Do I have what it takes to be an artist educator? Overcoming imposter syndrome through arts-based inquiry

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Type
Thesis
Author
Vignesh, Varsha
Supervisor
Costes-Onishi, Pamela Grace
Heaton, Rebecca
Abstract
This arts-based autoethnographic study aims to explore the phenomenon of impostor syndrome as experienced by aspiring artist educators. The researcher places themselves within this context and uses arts-based inquiry as a method of self discovery. Through this investigation, the study examines literature on impostor syndrome, the definition of an artist in various cultural contexts, the necessary qualifications and experience for teachers, and how one establishes an identity as an artist educator. Data collection, analysis and interpretation take place in two phases. The first consists of a reflective process of looking back on past artwork and identifying evidence of the qualities possessed by and required of artist educators in Singapore. The second involves a self-directed process of art making aimed at purposefully incorporating these qualities in personal and professional practice. The reflective autoethnographic accounts of the memories and experiences of the researcher serve as a means of documenting the process of personal growth and understanding of self. The study poses two research questions; RQ1: How can a pre-service art teacher learn to develop and grow their artist educator skills, dispositions, and knowledge through arts-based inquiry? RQ2: How can an aspiring artist educator use arts based inquiry to learn to overcome IS through the development and growth of these skills, dispositions and knowledge? This study provides the unique voice of a new art teacher struggling with feelings of inadequacy and hopes to encourage individuals in comparable contexts to adopt similar self directed methods of nurturing their own self-confidence and self-esteem.
Date Issued
2024