Archive for October, 2016

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Harvard Commencement

October 31, 2016

Text of J.K. Rowling’s speech

Below is the text as it was delivered by J.K. Rowling at Harvard’s Commencement, June 2008.

‘The Fringe Benefits of Failure, and the Importance of Imagination’

President Faust, members of the Harvard Corporation and the Board of Overseers, members of the faculty, proud parents, and, above all, graduates.

The first thing I would like to say is ‘thank you.’ Not only has Harvard given me an extraordinary honour, but the weeks of fear and nausea I have endured at the thought of giving this commencement address have made me lose weight. A win-win situation! Now all I have to do is take deep breaths, squint at the red banners and convince myself that I am at the world’s largest Gryffindor reunion.

J.K. Rowling acknowledges applause following the awarding of her honorary degree.

J.K. Rowling acknowledges applause following the awarding of her honorary degree.

Delivering a commencement address is a great responsibility; or so I thought until I cast my mind back to my own graduation. The commencement speaker that day was the distinguished British philosopher Baroness Mary Warnock. Reflecting on her speech has helped me enormously in writing this one, because it turns out that I can’t remember a single word she said. This liberating discovery enables me to proceed without any fear that I might inadvertently influence you to abandon promising careers in business, the law or politics for the giddy delights of becoming a gay wizard.

You see? If all you remember in years to come is the ‘gay wizard’ joke, I’ve come out ahead of Baroness Mary Warnock. Achievable goals: the first step to self improvement.

Actually, I have wracked my mind and heart for what I ought to say to you today. I have asked myself what I wish I had known at my own graduation, and what important lessons I have learned in the 21 years that have expired between that day and this.

I have come up with two answers. On this wonderful day when we are gathered together to celebrate your academic success, I have decided to talk to you about the benefits of failure. And as you stand on the threshold of what is sometimes called ‘real life’, I want to extol the crucial importance of imagination.

These may seem quixotic or paradoxical choices, but please bear with me.

Looking back at the 21-year-old that I was at graduation, is a slightly uncomfortable experience for the 42-year-old that she has become. Half my lifetime ago, I was striking an uneasy balance between the ambition I had for myself, and what those closest to me expected of me.

I was convinced that the only thing I wanted to do, ever, was to write novels. However, my parents, both of whom came from impoverished backgrounds and neither of whom had been to college, took the view that my overactive imagination was an amusing personal quirk that would never pay a mortgage, or secure a pension. I know that the irony strikes with the force of a cartoon anvil, now.

So they hoped that I would take a vocational degree; I wanted to study English Literature. A compromise was reached that in retrospect satisfied nobody, and I went up to study Modern Languages. Hardly had my parents’ car rounded the corner at the end of the road than I ditched German and scuttled off down the Classics corridor.

I cannot remember telling my parents that I was studying Classics; they might well have found out for the first time on graduation day. Of all the subjects on this planet, I think they would have been hard put to name one less useful than Greek mythology when it came to securing the keys to an executive bathroom.

I would like to make it clear, in parenthesis, that I do not blame my parents for their point of view. There is an expiry date on blaming your parents for steering you in the wrong direction; the moment you are old enough to take the wheel, responsibility lies with you. What is more, I cannot criticise my parents for hoping that I would never experience poverty. They had been poor themselves, and I have since been poor, and I quite agree with them that it is not an ennobling experience. Poverty entails fear, and stress, and sometimes depression; it means a thousand petty humiliations and hardships. Climbing out of poverty by your own efforts, that is indeed something on which to pride yourself, but poverty itself is romanticised only by fools.

What I feared most for myself at your age was not poverty, but failure.

At your age, in spite of a distinct lack of motivation at university, where I had spent far too long in the coffee bar writing stories, and far too little time at lectures, I had a knack for passing examinations, and that, for years, had been the measure of success in my life and that of my peers.

I am not dull enough to suppose that because you are young, gifted and well-educated, you have never known hardship or heartbreak. Talent and intelligence never yet inoculated anyone against the caprice of the Fates, and I do not for a moment suppose that everyone here has enjoyed an existence of unruffled privilege and contentment.

However, the fact that you are graduating from Harvard suggests that you are not very well-acquainted with failure. You might be driven by a fear of failure quite as much as a desire for success. Indeed, your conception of failure might not be too far from the average person’s idea of success, so high have you already flown.

Ultimately, we all have to decide for ourselves what constitutes failure, but the world is quite eager to give you a set of criteria if you let it. So I think it fair to say that by any conventional measure, a mere seven years after my graduation day, I had failed on an epic scale. An exceptionally short-lived marriage had imploded, and I was jobless, a lone parent, and as poor as it is possible to be in modern Britain, without being homeless. The fears that my parents had had for me, and that I had had for myself, had both come to pass, and by every usual standard, I was the biggest failure I knew.

Now, I am not going to stand here and tell you that failure is fun. That period of my life was a dark one, and I had no idea that there was going to be what the press has since represented as a kind of fairy tale resolution. I had no idea then how far the tunnel extended, and for a long time, any light at the end of it was a hope rather than a reality.

So why do I talk about the benefits of failure? Simply because failure meant a stripping away of the inessential. I stopped pretending to myself that I was anything other than what I was, and began to direct all my energy into finishing the only work that mattered to me. Had I really succeeded at anything else, I might never have found the determination to succeed in the one arena I believed I truly belonged. I was set free, because my greatest fear had been realised, and I was still alive, and I still had a daughter whom I adored, and I had an old typewriter and a big idea. And so rock bottom became the solid foundation on which I rebuilt my life.

You might never fail on the scale I did, but some failure in life is inevitable. It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.

Failure gave me an inner security that I had never attained by passing examinations. Failure taught me things about myself that I could have learned no other way. I discovered that I had a strong will, and more discipline than I had suspected; I also found out that I had friends whose value was truly above the price of rubies.

The knowledge that you have emerged wiser and stronger from setbacks means that you are, ever after, secure in your ability to survive. You will never truly know yourself, or the strength of your relationships, until both have been tested by adversity. Such knowledge is a true gift, for all that it is painfully won, and it has been worth more than any qualification I ever earned.

So given a Time Turner, I would tell my 21-year-old self that personal happiness lies in knowing that life is not a check-list of acquisition or achievement. Your qualifications, your CV, are not your life, though you will meet many people of my age and older who confuse the two. Life is difficult, and complicated, and beyond anyone’s total control, and the humility to know that will enable you to survive its vicissitudes.

Now you might think that I chose my second theme, the importance of imagination, because of the part it played in rebuilding my life, but that is not wholly so. Though I personally will defend the value of bedtime stories to my last gasp, I have learned to value imagination in a much broader sense. Imagination is not only the uniquely human capacity to envision that which is not, and therefore the fount of all invention and innovation. In its arguably most transformative and revelatory capacity, it is the power that enables us to empathise with humans whose experiences we have never shared.

One of the greatest formative experiences of my life preceded Harry Potter, though it informed much of what I subsequently wrote in those books. This revelation came in the form of one of my earliest day jobs. Though I was sloping off to write stories during my lunch hours, I paid the rent in my early 20s by working at the African research department at Amnesty International’s headquarters in London.

There in my little office I read hastily scribbled letters smuggled out of totalitarian regimes by men and women who were risking imprisonment to inform the outside world of what was happening to them. I saw photographs of those who had disappeared without trace, sent to Amnesty by their desperate families and friends. I read the testimony of torture victims and saw pictures of their injuries. I opened handwritten, eye-witness accounts of summary trials and executions, of kidnappings and rapes.

Many of my co-workers were ex-political prisoners, people who had been displaced from their homes, or fled into exile, because they had the temerity to speak against their governments. Visitors to our offices included those who had come to give information, or to try and find out what had happened to those they had left behind.

I shall never forget the African torture victim, a young man no older than I was at the time, who had become mentally ill after all he had endured in his homeland. He trembled uncontrollably as he spoke into a video camera about the brutality inflicted upon him. He was a foot taller than I was, and seemed as fragile as a child. I was given the job of escorting him back to the Underground Station afterwards, and this man whose life had been shattered by cruelty took my hand with exquisite courtesy, and wished me future happiness.

And as long as I live I shall remember walking along an empty corridor and suddenly hearing, from behind a closed door, a scream of pain and horror such as I have never heard since. The door opened, and the researcher poked out her head and told me to run and make a hot drink for the young man sitting with her. She had just had to give him the news that in retaliation for his own outspokenness against his country’s regime, his mother had been seized and executed.

Every day of my working week in my early 20s I was reminded how incredibly fortunate I was, to live in a country with a democratically elected government, where legal representation and a public trial were the rights of everyone.

Every day, I saw more evidence about the evils humankind will inflict on their fellow humans, to gain or maintain power. I began to have nightmares, literal nightmares, about some of the things I saw, heard, and read.

And yet I also learned more about human goodness at Amnesty International than I had ever known before.

Amnesty mobilises thousands of people who have never been tortured or imprisoned for their beliefs to act on behalf of those who have. The power of human empathy, leading to collective action, saves lives, and frees prisoners. Ordinary people, whose personal well-being and security are assured, join together in huge numbers to save people they do not know, and will never meet. My small participation in that process was one of the most humbling and inspiring experiences of my life.

Unlike any other creature on this planet, humans can learn and understand, without having experienced. They can think themselves into other people’s places.

Of course, this is a power, like my brand of fictional magic, that is morally neutral. One might use such an ability to manipulate, or control, just as much as to understand or sympathise.

And many prefer not to exercise their imaginations at all. They choose to remain comfortably within the bounds of their own experience, never troubling to wonder how it would feel to have been born other than they are. They can refuse to hear screams or to peer inside cages; they can close their minds and hearts to any suffering that does not touch them personally; they can refuse to know.

I might be tempted to envy people who can live that way, except that I do not think they have any fewer nightmares than I do. Choosing to live in narrow spaces leads to a form of mental agoraphobia, and that brings its own terrors. I think the wilfully unimaginative see more monsters. They are often more afraid.

What is more, those who choose not to empathise enable real monsters. For without ever committing an act of outright evil ourselves, we collude with it, through our own apathy.

One of the many things I learned at the end of that Classics corridor down which I ventured at the age of 18, in search of something I could not then define, was this, written by the Greek author Plutarch: What we achieve inwardly will change outer reality.

That is an astonishing statement and yet proven a thousand times every day of our lives. It expresses, in part, our inescapable connection with the outside world, the fact that we touch other people’s lives simply by existing.

But how much more are you, Harvard graduates of 2008, likely to touch other people’s lives? Your intelligence, your capacity for hard work, the education you have earned and received, give you unique status, and unique responsibilities. Even your nationality sets you apart. The great majority of you belong to the world’s only remaining superpower. The way you vote, the way you live, the way you protest, the pressure you bring to bear on your government, has an impact way beyond your borders. That is your privilege, and your burden.

If you choose to use your status and influence to raise your voice on behalf of those who have no voice; if you choose to identify not only with the powerful, but with the powerless; if you retain the ability to imagine yourself into the lives of those who do not have your advantages, then it will not only be your proud families who celebrate your existence, but thousands and millions of people whose reality you have helped change. We do not need magic to change the world, we carry all the power we need inside ourselves already: we have the power to imagine better.

I am nearly finished. I have one last hope for you, which is something that I already had at 21. The friends with whom I sat on graduation day have been my friends for life. They are my children’s godparents, the people to whom I’ve been able to turn in times of trouble, people who have been kind enough not to sue me when I took their names for Death Eaters. At our graduation we were bound by enormous affection, by our shared experience of a time that could never come again, and, of course, by the knowledge that we held certain photographic evidence that would be exceptionally valuable if any of us ran for Prime Minister.

So today, I wish you nothing better than similar friendships. And tomorrow, I hope that even if you remember not a single word of mine, you remember those of Seneca, another of those old Romans I met when I fled down the Classics corridor, in retreat from career ladders, in search of ancient wisdom:
As is a tale, so is life: not how long it is, but how good it is, is what matters.
I wish you all very good lives.
Thank-you very much.

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Neuroscience and Music

October 30, 2016

New developments in neuroscience can benefit the learning and performance of music

As advancements in neuroscience increasingly illuminate the traditional understanding of the human mind, many of the new insights are also relevant to musicians as well as to music pedagogy. The greater understanding of how intersubjective processes are integral to the development of the right brain has shown how, according to the neuropsychoanalyst Allan Schore, right-brain models can bridge the fields of psychiatry, music, and trauma.

Read the entire article by CLICKING HERE.

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New Hampshire Conference

October 29, 2016

November 11 and 12 – Claremont, New Hampshire

New Hampshire State Council on the Arts & Arts Alliance of Northern New Hampshire present

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Register By Sunday and Save! If you’re not seeing conference presenters above please CLICK HERE.

“Opportunity is missed by most people because it is dressed in overalls and looks like work.”- Thomas Edison
 
“Most creative work is a process of people passing ideas and inspirations from the past into the future
and adding their own creativity along the way.”- Joichi Ito
 
“Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do. If you haven’t found it yet, keep looking. Don’t settle. As with all matters of the heart, you’ll know when you find it.” -Steve Jobs

Registration prices for the annual NH Statewide Arts Education Partnership Conference increase Monday! Sign up by this weekend.
Read more about the CONFERENCE HERE or REGISTER HERE! Special lodging deals starting at $55!

Please help us spread the word by forwarding this email to friends, colleagues and anyone you think may be interested!

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Influence of a Teacher

October 28, 2016

Teachers have the real power

This is a blog post from the Beautiful Junkyard, the blog of Ashley Lamb-Sinclair, the Kentucky 2016 Teacher of the Year. Ashley is the Founder and CEO of Curio Learning www.curiolearning.com.  Curio Learning is a start up creating an app for teachers for professional development and resource sharing and being launched in January. Thank you Ashley for the permission to re-post your thought provoking and important piece.

screen-shot-2016-10-27-at-7-47-59-pmI stood in the henna tattoo line with my 4-year-old at a local festival listening to the high school girls behind me debate the merits of getting a zodiac symbol or a Chinese character. I chuckled to myself as I eavesdropped, having become very wise to teenage psychology over the past decade as a middle and high school teacher. Then something amazing happened.

One of the girls’ teachers walked by holding hands with her boyfriend. She screeched, “Here comes my teacher!” I couldn’t help but turn to look myself, and I watched as the teacher smiled kindly and waved, and the girl turned back to her friend to gossip.

“Isn’t she pretty?”

“That’s my social studies teacher.”

“She just got engaged. She told us all about it.”

Then she pulled out her cellphone and called a friend, who was presumably also at the festival. “Hey, if you see a tall woman with red hair holding hands with a tall guy, that’s my teacher.”

I waited for the inevitable discussion about the teacher’s private life. But what I really wanted to hear is what all teachers want to hear, I just love her class. She has taught me so much.

Yet neither topic arose, to my surprise. The entire time we were in line – it was a long line – the girl kept bringing the teacher up in conversation. She wondered where she was, she kept thinking she saw her coming back toward her, and she wondered if her other friends had also spotted her.

This was a fascinating experience for me to be a fly on the wall as students discussed their teachers in a social setting. We all wonder what impact we have on students when we’re not around. The fact that the student never brought up the teacher’s work in the classroom led me to a surprising conclusion: The influence teachers have in the classroom is mostly about who we are, rather than what we do.

Teachers are larger than life to students — and good, bad or ugly — they are fascinated by us. We are the face of education for them and their entire attitudes about school lay in our hands.

Now, as I end my tenure as Kentucky’s Teacher of the Year, I realize that even in 10 years of teaching, I never really understood my influence as an educator. But having worked with people at the Kentucky Department of Education, state legislators, national education organizations and even a conversation or two with Secretary of Education John King, I have a very clear understanding now that, as my dear friend and colleague Brad Clark of Hope Street Group often says, “There is a big difference between leadership as positional power and leadership as influence.”

As teachers, we can often feel as if we are not masters of our own or our students’ fates. Yet, the teenage girls I overheard at the festival didn’t discuss the teacher’s lessons or the policies the teacher was required to implement. They talked about her. They admired her as a person, and to them, she was so influential that they were willing to start a lookout chain just to spot her. She was literally like a celebrity to them.

And she probably had no idea that it was happening.

Here’s probably what happened next: She prepared her lesson plans later that weekend, maybe caught up on some grading. She went to school on Monday, saw those same students who probably smiled and said hello. She taught her lessons, gave some encouragement and even some reprimands. She went home after school and worried about those words of encouragement, the reprimands, the implementation of the lessons she so thoughtfully constructed and the products the students had turned in that week. She worried whether they got it, whether she was effective, whether she mattered.

Then she went to a meeting and someone gave her a task to do, a hoop to jump through, another worry to add to her list. At some point in the week, she felt overwhelmed, stressed and tired. Maybe she even wondered if she had any positive impact at all, never once knowing the influence she wielded over those students at the festival. Never once recognizing that she was the person with the true power, the one who stood in front of kids every day and was the face of education for them.

Having been blessed with the opportunity this past year to get a 30,000-foot view of education, I now see what that teacher can’t see. I see that if every teacher woke up to the awesome influence he or she bears on the educational system at large, there would be a drastic overhaul in how the system operates. Someone said to me recently, “It’s really easy to get caught up in the hierarchy of education,” and I agree. But if we change the way we view the system, it becomes less of a hierarchy and more of community.

For example, while listening to Secretary King speak at a conference in Washington, D.C., he said something that contradicted my own experiences in my classroom. Before this year, I would have made a snarky comment to my colleagues, maybe sent a text complaining about it and moved on feeling just a little bit more frustrated with the educational system.

But I recognized that I was the teacher in the classroom – the topic of which he spoke –while he was not. So after the speech, when he made his rounds speaking to the educators in the audience, I told him what I thought. I told him stories from my classroom and how the policies he discussed impacted my students. He listened, asked questions and gave me his email address to follow up with him on the topic later.

I realized then that he might think twice when speaking on the issue next time. He might take the time to ask other teachers in similar situations what they thought about the issue. I viewed him as a member of the education community, rather than someone at the top of the chain who wouldn’t appreciate my expertise. And most importantly, I recognized that I was the expert and I took the time to tell him as much.

What would happen if every teacher changed his or her perspective on the system and took the time to talk to those at the top? I think all of our educational leaders at every level would have no choice but to think twice and ask a teacher first.

So my time is ending and someone else will soon have the view from where I stand, but it’s hard to close your eyes again once they’ve been opened. My mission now is to open up the eyes of my colleagues, because teachers are the rock stars to the kids. It’s time for policymakers to hear the music.

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Congratulations Theresa!

October 27, 2016

Basket-maker

Theresa at the Maine International Conference on the Arts

Theresa at the Maine International Conference on the Arts. Photo Arthur Fink

In September Maine basket-maker Theresa Secord was recognized in Washington, D.C. as a 2016 National Heritage Fellow. Theresa is one of nine artists who received the nation’s highest honor in traditional arts from the National Endowment for the Arts.

Secord received the award because of her skills using ash and sweetgrass to make Indian baskets, as well as for her role in raising the awareness of the Indian basketmaking tradition within her community and the larger world, said Cliff Murphy, the NEA’s director of folk and traditional arts. “She has been a selfless advocate for other people for a long time,” Murphy said.

Read the entire article from the Portland Press Herald by CLICKING HERE. And, listen to Theresa discuss bringing an ancient art form into the 21st century on this podcast.

Theresa is a long-time friend of the Maine Arts Commission and we are very proud of her accomplishments!

 

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ESSA

October 26, 2016

Mapping opportunities for the arts

screen-shot-2016-10-25-at-10-30-49-pmArts Ed Partnership has created a resource on the Every Student Succeeds Act. This information was published on October 4, 2016 and a link to the resource is below.

By now, the education community is familiar with the passage of the Every Student Succeeds Act (ESSA). From the moment that ESSA was signed into law, folks across the education community – from classroom teachers to policymakers – have been clamoring with questions. Perhaps the most frequent inquiry is: “What are the opportunities for my child, classroom, district or state?”
 
Questions such as this come from every organization or individual impacted by the new law – including those focused on the arts in education. For this reason, Arts Education Partnership (AEP), together with a group of AEP partner organizations and other stakeholders, established the ESSA / Well-Rounded Education Working Group to identify the needs of the arts in education community and to develop resources that respond to that need. AEP recently released a new resource exploring opportunities for the arts within some of ESSA’s most pressing education priorities: Title I, accountability, assessments and state plans.

You can download the resource by CLICKING HERE.

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Congratulations Rick!

October 25, 2016

Grammy Music Education

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This is year four that the Recording Academy and the Grammy Foundation is recognizing a music educator with the Grammy Music Educator of the Year Award. This year one of our very own Maine music educators has been nominated and has advanced to being one of the 25 semifinalists. Rick Nickerson is the director of choral activities at Windham High School where he has taught for 30 years. Rick conducts three choirs, teaches music courses and serves as the music coordinator for the district.

Rick at the 2011 Statewide Arts Education Conference

Rick at the 2011 Statewide Arts Education Conference

The award recognizes “educators who have made a significant and lasting contribution to the field of music education.” This is the second time Rick has been nominated, first in 2013, when he advanced to the quarterfinals. Ten finalists will announced in December and one person will be selected to receive the award and be recognized at the 59th Grammy Awards ceremony on February 12, 2017.

Rick has been recognized in the past as the Maine Music Educator of the Year, Maine Distinguished Choral Director of the Year and was runner-up for Maine Teacher of the Year.

In 2011 Rick’s choir provided an excellent performance at the opening of the Maine Arts Assessment Initiative Statewide Arts Education conference, Arts Teachers Leading the Way Back to the Future: Arts Assessment for Learning.

Congratulations to Rick and his Windham school district colleagues and community who support the work of music education! We’ll be waiting to hear in December if Rick makes it to the final 10 considered for the Grammy Music Educator of the Year Award! YAHOOOOOOOO!

Rick conducting at the opening of the 2011 Statewide Arts Education conference

Rick conducting at the opening of the 2011 Statewide Arts Education conference

Rick conducting at the opening of the 2011 Statewide Arts Education conference

Rick conducting at the opening of the 2011 Statewide Arts Education conference

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College Scholarship for the Arts

October 24, 2016

For creators, innovators and dreamers

Khori as a young performer - image from the Upworthy site.

Khorii Tinson as a young performer – image from the Upworthy site.

A new scholarship is available called Live Mas and it is supported by Taco Bell. The Live Más Scholarship is not based on your grades or how well you play sports. No essays, no test scores, no right or wrong answers. We’re looking for the next generation of innovators, creators and dreamers – whose post-high school education we will help fund. This is a one-of-a-kind opportunity for the next generation. In 2016 the Taco Bell Foundation awarded $1 million to 220 dreamers, creators and innovators. You can read some of the 2016 awardees and learn more about the scholarship opportunity by CLICKING HERE.

For Khorii Tinson it was an opportunity to go to the University of Texas of Austin. The school is one of 80 schools across the country offering accredited dance programs. Out of 7,000 universities and colleges. You can read Khorii’s story by CLICKING HERE. Her video, at the same link, is priceless.

Thanks to dancer and teaching artist Nancy Salmon for sharing this information.

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Victor Ekpuk

October 23, 2016

Mural making

In April 2015, artist Victor Ekpuk spent several days at Dartmouth’s Hood Museum of Art creating a new work. The process was open to visitors and was part of a larger exhibition of Ekpuk’s work, called “Auto-Graphics.”

Thank you Nancy Salmon for bringing this artist to my attention!

 

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GT Conference

October 22, 2016

Orono

screen-shot-2016-10-22-at-8-55-31-amCongratulations to the Maine Educators of the Gifted and Talented professional organization for a successful conference on Friday, October 21: The ‘Art’ of Technology: Inspiring Innovation in Advanced Learners. The planning committee and officers worked for several months planning an outstanding learning opportunity that focused on the arts and technology. The workshops included:

  • How does the use of technology improve teaching and deepen learning? Terri Dawson, Co-Director of Sebago Educational Alliance for Professional Development and Technology Integrator, Gorham School Department
  • Building and Strengthening your G/T Visual and Performing Arts Program – Beth Lambert
  • Use Poetry to Enhance Rigor and Depth with GT Students – Ruth Lyons and Kimberly Moran
  • Systemic Questions on GT Programming: MEGAT Board facilitation, open conversation
  • Creating Digital Breakout EDU’s – Terri Dawson
  • Collaboration: 2 STEAM Projects – Christine Carney and Adele Drake
  • MakerSpaces on a Dime: STEAM Focused – Lindsey Carnes
  • Visual Notetaking/Doodling in Class –
  • Praxis II, Certification, Endorsement: MEGAT Session with Ruth Lyons
  • Maine Landmarks, their Stories: an Art-based, Interdisciplinary, Community Unit – Ell Fanus and Jonathan Graffius
  • Getting Started with ArcGIS Online: Hands-on Workshop – Margaret Chernosky and Erin Towns

    Karin being recognized by the conference participants after viewing her video. Photo by Jonathan Graffius

    Karin being recognized by the conference participants after viewing her video. Photo by Jonathan Graffius

  • MakerSpaces on a Dime: STEAM Focused – Lindsey Carnes
  • Deepening Your Practice – Nuts and Bolts Session: Open Session, MEGAT Board facilitation

It was fabulous to see so many visual and performing arts teachers at the conference and the many Maine Arts Leadership Initiative Teacher Leaders – Lisa Marin, Lisa Ingraham, Charles Michaud, Pam Chernesky, Theresa Cerceo, and Brian McPherson. was thrilled to provide the morning keynote called Why the Arts Are Essential and grateful to have the opportunity to talk to such a diverse audience on the topic.

The biggest thrill of the day came just after lunch when we were treated to an amazing video on STEAM created by Karin Zimba from Hall School, Waterville. Her Doodle for Google creation was the Maine state winner and a finalist in the national contest last year. The MEGAT board recognized her for accomplishments. Congratulations to Karin and her sister whose submission was the Maine state winner in 2015. We’re hoping that Karin’s video will be made public in the future so others can appreciate her artwork and learn from her creation.

Karin's winning design

Karin’s winning design

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Beth Lambert presenting

Ann Marie Quirion Hutton presenting

Ann Marie Quirion Hutton presenting

 

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