ieva (Ed.), The Fractal Geometry of the Brain, Springer, 485–496.

Taylor, Richard P., Julien Clinton Sprott (2008), ˝Biophilic Fractals and the Visual Journey of Organic Screen-savers˝, Nonlinear Dynamics, Psychology, and Life Sciences, 12(1), 117-129.

Ulrich, Roger S. (1981), ˝Natural Versus Urban Scenes: Some Psychophysi- ological Effects˝, Environment and Behaviour, 13(5), 523–556.

Wang, Yanfeng, Zhuo Li, Liqi Zhu (2019), ˝Emotional intelligence of 3- to 6-year-olds and parenting style: Peer communication ability as a mediator˝, Social Behavior and Personality: An International Journal, 47(12), 1–12.




DOI: https://doi.org/10.51558/2490-3647.2025.10.1.609

Refbacks

  • There are currently no refbacks.


ISSN: 2490-3604 (print) ● ISSN: 2490-3647 (online)

Društvene i humanističke studije - DHS is under the Creative Commons licence.