The Shifting Perspectives grant provided my students with meaningful opportunities to combine writing, creativity, and self-expression. Students created worry stones, kaleidoscopes, and masks, allowing them to explore different artistic processes while also thinking about themselves in new ways. Grant funds were used to purchase paper mache masks, acrylic paint pens, clay, and a toaster oven, which provided students with the materials and tools needed to bring their ideas to life.

 

The highlight of the grant was the mask project. Originally, I had planned for students to create an “inside out” mask. The outside of the mask would reflect what they showed to other people, while the inside would represent the parts of themselves they typically kept hidden. As the project developed, however, I decided to change the inside of the mask and have students write their “I Am” poems on it instead. This change ended up working extremely well and created an even stronger connection between writing, identity, and art. It also reinforced the idea behind Shifting Perspectives: there is often much more to a person than what we see on the surface.

 

I was especially pleased to see students using writing as a way to communicate something personal. The “I Am” poems gave students a voice and provided a foundation for their artwork. Rather than simply decorating a mask, students had a story and a purpose behind what they created. Their writing helped them make intentional choices about the colors, images, and designs they used on the outside.

 

One of the most rewarding outcomes was the level of engagement the project generated. Students who were not even in my classes asked if they could participate and create a mask of their own. This showed me that the combination of writing and art made the project accessible and appealing to a wide range of students. I was also surprised to see that the boys were just as engaged as the girls during the mask project. Students who might not always be enthusiastic about writing were willing to write because their words became part of something they could physically create and share.

 

The LPSF grant helped me see how powerful it can be when writing is connected to hands-on creative work. The grant gave students a reason to write beyond completing a traditional writing assignment. Their words became part of their art and, in many cases, a reflection of their identity. The paper mache masks, acrylic paint pens, clay, and toaster oven allowed students to move beyond paper-and-pencil assignments and experience writing as part of a creative process.

 

Shifting Perspectives allowed my students to see themselves and each other from a different perspective. It reminded me that when students are given meaningful choices and multiple ways to express themselves, writing can become more personal, engaging, and powerful.