Archive for the ‘Community’ Category

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Rockland Sculpture Race

April 26, 2019

Proposals being accepted

The 3rd annual Rockland Sculpture Race is coming up on Saturday, June 15th as part of the Summer Solstice Celebration. Individuals, teams and families are encouraged to submit their proposals asap for contraptions that get pushed, pulled and pedaled.

Saturday, 15 June 2019, 5 p.m.

(in conjunction with the Summer Solstice Celebration)

Corner of Main St and Tillson Ave, Rockland

$100- Goes to the First 10 Sculpture Race Entries

MORE INFORMATION

Awards will be given for speed, spectacle, ingenuity and craftsmanship. This is a free, family friendly, creative, community event all for the sake of fun!

QUESTIONS? Contact Kim Bernard, 207-651-6593, info@kimbernard.com

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Teaching Artist Professional Development Workshop

April 23, 2019

Space limited

The Arts Commission is providing a one-day professional development workshop for Maine Teaching Artists.
Monday 17 June 2019
8:45 a.m. – 3:00 p.m.
Only 20 spots available – REGISTER TODAY
Viles Mansion/Governor Samuel Cony House, 71 Stone Street, Augusta.
$25.00. Registration is required.
Purpose
The workshop is focused on the role and benefits of a teaching artist. We will address how to structure and market a residency as well as tips for communicating and collaborating teachers,  administrators, and community arts representatives. The workshop will include resources and techniques on applying your expertise as an artist to the structure of your work as a teaching artist including communication tips, connecting standards and assessments in your lessons, promotional information, funding opportunities, messaging and much more.
Outcomes
  • Information on applying your expertise as an artist to the structuring of your lessons and residencies.
  • Hands-on experience in relating the learning standards and assessments to your work.
  • Participation in sessions that are planned to fit your specific needs as a teaching artist.
  • Promoting yourself and your work as a teaching artist
Workshop Presenters
  • Tom Luther – Teaching Artist, Musician, Maine Arts Leadership Initiative Teaching Artist Leader
  • Lindsay Pinchbeck – Arts Educator, Founder and Director Sweetland School, Hope
  • Kate Smith – Elementary music educator, Central School, South Berwick
Please note: To be eligible to apply for the Maine Arts Commission Teaching Artist Roster teaching artists must attend the one-day workshop.
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The Waldo

April 22, 2019

Job opening in Waldoboro

The Waldo Board seeks a rare combination of artistic leader, entrepreneurial business operator and community builder to be our Executive Director. The right person will help guide the historic Waldo, located in midcoast Maine, as we build a recurring and dedicated audience for our programs. Our mission is to connect and build community by celebrating culture and the arts.

Our History

The Waldo is a beautiful 1936 art deco building that was once considered one of the best-designed cinemas in the nation. Later converted to a stage theater, today it remains a signature landmark of Midcoast Maine. The building, listed on both the National Register of Historic Places and Maine’s list of the Most Endangered Historic Places, is a cultural cornerstone we are reviving. After several years of neglect, a community effort is underway to restore and operate The Waldo once again. Significant progress has already been made. An Executive Director will bring added leadership, focus and organization towards our goal of being open and operational by mid-2020.

Our Culture

As Executive Director of The Waldo, you’ll be part of a vibrant organization and a close-knit community. You will be supported by a dedicated Board of Directors and will work with community members that have long ties to the theatre as well as newly-engaged volunteers and partners who have new vision for the building and programming. You will be part of our effort to strike a balance between new and old, and to bring opportunities to our communities that are too often socially and economically isolated. As we grow, you will help us navigate our organization’s development while upholding our commitment to professionalism, sustainability and stewardship. We will operate as a team, sharing responsibility and accountability for artistic leadership, organization management and development.

What We Need

Our new Executive Director will thrive in a dynamic environment. This role combines artistic vision and direction, program development, community engagement, fundraising, organizational operations and development. We will look to your strengths as we collaborate on detailed job responsibilities and specific plans, but in general, over the coming year you will work with the Board and Committees to:

  • deepen our understanding of how best to deliver our mission in our community
  • build a distinctive brand that attracts and retains audiences and performers
  • develop high-quality programming for all ages
  • develop strategic relationships with local and regional partners
  • oversee the ongoing building restoration
  • rebuild an annual membership base
  • articulate and promote The Waldo’s mission through marketing materials and community outreach
  • manage the operations of the organization and the facility
  • be able and willing to participate in evening and weekend activities.

You Should Bring

We seek a uniquely qualified individual, eager to implement ambitious visions and plans as we accomplish great things together. To be successful in this job, you should bring:

  • a collaborative approach as we build sustainability in pursuit of ambitious goals
  • the ability to conceive and execute successful artistic programs
  • enthusiasm for the unique contribution The Waldo can make to broader economic and community development goals
  • problem solving skills and the ability to adjust and adapt approaches in the face of unforeseen challenges
  • the ability to cultivate and manage donors, volunteers, audience members, artists and community partnerships while respecting a diverse set of people, needs and interests
  • strong written and oral communication skills, including business and casual writing and public speaking as you will be the spokesperson for The Waldo
  • management skills including experience with staff supervision, managing nonprofit budgets and planning processes
  • development skills including successful fundraising
  • a great sense of humor
  • B.A, M.F.A, or relevant degree and five-year work experience in leadership roles.

What This Job Offers

  • Salary range of $50,000 to $60,000, commensurate with experience and skills
  • Healthcare benefits comparable to similar positions
  • A chance to make a dramatic impact in a unique role in a wonderful community

How to Apply

Information is located on the Waldo website. To apply, send a your resume and a letter of interest to apply@thewaldotheatre.org.

Please let us know how your qualifications and experience connect with our mission, how you would organize this position to best match your strengths with our needs, and any questions you might have.

Applications will be accepted until June 1st or the position is filled.

Applications will be acknowledged via email upon receipt.

The Waldo Theatre, Inc. is an Equal Opportunity employer. It does not discriminate on the basis of a person’s race, color, gender, sexual orientation, physical or mental disability, religion, creed, age, ancestry or national origin. 

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PumpkinFest 2019

April 14, 2019

Damariscotta

PUMPKINFEST 2019 volunteers are at work and efforts are underway to host another great festival for Damariscotta, the State of Maine, and all of New England. You’re invited to participate in the annual t-shirt design contest – with a $500 prize.   This year marks the 13th anniversary of the festival to celebrate The Pumpkin. In 2018 the festival recruited many new artists for the t-shirt design contest and artist volunteers who paint, decorate, and carve the giant pumpkins. Maine artists are a major contributor to the huge success of the festival. Tens of thousands of photographs of our artists’ pumpkin street art are taken each year. These photos are saved, shared and circulated worldwide. Also, there are photographs posted around the world of the visitors who are wearing PUMPKINEST apparel manufactured with the festival design created by the contest’s winning artist.

Listed below are important schedule dates for the 2019 Artist Events.

  • MONDAY – 17 JUNE 2019:  T- Shirt Design Contest Submission Deadline
  • FRIDAY – 11 OCTOBER 2019:  Artists at Work – Pumpkin painting, decorating and carving
  • THURSDAY – 24 OCTOBER THROUGH WEDNESDAY – 30 OCTOBER 2019:  Street art pumpkins will be removed and disposed.

If you have any questions, please do not hesitate to contact John Bristol at estancia@gvtc.com. If you’re going to participate in the t-shirt design please email John.

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LEAPS

April 12, 2019

Art program in schools and community

Jonathan Frost speaking with the 5th graders at his gallery. Their portraits are displayed on the left and bark drawings behind him.

Several years ago Nancy Harris Frohlich created LEAPS of IMAGINATION where artists work with students in connecting the environment and history to making art. Much of the work is done through literacy. Recently I visited the Jonathan Frost Gallery in Rockland during a celebration of art created by 5th graders from South School in Rockland.

The students worked with teaching artist Susan Bebee and after studying bark created drawings. The drawings were amazing and it was clear that the students will not look at a piece of bark the same way again. I remember when I learned to make rock baskets (forming a basket around a rock, whatever size), I never look at rocks the same way again. Always wondering what shape the basket might be if I used it for a form.

The bark drawings were followed by portraits created with a combination of prints and drawings. Students were invited to speak about their artwork and I so enjoyed how articulate they were – they learned so much and were so proud. Thank you Nancy and those who work with LEAPS to provide such rich learning environments for learning in visual arts.

Below are some student responses.

Tell us Why Art is Important for Kids?

  • Because if you have a job, you need to have IMAGINATION.
  • Art helps kids feel INSPIRED.
  • Art is a great way for kids to EXPRESS THEMSELVES.
  • Art is FUN!
  • Art lets kids show their FEELINGS.
  • Art helps kids be CREATIVE.
  • Art makes it possible for kids to be ARTISTIC.
  • Art is so important and helps kids CONNECT to NATURE in so many ways.
  • Kids can get BETTER at drawing.
  • Art helps kids TAKE their MINDS off the REAL WORLD.
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Maranacook Middle School

April 11, 2019

Dance Education grant

During the 2018-19 two schools in two different districts were the recipients of the Dance Education grant awarded by the Maine Arts Commission (MAC). Freeport High School and Maranacook Middle School created amazing units that impacted hundreds of students in Grades K-12. Freeport High School was highlighted in yesterday’s blog post with a description of the dance education opportunity that was provided during this school year.

G/T teacher Pat Godin, Teaching Artist Nancy Salmon, Visual Art Teacher Hope Lord

This blog post describes the dance education program that took place at Maranacook Middle School this school year. It is wonderful to see what occurred when teaching artist Nancy Salmon, art educator Hope Lord, and gifted and talented teacher Pat Godin collaborated! This is a great example of learning in STEAM (Science, Technology, Engineering, Art, Math).

Thank you to Hope and Pat for providing the plethora of information for this post – the story and resources!

DESCRIPTION FROM HOPE

My original idea was to have students create masks and then have them add lights with Little Bits electronics. However, after collaborating with Pat, we decided to teach the students about light circuits and how to soldier their own circuits. This allowed us to integrate science with the electricity and engineering with the design process. For math we introduced proportions as we discuss the features of the face and how to construct the masks and giving students the choice to increase the proportions of the face to make their mask more visible to the audience. We also provided students a variety of mask making materials, including a new medium called Thibra.  This is a thermoplastic sculptable material that costume designers and special affect artists use in designing masks and costumes. The students used the heat gun to soften the material and then molded it around sculptural pieces that were added to their masks.  

Students performing at the Arts Night Celebration

We showed the students examples of dance groups who performed in the dark with lights and the students wanted to incorporate black lights and glow in the dark paints in their masks and dance. As our dance choreography progressed, the students and Nancy determined which segment of the dance would be performed with lights on and which segment would be performed in the dark with black lights. 

The students started planning their masks with a group brainstorming activity called “brainwriting” where they all charted ideas of how they could represent themselves and their role in our school community. Students could add to other students’ ideas or write new ideas. Then students charted 12-15 ideas to help them plan their mask theme. 

The individual and small group dances came about through the students exploration of dance movement as a means of communication. Nancy helped the students experiment with movement and determine which movements could help them express their role and what their mask was communicating. For example, one student had a camera on her mask because she spends a lot of time taking photographs. She incorporated gestures that communicated someone taking photos. Next, the students worked in small groups and collaborated to create a dance routine that incorporated each of the students individual dance movements.

Nancy, Pat, and I also wanted to have the students end the dance as a community with the group dance. Our goal was for the dance to communicate that even though we all have individual interests and perceived roles, we are one school community.

Nancy introduced the dance collaboration project before we performed our dance since Pat and I were back stage with the students waiting to dance. We did not provide an audience handout because our dance was part of our Arts Night Celebration and listed in the program given to parents. The focus of the entire night was to advocate, educate, support, and celebrate the arts. That is why we chose this event to have the students perform their collaborative mask/dance performance. We feel our project communicated the value of teacher collaboration across content areas, including the Arts.

DANCE, VISUAL ARTS, SCIENCE STANDARDS

MLR Dance standards: A.Dance Literacy, B.Creation/Performance/Expression, and E.Visual and Performing Arts

NCAS:CR2: Organize and develop artistic ideas and work.

CR3: Refine and complete artistic work.

Pr5:Develop and refine artistic techniques and work for presentation.

Next Gen Science Stds. ETS:1, 2, 3, & 4 Engineering and Design

IMPACT OF SCHOOLING ON CREATIVITY

Research on this phenomenon is confirmed by Kyung Hee Kim. Kyung is a professor of Innovation & Creativity at the College of William & Mary.

In the last 20 years, children have become less emotionally expressive, less energetic, less talkative and verbally expressive, less humorous, less imaginative, less unconventional, less lively and passionate, less perceptive, less apt to connect seemingly irrelevant things, less synthesizing, and less likely to see things from a different angle (Kim, 2011).

BIBLIOGRAPHY SOURCES

Located at THIS LINK.

RESOURCES

Gem Activity

Thinking Matrix

Design Plan Sheet 

VIDEOS

Learning to solder – I DID IT!

Dance Practice Take II

The Dance Education grant is the only MAC grant that is a grass-roots effort grant. Several dance studios and two high school dance programs have a fund raiser each November. The money raised is what funds the dance education grant at the Commission. Without the dedication and commitment of many educators, dancers, parents, and community members this grant would not be possible. Special thank you to Thornton Academy Dance Educator Emma Arenstam Campbell for her contributions to being instrumental in making the Dance Education grant possible.

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Dancing in Freeport

April 10, 2019

Learners at the center of their learning

During the 2018-19 two schools in two different districts were the recipients of the Dance Education grant awarded by the Maine Arts Commission (MAC). Freeport High School and Maranacook Middle School created amazing units that impacted hundreds of students in Grades K-12.

Collaborators – Teaching Artist Nancy Salmon and Freeport High School Theater teacher Natalie Safely

The Dance Education grant is the only MAC grant that is a grass-roots effort grant. Several dance studios and two high school dance programs have a fund raiser each November. The money raised is what funds the dance education grant at the Commission. Without the dedication and commitment of many educators, dancers, parents, and community members this grant would not be possible. Special thank you to Thornton Academy Dance Educator Emma Arenstam Campbell for her contributions to being instrumental in making the Dance Education grant possible.

This blog post describes the dance education program that took place in Freeport this year. It is truly amazing to see what occurred when a teaching artist and an arts educator collaborate!

Natalie Safley is the theater arts director at Freeport High School but I learned quickly that she is much more than that. Natalie is a connector, an integrative thinker, a big picture and detailed person AND most importantly she “gets education for high school students”! Nancy Salmon is a dance educator and teaching artist who has worked with students and teachers of all ages for many years. Natalie and Nancy put their heads together and created a dance education opportunity for Freeport High School students that would touch younger students in RSU5 and introduce them to possibilities in dance.

FOUNDATIONAL STEPS

Workshop with grade 2 students following performance

Ms. Safley reached out to all RSU 5 elementary teachers for suggestions on source material as a beginning step in this performance process. A kindergarten teacher suggested the books by Kobi Yamada. Once Safley read each of the books, she new that would be the perfect starting point. Each book has a central theme: What do you do with a problem? What do you do with an idea? What do you do chance?.  In small groups the high school students first read the books on their own and pulled out lines and visual images that they connected with in each of the stories.  Then they made physical representations of the lines they pulled out from the text.  It was important throughout the process to have the students connect the text with a physical action. From there students continued working with the texts as well as writing their own pieces related to each of the respective teams. Finally, the students individually created a slide show of images that represented one of the three themes. The images came together and students physicalized them in smaller groups. The final performance had parts from all of the activities. Since the final piece was derived from the students’ own work they were more invested and committed throughout.

CLASS WORK

  • The work took place in the Theatre I class. Days 1-3 took place earlier in the semester when Natalie focused on Movement and the Actor. Nancy provided her instruction on establishing a performance vocabulary. Natalie continued to emphasize this vocabulary throughout the semester. This allowed Nancy to come in during the final project and begin working on the final dance elements immediately; building off the foundational knowledge established early in the semester. The culmination was students conducting a hands-on workshop with the elementary students to teach them the steps needed to perform the dance movement that was performed within the context of the show. Working with the elementary students in this capacity illustrated the high school students’ proficiency with dance literacy disseminated throughout the project.
  • Dance was incorporated into the work in a variety of ways. The work began with an introduction to dance movement warm-up and the elements that are common to all dance and movement of any kind as developed and described by Rudolf Laban (Body, Energy, Space, Time or BEST). Students view a demonstration by KQED Art School on Youtube and talked about the Elements. KQED includes a 5th element – Action, which was discussed but did not include further in our work. Students and teachers discussed where dance movement could be included in the scripts or the production to best support or enhance the message. The opening entrance used strong, quick and direct movement introducing each student and getting everyone on stage. In contrast a small cadre of students were the “Chance Butterfly Brigade” in the 3rd section, using quick, light and indirect movement illustrating the notion fleeting chances that one needs to grab. Pathways were explored as well as the notion of repetitive movement in order to create a background of indecision, decision, action, disappointment, success. Viewing another video students learned a specific lift that required trust, timing, strength, and cooperation to make a person “fly”. Several students were particularly successful at embodying the intention of their character by understanding and using the dance elements.

Nancy working with students on movement

LEARNING/OUTCOMES

The students learned…

  • to work as an ensemble, yet individualize the subtext of their characters.
  • to apply and embody vocabulary for dance literacy and devised theatre.
  • a different approach to analyzing a text for performance.
  • about using their bodies to inform the text.
  • that dance is more than memorized steps.
  • to write a story for performance.
  • student voices – benefits, what are they gaining? How might they transfer their learning to real world situations?

QUOTES FROM STUDENT SURVEYS

  • Dance is more than just traditional dancing to movements. It can be more simple and unique.
  • I’m really proud that we accomplished the lift during the last section of the play because the 2nd graders said that they really enjoyed it and loved that section of the play.
  • I am most proud of accomplishing my different facial expressions. I feel that some of my lines in the play make me have to give a lot of emotion and doing that I need a lot of different facial expressions.
  • The synchronization between everyone in the class and how even when we might have made mistakes, we just rolled with it.

WHAT ADMINISTRATORS SAID

  • Thank you so much for sharing this with the second grade. We were very impressed with the way that your students interacted with the younger kids. It made my heart warm watching our students faces in awe of your kids!
  • Thank you SO much for bringing your incredible Kobe Yamada performance to Pownal! The younger kids were in awe by your moves (especially when you made each other fly!), and the older kids were so inspired by how well you depicted the three texts! At a discussion afterwards one of my students said “I want to do what they were doing one day.” Thank you for being such great role models to the kids! We hope you will reach out with any other opportunities for us to see your work again!

LINK TO ONE OF THE PERFORMANCE VIDEOS

LINK TO ONE OF THE WORKSHOPS

To learn more about the MAC Dance Education Grant program Please CLICK HERE

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