Self-identification is essential to the mediation of educational outcomes, however the selective self-identification of students as an artist remains a relatively unexplored area of research in art education. This project uses qualitative narrative analysis to deconstruct the life stories of university-level art students, to examine formative processes underlying selective artistic self-identification, and to discern how dispositions developed in earlier experiences impact student engagement, performance and motivation at the university level. Research findings indicate students-as-artist identities develop along two distinct dramaturgical positions and emphasise the importance of mentor relationships, student-choice, open exploration, and environmental support to the development of emerging student-as-art identities. The researcher reviews literature broadly supporting an examination of selective self-identification, outlines methods used to deconstruct the life stories of university-level art students, examines evidence of emerging patterns in the data, and concludes with a short discussion of how findings of this project impact the teacher’s role in corroborating selective artistic self-identification in students.

中文翻译：

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我家唯一的艺术家：大学艺术生的选择性自我认同

自我认同对于教育成果的中介至关重要，然而学生选择性地自我认同为艺术家仍然是艺术教育研究中相对未开发的领域。该项目使用定性叙事分析来解构大学水平的艺术学生的生活故事，检查选择性艺术自我认同的形成过程，并辨别早期经历中发展的性格如何影响大学水平的学生参与、表现和动机。研究结果表明，学生作为艺术家的身份沿着两个不同的戏剧位置发展，并强调了导师关系、学生选择、开放探索和环境支持对新兴学生作为艺术身份的发展的重要性。