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Introduction

The goal of the study is to learn how arts-based pedagogy might help with leadership education, particularly in the areas of individual growth and comprehension. In my opinion, the definition of the term "personal leadership" would be “Personal leadership” refers to the awareness of oneself, the ability to read and respond to one's emotions, and the knowledge and skill to use one's values, beliefs, and experiences to guide one's behavior. The capacity to know and guide oneself competently is at the heart of what it is to be a personal leader.

Personal Leadership Definition

According to the ideas presented in this article, a leadership education program that does not incorporate at least one type of arts-based pedagogy is passing up a big opportunity. Students are encouraged to investigate their cultural and social identities, as well as how these aspects play a role in the development of their leadership practices, through in-depth contemplation as well as the telling of personal stories (Hobson et al., 2019). This strategy makes linkages to the definition of personal leadership since having an awareness of oneself and the capacity to reflect on one's actions are essential components of becoming a more effective leader. This article includes studies that demonstrate how arts-based pedagogy offers a novel method of building personal leadership, which entails leading oneself in addition to leading others.

Personal Leadership Definition Rationale

Exposure to the arts can be extremely beneficial to the development of leadership skills on both the individual and the societal level. Students can gain crucial skills such as self-awareness, emotional intelligence, and cultural sensitivity through participation in activities such as the Little Buddy project. Students need to take part in these types of activities because they provide students with the fundamental skills necessary for effective intrapersonal leadership. A high level of self-awareness is required for effective interpersonal leadership (Anugamini Priya Srivastava & Sonal Shree, 2019). This allows a person to better understand others and form stronger connections with them. The article demonstrates that personal leadership is not distinct from leadership in social situations; rather, it is a necessary basis for effective leadership in any setting. This point is demonstrated by the author's use of the phrase "not separate from leadership in social contexts."

Visual Art Form Examples

Visual Art and Self-Reflection: Students should be prompted to create collages and paintings depicting their paths to leadership. This activity helps kids discover more about themselves by giving them a chance to put into words what they hold dear, what they excel at, and where they could need some work (Cranston & Kusanovich, 2012).

Poetry or Creative Writing: A writing prompt requiring students to reflect on their leadership journeys, the obstacles they've overcome, and the goals they've set for themselves as leaders in the medium of poetry or short fiction. As a result, people are more likely to share the inspiring and moving tales of their own leadership experiences.

Role Play and Improvisation: The purpose of leadership simulation is to imitate the circumstances that leaders face in the actual world through the use of techniques such as role-playing and improv (Kelehear, 2008). Students now have the opportunity to test their leadership abilities in an atmosphere that is engaging.

Conclusion

In a nutshell, strengthening one's leadership skills through exposure to the arts is a successful strategy since it fosters inquisitiveness, empathy, and introspection. That's why it's such a potent instrument. This article is an example of how this approach can be used in the field of leadership education to help students develop a more nuanced understanding of their cultural and social identities and how those identities inform their leadership practices. Arts-based education offers a transformative path towards this all-encompassing kind of leadership development, which is generally seen to entail not just the leadership of others but also the leadership of oneself.

References

Anugamini Priya Srivastava, & Sonal Shree. (2019). Development of inclusive education theoretical model. International Journal of Educational Management, 33(6), 1271–1290. https://doi.org/10.1108/ijem-02-2019-0063

Cranston, J. A., & Kusanovich, K. A. (2012). The Drama in School Leadership. Journal of Research on Leadership Education, 8(1), 28–55. https://doi.org/10.1177/1942775112464958

Hobson, T., Benevides, M., & Mestrovich Seay, A. (2019). Transformative Leadership Education Using Arts-Based Storytelling. Journal of Leadership Education, 19(3). https://doi.org/10.12806/v19/i3/a3

Kelehear, Z. (2008). Instructional leadership, connoisseurship, and critique: using an arts‐based approach to extend conversations about teaching. International Journal of Leadership in Education, 11(3), 239–256. https://doi.org/10.1080/13603120701721821

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