Beginning the MYP Personal
Project Process
Date
Student Information –
May 21, 2015
Date
Today we will:
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Define the Personal Project
Examine the differences between a topic and a goal
Brainstorm appropriate goals for the Personal Project
Discuss how the Global Contexts help focus a Personal
Project
• Learn about next steps in the Personal Project process
What is a Personal Project?
• A Personal Project is
a long-term,
independent
about
in which you are
What is a Personal Project?
• A Personal Project is…
• A requirement of the Middle Years Programme for all students
• Completed in the 10th grade year as part of a formal process.
• A sustained inquiry that should take approximately 25 hours to
complete.
• A Personal Project is not…
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Part of your required coursework for other classes.
A research paper.
An all-consuming monster that takes over your life.
Someone else’s responsibility.
Personal Projects must
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Explore a topic about which you are passionate
Have a clear goal and specifications for success
Include research
Provide opportunities for sustained inquiry
Follow a documented process of inquiry
Have a final product or outcome– this will probably
change from what you initially think it might be.
How do I set a goal?
• Begin with your topic(s) of interest:
• What do you really care about?
• What are you interested in that you haven’t had a chance to
learn about in your classes?
• What is something you’ve learned about in class that you wish
you knew more about?
• Think about what you hope to achieve:
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Is it ASSESSABLE?
Is it BELIEVABLE?
Is it CHALLENGING?
Is it DESIRABLE?
Topic or Goal?
Topics
Goals
Subject of inquiry
What you hope to achieve
• Dance
• Solar Power
• Family history
• Homelessness
• Choreographing an original
performance
• Cost benefit analysis of putting in a
solar driveway
• Tracing the impact of a historical
event on a family
• Creating a PSA for a local
transitional shelter
Good vs. Better
Choreographing an original dance performance
What’s good?
• It’s BELIEVABLE – something you could realistically
achieve in the course of a semester.
• It’s CHALLENGING – something you’ve not done
before but have the skills to do.
• It’s DESIRABLE – something in which you have an
interest or some experience.
But is it ASSESSABLE?
Better?
Choreographing an original dance performance
that draws on elements of hip hop and tap styles
How does this help to make the goal more
ASSESSABLE?
• Specifications for success:
• Integrating two specific styles of dance
• The choreographer should be able to explain artistic choices
and there should be evidence of these choices (and planning)
in the Process Journal
• The performance itself must be videotaped in order assess
success of the goal.
How can I focus my project’s goal?
• The Global Contexts help to give you a framework for
understanding your topic.
• For example:
• Choreographing an original dance performance that draws
on elements of hip hop and tap styles
• Look at the focus questions for the Global Contexts:
• What is the nature and purpose of creative expression?
• Think about:
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What creative choices will you make?
• What effect will these choices have on your audience and their
appreciation of your art form (dance)?
Using the Global Contexts
• Reference the student resource packet. This includes:
• Definitions and focus questions for each of the Global Contexts
• Examples of projects that are focused through the Global
Contexts (Pages 7 and 8)
What’s next?
• Decide on your topics of interest (Exercise 1: Page 4)
• Develop a goal (Exercise 2: Pages 5 – 6)
• Get a plan!
• You will write a formal proposal for your project in September.
• In order to help get resources lined up for you, we need to have
some idea of what you plan to do.
• Complete the yellow “Personal Project Plan” sheet (collected on
June 5th).
• Summer?
• Students are not expected to complete major portions of the
project over summer. You can work on it if you would like.
• Project Supervisors will be assigned next year.
• Questions over summer can go to Ms. Clarkson.
But first…
• Nobody knows better than your fellow students what
goes into a successful Personal Project.
• During 8th period on Thursday, May 28th, all 9th graders
will attend the 10th graders’ Personal Project Exhibition.
• You need to check into your 8th period class for attendance.
• You will need to complete the blue reflection sheet after
speaking with two 10th graders about their projects. Return this
to your 8th period teacher.
• With five minutes left in the period, you’ll be dismissed back to
your class to collect your things.
• The projects will also be exhibited in the evening from
6:00 to 7:30 PM.
Questions?
Ms. Clarkson, MYP
Coordinator
Room 300