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.