ABSTRACT
The Expression configuration-along with Study-differs from the communication configurations in that it centers almost entirely and exclusively on the learner, who typically exercises nearly complete control over the time, place, and sequence of the activity. Expression can also take many other forms, such as artistic creations, audiovisual productions, or other constructed products. Self-expression through music, dance, and other performing arts has been ensconced in the curriculum, as well as in folk traditions, since early Western civilization. The simplest rationale for employing the Expression configuration is that it induces learners to make their thinking visible, so it can be examined and, if necessary, corrected. The Expression configuration is especially well suited to later stages of the learning process, after new material has been presented, demonstrated, and practiced. While Expression plays a major role in cognitive learning, especially at the higher levels, it is also valuable for affective learning objectives, as discussed above regarding attitude change and regarding performing arts.
