Maine Music Educators Association

All-State Conference-May 18 and 19, 2023

CLICK HERE for registration and for more information!

MAEA Spring Conference

Maine Art Education Association

eARTh
​”The earth without art is just eh”

2023  Maine Art Education Association Spring Conference Retreat

Location: The Ecology School at River Farm 184 Simpson Road, Saco, Maine​

​Saturday-Sunday, April 29-30, 2023

$250.00 – one night (Saturday), 5 meals
2 people per room.

$350.00 – two nights (Friday and Saturday), 5 meals 

​2 people per room.

$175.00 – Commuter Rate (zero nights), 5 meals 

Optional linens are available at $40.00 payable to The Ecology School at the registration table.

*Must be a MAEA member to attend. ​If you are not a current member, join HERE!
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Reciprocal membership for out-of-state art education associations.

Join us and attend in-person studio workshops in comfortable yurts!  The Conference Retreat cost includes one Saturday overnight stay with check-in on Saturday and 3 meals will be served: breakfast, lunch, and dinner.  Sunday includes two meals:  breakfast and lunch.  Add-ons for 1-day early check-in ($100) and linens ($40) will be offered.

Meals: Guests will be treated to farm-fresh, local, and nutritious foods during community building meals in our beautiful Dinning Commons. Coffee, tea, and fruit are always available. 
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Lodging: During a two-day, one-night conference at The Ecology School, up to 72 guests may stay in our unique dormitory building. Rooms are doubles. There are two or three shared bathrooms per floor, floor dependent. It has been built according to the rigorous sustainability standards of the Living Building Challenge and promotes sustainable actions in everyday routines and facilitates conservation and mindfulness in community living practices.

Downtime: A 3.5-mile trail system is blazed throughout the 105-acre property, great for walking or running. 

Join in your choice of 4 studio workshops for hands-on experiences plus additional optional program elements that could include a Living Building Challenge Tour, a Field Ecology workshop, or a Food is Ecology Lab. Possibly join the Astronomical Society of Northern New England for an evening under the stars Saturday night after attending the MAEA Art Educator of the Year Awards Ceremony! Celebrate Earth Day 2023 and create art expressed through earth-conscious ways!  Experiment with Demetri Martin’s quote as you submit your studio workshop proposals or volunteer to assist workshop leading educators and/or teaching artists!

Register HERE!

Conference Schedule:

The Ecology School at River Bend Farm in Saco, Maine, proudly hosts the MAEA’s 2023 Spring Conference Retreat.

SATURDAY AND SUNDAY DAYTIME SCHEDULES:
7:00 AM – 8:15 AM:  Check-in, Move in,  and Registration
8:30 AM – 12:30 PM:  Morning Workshop Sessions
12:30 PM – 1:30 PM:  Lunch and The Ecology School Presentations
1:30 PM – 5:30 PM:  Afternoon Workshop Sessions
6:00 PM – 7:00 PM:  Dinner

Saturday Evening, APRIL 29TH, 2023 
AWARDS CEREMONY AND OUTDOOR PROGRAM
7:30 PM – 8:15 PM:  MAEA Art Educator of the Year Awards Ceremony
8:30 PM – 10:30 PM:  Star Gazing Format  by The Astronomical Society of Northern New England 

DEADLINE TO REGISTER: APRIL 10, 2023

One Boy’s Story

Imagination, Focus, and Autism

I love this story and the way it is presented for the viewer to stop and listen and think. The creativity and Anthony’s autism remind me of the importance of doing all three. What does each child have hidden inside them? How do I support young people to tap into their passion? The support of his mother is amazing, something I wish for all children. Anthony is using his tools and creativity that contribute to his success now and hopefully into the future. I can only imagine what the future holds for this child.

The Boy Who Loves Cars

The Boy Who Loves Cars

Book Arts Making a Difference School Wide

Gardiner High School

Periodically I have learning opportunities that are so pleasurable! I am grateful that I have more flexibility in my schedule at this point in my life to consider options. Last fall I participated in a Book Arts class that took place at a beautiful location, a stones throw from Mussel Ridge Channel, in the mid-coast called 26 Split Rock Cove located in S. Thomaston. 26 Split Rock Cove is owned by artist and poet Sandy Weisman who moved to Maine in 2010 after working at Massachusetts College of Art as the director of museum education.

It was fun to take the class alongside retired Bangor High School art teacher Kal Elmore. It was like a mini-Haystack workshop with a variety of people (artists, educators, and creatives) attending. A pleasant surprise was meeting Gardiner Area High School (GAHS) science teacher Sharon Gallant.

This wasn’t the first book making class that Sharon had taken. In fact, in the summer of 2021 she had taken a week-long bookmaking summer class at the University of Southern Maine. At the conclusion of the class Sharon was so excited that she wrote a grant to Oak Grove for funds to support a school wide book making project. Her goal for the 2021-22 school year was simple but enormous – transition the school/subjects/teachers and students from paper and pencil to creating books. Sharon provided book art training to staff. We all know the value of professional development for teachers and when a staff come together to learn, community is created and expanded upon. In this case Sharon noticed that the staff confidence grew, classrooms opened to possibilities for projects, and conversation was stimulated among staff implementing projects as curriculum options were considered.

“Participants discussed ways they might use the book art samples in their classes in the varying content areas in the upcoming year. Participants were informed of the grant and the opportunities for supplies to be checked out from the library, prep of supplies by students doing community service, and support from us. In November (2021) and in March (2022), 21 staff members across all content areas participated in learning book art creation techniques.”

You might be asking WHAT? and wondering WHY! This is an example of one teacher getting excited about something learned, trying it in her classroom and understanding the potential of student learning all because of making books!

Librarian Debra Butterfield has been incredibly supportive and added so much to the project. A room off of the library was set up to store the materials and provides access for students to check out the materials, the same as library books. The school has a community service component as part of high school graduation. Debra worked with three trained student volunteers and as other students saw volunteers using professional cutting machines and a variety of tools provided by the grant, other students offered to volunteer. The student volunteers have grown to twenty who are not involved in sports or other clubs. The preparation of materials before, during, and after school has connected them to GAHS in a meaningful way. One student stated, “ I love preparing book art materials because I see in classes how much teachers and students appreciate that the supplies are prepped for them.” Volunteers have learned the importance of quality control, deadlines, and school service.

After I met Sharon at the Book Arts workshop we arranged a day for me to visit GAHS. I spent time with students in the social studies class with teacher Susan LeClair. Students were totally engaged in creating accordion books on The Great Depression and New Deal. The approach was structured but flexible, the materials plentiful, the atmosphere was supportive, relaxed and creative. The classroom was set up similarly to a ‘workshop model’. Students are introduced to history material, art materials and techniques at different intervals in the book making process. They work independently understanding their goals using a rubric based on a total of 100 points.

• Causes of the Great Depression – 50 points
• New Deal Programs – 50 points
• Illustration – 25 points
• Organization – 25 points

Susan is a veteran teacher having seen many changes during her teaching career. She shared that students had become passive, going through the motions of learning, memorizing for the test and to obtain a good grade. Many immediately forgetting material as soon as information was spit out for the paper and pencil test. Making books provided the opportunity for students to demonstrate learning in an engaging way. Understanding and retention of the material was evident as they created the story using illustrations. Not to mention students were proud of their creations.

As the school year, 2021-22 continued the ideas morphed and grew. Sharon’s description of what followed, thanks to the enthusiasm of teachers and the grant funding:

We have supported a range of projects this year with our support with instruction in classes. Following is a sample of some of the projects implemented this year that replace traditional paper and pencil assessment. A biology teacher created nature journals with compartments for collecting samples. A foreign language teacher had year four students create illustrated children’s literature books and then hosted a student lead reading to other foreign language levels. Social studies teachers have created a variety of projects as they have learned about the founding of our country, abolitionists, immigration, and world cultures. English teachers are currently having students create illustrated poetry selections for National Poetry Month, a showcase for learning from a variety of texts read this school year, and another focused on the exploration of fairy tales. Our library is physically in the center of our school with an English/social studies wing on one side and a science/math wing on the other. Historically students have rarely shared about their assessments for learning from one side of the building to another. Book art, however, has changed the culture. It has been a connecting force with students talking with each other across classes and disciplines. Through these projects, we have had a focus on developing templates as rough drafts and this repeated experience has fostered a habit of mind focused on quality, planning, and revision that we see transferring to research, the writing process, and scientific inquiry. This has been an unexpected benefit of the grant. Students have been more present in their learning and deepened their own personal expectations for quality. One student stated, “Thank you so much for letting me make a book to show what I know. I don’t test well, and I’ve never felt the teacher knows what I know.”

Beyond projects in the classrooms, we have offered opportunities for students and staff to come together for after school sessions to learn advanced book art making techniques with holiday card making in December and Valentine card making in February. The sessions were intended from 2:00 to 3:30, but because students and staff were in the flow of creating together, the events lasted closer to 5:00 pm. Several students reflected on how amazing it was to be a learner along with their teachers. These experiences, which created amazing positive school energy, showed students the role that book art can play beyond the classroom for personal pleasure and engagement.

Due to such a positive response from students, we quickly realized that students needed a venue to showcase their impressive book art. We approached the art teacher, who has an annual K-12 art show, to feature book art as an added feature to expand the show to an art extravaganza. We have invited all students who have made a book to participate in the show. One student, who struggles academically, exclaimed in shock and delight, “You seriously want to show my book. No one has ever asked to have my work displayed!” This reaction alone exemplifies our belief that students need an alternative form of assessment. Book art fills that space.

No doubt about it, the excitement and impact that one person has made, the collaborative spirit and flexibility of staff and the support from administration has all come together to make a huge difference in teaching and learning at GAHS. Evaluating the program helped determine the next steps for Year 2. And, funding helped again. Sharon’s words describe it best:

During our tremendous success with book art as an alternative form of assessment, we quickly realized that there was still work to be done. We have a large population of students without access to materials at home, a space at school to complete book art projects, and the need for additional after school enrichment experiences.

The first year of Turn the Page funding allowed us to introduce a new form of assessment and purchase materials for multiple classes to simultaneously work on these projects. While several class periods are devoted to time in class for these projects, to ensure the quality of work required to complete a book, students are asking to work on the books at home. With the additional funding, we created supply kits, issued through the school library catalog, with all necessary materials for students to bring home to further work on their books. Not only does this assist students who need more time, but it also makes it easier for those who are economically challenged to have access to all materials not available at home. Through all of the amazing success of year one, we did note the disparity between students who had home access to additional embellishment and those who struggled with the basics. These kits eliminate any barrier for success.

Book art has truly made a significant shift in our attempt to establish learning environments and experiences that feature collaborative relationships, rigorous and meaningful curriculum, and shared instruction. It also addresses various forms of inequity and empowers young adults to thrive at school.

GAHS’s commitment to responding to and making needed changes are exemplary. What an outstanding example filled with possibilities. I am grateful that I had the opportunity to meet Sharon and visit the school to see the project in action! Are they proud of their accomplishments? You betcha; again in Sharon’s words:

We are very proud and grateful for what this grant has allowed us to do for professional development, student engagement, and expanded community connections. We have presented to the Plymouth State art class, at Viles for a pre-service teacher training , and a Saturday Maine Association of School Libraries conference session scheduled. Students have told us that they want to create with their hands, do meaningful projects, and have deep engagement with their learning.

Susan LeClair, Social Studies teacher – Sharon Gallant, Science teacher

Truth!

Teachers know how truthful this statement is. Visual and Performing Arts educators know that their ‘classroom’ goes WAYYYYY beyond the four walls of a ‘classroom’. Arts classrooms extend to the hallways, school offices, the football field, the local library, the Memorial Day parade, other community locations and many other ‘places’. Dedicated arts educators are at the HEART of exemplary schools. Without the passion, energy, dedication, patience, perseverance, and love from arts educators, schools would look VERY different.

As we kick off Music in Our Schools Month, Youth Art Month, oh heck – ARTS EDUCATION MONTH, please take the time to shout about the value of visual and performing arts education. (Sometimes others need to be reminded!). Below the image are links to the national professional arts education organizations to learn more about some of the work that they are doing.

HAPPPPPPY ARTS EDUCATION MONTH!

NAEA

The National Art Education Association has been celebrating Youth Art Month since the 1960’s. Check out what NAEA has to offer on the topic. The purpose of YAM is to emphasize the value to children from participating in visual art education. 

CFAE

The Council for Art Education provides tons of resources to help you plan. They have ideas on their site that teachers and students are engaged in across the country. The ideas range from school based to community, both large and small. You can sign up for their free newsletter and receive information on a regular basis.

NAfME

The National Association for Music Education has been recognizing Music in Our Schools Month since 1985. The idea started in 1973. You can learn what NAfME has to offer on MIOSM by CLICKING HERE. The purpose of MIOSM is to raise awareness of the importance of music education for all children – and to remind citizens that schools is where all children should have access to music.

EDTA

The Educational Theatre Associationand the International Thespian Society and the American Alliance for Theatre & Education (AATE) all provide resources for theater educators. Their resources are directed towards Thespians, schools, and educators. The purpose is to raise public awareness of the impact of theatre education and draw attention to the need for more access to quality programs for all students.

NDEO

The National Dance Education Organization celebrates the artistic and academic achievements of exceptional students through the National Honor Society for Dance Arts (NAHSDA) by teaming up with the US Department of Education during March. Learn more about their advocacy work by CLICKING HERE.