Archive for the ‘Communication’ Category


Who Are They? Oxford Hills Region Part 4

March 22, 2018

Western Maine Art Group

This blog post is part of a series that aims to bring awareness to the Maine Arts Ed blog readers about the many visual and performing arts venues and educational opportunities in the Oxford Hills. The Oxford Hills Region of Maine is a perfect setting for the arts as it is centrally located where the rolling foothills of the White Mountains and beautiful lakes regions intersect. Located 45 miles north of Portland, 35 miles east of New Hampshire, and 20 miles west of Lewiston-Auburn, the region hosts multiple year-round opportunities for learners of all ages and a thriving arts community. The Oxford Hills School District (SAD17) is Maine’s largest school district in geographic area, with nine community schools, a regional middle school, a comprehensive high school and the Streaked Mountain School, an alternative school for high school students. The Oxford Hills include the towns of Buckfield, Harrison, Hartford, Hebron, Mechanic Falls, Norway, Otisfield, Oxford, Paris, Poland, Sumner, Waterford and West Paris. A great big THANKS to Diana Arcadipone for writing this series of posts.

Melanie Tornberg, current President Western Maine Art

Melanie Tornberg, member and current president of the Western Maine Art Group (WMAG), took classes at WMAG as a child of 9 years old through her teens and up to graduating from high school. She went on to study painting and earned a BFA from The University of New Hampshire. Making a living as an artist was hard and being a small town girl, Melanie was not interested in moving to a big city.  She settled in Southern Maine with her husband and two children and decided to go back to school in biochemistry. Melanie worked as a scientist for twenty years during which time she didn’t stop painting and she continued to exhibit her work. Currently, she is settled in Western Maine and splits her time between her studio and her role as member and president.

Melanie is passionate about the Western Maine Art Group and helping artists define community.  Her story is unique because of her long history with the organization as well as her science background, but she is not unlike the 60 other members who practice their art and artisanry.

The WMAG has been in existence for over 50 years and became a non-profit 501(c)3 organization in 1962 through the efforts of Hungarian artist Professor Lajos Matolcsy and his students Lee Bean and Ellie Viles. Their mission was to provide opportunities for artists and artisans in Western Maine to learn, exhibit and teach while providing community access to original art.  For more

Matolcsy Center

than half of it’s existence, every Monday night, WMAG has offered a life drawing session (anyone over the age of 18 is welcome).  The organization operates the Main Street Gallery (an artists cooperative) and the Matolcsy Art Center, where its headquarters are housed in the first school house on Main Street in Norway. Both sites are within walking distance of each other and are frequented by locals and tourists from all over.

Membership to WMAG is inclusive and affordable at $25 a year (friend), $50 a year (exhibiting artist) and offers it’s artists and artisans a multitude of exhibition opportunities both on and off site (most recently at The Maine Medical Center Cafe in Portland), educational opportunities, teaching opportunities, workshop space, web exposure, participation in the Norway Art Festival, First Friday’s, community engagement and more. For artists interested in becoming a member of the coop Main Street Gallery, the fee is $30/month.

The organization works with the Oxford Hills Comprehensive High School Guidance Department to award two annual scholarships to graduating students. And in addition, one of the programs that members are most proud of is an annual standing tradition; The Student Show in May. WMAG works with local art teachers to curate the exhibition and award prizes to middle school and high school students in design, painting and photography.For additional information about visiting, members, events and more, visit the website at



Maine State POL Champ

March 21, 2018

Allan Monga, Deering High School Junior

They came, they recited, and they were AMAZING! Students from the following high schools were this year’s Poetry Out Loud finalists:

  • Abigail vanLuling, Grade 12, Gorham High School
  • Hanna Lavenson, Grade 10, Messalonskee High School
  • Lauren Farmer, Grade 10, Rangeley Lakes Regional School
  • Emma Lombardo, Grade 11, Westbrook High School
  • Nelson Peterson, Grade 12, Oak Hill High School
  • Lydia Caron, Grade 12, Bangor High School
  • Wyatt Bates, Grade 11, Yarmouth High School
  • Richard Hilscher, Grade 12, North Yarmouth Academy
  • Lauren Dodge, Grade 12, Lee Academy
  • Katharine Kemper, Grade 10, Camden Hills Regional High School
  • Allan Monga, Grade 11, Deering High School

You can listen to them recite from the regional finals held earlier this winter on the Maine Arts Commission site.

Allan Monga, Deering High School

Yahooooo for Allan Monga from Deering who is Maine’s 2018 State Champ.  The poems he recited at the Waterville Opera House on March 20th at the state finals included “The Song of the Smoke” by W.E.B. Du Bois, “She Walks in Beauty” by Lord Byron (George Gordon) and “In the Desert” by Stephen Crane. You can hear him recite “In the Desert” on Maine Public Radio.

The Maine Arts Commission is proud of all of the recipients and wish Allan the best at the national finals which will be held in Washington, D.C., on April  23-25. They will be live streamed – look for the link in a later blog post.

CONGRATULATIONS to Allan and all of the 9,500 students in schools across the state who participated this year. See hundreds of photos from the state finals on the Maine Arts Commission Facebook page.

Waterville High School jazz band under the direction of music educator Sue Barre provided music at the state finals

Poetry Out Loud is organized nationally by the National Endowment for the Arts and the Poetry Foundation and administered at the state level by the Maine Arts Commission. It begins in Maine’s schools where school champions are selected to compete in two regional finals at which ten students are ultimately selected to recite at the state finals. One student, the state champion, moves on from the state finals to represent Maine at the national finals in Washington D.C., where students from all 50 states, the District of Columbia, the U.S. Virgin Islands, and Puerto Rico will compete for a total of $50,000 in awards and school stipends for the purchase of poetry books.

Lauren Dodge, Lee Academy

Charles Stanhope, Chair Maine Arts Commission, Allan Monga, Maine State Champion, Julie Richard, Executive Director, Maine Arts Commission


MALI Teacher Leader Story: Kris Bisson

March 20, 2018

Music educator: Kris Bisson

This is one of several blog posts in 2018 that include stories of the Maine Arts Leadership Initiative (MALI) Phase 7 Teacher Leaders and Teaching Artist Leaders. This series of blog posts includes a set of questions so you can learn a little bit about each leader. CLICK HERE  for more information on MALI. CLICK HERE  for more information on the 93 Teacher Leaders and 8 Teaching Artist Leaders.  CLICK HERE  for Arts education resources. CLICK HERE  for the MALI Resource Bank. Search in the “search archives” box on the bottom right side of this post for past teacher leader stories.  Thank you Kris for sharing your story!

Kristine (Kris) Bisson, Music Teacher and Chorus Director for Marshwood Middle School, grades 6, 7, and 8, in Eliot, Maine. She has been teaching a total of 16 years, all of them at Marshwood Middle School. Kris teaches 350 students throughout the school year in six classes: guitar/ukulele, piano, Composing Music, and three grade level Chorus classes (Grade Eight Chorus, Grade Seven Chorus, Grade Six Chorus)In addition, Kris offers several music classes as extra-curricular groups after school. These are always offered as multi-age ensembles open to all students and we have had students participate from grades four through twelve join us for Select Chorus Ensemble, Rock Band, Guitar/Ukulele Ensemble, Piano Class, and Songwriters Workshop.

A unique fact is that I taught here ten years, then had my maternity leave and decided to stay at home to raise my children. After nine years I returned to my position at Marshwood Middle and have been here since. I consider myself very fortunate to be able to return to the teaching position I have always loved. She also is very fortunate to teach my own two children in my music classes.

What do you like best about being a music educator?

I absolutely love my profession. I love music and am reminded every day of why I love it. I have the amazing opportunity to share what I love with young people and help them embrace what they love about music, too. We do a lot of reflection in class: “Why did the composer choose this note? this rhythm? how would you sing this if you were really feeling these lyrics? how would you sing this differently?”

I love to personalize music making and music creating. Everyone can respond and it can be different to each and every person, and that is acceptable. This is personalization.

Every day we laugh, learn, make music, and work together to discover new things about ourselves. My favorite phrase in the classroom is, “Who else is having this much fun?”

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

  1. Personal expression is unique to the performing arts. Every day and every item of study should carry an aspect of how there is a human response. I try to establish an environment of trust and respect between teacher and students and foster this every day. We work together as a team and support each other. I remind my choruses that this is what an ensemble does: we work together.
  2. Passion is an important element in the classroom. Being able to explore music as an art means being able to share first-hand experiences and giving students that opportunity as well. When you create music you have a story to tell. Tell it!
  3. Taking time to process what we are learning has been a key part of reflection in learning. Taking time to listen and hear my students respond to what they are learning is important learning. Why are we learning this? How does this moment in our learning affect other areas of our lives? I strive to help students continue to think about music beyond our classroom walls.

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

Teaching performance-based classes (Choruses, creating compositions in Guitar, Piano, and Composing Music classes) can sometimes create some confusion around the subjective and objective qualities present. Authentic assessment has created a more objective and transparent method of demonstrating learning. Students can compare the rubrics we use with those similar in every class at our school. It validates the arts. It also provides measurement that can be effectively reached by various means. There are multiple pathways to learning, thus creating a broader spectrum of learning. This has been extremely rewarding to me as an educator and likewise, to my students.

What have been the benefits in becoming involved in the Maine Arts Leadership initiative?

MALI has provided a generous amount of support and enrichment to my teaching career. Being able to collaborate and learn from highly motivated and skilled teaching artists and teacher leaders has awakened a new area of growth for me. It has reminded me of the risk I ask my students to make daily to try something new and take a leap of faith into the unknown. MALI has brought that desire to succeed closer to me and I carry this with me in my classroom.

What are you most proud of in your career?

Kate Smith and Kris at the summer institute, summer 2017

With the help of my extremely supportive husband and two amazingly awesome children I earned my Masters in Music Education at the University of Southern Maine last year. It was an incredibly busy four years, but everything I studied and researched and learned I have used directly in my teaching classroom. The best lesson from this has to be that while I was working on my Masters, my husband was working on his MBA and our children witnessed first-hand how dedicated we both were to our goals in our careers, in our studies, and with our family. From our example both of our children have expressed how valuable education is and I know they will always remember this.

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


  • I always make time for a student who wants to keep improving or delving deeper during lunch breaks or after school.
  • Researching new material or reading up about improving learning or my own teaching takes time.
  • Getting the word out to the newspapers or parents about the goings on of our trips, activities, and concerts takes time.
  • Sending out “I got caught being awesome!” emails to students and their families takes time.
  • Needing the sleep for the energy my job demands sometimes gets in the way, but is absolutely necessary time! 🙂

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

When I returned to classroom teaching after a nine year hiatus I hadn’t touched my resume, my certification had expired, and I hadn’t interviewed in nineteen years. I put my full effort into the entire process and committed myself fully. This took a great amount of work and I knew it was the absolute thing to do.

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

Love what you do. Love giving that thirst for knowledge to others. Love being with the age group you work with. There is no greater satisfaction than loving what you do and sharing and seeing that grow in others.

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

I would love to start a music school that extends our learning for Marshwood students – and our surrounding community – giving scholarships to children and adults who want to learn beyond their classroom music experience and grow more music in their lives. Choruses, rock bands, jazz bands, and private lessons on instruments they love or haven’t even explored yet would be definite possibilities to so many people. Having intergenerational ensembles where the people you sit beside are sharing the same love of learning is an amazing experience for any human being. I attended small schools that did not have any band experiences and now I conduct four choruses and a Rock Band. The experience one learns in an ensemble is unique. Every person should experience being a member of a music ensemble.

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

Kaitlin Young and Kris at the MALI summer institute, August 2017

I really hope I do not have any regrets. One of my favorite rewards of teaching is the surprise meeting with former students and their family members. I sincerely love finding out who they have become, where they are, and what they are doing. It means so much to know that they look back fondly on their learning in my classroom and have taken some of our learning with them in their pursuits. I can honestly say that I have made music, laughed, and learned every day and hope my students do, too. For this, I have no regrets.


New England Institute Courses

March 18, 2018

Encountering the Arts, Music assessment, G/T 

  • Encountering the Arts: Choice, Voice and Creativity, (hybrid) taught by Lindsay Pinchbeck – April 7 to June 9, 4.5 CEUs
  • Assessment in the Music Classroom, (online) taught by music educator, Jake Sturtevant – April 2 to June 11, 4.5 CEUs
  • Educating Gifted & Talented Learners, (online) taught by Grace Jacobs – April 2 to June 18, 4.5 CEUs

Encountering the Arts: Choice, Voice and Creativity – April 7 to June 9

You can join Lindsay Pinchbeck, MALI Design Team member, in her very own school, Sweetland School in Hope, and learn some wonderful strategies to incorporate into your classroom right away. Sweetland School is s a project based elementary program inspired by the Reggio Emilia approach. Drama, Movement, Music, Poetry, Storytelling, and Visual Arts will be integrated across content areas: Math, Science, Social Studies, Reading and Writing.

Work with colleagues, build relationships, and ask questions of the professor, in person, for two Saturdays and have the convenience of doing the rest of the coursework online. Encountering the Arts: Choice, Voice and Creativity is one such hybrid course.

Assessment in the Music Classroom – April 2 to June 11

This online course taught by music educator and MALI Design Team member Jake Sturtevant provides looking closely at assessment practices through a collaborative and fine-tuned lens. It can provide unique opportunities for growth. Connecting new assessment practices to instruction can bring exciting changes to how we approach our students and their learning.

Participants will discuss how best to apply recent music assessment work to their own unique situations in their own school music programs. This will lead them to create a personalized plan for implementing new strategies. Assessment in the Music Classroom will provide a great opportunity to look closely at assessment practices.

Educating Gifted & Talented Learners

This introductory course provides foundational information relating to the field of gifted and talented education (i.e. history, laws, etc.), details characteristics of gifted students from various populations, describes how such students are identified and assessed, and presents up-to-date, research-based pedagogy relating to curriculum design and instruction.

It may be applied toward the 690 (Gifted & Talented) endorsement for the State of Maine teachers. Join Grace Jacobs for this Educating Gifted & Talented Learners online course.

If you have questions contact Catherine Ring, Executive Director, New England Institute for Teacher Education.


Youth Art Month

March 16, 2018

Portland Museum of Art

The annual statewide Youth Art Month exhibit at the Portland Museum of Art is underway and you won’t want to miss seeing it. Members of the Maine Art Education Association provide one piece of art work from each school that they teach. Nine hundred people attended the official opening and to see the impressive work that represents students in PK-grade 12 from all parts of the state. This is the 24th celebration and the show has over 100 pieces and will remain on display until April 1.

Ted Simpson, grade 4, Ocean Ave. Elementary School, “Froggy in the Tree”, Teacher – Sally Mitchell


Alyssa McNeill, grade 8, Westbrook Middle School, “Be Happy”, Mixed Media, Teacher – Abby Jacobs

Taylor Hagerty, grade 9, Oxford Hills Comprehensive High School, “Broken Time”, newspaper, collage, acrylic paint, Teacher – Cindi Kugell

Rachel Johnson, grade 11, Brunswick High School, color pencils, Teacher – Colleen Kearney-Graffam



Who Are They? Oxford Hills Region Part 3

March 15, 2018

Dance Studios

This blog post is the third of a series that aims to bring awareness to you about the many visual and performing art venues and educational opportunities in the Oxford Hills. The Oxford Hills Region of Maine is a perfect setting for the arts as it is centrally located where the rolling foothills of the White Mountains and beautiful lakes regions intersect. Located 45 miles north of Portland, 35 miles east of New Hampshire, and 20 miles west of Lewiston-Auburn, the region hosts multiple year-round opportunities for learners of all ages and a thriving arts community. The Oxford Hills School District (SAD17) is Maine’s largest school district in geographic area, with nine community schools, a regional middle school, a comprehensive high school and the Streaked Mountain School, an alternative school for high school students. The Oxford Hills include the towns of Buckfield, Harrison, Hartford, Hebron, Mechanic Falls, Norway, Otisfield, Oxford, Paris, Poland, Sumner, Waterford and West Paris. A great big THANKS to Diana Arcadipone for writing this series of posts.

Three Modern Dance Studios with Complimentary Philosophies

Art Moves Dance Studio

“Every kid is hungry for dance!” says Debi Irons, founder and artistic director of Art Moves, a dance studio located in Norway, Maine. In her vast experience as a professional dancer and dance educator, she laments that dance attracts mostly girls. Boys are naturally drawn to dance, but because it is culturally frowned upon, they tend not to participate without explicit support from parents and teachers.

A natural catalyst, Debi Irons wanted to offer dance programs in the schools because performing wasn’t quite enough for her. The joy of discovering a teenager who thrived and made dance her profession drove Debi to focus on dance education. When she offered dance programs in San Fransisco in the 1980’s, she found troubled youth in small alternative high schools who were passionate about dance. These urban kids taught Debi how to street dance, and she taught them self respect. She taught them how to treat each other and how to expect more from life. “Magic happens when students get to the place where they feel free and unselfconscious. Teachers of all disciplines already have the tool kit within them to ignite their students’ creativity”.

In 1988, Debi moved back to the Norway/South Paris area where she had grown up, and opened Art Moves. For thirty years, Art Moves has provided an environment in which students can discover their own self expression. The dance studio, located at 13 Cottage Street, occupies the entire third floor of a grand historic building where dance technique is taught and performances are held. Variant Dance is a developmentally appropriate technique that combines with creativity and self expression. Teaching variant dance could be perceived as the mission of the studio. Art Moves provides opportunities for students who may not easily have access to such a sophisticated and professional experience.

The other driving force behind Art Moves is music. As a dancer, Debi’s preference is improvisation to live music (jazz, hip hop, classical, Afro-Brazilian, etc.) As a teacher, combining music that students have never heard before interspersed with music that they love, is the most effective tool to getting kids to move and grow outside of themselves. The body is the instrument.

Art Moves also hosts a group of Brazilian dance companies annually to tour Maine and conduct workshops and performances in the schools.  Last year, they visited Oxford Elementary School, Hebron Station School, Hartford-Sumner Elementary School, Buckfield High School and various community centers. The Brazilians perform with visual artists and musicians as well. This program also offers a dance exchange for Art Moves Dance Ensemble to visit Brazil for up to one month to study, create and perform.

Currently Art Moves offers variant dance and technique classes for kids, teens and adults at the studio. Art Moves serves hundreds annually between the studio, public schools and private dance studios. Art Moves holds two studio shows annually in collaboration with Expansion Arts and offers a summer dance intensive, Art Moves offers visiting performances and workshops through daily, weekly or long term dance residencies in the schools, in-house field days and/or after school programs. If your school is interested in inviting one of the Brazilian dance groups, Art Moves Dance Ensemble, or Debi Irons to your school, or any other in-house programs, contact For additional information and on-going news; Like Art Moves Dance Studio on Facebook or go to

Expansion Arts Dance Studio

“High standards of training and professionalism” are attributed to my early studies with ArtMoves says Sasha Richardson, Owner and Creative Director of Expansion Arts dance studio. Sasha grew up dancing in the Oxford Hills, starting at the age of 6. While attending Oxford Hills High School, Sasha discovered Debi Irons and ArtMoves which were a major influence on her career path.  She would later join the ArtMoves Ensemble as a professional dancer, and collaborate with ArtMoves to combine studio performances and shows. 

Since Dance was not a part of the curriculum at OHCHS, Sasha Richardson studied music, drums, band, choir, music theory and more.  Devoted to pursuing dance in college, Sasha chose Long Island University where she earned a Bachelor of Science degree that integrated dance, anatomy and wellness. All of her professors were artists and performers from the dance world in NYC. She tapped all available resources including entering her work at NYC’s Dance Theater Workshop, to help shape her philosophy that combines performing, choreographing, teaching and strength training. Sasha was starting to define a style with a modern base and technique base yet with an eye to strength development. “We must work with what we are given in terms of our natural talents, and start from where we are”, Richardson says.

After college, Sasha returned to the Oxford Hills because she “needed her Maine people”. In New York, you stay in one path to specialize, and are not able to branch out so easily. Sasha was determined to dance, train, take classes, create work, rehearse work, perform, teach and choreograph. In Maine, you can branch out.

In 2015, Sasha opened Expansion Arts and soon needed to move to a larger studio. She started with a condensed schedule of 8 classes per week (Tap, Modern, Jazz, Ballet, Zumba and Hip Hop, for kids and adults with age breaks 3-5, 6-8, 9-12, 13 and up) and Creative Movement (for ages 3-5).  The age distinctions are important from an anatomy standpoint and physical development standpoint. Expansion Arts now offers 13 classes per week and has grown from serving 35 dancers to 60 dancers, most of whom are taking 2 – 6 classes each week).  Expansion Arts teachers include Sasha Richardson, Kim Hamlin, Tegan Bullard and Karianna Merrill.

Through Expansion Arts, Sasha has refined her philosophy of training, performing and teaching with a focus on dance anatomy (basics of how the body functions and the kinesiology of how the body moves). She expanded her dance anatomy background to combine with a massage therapy training program to inform teaching dance with additional knowledge of the muscular skeletal system. Student injuries are extremely rare.

Sasha has served the local schools by choreographing for musicals in schools, drama clubs, and community shows. She works with guidance counselors to help students who are having trouble in school and has taught at the Oxford Hills Middle Schools in their “Quest” day for four consecutive years, (where students get to study dance for a longer period of time and visit a real dance studio). Expansion Arts offers choreography and residencies to schools within a 30 mile radius of South Paris, ME. For additional information, contact, go to Facebook. You can also send email to

Neveah Dance Circus and Dance Studio

The Gentempo sisters started Nevaeh Dance Circus and held their first practices in a church basement in Oxford, Maine because they wanted more opportunities to perform. Nevaeh is heaven spelled backwards. Nettie and Hannah grew up in a home filled with dance and music; their mother formally trained in ballet and their father playing the piano. As a young child, Nettie studied ballet in her mother’s studio Green Mountain Ballet in Poultney, VT and later trained with Art Moves. As teenagers, the sisters started a performing group. Nettie studied in Portland, ME after winning a Maine based So You Think You Can Dance competition.

Currently 9 dancers perform with Nevaeh Dance Circus. Their Concept is unique as it combines performance art with dance, incorporates theater, magic, live music, singing, the spoken word, poetry, and interactive segments with the audience. Their Performance season is primarily in summertime as their outdoor public performances focus in unique locations such as Norway Lake, Portland Art Walks, Longley’s Square, Moore Park in South Paris, Old Port Music Festival in Deering Park, Portland.  They also perform in outdoor festivals such as Great North Music Festival, Green Grass Jubilee Festival, Norway Art Festival, Westbrook Together Days. Dance Circus also performs at private camps such as Fernwood Cove, Camp Wigwam with specific programming for youth. A recent project presents a performance to Pink Floyd’s “Dark Side of the Moon” soundtrack that will collaborate with visual artist, A Minor, and incorporate projections.

A 2017 project grant from the Maine Arts Commission enabled Nevaeh to produce 3 summer performances in Longley Square with guest performers Fred Garbo, Debi Irons and  (Ripleys Believe it or Not) Sword swallower Nick Penny. Nevaeh Dance Circus serves an audience from 25 people up to 200. Shows produced by Nevaeh are contribution based (all are welcome regardless of ability to pay).

The dance studio offers classes in ballet, Hulaloops (hula-hoops), Dance fusion, Creative Lyric (storytelling and dance that follows the lyrics of a song), Juggling and Improvisational Theater (taught by Steve Corning), Dance Games (30 minutes that gets kids moving and using their imaginations), Baby and Me (multi-generational ages), and Belly Dance (taught by Tegan Bullard).   Classes and workshops coincide with the school year and serve approximately 50 students annually. HulaLoop classes have beeb offered at Guy Rowe School, West Paris Elementary, Paris Elementary School, Otisfield Elementary, Raymond Elementary School (and most schools in SAD 17).

As of the Spring of 2017, Nevaeh Dance Studio is based on the second floor of 290 Main Street, Norway. Classes serve 18-month olds up to adults.  For more information about classes, workshops or performances, go to Nevaeh or email


MALI Winter Retreat

March 14, 2018

Amazing opportunity to learn and exchange

Winter Retreat participants. photo credit: Chris Pinchbeck

Thirty Teacher Leaders and Teaching Artist Leaders met last Saturday for the Maine Arts Leadership Initiative (MALI) winter retreat. It was a great opportunity to gather with friends and colleagues from across Maine.


    • To provide an opportunity for the MALI community to come together to listen to and learn from each other
    • To review the work that has taken place during the phase underway
    • To address ideas and the latest topics in education/research and respond to timely issues relevant to Maine teachers
    • To provide information and/or context for participants 
    • To consider topics for the next phase of MALI

We accomplished the above and a whole lot more. There is nothing that compares to coming together with visual and performing arts teachers who have so much in common. So many topics to discuss and listen to what each person has to offer. “Getting off our islands” and coming together with “our community” on a winter day in March is refreshing!

The agenda was filled with art making from the Growth Mindset opening session to the finishing session that concluded with a meditative heart exercise.


  • Growth Mindset review and revisit with Lindsay Pinchbeck
  • MALI This We Believe statements review
  • MALI collaboration with art teacher Hope Lord and music teacher Dorie Tripp
  • Ukulele’s with music teacher Kate Smith
  • Update on Proficiency Based from Department of Education Diana Doiron
  • Looking ahead and considering ideas for Phase 8

If you are considering applying to be a Teacher Leader or a Teaching Artist Leader for MALI in Phase 8, please send an email to me – stating your interest. Applications will be available in May 2018.

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