School of Creative
Industries
Yeo Hui Qi

Yeo Hui Qi

MA Arts Pedagogy and Practice
2022 — 2023

Hui Qi has been a primary school art educator in Singapore since 2012. She believes it is a privilege to engage children in art-making and to hear their narration. Her student's works have been showcased in National Gallery, libraries and community centres.

Hui Qi conducts flora watercolour lessons for her colleagues to promote art as a therapeutic and self-care activity. She volunteers at Health Senior Activity Centre – Taman Jurong, where she guides elderly folks in art making, such as painting and ceramics.

Hui Qi holds a Bachelor of Art Education with a minor in Psychology, a Diploma in Art Education (Primary) from the National Institute of Education, and an MA in Arts Pedagogy and Practice from LASALLE College of the Arts, awarded by Goldsmiths, University of London.

Work

Teaching philosophy and research interests

As an art educator in a primary school, I consider it a privilege to involve children in art-making. My teaching philosophy is centred around being a 'builder', where I aim to establish meaningful connections with my students, engage them in the creative process, and instil in them a deep appreciation of art as a meaningful pursuit.

To achieve this objective, I developed the concept of the Resilient Sense of Self, which aims to boost children's resilience by restructuring their cognitive processes, mindfulness, and boosting their self-esteem and confidence in their artistic abilities. I believe that the child is the final art product, and my role as a teacher is that of a builder, helping my students develop relationships, connections, skills and knowledge. Ultimately, I hope that my students will have the courage to build the lives they desire.

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Thesis abstract

Flipping prata; flipping mindset – phenomenological research on upper primary students who conceal their artworks

This thesis investigates the phenomenon of children's concealment of their artwork, exploring the artistic, emotional and cognitive factors that contribute to this behaviour. Through a phenomenological research approach, the study is supplemented by three case studies to gain insight into the lived experiences of participants who conceal their artworks through interviews and descriptions of their artwork.

The study identifies the lack of confidence, lack of self-esteem, the urge to protect their artworks and themselves and the desire for social validation are significant contributors to this behaviour. The thesis proposes a conceptualised theory, the Resilient Sense of Self, that integrates these findings with existing literature on artistic, cognitive and socioemotional development, emphasising the importance of considering multifaceted factors in understanding children's creative expression and behaviour in the art classroom.

The thesis suggests future research directions, including exploring the role of cultural and socioeconomic factors, investigating the long-term effects of children's concealment of their artwork, and testing effective interventions or strategies to address this behaviour.

Work experience

2012 – present
Ministry of Education
Art educator (primary school)