Expressing Personal Perspectives

Providing students opportunities to develop personal voice, increase self-confidence and self-direction, exercise imagination and creativity, and gain transferable project skills such as defining, planning, carrying out, and performing creations.
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About this Micro-credential

Key Method

Each student defines, plans, creates, presents, reviews, and evaluates a creative project where he or she expresses a personal perspective, belief, value, or story in a creative medium of his or her choice, then evaluates the impact of the work on self and others.

Method Components

The educator leads students through a process that encourages them to express their personal perspectives through a variety of media. Students then reflect on the work they completed and describe the benefits and challenges of the process. This can be done individually, in small groups, or in whole-group instruction.

Suggested implementation

Impactful, creative self-expression projects engage students in developing a wide variety of skills, understandings, and mindsets. Successful self-expression learning projects often follow this process:

  • Chose a theme and medium.
    • Find a personal theme by identifying a compelling, idea, story, concept, person, image, feeling, dream, environment, fantasy, object, or other element that has a powerful personal meaning and that inspires you to develop it into a personal expression to share with others.
    • Choose a method of expression that can communicate the theme, a medium (or media) that you have used before to express yourself, or a method that you'd like to develop to express the chosen theme.
  • Sketch ideas, practice skills, and develop the theme.
    • Sketch ideas, including initial designs, concepts, ideas, and plans for your project, in a project notebook.
    • Learn and practice any skills required to create or perform your expression in your chosen medium.
    • Work on developing the theme by researching others' similar creative expressions and by developing your own growing collection of sketches of project ideas and designs.
  • Create a draft, get feedback, and revise.
    • Put together a draft of the full version of your expression, noting which parts work well and which don't in communicating the theme.
    • Get feedback from trusted friends, coaches, or mentors by asking for constructive feedback on your draft expression (see the Kind Critiquing micro-credential), noting in your project notebook the things that others feel can be improved and ideas for making them better.
    • Revise your draft expression based on the feedback to enhance the impact you want to have on others and improve the project's expression of the theme; repeat as needed.
  • Display or perform and collect responses.
    • Display or perform your expression for others, to multiple audiences at different times if possible, to get a wide range of responses.
    • Have viewers, participants, or audiences write about the impact the expression had on them and collect these responses.

Suggested preparation

Students discuss creative works they have experienced that had a strong and lasting impact on them and what it was that made them such powerful and memorable personal expressions. They then develop a list of the characteristics of particularly impactful personal expressions.

Suggested review

Students reflect on the impact their self-expression projects had on others and themselves, how well they think the project process went, and what could be improved the next time they engage in a personal expression project.

Research & Resources

Supporting Research

Expressing personal perspectives through creative writing, the arts, design and making, and other creative outlets can develop a wide variety of valuable skills and mindsets that support deeper learning, such as critical and creative thinking and problem solving; communication skills in a variety of media; project-related skills such as defining, planning, carrying out, and performing designs; learning from mistakes; improvising; and evaluating the impact of one's work. It can also spur the development of self-confidence, self-direction, and self-esteem.

Resources

Submission Requirements

Submission Guidelines & Evaluation Criteria

Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.

Part 1. Overview questions

(200-word limit for each response)

  • Activity Description: What kind of project activities did you and your students engage in to become more proficient in personal perspectives projects? Please describe the learning activities and strategies you used.
  • Activity Evaluation: How do you know your students increased their proficiency by engaging in the personal perspectives project and what evidence did you collect that demonstrates these learning gains?

Part 2. Evidence/artifacts

Please submit work examples from two students (such as links to writing, audio, images, video, and other media) that demonstrate progress toward the expressing personal perspectives competency, including items such as evidence of discussions on what makes for compelling personal expressions, samples of student-developed personal themes, designs and plans from students’ project notebooks, examples of student research and skills practice in their medium of expression, images or audio/video excerpts of actual performances or explanations of their project artifacts, reflections on what was learned from the personal expression project experience, or other relevant items.

Part 3. Student reflections

For the two students whose work examples were included above, submit student-created reflections on their experience of the expressing personal perspectives project activities. Use the following questions as a guide (200-word limit for each reflection):

  • How did the ongoing development of the theme for your project help clarify or deepen your understanding of your personal perspective?
  • How did the project change your view of the value of creatively communicating your own personal perspective and the impacts it can have?

Part 4. Teacher reflection

Provide a reflection on what you learned, using the following questions as a guide (200-word limit):

  • What was the impact of engaging your students in the expressing personal perspectives project activities?
  • How will experiencing these project activities shape your daily teaching practice in the future?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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