Rijksmuseum in Amsterdam

The Night Watch by Rembrandt

The Rijksmuseum in Amsterdam has reopened its doors to the public after a 10 year closure for rebuilding. It’s most famous exhibit is “Nachten Watchen”  or “The Night Watch” by Rembrandt. The first youtube short clip (below) Onze helden zijn terug! celebrates the rejuvenation of The Museum.

However a second short clip (at the bottom) follows the making of Onze helden zijn terug! which not only rejoices that The Rijksmuseum has reopened:  but it serves as a reminder to economists about the importance of specialization, the division of labor and clusters of support services in a modern economy.Try to consider how many different specialists are involved in this project and why the division of labor is important.

The project team wanted to make an impact, inform the Dutch and the rest of the world that the Museum was reopen for business – with implications for invisible and visible exports for The Netherlands. The advert should stimulate curiosity, and demand for tickets. Next time you are in a museum and art gallery, remember the principles of complementary goods and services which have derived demand – t shirts, coasters, mugs, guidebooks, DVDs – inspired by the great paintings on display. The museum may also have a monopoly over the supply or use of images, which may allow it to charge premium prices for guidebooks and other souvenirs.  It also highlights the significance of the use of economic resources, land, labor, capital and entrepreneurship: the roles of government and private enterprise in a mixed economy, culture as a merit good, and source of economic activity.

Of course, many of us have gotten used to viewing “flash mobs” on the internet but this one has a twist and certainly provides some educational value. So many learning lessons! Perhaps you’d like to share this with your students?! Even though they are speaking Dutch in the second one some meaning is possible. And, maybe you have a language, history and/or economic program in your school that you could connect with to provide a more meaningful lesson.

Brunswick High School

Thank you to Jennie Driscoll, Brunswick High School art teacher  for sending this information!

Waterville High School

The image is one of 90+ different invitations/announcements for this event.

Each student artist/designer/filmmaker creates a personalized announcement that features her or his work. Students print and cut at least four copies on a sheet that is pre-printed on the back with the event information. One goes to the art teacher for the archives and one must be hand delivered to an adult that works in the school (custodian, administrator, support staff, food service or faculty). The value of promotion and advocacy is discussed and practiced (even hand shaking!) Someday students may be promoting a service, product, idea or self, and this simple word document (for introductory level students) is a great place to start.

Thank you to Kay Allison, art teacher at Lewiston Middle School, for the idea passed on to Suzanne Goulet, Waterville Senior High School art teacher.

Sir Kenneth Robinson

TED Talk

Ken Robinson presents in his humorous way another TED Talk titled: How to escape education’s death valley. Robinson is an expert on creativity and he has proposed changing education to cultivate creativity and acknowledge multiple types of intelligence.

So what is this TED Talk about? “Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish — and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational “death valley” we now face, and how to nurture our youngest generations with a climate of possibility.”

Robinson looks closely at what is happening in schools across the United States. He believes that the funding that is going into education is not going into the right places. Robinson is clear about the place for arts education in schools. He believes that they are important because they improve math schools and because they tap into parts of the brain that are otherwise untouched. I suggest you use 18 minutes of your time and listen to this TED Talk.

Another Arts Teacher’s Story: Bonnie Atkinson

This is the 30th in a series of blog posts telling arts teacher’s stories. The first 19 were told last year by the phase I Maine Arts Assessment Initiative teacher leaders. The series continues with the stories from the phase II teacher leaders. These posts contain a set of questions to provide the opportunity for you to read educators stories and to learn from others.

Bonnie Atkinson has been teaching Grades 3-12 Instrumental Music in the Machias School System for 6 years.  She began teaching K-12 Music in 1998 at Lubec Consolidated School, then moved to the Machias School System in 2000 as the K-12 Choral Music Director and Elementary General Music Specialist. She had a brief stint as an adjunct teacher at the University of Maine Machias for piano and woodwind students, then left teaching from 2003 – 2007 to start a family. Currently in Machias, she works with 300 students a week in a variety of general music classes, lessons and group rehearsals.

What do you like best about being an music educator?

I enjoyed all of the training that I received at the College of St. Rose in Albany, NY and the University of Maine in Orono. The process of learning all of the instrumental and vocal pedagogy and participating in such high-quality performing ensembles enriched my life through my late teens and early twenties.

I love being a music teacher for the deep connections that my students make with other students and with me. I love the ownership that my students have of their ensembles and the enrichment that the music program brings to the little coastal town we live in.

What do you believe are three keys to ANY successful visual and performing arts education?

1. Documenting success (on bulletin boards, in newspapers, any where you can!)
2. A teacher that loves with their job.
3. An atmosphere of safety, excitement, exploration and creativity.

How have you found assessment to be helpful to you in your classroom?

Assessment gets my finger on the pulse of what each and every student can do and where they need to go next. In my Instrumental Music program, having students responsible for their own weekly assignment recordings on Noteshare has turned the tables on who is doing the data collection portion of assessment and has them practicing and improving far greater than any other technique I have found.

What have been the benefits in becoming involved in the arts assessment initiative?

The commitment to the Maine Arts Assessment Initiative has been a wonderful experience.  Because of the workshop I was to present, I found that I could not give up because something was different or hard to do in my classroom or because I was busy with lots of other things. I stretched my wings on using recording technology in my classroom that I learned about during the Summer Session of MAAI. My students and I are reaping the benefits of it.

Professionally, I received 3 credits from Endicott College for my participation in MAAI and writing a reflection paper on that experience.

Personally, the camaraderie and collaborative spirit among the Teacher Leaders is refreshing, enlightening and a group of like-minded colleagues willing to support others.

What are you most proud of in your career?

I am very proud that I followed my heart to teach in Washington County. I have lived in the Machias area for 19 years and I, like most teachers reading this have had many students connect to school through music that really, really needed it. They have come to master their instrument and it makes them shine. My prideful moments come in small bits: a student that finally is able to find that perfect balance of playing in a quartet with confidence, a student opening that “school” trumpet that looks a little beat up to me but looks like gold to them, a rehearsal near to concert time when I can just go sit in the bleachers and listen to my Grades 5/6 Band play through a song without me. So far, I am most proud that I feel like every year “is the best one yet!”

What gets in the way of being a better teacher or doing a better job as a teacher?

I love challenge and I especially love change. I think this helps me to “keep my eye on the prize.” Time, finances, scheduling – all of that are obstacles that all teachers are facing, but I honestly cannot name one thing that is getting in my way right now of being a better teacher. I am still hungry to learn and attend workshops, read professional journals, take courses, check out Music Teacher blogs and advice forums and continue to grow. I have 2 incredibly supportive Principals in the Elementary and High Schools I teach in, as well as amazingly helpful and supportive colleagues in both schools.

What have you accomplished through hard work and determination that might otherwise appear at first glance to be due to “luck” or circumstances?

The growth of my performing groups takes a lot of individual contacts with kids and parents, especially those beginning instrumentalists. This takes a large amount of extra energy for phone calling and emailing, but is well worth it. I think that most parents feel comfortable bringing concerns (and praise!) my way because the pathway has already been established.  Making a habit of touching base with 1 or 2 a day (which takes just minutes) over the years I have been teaching has made a huge impact on my program.

Look into your crystal ball: what advice would you give to teachers?

Keep a nice  journal on your desk or in your school bag. Write a few  things in it each day that you are grateful for that happened or something funny that a student said. You will notice the little nice things each day more than you ever had before. When a fourth grade trombone student said to me that he enjoyed the Solo & Ensemble night because his mom let him eat 2 pumpkin frosted whoopie cushions at intermission, I nearly came undone. I could not wait to run to my leather-bound journal during lunch to write it down!

If you were given $500,000.00 to do with whatever you please, what would it be?

My first thought would be to go out and buy a Lamborghini because I have always wanted one since I was 3 years old. However, because this is an Arts Education blog, my obvious second choice would be to do my very best to begin to provide a second music room for our school.  Both I and the Choral Director share one Music Room, she on a cart for Elementary General Music while I have Band rehearsals and large-group lessons and I searching for an empty room for small instrument lessons while she has Chorus rehearsals. I have this perfect vision of a general music classroom full of Orff instruments and a wall-mounted LCD projector and surround-sound speakers and space to move, move, move!  The impact this would have on our already strong music program would be astounding!

Imagine you are 94 years old. You’re looking back. Do you have any regrets?

Making music with kids?  Billions of smiles and zillions of breaths being taken by past students and poured into their instruments for one wonderful common cause: making a joyful noise!  Not a single regret.

 Thank you Bonnie for telling your story!

 

STEAM STEM reading!

Articles on STEM STEAM

• Fletcher Kittredge, chief executive of Internet and telephone company GWI of Biddeford said workers need a foundation in creative thinking more than they need training in technology that may quickly become obsolete.”Start out with an art degree. Being able to be creative, to interact with people, is more likely to be important for someone’s career,” Kittredge told the Joint Select Committee on Maine’s Workforce and Economic Future. “A lot of what we think of as STEM (science, technology, engineering and math) — that’s out of date. It’s like teaching someone to use a slide rule.” Read the entire article from the Maine Sunday Telegram, August 28 written by Jessica Hall.

• Read about Biddeford artist Ann Thompson and the work she is doing putting together STEM and Art. You can read about her work in this article from the Sun Journal, Marcy 31 written by Scott Taylor by clicking here.

• Why STEM should be integrated into literacy, storytelling
  While teachers in the humanities often are encouraged to integrate science, technology, engineering and math topics in classroom instruction, integration must be a two-way street, write Jonathan Olsen and Sarah Gross, teachers at High Technology High School in Lincroft, N.J. In this blog post, they write about the potential benefits of connecting more STEM lessons to storytelling, artwork and literacy, a change that potentially could draw more students, including girls, to the STEM field. Read the entire article ScientificAmerican.com/Budding Scientist blog, April 16 by clicking here.

• Art + Science = Opportunity. On the National Endowment for the Arts blog there was a post on January 17 that provides several examples where artists, scientists, and community come together. The post written by by Bill O’Brien, NEA Senior Adviser for Program Innovation, includes background information, links to a report that was created from National Science Foundation funding that convened 125 artists for a summit entitled Art as a Way of Knowing. Check out the blog post by clicking here.

• The Art and Craft of Science. Ed Leadership, a publication of ASCD included this article in their February 2013 edition written by Robert Root-Bernstein and Michele Root-Bernstein. This article supports what Fletcher Kittredge says in the first article above but goes beyond to discuss those who have been recognized for their contributions including Einstein. To read the entire article please click here.

Calling All Arts Teacher Leaders

Professional Development Opportunity

Are you interested in leading phase III of the Maine Arts Education Assessment Initiative as a teacher leader?

Regional VPA Assessment Leader Search

Join us for a GREAT opportunity! The Maine Department of Education invites YOU to be part of Phase III of the Maine Arts Assessment Initiative. We are looking for teachers interested in leading and in taking a close look at assessment in the arts. If you are selected, we will provide professional development and ask that you take what you’ve learned and share it with other educators in your region and beyond.

If interested, please send a completed application to Argy Nestor at argy.nestor@maine.gov no later than Monday, May 13, 2013. Download an application by clicking here: http://www.maine.gov/education/lres/vpa/news.html

August 2011 – Phase 1

OVERALL MAAI PROJECT DESCRIPTION

Create an environment in Maine where assessment in arts education is an integral part of the work all arts educators do to improve student achievement in the arts.

The initiative has been building capacity by training arts educators on the “what” and “how” of arts assessment so they can provide the leadership in Maine through professional development opportunities. The details of the initiative are at http://maineartsassessment.pbworks.com/w/page/28365527/Maine-Arts-Assessment.

OVERALL OBJECTIVES

Devise a statewide plan for assessment in arts education, which includes professional development opportunities, regionally and statewide, to expand on the knowledge and skills of teachers to improve teaching and learning.

• Develop and implement standards-based assessment statewide for Visual and Performing Arts (VPA)
• Continuation of building a team representing all regions of Maine
• Maine conference to roll out/educate arts teachers on use and development of local assessments and the National Core Arts Standards
• Ongoing professional development opportunities

October 2011-Statewide conference

TIMELINE

• Phase I
  • Summer 2011: Eighteen teacher leaders attended summer institute on assessment, leadership, and technology
• 2011-12 School Year
  • October: Teacher leaders presented workshops at statewide arts education conference, USM
  • Arts education assessment webinars for Maine educators facilitated by Rob Westerberg and Catherine Ring – archived
  • Teacher leaders facilitated workshops in regions across Maine
  • February: Reflected on phase I of work and planned phase II
  • Another Arts Teacher’s Story series (19) on Maine Arts Ed blog
  • Arts assessment graduate courses offered by New England Institute for Teacher Education
  

  October 2012-Northport

• Phase II
  • Summer 2012: Summer institute with 35 teacher leaders on assessment, leadership, technology, and creativity
• 2012-13 School Year
  • October: Teacher leaders presented workshops for each other
  • Teacher leaders facilitated workshops in regions across Maine
  • Teacher leaders facilitated 4 workshops at mega-regional workshops at UMF, USM, Easton Schools, Ellsworth High School
  • February: Reflected on phase II of work and planned phase III
  • April: 25 arts educators participated in professional development on Understanding and Implementing Quality Arts Assessment
  • Another Arts Teacher’s Story series on Maine Arts Ed blog
  • Video stories of 4 teacher leaders that demonstrate a standards based arts education classroom
  • Depository work launched providing resources for arts educators
  • Arts assessment graduate courses offered by New England Institute for Teacher Education
  

  February 2012-Bangor

• Phase III
• •  June 25, 26, 27: Summer institute
  • August 13: Teacher Leaders present workshops for each other
  • October 24: Teacher leaders present workshops at statewide arts education conference Arts Education: Leading the Way, Collins Center for the Arts, UMaine
  • Regional and Mega-regional workshops throughout Maine
  • Another Arts Teacher’s Story series on Maine Arts Ed blog
  • Video stories of standards based arts education classroom
  • Continuing Depository work aligning with National Core Arts Standards
  • Arts assessment graduate courses offered by New England Institute for Teacher Education
  

  April 2013-Augusta

Phase I Teacher Leaders who have done a fabulous job starting Maine off with the assessment initiative:

• DANCE EDUCATOR -  MaryEllen Schaper
• MUSIC EDUCATORS
  • ALLYSA ANDERSON – Camden Rockport Middle School, grades 5-8
  • WILLIAM BUZZA – Leavitt Area High School, grades 9-12
  • JEN NASH – Etna-Dixmont, grades PK-8
  • MATTHEW DOIRON, Sanford High School, Sanford, grades 9-12
  • DEB LARGE, Hall-Dale High School, grades 6-12
  • JAKE STURTEVANT, Bonny Eagle High School, grades 9-12
  • ALICE SULLIVAN, Woodland/Princeton, grades K-12
  • SHARI TARLETON, Brunswick Junior High School, grades 6-8

  VISUAL ARTS EDUCATORS

  • SHANNON CAMPBELL, Vinalhaven School, grades K-12
  • LAURA DEVIN, Woolwich Central School, grades K-8
  • JENNIE DRISCOLL, Brunswick High School, grades 9-12
  • AUDREY GRUMBLING, Mildred L. Day School, grades K-8
  • CHARLIE JOHNSON, Mount Desert Island High School, grades 9-12
  • LISA MARIN, Jonesport-Beals High School, grades 9-12
  • LEAH OLSON, Hampden Academy, grades 9-12
  • JEFFREY ORTH, Richmond Middle/High School, grades 6-12
  • SHALIMAR POULIN, Gardiner High School, grades 9-12

  THEATRE EDUCATOR

  • REBECCA WRIGHT, Ellsworth High School, grades 9-12

Phase II Teacher Leaders who continued the fabulous work along with most of the teacher leaders from the first phase who continued:

DANCE EDUCATOR

• CARMEL COLLINS, Lake Region High School

MUSIC EDUCATORS

• ANDREA WOLLSTADT – Biddeford Intermediate School, grades 4 and 5, John F. Kennedy School, grade K
• ANDRIA CHASE – Corinth Schools, grades 4-12
• ASHLEY SMITH – Brunswick High School, grades 9-12
• BONNIE ATKINSON – Machias School District, grades K-5
• DREW ALBERT – Maranacook School District, grades 5-12
• JANE KIRTON – Sanford High School, grades 9-12
• JARIKA OLBERG – Waynflete School, grades 4-12
• MARI-JO HEDMAN – Ft. Fairfield Schools, grades K-12
• SARAH WILLIAMS – Glenburn School, grades 2-8

VISUAL ART EDUCATORS

• BARB WEED – Gray-New Gloucester Middle School, grades 6-8
• DANETTE KERRIGAN – Sacoppee Valley Middle School, grades 6-8
• GLORIA HEWETT – Mount View Middle School, grades 6-8
• LEONE DONOVAN – Messalonskee High School, grades 9-12
• PAM OUELLETTE – Lisbon High School, grades 9-12
• SAMANTHA DAVIS – Sumner Memorial High School, grades 9-12
• SUSAN BEAULIER – Ashland Schools, grades K-12
• SUZANNE SOUTHWORTH – Camden Hills Regional High School, grades 9-12

Another Arts Teacher’s Story: Jane Snider

This is the 29th in a series of blog posts telling arts teacher’s stories. The first 19 were told last year by the phase I Maine Arts Assessment Initiative teacher leaders. The series continues with the stories from the phase II teacher leaders. These posts contain a set of questions to provide the opportunity for you to read educators stories and to learn from others.

Jane Snider lives in Milbridge, Maine. This is her 20th year teaching elementary art. Her first 9 years were in Washington County, SAD #37. Jane taught in 5 elementary schools with an average of 550 students. She had an art cart in each school and went classroom to classroom. It was a challenging job, but she loves a challenge and made it a successful experience. In 2002 she downsized to one school In Hancock County, Hancock Grammar School (HGS). She was so excited to have her first “art classroom”. Jane is still teaching at HGS and as a result of the consolidation of RSU#24 she also teaches K-8 at Lamoine Consolidated School.

What do you like best about being an art educator?

I love sharing my passion for art and life with my students. I love teaching and guiding them in “seeing” their world. Watching the development of each student from year-to-year is fascinating. I feel lucky to have many of the students from kindergarten through eighth grade. The relationships that are formed through art learning are very rewarding. The thoughts, ideas and insights that my students share with me, inspire me.

What do you believe are three keys to ANY successful visual and performing arts education?

1. A committed, passionate, knowledgeable teacher who believes that the arts are fundamental to the human experience.
2. Students that love and appreciate the arts. Their advocacy is essential for parental, administrative and community support.
3. Financial funding support is also an added bonus!

How have you found assessment to be helpful to you in your classroom?

Assessment in elementary art has always been of interest to me. How do we assess or score something that is personal and subjective? I believe we assess our teaching objectives. I use many formative assessments in my teaching. I try very hard to dialogue with each student about their process. Most of all, I want students to love what they are doing. I want students to feel good about their work. I want to instill an appreciation for art. We must self-assess our learnings to nurture our growth. Student work must be exhibited. It needs to go up on walls or out in the community. This allows the students an opportunity to quietly self-assess. As the teacher, I ask the questions “Did the student learn the concept or skill being taught? Does the artwork reflect their knowledge and skill?”  Assessment is attached to the validity of a subject. If we want arts programs to be successful we must assess the outcomes.

What have been the benefits in becoming involved in the arts assessment initiative?

The MAAI has been a great experience. I have met some wonderful colleagues to collaborate with across Maine. I have learned so much about assessment, teaching and learning. I have been able to reflect on my teaching practices and make changes that will help students be more involved, accountable and successful. MAAI provided me with the training and opportunity to share this information and knowledge with my local colleagues.

What are you most proud of in your career?

I am most proud of the curriculum and program that I have built for my students. Stories from students, both past and present, have let me know I made a difference in their lives.

What gets in the way of being a better teacher or doing a better job as a teacher?

I am always striving to be the best teacher I can. Time is a challenge, I wish I had more teaching art time with students. More time to collaborate with other teachers would be helpful.

What have you accomplished through hard work and determination that might otherwise appear at first glance to be due to “luck” or circumstances?

I have worked hard to develop a strong arts program. My classes go quite smoothly do to years of learning about child development, teaching and learning practices, classroom management techniques, organization and flexibility.

Look into your crystal ball: what advice would you give to teachers?

LOVE WHAT YOU DO! CREATE your teaching experience. Enjoy it, know that you are making a difference. Advocate for the arts and yourself. Never stop learning about  education and students. Find out what motivates and inspires arts learning.

If you were given a $500,000.00 to do with whatever you please, what would it be?

$500,000 ???? I would become mortgage free!  I would find or build a building to start an art co-op to exhibit local artisans and their work. I’m getting closer to retirement so I would probably do more of my own artwork and offer art classes.

Imagine you are 94 years old. You’re looking back. Do you have any regrets?

I have no regrets, my life has been full, rich and rewarding. I have had some incredible tragedies, some amazing opportunities, the best friends, family and colleagues. I have shared with many what gifts I’ve been given. I have learned much, laughed often, loved with all my heart. I found my purpose in doing what I love.

Thank you Jane for sharing your story!

MAAI Professional Development

Teacher Leaders and Leadership Team meet

On the last week of Spring vacation 25 arts educators met at the Maine Department of Education (MDOE) to participate in a day-long professional development opportunity entitled: Understanding and Implementing Quality Arts Assessment. Earlier this school year 4 of the Maine Arts Assessment Initiative (MAAI) teacher leaders did some work around the idea of collecting examples of work that all visual and performing arts teachers could access and utilize in their classrooms. They reflected on the items that all of the teacher leaders from phase 1 had contributed to a Depository. After meeting in Google Hangout and building on ideas in a Google doc they determined that professional development was needed on what was meant by “quality”. Hence, on April 19 the day was devoted to the topic.

Facilitator Wendy Cohen who had worked with the MDOE in 1997 as the national consultant on the Maine Learning Results, returned to help guide the work. The work centered around the following questions:

• What do we already know, understand, and do related to high quality arts assessment?
• What more can we learn?
• What do we agree are high quality criteria for arts lessons and assessments? What criteria will MAAI commit to using together?
• How do we provide feedback that supports reflection and growth in our collaborative work?

Throughout the day there was plenty of discussion around all of the questions and the pre-reading assignments of articles, chapters in books, and review of websites helped guide segments of the day as well.

Below are some of the items that participants found useful from the day for their own teaching practices:

• I’m excited by having a framework to work from in developing meta-rubrics for depository and future work for MAAI
• Continue the development of assessment partnership between teacher and student
• Creating a deeper understanding on the part of the student for the importance of assessment
• I am going to take away the idea to make sure i put my own rubrics and assessments through some of the best practice filters
• Discussions are invaluable with colleagues
• Knowledge of creating rubrics of high quality and curiosity for Cornerstone rubrics
• Being part of a larger whole was the most important part of today. I found it useful to talk/debate/discuss differing viewpoints, opinions, and understandings. I am taking with me a sense that there are colleagues out there who I can network with and that we share and informed opinion about arts assessment.  And of course there is more material on assessment out there to read than I can imagine.

A great deal was accomplished and at the end of the day it was clear what needs to happen next to continue to collaborate and build on the work during phase 3 of the MAAI.

If you’d like to see a short video of the professional development opportunity please click here. If you are interested in participating in phase 3 please send me an email at argy.nestor@maine.gov.

Haystack GATEWAY

From the Director, Stuart Kestenbaum

I absolutely love getting the Gateway Newsletter from Haystack Mountain School of Crafts located in Deer Isle, Maine. My favorite part is reading the segment on the front page called From the Director. Stuart Kestenbaum is the director and has been at the school for several years now. He is an accomplished writer and when I read his From the Director segment I am “there” at Haystack. Stu’s gift of writing helps me smell, taste, feel, hear and imagine whatever he is describing.

When I arrived home today I found the Gateway in my mailbox and before I even took my coat off I stood in the kitchen reading his message. For those of you who have been to Haystack I am sure you will easily picture his words. For those of you who have not been so fortunate, I am guessing his piece will provide you with the images he describes.

Thank you to Stu for permission to re-print his message below. Many of Stu’s columns, along with some other writing in creativity, have been collected in one book called The View from Here: Craft, Community, and Creative Process, published last year from Brynmorgen Press.

Spring 2013

Once upon a time there were pay phones. You could drop a dime in the slot to make a local call and talk as long as your wanted, or with a pocket full of change you could talk long distance, with the operator coming on from time to time to tell you how much the next few minutes would cost. You could make collect calls, which wouldn’t cost you anything. If you were a savvy phone user, you could call home collect, the operator would announce your name and your parents could refuse the charges, and know for free that you had arrived safely at a distant location.

In those golden days of the landline, the pay phone was everywhere—gas stations, restaurants, movies, hospitals, and on street corners.  Some had glass bi-fold doors—I think there is still one at Moody’s diner in Waldoboro—where you could be in an intimate space of quiet conversation while the world bustled outside.

Pay phones witnessed heartbreaks and celebration, arrivals and departures. They were an essential way to communicate. Haystack used to have two pay phones—one in the dining room and one in a handmade booth on the main deck, built of spruce siding with a cedar shingled roof. The word “Confessional” is carved on the door.  The Confessional is right next to the office and without intending to, you might sometimes hear the caller’s description of the dinner menu, studio work, or life with roommates.

Other than writing letters or cards, those two phones were the only way to communicate with friends and family. We would even ask people to limit their calls so everyone could have a turn, and you could often hear the phones ring—real bells not a ringtone—at meals.

Times change. In Maine, New England Telephone became NYNEX, which became Verizon. The mobile phone arrived. Verizon sold its Northern New England landline business to a company called Fairpoint. A few years ago, Fairpoint informed us that since we weren’t generating enough income for them from the phone in the dining room, we would have to pay a very large monthly fee. So the phone was removed. You can still see its ghostly imprint on the wall.

Last fall Fairpoint jettisoned its no longer paying for itself pay phone business, selling it to another company, which informed us that they wanted us to pay another exorbitant fee for the remaining phone—the Confessional. We refused, and sometime this spring the phone will be removed. The building will remain—I think of it as our own shrine to communication. Perhaps people with the urge to talk on the cell phones can sit in there and talk, or just quietly confess to no one.

Now we can communicate in so many ways—talk, text, email, facebook and tweet.  Even with our slow internet on an island in Maine, information moves pretty quickly and constantly too. Of course quick isn’t always what we’re after, especially when it’s coupled with constantly. At Haystack we have the rare opportunity to disconnect. We can disconnect from the part of our lives that is sometimes swirling around us with more information than we can process, and re-connect with another part of ourselves.  It’s the part that’s not skimming the surface, but diving deeper, it’s the part with the questions and other answers. It’s the part that has been waiting for us to call.

Stuart Kestenbaum

Director