Archive for the ‘Curriculum and Instruction’ Category

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Spirit of Reciprocity

May 6, 2021

Global Oneness Project

With a deadline of June 3, 2021 the Global Oneness Project is providing an opportunity for students ages 13 and up in the US and 16 and up globally to submit a photograph or illustration that reflects the spirit of reciprocity and kinship with the living world.

SPIRIT OF RECIPROCITY

You might be wondering, what is meant by the spirit of reciprocity?!

Reciprocity is an act or process of exchange where both parties mutually benefit. The origin of the word reciprocity in Latin, reciprocus, means moving backwards or forwards. The actions of giving and receiving are both included. 

For example, if you look up a diagram documenting the process of photosynthesis and respiration, you’ll see a circular motion. Plants are living and breathing systems.

According to Kimmerer, “Reciprocity is rooted in the understanding that we are not alone, that the Earth is populated by non-human persons, wise and inventive beings deserving of our respect.” As she writes in Braiding Sweetgrass, “We are surrounded by teachers and mentors who come dressed in foliage, fur, and feathers. There is comfort in their presence and guidance in their lessons.” 

The Serviceberry: An Economy of Abundance” by Robin Wall Kimmerer. Original illustration by Christelle Enault

GUIDELINES

  1. Contestants must be ages 13 and up in the U.S. and 16 and up globally. Check our Submission Guidelines and Rules and our Terms of Service for more details.
  2. All entries must be related to the contest theme: the spirit of reciprocity. Students will submit one photograph or original illustration which is a response to at least one of the following excerpts from Kimmerer’s writing. How might the excerpt you select help to inform your photography or illustration?
    • “I hope my grandson will always know the other beings as a source of counsel and inspiration, and listen more to butterflies than to bulldozers.”
    • “Birds, bugs, and berries are spoken of with the same respectful grammar as humans are.”
    • “Do we treat the earth as if ki is our relative—as if the earth were animated by being—with reciprocity and reverence, or as stuff that we may treat with or without respect, as we choose?” (As Kimmerer writes, “Ki is a parallel spelling of chi—the word for the inherent life energy that flows through all things.”)
    • “To replenish the possibility of mutual flourishing, for birds and berries and people, we need an economy that shares the gifts of the Earth, following the lead of our oldest teachers, the plants.”
    • “Living beings are referred to as subjects, never as objects, and personhood is extended to all who breathe and some who don’t. I greet the silent boulder people with the same respect as I do the talkative chickadees.”
  3. Photo entries and original illustrations must be accompanied by a short artist’s statement (a minimum of 100 words and a max of 600). Artist’s statements can also be in the form of a poem. The aim of this statement is to tell the story of what is captured in the photograph or illustration. Statements must respond to at least 2 of the following questions:
    • What informed your decision to take your photograph or illustration?
    • In what ways has the COVID-19 pandemic revealed new ways of seeing and being with the living world? Has the pandemic increased your compassion for the living world? If so, how?
    • What story does a plant (or other living element) in your life have to tell? How are you included in that story?
    • What are the names and origins of the plants that are captured in your photograph or illustration?
    • In what ways can we listen to the living world with our whole selves?
  4. Images should help to express students’ human relationship to the living world. Students can include themselves and others in their photographs. Be creative! If your photograph contains a person, you will need to fill out and return the Photo Subject Release Form.
  5. The photograph or illustration submitted must take into consideration the Global Oneness Project’s mission statement: Planting seeds of resilience, empathy, and a sacred relationship to our planet.
  6. Each photograph or illustration and response must be original and previously unpublished. Photographs may also include photo collages, but not be heavily edited (e.g. photoshopped).
  7. Eligible entries will be judged by a qualified panel consisting of professional filmmakers, photographers, and authorized personnel from the Global Oneness Project. Only one entry per contestant.
  8. Prizes. Winners will be awarded $200 USD each and photographs will be published on the Global Oneness Project website. 
  9. All entries must be accompanied by this signed Parental Permission Form

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RELATED RESOURCES

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PK-12 Education Health Guidance

May 4, 2021

Updated from the Maine DHHS/ CDC Taskforce

On April 30 the Maine Department of Education released the latest update to provide public health guidance for Maine schools. This latest information includes changes that specifically impact performing arts education. Included below is the latest 20 page document or you can CLICK HERE to find it online. Starting on page 16 is information specific to performing arts.

Introduction

This document provides requirements and guidance for school operations that prioritizes in-person learning following a comprehensive set of health and safety requirements. This guidance includes best practices developed by the American Academy of Pediatrics, U.S. Centers for Disease Control and Prevention (CDC), and other states.1,2,3 Because COVID-19 is a novel disease, scientific literature is growing rapidly with new information emerging almost every day. Guidance continues to evolve as the science develops. Official minimal requirements for schools are included as part of the Maine Department of Education’s Framework for Returning to Classroom Instruction. No single action, or set of actions, completely eliminates the risk of COVID-19 transmission, but taken together, the following health and safety measures can greatly reduce that risk. Schools should establish and maintain a culture of health and safety that focuses on regularly enforcing these important practices.

COVID-19 is primarily spread when people are in relatively close proximity, through respiratory droplets generated through coughing, sneezing, or talking with an infected person. Among the most effective preventive measures—when used consistently and in combination—are masks/face coverings, physical distancing, hand hygiene, cohorting groups, and cleaning and disinfecting frequently touched surfaces. Preventing person-to-person transmission, via respiratory droplets, is more important than frequent cleaning and disinfection.

Accumulating evidence suggests that children are less likely than adults to be infected by COVID-19 and are less likely than adults to transmit COVID-19 to others.4 These facts may partially explain why, to date, schools do not appear to have played a major role in COVID-19 transmission.5,6 During the fall of

1 As described by the AAP: “Schools are fundamental to child and adolescent development and well-being and provide our children and adolescents with academic instruction, social and emotional skills, safety, reliable nutrition, physical/speech and mental health therapy, and opportunities for physical activity, among other benefits. Beyond supporting the educational development of children and adolescents, schools play a critical role in addressing racial and social inequity. As such, it is critical to reflect on the differential impact SARS-CoV-2 and the associated school closures have had on different races, ethnic and vulnerable populations.” American Academy of Pediatrics, COVID-19 Planning Considerations: Guidance for School Re-entry, https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19- planning- considerations-return-to-in-person-education-in-schools/

2 Massachusetts Department of Elementary and Secondary Education, Initial Fall School Reopening Guidelines, June 25, 2020, http://www.doe.mass.edu/

3 San Francisco Department of Public Health, Reopening TK-12 Schools for In-Person, On-Site Instruction, July 8, 2020, https://www.sfdph.org/dph/alerts/covid-guidance/Preliminary-Guidance-TK12-Schools.pdf
4 Viner RM, Mytton OT, Bonell C, et al. Susceptibility to SARS-CoV-2 Infection Among Children and Adolescents Compared With Adults: A Systematic Review and Meta-analysis. JAMA Pediatr. Published online September 25, 2020. doi:10.1001/jamapediatrics.2020.4573

5 Leclerc, Q. J., Fuller, N. M., Knight, L. E., Funk, S., Knight, G. M., & CMMID COVID-19 Working Group. (2020). What settings have been linked to SARS-CoV-2 transmission clusters?. Welcome Open Research, 5(83), 83. Available at https://wellcomeopenresearch.org/articles/5-83/v2
6 National Centre for Immunisation Research and Surveillance (NCIRS) (2020). COVID-19 in schools – the experience in NSW. Available at http://ncirs.org.au/sites/default/files/2020- 04/NCIRS%20NSW%20Schools%20COVID_Summary_FINAL%20public_26%20April%202020.pdfpage1image31817728

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2020, there was minimal in-school transmission of COVID-19 among students and school staff in Maine. This evidence supports the safety of in-person learning in schools if health and safety protocols are followed.

Physical distancing is an important practice that helps mitigate transmission of the virus. There is no precise threshold for safety; indeed, studies suggest that physical distancing of three feet or more leads to reduced transmission, with additional distance providing additional protection. According to the American Academy of Pediatrics, evidence suggests that spacing as close at three feet may approach the benefits of six feet of space, particularly if students are wearing face coverings and are asymptomatic.7,8 Simultaneously, attention to adult-adult transmission in school should not be overlooked. Evidence from childcare and summer camp settings to date suggests that adult staff, and not children, are most often the source of COVID-19 exposure in a facility. This fact informs our recommendation of maintaining six feet of distance between adults and between students and adults as much as possible.

Schools should aim for six feet of distance between students where feasible. At the same time, a minimum physical distance of three feet between students has been established when combined with the other measures outlined in this list of safety requirements (e.g., masks/face coverings, use of outdoor spaces). Because of the reduced susceptibility in children and lower apparent rates of transmission, establishing a minimum physical distance of three feet is informed by evidence and balances the lower risk of COVID-19 transmission and the overarching benefits of in-person school. Schools should seek to maximize physical distance among individuals within their physical and operational constraints. Adult students and staff should adhere to six feet of distancing as much as possible, given their higher susceptibility to COVID-19. The minimum physical distancing requirement of three feet does not apply to settings outside of schools.

Families and communities play a critical role in supporting the new culture of health and safety that each school must establish. Most importantly, families can help mitigate the transmission of COVID-19 in their school communities by checking their children daily for any COVID-19 symptoms and keeping them home from school if they are sick or have had close contact with a person diagnosed with or suspected of having COVID-19. Families can also contribute by supporting the use of masks in school and on the bus, arranging alternate transportation whenever possible; communicating with teachers, school leaders and local authorities; and continuing to follow State health and safety guidelines outside of school.

The wellbeing of teachers and staff is paramount to opening safely. Scientific evidence about transmission suggests to date that embedded public health protection measures in school operations, including physical distancing and cohorting together with provision of protective equipment for staff and

7 World Health Organization. (2020). “Considerations for school-related public health measures in the context of COVID-19: annex to considerations in adjusting public health and social measures in the context of COVID-19,” 10 May 2020. World Health Organization. https://apps.who.int/iris/handle/10665/332052
8 Chu, Derek K; Akl, Elie A; Duda, Stephanie ; Solo, Karla; Yaacoub, Sally; Schünemann, Holger J, “Physical

distancing, face masks, and eye protection to prevent person-to-person transmission of SARS-CoV-2 and COVID-19: a systematic review and meta- analysis,” Lancet, July 1,2020, https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(20)31142-9.pdfpage2image31831744

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teachers, helps prevent spread in the school setting. Teachers and staff can employ and model these normative behaviors for students. Reopening plans will reflect novel solutions to balancing the need to reopen schools with the health and safety of people in the school community (Updated 8/12/20 for clarity).

This document is unchanged from previous versions except where noted. Changes to a protocol or practice are called “Updated” with the date of the change. Changes that correct grammar or are made for clarity rather than for substantive reasons are labelled as “for clarity.” If the parenthetical is within the sentence, only the sentence has changed; if it is after the period at the end of the paragraph, the whole paragraph was changed. (Updated 8/12/20)

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Public Health Requirements for In-Person Learning (Identical to “6 Requirements for Safely Opening Schools in the Fall” in the Framework)

Symptom Screening at Home Before Coming to School (for all Staff and Students) – Students (parents/caregivers) and staff members must conduct self-checks for symptoms prior to boarding buses or entering school buildings each day. Schools should provide information to families in their primary language to support them in conducting this check. Any person showing symptoms must report their symptoms and not be present at school. Schools must provide clear and accessible directions to parents/caregivers and students for reporting symptoms and absences.

Physical Distancing and Facilities – Adults must maintain 6 feet of distance from others to the extent possible. Maintaining 3 feet of distance is acceptable between and among students when combined with the other measures outlined in this list of safety requirements. 6 feet of physical distancing is required for students while eating breakfast and lunch, as students will be unable to wear masks at that time. A “medical isolation space” (separate from the nurse’s office) must be designated for students/staff who exhibit COVID-19 symptoms during the school day. Adequate ventilation is required for classrooms, with schools having flexibility in implementation such as using properly working ventilation systems or outdoor air exchange using fans in open windows or doors. Groups in any one area, room, or classroom must not exceed the Governor’s gathering size limits.

Masks/Face Coverings – Adults, including educators and staff, are required to wear a mask/face covering when indoors. Students age five and above are required to wear a mask/face covering that covers their nose and mouth when indoors. (Updated 4/28/21) Masks are recommended for children ages two to four, when developmentally appropriate. (Updated 7/31/20). Masks/face coverings must be worn by all students on the bus. Face shields may be an alternative for those students with documented medical or behavioral challenges who are unable to wear masks/face coverings (Updated 8/12/20). The same applies to staff with medical or other health reasons for being unable to wear face coverings. Face shields worn in place of a face covering must extend below the chin and back to the ears. Face masks/coverings must be worn during voluntary indoor school sports (Updated 4/28/21). Nothing in this framework’s mask/face covering requirements should be interpreted as preventing a school from making accommodations on an individualized basis as required by state or federal disabilities laws. (Updated 9/15/20).

Hand Hygiene – All students and staff in a school must receive training in proper hand hygiene. All students and staff must wash hands or use sanitizing gel upon entering the school, before and after eating, before and after donning or removing a face mask, after using the restroom, before and after use of playgrounds and shared equipment, and before and after riding school transportation (9/4/2020).

Personal Protective Equipment – Additional safety precautions are required for school nurses and/or any staff supporting symptomatic students in close proximity, when distance is not possible, or when students require physical assistance. These precautions must at a minimum include eye protection (e.g., face shield or goggles) and a mask/face covering. (Updated 4/28/21)

Return to School after Illness – Sick staff members and students must use home isolation until they meet criteria for returning to school.

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Public Health Considerations, Recommendations and Strategies

The following sections provide more detailed recommendations about the six health and safety requirements along with additional information to assist with planning and implementation of risk mitigation strategies. (Updated 8/12/20)

Masks/Face Coverings

As the primary route of transmission for COVID-19 is respiratory, masks/face coverings are among the most critical components of risk reduction. Face coverings help prevent respiratory droplets from traveling into the air and onto other people or surfaces when the person wearing the face covering coughs, sneezes, talks, or raises their voice.

Face coverings should cover your nose and mouth, and fit snuggly against the sides of your face. Cloth face coverings should have multiple layers of cloth. For additional information about face coverings, review U.S. CDC guidance on how to make cloth face coverings, wear and remove masks/face coverings, and wash cloth face coverings.

1. Adults, including educators and staff, are required to wear a mask/face covering indoors. (Updated 4/28/21)

2. Students age five and above are required to wear a mask/face covering that covers their nose and mouth indoors. (Updated 4/28/21) Masks are recommended for children ages two to four, when developmentally appropriate. (7/31/20)

3. Face shields may be an alternative for those students with documented medical or behavioral challenges who are unable to wear masks/face coverings. The same applies to staff with documented medical or other health reasons for being unable to wear face coverings. (Updated 8/12/20)

a. Face shields worn in place of a face covering must extend below the chin and back to the ears.

4. Transparent face coverings may be valuable to teachers and students in classes for deaf and hard of hearing students.

5. Alternatives to mask/face covering requirements must be made for those for whom it is not possible due to medical conditions, disability impact, or other health or safety factors.

6. In addition to the time during which students may be eating or drinking with a minimum of 6’ physical distancing, school staff may offer highly-structured and well supervised mask breaks during the school day. Such mask breaks should be limited to 5 minutes each, up to a maximum of 15 minutes per day. Breaks should take place in a classroom cohort when possible. Mask breaks may take place outdoors if 6 feet distance can be maintained. (Updated 4/28/21) During indoor mask breaks, individuals:

• Must be stationary, ideally seated.
• Must be at least 6 feet from one anotherpage5image31788032page5image31788224page5image31788416

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• Should be facing the same direction

• Should not engage in conversation or other activity that could spread the virus (silent reading or a writing prompt or other individual activity is ideal) (Updated 12/11/20).

7. Masks/face coverings should be provided by the student/family, but extra disposable masks should be made available by the school for students who need them. Districts and schools with families experiencing financial hardship and unable to afford masks/face coverings should provide masks for students.

8. Reusable masks/face coverings provided by families should be washed by families daily.

9. Masks/face coverings should be replaced when soiled or wet. If the mask/face covering becomes soiled, remove and safely discard disposable masks, or store reusable face coverings in a sealed container or plastic bag for laundering. Perform hand hygiene after changing a soiled mask/face covering.

10. Teach and direct students to cough or sneeze into their elbow when not wearing a face covering or alternatively, cough or sneeze into a tissue, discard the tissue into a trash container, and then perform hand hygiene (Updated 12/11/20).

11. Masks/face coverings—or face shields for those who need them as described above—are required to be worn by everyone on the bus during school bus transportation.

12. Schools should provide information on proper use, removal, and washing of face coverings to staff, students, and parents/guardians (Updated 8/12/20 for clarity).

13. Masks with exhalation valves should not be used. (Updated 4/28/21)

14. Nothing in this framework’s mask/face covering requirements should be interpreted as preventing a school from making accommodations on an individualized basis as required by state or federal disabilities laws (Updated 9/15/20).

Physical Distancing

Physical distancing is another important practice that helps mitigate transmission of the virus. Schools should aim for six feet of distance between individuals where feasible. At the same time, a minimum physical distance of three feet between students is adequate when combined with the other measures outlined in this document, including the use of masks/face coverings, stable cohorts, screening, and hand hygiene. Because of the reduced susceptibility in children and lower apparent rates of transmission, establishing a minimum physical distance of three feet is informed by evidence and balances the lower risk of COVID-19 transmission and the overarching benefits of in-person school.

1. Consistent with the requirements, schools should seek to maximize physical distance among individuals within their physical and operational constraints. Schools should aim for a physical distance of six feet when feasible, and three feet is the minimum distance allowed (Updated 8/12/20 for clarity).

2. Evaluate classroom capacity on a case-by-case basis, based on the maximum capacity consistent with health and safety guidelines. Schools should seek to maximize physical distancepage6image31816320page6image31815936page6image31815360

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between students within their physical and operational constraints, consistent with the requirement. (Updated 8/12/20 for clarity)

a. To the extent possible, aim for desks to be spaced six feet apart (but no fewer than three feet apart) and facing the same direction.

b. In classrooms that seat students at tables rather than desks, consider installing tabletop partitions that extend above the seated height of the students.

3. Consider repurposing alternative spaces in the school (e.g., cafeteria, library, and auditorium) to increase the amount of available space to accommodate the maximum distance possible.

a. In larger spaces, establishing consistent cohorts/classes with at least 6 feet of separation between the cohorts/classes provides another option to maximize these spaces safely.

4. Hold classes and activities outside whenever possible. Masks are not required for outdoor classes if 6 feet distance can be maintained. (Updated 4/28/21)

5. Adults and adult staff within schools should attempt to maintain a distance of six feet from other persons as much as possible, particularly around other adult staff. Strategies to increase adult- adult physical distancing in time and space include the following:

a. Conduct meetings, trainings, curriculum planning, and parent-teacher conferences virtually, to the greatest extent possible, even if all staff are on the school campus.

b. Discourage congregation in shared spaces, such as staff lounge areas, in the copy room, when checking mailboxes, etc.

c. Stagger drop-offs and pick-ups. Do drop-offs and pick-ups outside when weather allows.

d. Parents should, in general, be discouraged from entering the school building.

e. Physical barriers, such as plexiglass, should be used in reception areas and employee workspaces where the environment does not accommodate physical distancing. Limit activities that require staff to enter within six feet of another person, regardless of whether physical barriers are installed.

6. Additional safety precautions are required for school nurses and/or any staff supporting students with disabilities in close proximity, when distance is not possible. These precautions must at a minimum include eye protection (e.g., face shield or goggles) and a mask/face covering.

7. Attention to physical distancing should include when students are moving throughout the school, such as in hallways between class periods.

At-Home Symptom Screening

Families and caregivers can help mitigate the transmission of COVID-19 in their school communities by keeping their children home from school if they are sick or have had close contact with a person

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diagnosed or suspected of having COVID-19. Checking for symptoms each morning by families and caregivers is critical, and will serve as the primary screening mechanism for COVID-19 symptoms. Schools should provide information to families in their primary language to support them in conducting this check.

1. Parents/guardians should screen their children for illness before sending them to school and should not send their children to school if they are ill. The following questions are recommended for screening:

a. Do you feel sick with any symptoms consistent with COVID-19? (such as new cough, shortness of breath, or other)

b. Have you been around anyone who is unwell?
c. Have you been in close contact with a person who has COVID-19?

d. Within the past 24 hours have you had a fever (100.4 and above) or used any fever reducing medicine?

2. Universal temperature checks of students upon entry to school premises is not recommended due to the high likelihood of potential false positive and false negative results.

3. Any student or staff member with a fever of 100.4 degrees or greater, symptoms of possible COVID-19 virus infection, or use of any fever reducing medicine in the past 24 hours should not be present in school.

a. The U.S. CDC maintains a list of COVID-19 symptoms that will be updated as more is learned about COVID-19.

b. Although children manifest many of the same symptoms of COVID-19 infection as adults, some differences are noteworthy. According to the CDC, children may be less likely to have fever, may be less likely to present with fever as an initial symptom, and may have only gastrointestinal tract symptoms.

4. Screening procedures are not required at the point of entry to the school. However, school staff, as well as bus drivers, should observe students throughout the day and refer students who may be symptomatic to the school healthcare point of contact.

5. Prepare a “medical isolation space” for students/staff who exhibit COVID-19 symptoms during the school day that is a distinct, enclosed area (Updated 8/12/20).

6. Students and staff who travel outside of Maine during the school year must follow the Governor’s Executive Orders related to travel. (Updated 8/12/20)

Hand Hygiene

Frequent hand hygiene reduces the risk of transmission of COVID-19 by removing pathogens from the surface of the hands.

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1. All students and staff must receive initial training on good hand hygiene practices and methods and receive frequent and ongoing reminders through verbal prompts, signage, and other means.

2. Require all students and staff to exercise hand hygiene (handwashing or hand sanitizer) upon arrival to school, before and after eating, after using the restroom, before and after using shared or playground equipment, before putting on and taking off masks, and before dismissal. After eating, the mask is put back on, and then hand hygiene should be done.

3. All students and staff should wash their hands using soap and water for at least 20 seconds whenever hands are visibly soiled and after using the bathroom. Dry hands with disposable paper towels.

4. Handwashing is the best option. When handwashing is not practicable, use a hand sanitizer with at least 60% alcohol.

5. Apply hand sanitizer to all surfaces of the hands and in enough quantity that it takes 20 seconds of rubbing hands together for the sanitizer to dry.

6. Hand sanitizer should be placed at key locations (e.g., near building entrances, classrooms, and cafeteria).

7. Hand hygiene should be performed before and after touching shared equipment, consistent with the requirements (Updated 8/12/20 for clarity).

8. Remind students to avoid touching their face or face coverings.

9. Students using school transportation to and from school or for school activities must use hand sanitizer before and after use of school transportation.

10. Teach and direct students to cough or sneeze into their elbow when not wearing a face covering or alternatively, cough or sneeze into a tissue, discard the tissue into trash container, and then perform hand hygiene.

Personal Protective Equipment

1. Schools should have an inventory of standard healthcare supplies (e.g., masks and gloves). Use of supplies may be optional based on type of tasks performed (e.g., teachers do not need to wear gloves while teaching but may need to during necessary contact with students, such as when providing physical support to students with disabilities).

2. School health staff should be provided with appropriate medical PPE to use in health suites. This PPE should include N95 masks, surgical masks, gloves, disposable gowns, and face shields and other eye protection. Additional guidance about appropriate use of this PPE by school health staff is available from the National Association of School Nurses (NASN).

3. School health staff should be aware of the CDC guidance on infection control measures.

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4. Due to the aerosol-generating nature of nebulizer treatments, nebulizers should be reserved for emergency situations. If a student uses a nebulizer, families should contact their health care provider to discuss switching to metered dose inhalers for school situations.

5. School health staff should wear gloves, an N95 facemask, and eye protection if a student receives a nebulizer treatment or uses a peak flow meter at school. If N95s are not available, the best alternative is a face shield and a procedure mask. (Updated 7/31/20)

6. Nebulizer treatments should be performed in a space that limits exposure to others and with minimal staff present. Rooms should be well ventilated, or treatments should be performed outside. After use of the nebulizer, the room should undergo routine cleaning and disinfection.

7. Work with the MDOE School Safety Center on procurement of Personal Protective Equipment (PPE).

8. School staff working with students who are unable to wear a cloth face covering and who must be in close proximity to the students should wear a procedural mask in combination with a face shield or goggles or glasses. Face shields or other forms of eye protection (e.g. goggles or glasses) should also be used when working with students unable to manage secretions.

Additional Public Health Considerations, Recommendations and Strategies

Stable Cohorts

The US CDC and the National Academies of Science recommend cohorting (sometimes called podding) as a strategy that schools may use to limit contact between students and staff as part of their efforts to limit transmission of SARS-CoV-2 (the virus that causes COVID-19).9 This strategy works by keeping groups of students – and sometimes staff – together over the course of a pre-determined period of time, preferably for the duration of the academic term/curriculum. Ideally, the students and staff within a cohort will only have physical proximity with others in the same cohort, including during lunch and recess. This practice may help prevent the spread of COVID-19 by limiting cross-over of students and teachers to the extent possible. The utility of cohorting is in being able to quarantine exposed individuals while maintaining school operations in other cohorts. (Updated 8/12/20)

To the extent feasible, elementary schools should aim to keep students in the same group throughout the day for the duration of the academic term/curriculum, and middle and high schools should minimize mixing student groups. Cohorting strategies may differ between school districts, schools, and classrooms depending on class size, physical space limitations, and community transmission. (Updated 8/11/20)

9 U.S. Centers for Disease Control and Prevention, “Preparing K-12 School Administrators for a Safe Return to School in Fall 2020,” Accessed August 6, 2020, https://www.cdc.gov/coronavirus/2019-ncov/community/schools- childcare/prepare-safe- return.html; National Academies of Sciences, Engineering, and Medicine, 2020, Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities, Washington, DC: The National Academies Press, https://doi.org/10.17226/25858.page10image31832320

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1. Schools should divide students into small groups that remain with each other throughout each day to the extent feasible. Schools should look for ways to isolate cohorts of students and prevent inter-group contact to the extent feasible.

2. Faculty and staff should remain with a specific cohort to the extent feasible (Updated 8/12/20 for clarity).

3. When in classrooms, all students should have assigned seating.

4. There are no required maximum cohort or group sizes, as long as schools adhere to the physical distancing requirements in this guidance. Schools should utilize the smallest cohort size practicable.

5. Cohorting students in middle and high schools presents unique challenges. Strategies to assist with cohorting in middle and high schools include:

a. Block schedules (much like some colleges, intensive 1-month blocks or semester courses).

b. Consider limiting the use of lockers or assign them by cohort to reduce need for hallway use across multiple areas of the building. This strategy would need to be done in conjunction with planning to ensure students are not carrying home an unreasonable number of books and may vary, depending on other cohorting and instructional decisions schools are making. (Updated 8/12/20)

c. Have teachers rotate instead of students when feasible.
d. Support interdisciplinary courses with co-teaching teams (Updated 8/12/20).

Cleaning and Disinfecting

Cleaning and disinfection of frequently touched surfaces is recommended as the virus can be spread if someone touches a surface contaminated with the virus and then touches their eyes, nose, or mouth. However, as COVID-19 is primarily spread through respiratory droplets, preventing person-to-person transmission is more important than frequent cleaning and disinfection.

The following strategies and protocols are recommended (Updated 8/12/20 for clarity and with deletion of items in the maintenance / facility guidelines):

1. Clean and disinfect frequently touched surfaces (e.g., door handles, sink handles, drinking fountains, keyboards, light switches) within the school and on school buses at least daily or between uses as practicable.

2. Develop a schedule for increased, routine cleaning and disinfection.

3. Ensure safe and correct use and storage of cleaning and disinfection products, including storing products securely away from children. Use products that meet EPA disinfection criteria.

4. Hand hygiene should be performed before and after touching shared equipment. (Updated 4/28/21)

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5. Use only routine maintenance for outdoor playgrounds and other natural play areas, as hand hygiene will be emphasized before and after use of these spaces. (Updated 4/28/21)

6. Install signage and equipment to enable effective health and safety procedures.

7. Ensure organizations that share or use the school facilities follow the health and safety guidelines established in this guidance (Updated 8/12/20 for clarity).

8. In accordance with US CDC guidelines if less than 24 hours have passed since a person who is sick or diagnosed with COVID-19 has been in a space, clean and disinfect the space. If more than 24 hours have passed since a person who is sick or diagnosed with COVID-19 has been in the space, cleaning is enough. You may choose to also disinfect depending on certain conditions or everyday practices required by the facility. If more than 3 days have passed since a person who is sick or diagnosed with COVID-19 has been in the space, no additional cleaning (beyond regular cleaning practice) is needed. (Updated 4/28/21)

Shared Objects

1. Discourage sharing of items that are difficult to clean or disinfect.
2. Avoid sharing electronic devices, toys, books, and other games or learning aids.

3. Keep each child’s belongings separated from others’ and in individually labeled containers, cubbies, or areas.

4. Ensure adequate supplies to minimize sharing of high touch materials to the extent possible (e.g., assigning each student their own art supplies, equipment) or limit use of supplies and equipment by one group of students at a time and clean and disinfect between use.

5. Clean and disinfect frequently touched surfaces (e.g. keyboards) at least daily or between uses as much as possible (Updated 8/12/20 for clarity).

6. Hand hygiene should be performed before and after touching shared materials (Updated 8/12/20 for clarity).

Facility Considerations

1. Communicate and consult with business managers, as well as facilities, grounds, and maintenance teams when preparing the facility in-person learning.

2. Identify and procure necessary equipment, materials, and supplies for supporting the public health requirements (e.g., hand washing stations, hand sanitizer, appropriate cleaning and disinfecting supplies).

3. Adequate ventilation is required for classrooms, with schools having flexibility in implementation based on the ventilation capabilities of each school site. Every building is unique. Use an incremental approach to determine how to achieve indoor air quality without creating other health issues or unmanageable costs. The most effective method for increasing ventilation is maximizing outdoor air intake by increasing the percentage of fresh air input through handling systems and/or opening windows or doors if doing so does not pose a safetypage12image31832512page12image31830976

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or health risk (e.g., risk of falling, triggering asthma symptoms) to individuals using the facility. Information on readying ventilation systems is available from the U.S. CDC and ASHRAE. (Updated 12/11/20)

a. It may not be feasible to keep windows and doors fully open due to cold weather. On cold weather days, keep windows open at least a crack to provide some supply of fresh air. Communicate with your school community that increasing outside air will affect schools’ indoor temperatures. Encourage families and caregivers to send their students to school with plenty of warm layers in winter, as classroom temperatures could fluctuate throughout the day. Visit the Maine Indoor Air Quality Council website for information on managing indoor air quality in Maine’s climate. (Updated 12/11/20)

b. Introducing more outdoor air may cause dry air conditions that dry out the respiratory tract. Encourage students and staff to stay hydrated. (Updated 12/11/20)

i. There are many challenges to using plug-in steam humidifiers in schools, including mold growth and indoor air quality problems. Humidifiers should be used with caution. (Updated 12/11/20)

c. Schools that elect to use in-room or portable air cleaners to supplement enhanced ventilation measures should follow ASHRAE and manufacturer guidance on use and maintenance of those units.

4. To minimize the risk of Legionnaire’s disease and other diseases associated with water, take steps to ensure that all water systems and features (e.g., sink faucets, drinking fountains, decorative fountains) are safe to use after a prolonged facility shutdown.

5. Using drinking fountains for refill only is recommended. Staff and students should bring water bottles, and cups should be provided for drinking fountain use for those who do not have a water bottle. Drinking fountains should be cleaned and disinfected and have signage/instruction for individuals to wash hands after use.

6. Thoroughly clean and disinfect buildings and classrooms prior to the resumption of in-person classes (see the Cleaning and Disinfecting section of this guidance for additional information).

7. Clean and disinfect high-touch areas frequently (doorknobs, desktops, faucets, etc.). See the cleaning and disinfecting section of this guidance for additional information.

8. Eliminate lines to the greatest extent practicable. Where lines are unavoidable (e.g. near doors, sinks, bathrooms, or other places where students may line up), ensure three to six feet of distance between individuals. This can be accomplished by demarcating three- to six-foot distances on floors or walls. Three feet is the minimum amount of distance recommended in the school setting; six feet of physical distance is preferred.

9. Modify building traffic flow to minimize contact between individuals. Consider one-way entrances, exits, and hallways, if possible. Mark hallways to keep traffic flow to the right side where one-way passage is not possible. Use floor decals and/or signage to establish travel patterns.

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10. Minimize traffic in enclosed spaces, such as elevators and stairwells. Consider limiting the number of individuals in an elevator at one time and designating one directional stairwells, if possible.

11. Consider installing non-porous physical barriers such as partitions or plexiglass barriers to protect staff in high traffic areas. Barriers should be placed in front office areas, service counters, and other similar locations where it is not possible to maintain a minimum of six feet of physical distance. Limit activities that require staff and/or visitors to enter within six feet of another person, regardless of whether physical barriers are installed.

12. Place signage at entrances and throughout buildings (particularly high traffic areas), alerting staff and students to physical distancing requirements, face covering policies, and hand hygiene protocols.

13. Plan vehicle traffic flow, drop-off, and pick-up logistics and place signage as needed.

14. If needed, set up additional hand washing or sanitizing stations outside school entrances and at convenient locations outside classrooms and common areas.

15. School libraries are not expected to pose a significant transmission risk. Nevertheless, students should wash or sanitize their hands upon entering and leaving libraries. School libraries should post reminders to maintain physical distance and arrange seating areas to allow for appropriate distance. Shared surfaces such as counters and computers should be regularly cleaned and disinfected.

Recommendations for Busing/Transportation

1. Encourage alternative modes of transportation for students who have other options.

a. Consider how you will manage increased traffic flow from families who decide to drop off/pick up their children.

b. Promote alternatives such as walking and biking.

c. Advise school staff and families to carpool with the same stable group of people. Open vehicle windows and maximize outdoor air circulation. Face coverings are required for everyone in the vehicle (Updated 8/12/20).

2. If transport vehicles (e.g., buses) are used by the school, drivers should practice all safety actions and protocols as indicated for other staff (e.g., hand hygiene, cloth face coverings).

3. For students riding the bus, symptom screening should be performed by families prior to being dropped off at the bus.

4. Physical distancing at bus stops and during pick-up and drop-off is recommended.

5. Masks/face coverings are required to be worn by everyone on the bus during school bus transportation.

6. Hand sanitizer should be used before and after riding school transportation. (Updated 12/15/20 for clarity)

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7. Assign seating. Students from the same household should sit together. 8. Use tape marks and signage to show students where to sit.
9. Deleted 4/28/21)

10. Drivers should be a minimum of six feet from students to the extent possible; drivers must wear a face covering; consider physical barriers for driver (e.g., plexiglass behind driver’s seat) (Updated 8/12/20).

11. Minimize number of people on the bus at one time within reason.

12. Adults who do not need to be on the bus should not be on the bus.

13. Maintain consistent airflow through the bus by fully opening at least four windows, ideally two windows in the front of the bus (one on each side) and two in the rear of the bus (one on each side). (Updated 12/15/20)

a. In the case of inclement weather, window openings may be reduced to prevent snow, ice, or rain from entering the bus. If window openings are reduced, more windows should be opened. Keeping every other window open an inch should be the minimum in this scenario. (Updated 12/15/20)

14. Routinely clean and disinfect buses or other transport vehicles. See the Cleaning and Disinfecting section of this guidance for additional information.

15. To the extent possible, maximize the distance between children in the vehicle. Since vehicles have difference sizes and capacities, there is no single recommendation for spacing. That said, filling a vehicle to its maximum capacity even with masks/face coverings poses a public health risk and is inadvisable. (Updated 8/12/20)

Student Nutrition Services

School meals play an important role in addressing food security for students. COVID-19 has not been shown to be a food-borne disease. However, eating together is a high-risk time for COVID-19 transmission because people must remove their face coverings to eat and drink. People often touch their mouths with their hands when eating. In addition, meals are usually considered time for talking together, which further increases risk, especially if children must speak loudly to be heard. Standard food preparation guidelines should be followed, with special consideration for masking and physical distancing between food service staff in the kitchen and when in contact with students/staff.

1. Masks/face coverings cannot be worn while eating. In order to achieve six feet of physical distance between individuals who are unmasked, consider ways to conduct breakfast and lunch that support physical distancing of at least 6 feet between/among students who are eating or drinking (e.g., coordinate seating and stagger eating times by group so that students who have finished eating or who are waiting for others to eat can use a 3 foot minimum distance provided they are wearing a mask, while those who are eating or drinking are at the 6 foot distance, stagger time, build in other breaks, etc.). (Updated 4/28/21)

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a. Prepare to hold breakfast and/or lunch in classrooms or outdoors, instead of the cafeteria or common areas.

b. If serving food in the cafeteria, develop staggered schedules that minimize mixing of cohorts and enforce physical distancing protocols.

2. Adjust food preparation and service procedures to minimize shared items (i.e. serving utensils), maintain physical distance, and support compliance with health and safety protocols.

3. In the event students continue with, or transition to, remote learning, provide school meals as needed for days they are not in the school building.

Staff Break Rooms/Teacher Work Rooms

Adults often do not view themselves and colleagues as sources of infection, and forget to take precautions with co-workers, especially during social interactions such as breaks or lunch time, in the copy room, when checking mailboxes, etc. (Updated 8/12/20 for clarity)

1. Post the maximum occupancy for the staff rooms, based on 6-foot distancing. Mark places on the floor 6 feet apart for staff to sit or stand.

2. Post signage reminding staff to stay 6 feet apart, keep their masks/face coverings on unless eating, wash their hands before and after eating, and disinfect their area after using it (Updated 8/12/20 for clarity).

3. Discourage staff from eating together, especially indoors. Consider creating a private outdoor area for staff to eat and take breaks.

4. Open windows and doors to maximize ventilation, when feasible, especially if staff are eating or if the room is near maximum occupancy. Additional information about increasing ventilation of indoor spaces is available in the in “Facility Considerations” section of this document.

Gatherings, Visitors, and Field Trips

1. Pursue virtual group events, gatherings, or meetings, if possible, and promote social distancing of at least six feet between people if events are held. Limit group size to the extent possible. Groups must not exceed the Governor’s gathering size limits.

2. Limit any nonessential visitors, volunteers, and activities involving external groups or organizations as much as possible—especially with individuals who are not from the local geographic area (e.g., community, town, city, and county).

3. Avoid field trips to public gathering places and recreational establishments with uncontrolled and/or unmonitored contact with non-school participants (such as restaurants, entertainment, or retail settings). (Updated 4/28/21)

4. It may be possible to permit small groups to travel to nearby recreational areas where interaction with the non-school community is not expected. If schools choose to plan field trips, consider the risk of transportation and minimize contact intensity through physical distancing, use of masks while indoors, and traveling with small, consistent groups. (Updated 4/28/21)

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4. In-person performances must follow all applicable guidelines in the Performing Arts Venues checklist. (Updated 4/28/21))

Courses Requiring Additional Safety Considerations (2/12/2021)

Students and staff must follow all required health and safety measures while on school grounds or engaged in school courses in other locations. Certain classes such as music, theater, dance, physical education, and the visual arts have unique characteristics that require special consideration. Research into how to safely engage in these types of activities is ongoing, and the following guidance will be updated as the research evolves.

(Updated 4/28/21)Safety requirements for these activities are as follows:

Universal Considerations for Choral Ensemble/Group Singing Instruction

Required: Masks should be worn at all times for all who are in the rehearsal room. Because singing is a higher risk activity a well-fitting mask is recommended. (Updated 4/28/21)

Considerations:

• Maintain minimum indoor physical distance of 6 feet between each singer, instructors, and any other people such as conductors, other musicians, or accompanists. (Updated 4/28/21)

• If different rehearsals or performances will take place in the same indoor space, schedule a break between uses of the space to allow the central HVAC system to exchange the air in the space. A minimum of one air exchange (which 20 minutes will generally achieve) prior to the next use of the room is recommended, with three air exchanges preferable. (Updated 4/28/21)

• Ensembles meet in either the music classrooms, theater, or larger area depending on their class size. Schools should consult DHHS Guidance to ensure that practice and performance spaces have ventilation systems that are well maintained and operate as designed.

• Larger groups that preclude appropriate distancing should meet in a larger area (e.g., theater, cafeteria, gym, etc.) or use any outdoor space that meets mandated student distancing requirements.

• Indoor choral performance should only occur in spaces where proper ventilation systems are compliant with DHHS guidance.

• One-way traffic patterns should be established for entering and exiting the room, pick-up, and storage of materials.

• Transition to small group experience whenever possible, especially when facilities and space considerations are limited.

• Focus on solo and small ensemble playing/singing when the ability to maximize physical distancing is limited.

• Pivot instructional strategies to reduce the number of students musicians performing at any given time (e.g., small ensembles perform while others listen and assess.)

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• Utilize alternate performance venues including outdoor spaces, large activity centers, etc., to the extent possible.

• Consider producing performances with smaller ensembles. (Updated 4/28/21)

• Consider using live streaming in combination with, or in place of, in-person audiences. (Updated 4/28/21)

• Maintain observance of all standing Executive Orders from the Governor’s office related to indoor and outdoor public gatherings.

• Use physical barriers (e.g., face shields, free-standing acoustic shields) between rows and/or between individual musicians, if available; clean and disinfect each barrier regularly using approved products. (Updated 4/28/21)

NOTE:

Non-Musical Theater

1. If outdoors, these activities can occur with 6 feet of distance between individuals. (Updated 4/28/21) 2. If indoors, with masks required, these activities can occur with 6 feet of distance between individuals.

Band and the Use of Musical Instruments (Updated 12/11/20; 4/28/21)

Some musical instruments carry a relatively higher risk of virus transmission. Instruction for brass and woodwind instruments presents particular challenges. The following guidance is for extracurricular or elective music programs (updated 1/13/21) for clarity. Organizers should suspend extracurricular music ensembles in counties categorized as “Yellow” or “Red.”

• These guidelines are largely consistent those outlined in documentation from the National Association for Music Education/National Federation of State High School Associations.

PROTOCOLADDITIONAL CONSIDERATIONSpage18image54416 page18image31792832
Students and adults must wear face coverings at all times if indoors. Masks with a slit for a mouthpiece may be used when playing brass or woodwind instruments. Students should not share classroom materials that come into contact with the mouth or bodily fluids (i.e., reeds, mutes etc.)
Maintain a minimum of 6 feet of physical distancing between all persons within the rehearsal/performance space.All musicians should face the same direction to the extent possible.
Shorten the duration of rehearsals to the extent possible. Optimize ventilation in the practice space; use larger spaces and outdoor spaces when possible.Practice rooms should be assessed for size and ventilation of space. Consider relocating to largerpage18image57328

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spaces if available. Increase ventilation where possible, and if ventilation is a concern, consider practicing remotely. There should be a period of nonuse of indoor practice spaces between rehearsals to allow for air exchange. Although the physical characteristics of practice spaces vary greatly (e.g. HVAC systems, windows, etc.) and there is a lack of data to support any specific time period that would eliminate the risk of COVID-19 transmission in a space, a one-hour period of nonuse is recommended.page19image45312
Nylon or cloth bell coverings must be used on all wind instruments and must consist of at least two layers of cloth.One-way traffic patterns should be established for entering and exiting rehearsal/performance spaces.page19image31961088 page19image31959744
Students must be assigned instruments for their sole use; students may not share instruments or instrument equipment (reeds, mouthpieces, oils, wax, etc.).Transition to small group experiences when facilities and space considerations are limited.page19image31964352
Cleaning of spit valves is a higher risk activity that requires close attention to mitigation strategies. Musicians must maintain 14 feet of physical distance from others while servicing their spit valves. No discharge of spit valves should occur on the floor. Absorbent pads or dedicated containers to discharge valves should be provided in rehearsal locations. Spit valves should be positioned as close to the absorbent pad/container as possible prior to clearing (lift pad to position of valve, if possible.) Rehearsal spaces must have hand sanitizer available for use after cleaning spit valves and lined trash bins available for safe disposal of absorbentpads.Focus on solo and small ensemble playing/singing when the ability to maximize physical distancing is limited.
Utilize alternate performance venues including outdoor spaces, large activity centers, etc., to the extent possible.Use physical barriers (e.g., face shields, free- standing acoustic shields) between rows and/or between individual musicians, if available; clean and disinfect each barrier using appropriate products after each use.page19image129024
Produce performances of individual ensembles rather than full program concerts, to the extent possible. Pursue musical pieces that are at a lower volume and use microphones to increase volume.Pivot instructional strategies to reduce the number of student musicians performing at any one time (e.g., small ensembles perform while others listen and assess.)page19image32624
Maintain 14 feet of physical distancing between performers and audience members. For operational considerations related to hostingpage19image82144Host performances in outside venues, if possible. Avoid interactions between performers and audiences. Consider eliminating any performances or components in whichpage19image82928

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performances review the Performing Arts Checklist.page20image31842752performers go into the audience or audience members are encouraged to come on-stage.page20image269312 page20image31845056
Maintain observance of all standing Executive Orders from the Governor’s Office related to indoor and outdoor public gatherings.page20image271328

Dance

While dance does not typically involve vocalization, it is an intense physical activity, similar to physical education, and can result in an increased risk of transmission due to increased respiration. Dance courses and activities must follow the relevant guidance related to indoor/outdoor activities, masks/face coverings, and physical distancing on page 15 of this document. In addition:

1. Prioritize forms of dance that allow for adequate distancing or adapt dances reliant on close proximity to allow for physical distancing.

2. All sharing of equipment should follow the guidelines in the “Shared Objects” section of this document.

3. Consider keeping music at a volume that minimizes the need for the instructor to project their voice.

Visual arts

Visual arts courses and activities may involve the sharing of specialized equipment among students, such as paint brushes, paints, and cameras.

1. Minimize the use of shared equipment, as possible. If equipment must be shared, follow the guidelines in the “Shared Objects” section of this document.

a. Add disposable protective covers to shared cameras and any other equipment that requires close eye or mouth contact.

Physical Education

With physical activity, individuals tend to breathe more heavily and speak louder or yell, which increases the potential for dispersal of respiratory droplets. Physical education classes and activities should follow the relevant guidance related to indoor/outdoor activities, masks/face coverings, and physical distancing described in this document. In addition:

1. Physical education classes must not include activities with close physical contact (Updated 8/12/20 for clarity).

2. Physical education should prioritize activities that do not require shared equipment. (Updated 4/28/21)

3. Prioritize outdoor activities, whenever possible.

4. Students must wash or sanitize hands before and after physical education. Particular attention should be paid to washing and sanitizing hands before and after masks are removed and put on, if applicable.

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5. No sharing of water bottles, towels, mouth guards, helmets or other equipment that comes into contact with the nose or mouth is allowed.

6. If feasible, close communal areas, including athletic locker rooms. If not feasible, stagger locker assignments and access such that students who need to use lockers at the same time (e.g., those in the same physical education class) will be able to maintain physical distancing. Athletic locker rooms should be cleaned and disinfected at least daily.

7. Students may be encouraged to wear comfortable clothing and safe footwear to school that allows for safe movement and is appropriate for the weather in order to participate in physical education without the use of a locker room.

8. All sharing of equipment should follow the guidelines in the “Shared Objects” section of this document (Updated 8/12/20).

(Updated 4/28/21)

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National Junior Duck Stamp Art

May 3, 2021

Biddeford 12 year old

Ariah Lowell, 12, of Biddeford, takes top honors in the National Junior Duck Stamp Art Contest for her painting of a Harlequin Duck. Courtesy photo

A Harlequin Duck painted in oils by a Biddeford 12 year old, Aria Lowell, took third place in the National Junior Duck Stamp Art Contest. More than 400 Maine students in grades K-12 submitted art work this year. The program is coordinated in state by the Maine Audubon and U.S. Fish and Wildlife Service. Aria received Best in Show in Maine and went on to the national level representing Maine.

This “conservation through the arts” program uses the winning artwork as the basis for the $5 Junior Duck Stamp. Revenue supports environmental education activities for participants. encourages students to explore their natural world, invites them to investigate biology and wildlife management principles, and challenges them to express and share what they have learned with others. Nearly 9,000 students took part in the program nationwide this year. To learn more CLICK HERE.

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Poetry and Education

April 24, 2021

5 of 6 Poetry

On April 19 the focus of the Maine Calling show was Poetry Education: A Statewide Focus on Poetry During the Pandemic. You can listen to the recording at THIS LINK and learn more in this blog post about the show and the resources that public radio has made available.

Perhaps it’s due to Amanda Gorman’s wildly popular Inaugural poem, perhaps it’s because people are seeking meaning and beauty during the pandemic… but, whatever the reason, poetry is having a moment. It’s National Poetry Month. Among the many events and initiatives underway is a new statewide effort to promote poetry education to raise appreciation and understand of poetry among students—and the general public as well. We’ll learn about poetry programs and events, and hear about how poets in Maine have been faring during the pandemic.

Guests

Morgan Dunton, English language arts specialist, grades 6-12, Maine Department of Education
Richard Blanco, poet, author, speaker, civil engineer; inaugural poet for Obama’s second inauguration
Emily Paruk, 12th grader, Gorham High School, 2021 winner of state Poetry Out Loud competition
Suzanne Langlois, poet; English teacher, Falmouth High School; leads poetry club
Stuart Kestenbaum, Maine’s poet laureate, author of six poetry collections, host of Maine Public’s Poems From Here
Terry Farish, author of several young adult books, including “The Good Braider,” a novel in verse

Resources

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POL Champ and Runner-up

April 23, 2021

4 0f 6 – Poetry

In an earlier post during the past week you read about the 10 students from Maine high schools who were finalists the Maine Poetry Out Loud program. After three rounds of recitations Emily Paruk, a senior from Gorham High School emerged to represent Maine at the National Poetry Out Loud event on May 2. If she is successful on that day Emily will compete in the national finals on May 27. The runner-up is Helen Strout, a senior at Cape Elizabeth High School.

Emily Paruk recited Once the World Was Perfect by Joy Harjo, Fairy-tale Logic by A.E. Stallings, and view Emily reciting  “Often Rebuked, Yet Always Back Returning” by Emily Bronte below.

View Helen Strout reciting “I Know, I Remember, But How Can I Help You?” by Hayden Carruth below.

Maine’s Poetry Out Loud program is organized by the Maine Arts Commission in partnership with the National Endowment for the Arts and the Poetry Foundation.

For more information about Maine Poetry Out Loud, visit MaineArts.com or contact Meg Fournier, Interim Director of Media and Performing Arts, Maine Arts Commission at megan.b.fournier@maine.gov. More than four million students have participated in Poetry Out Loud over the past 16 years, many advancing from classroom competitions to school competitions to state competitions to, finally, the national finals. For more information about the national Poetry Out Loud program, visit poetryoutloud.org.

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Place-Based Education

April 17, 2021

Building curiosity and community

Place: it’s where we’re from; it’s where we’re going. . . . It asks for our attention and care. If we pay attention, place has much to teach us.”

Join us for the next Getting Smart Town Hall, focused on the power of place-based education (PBE), “Every Place is a Place: The Power of Place-Based Education For Building Curiosity and Community.”

We’ll start by diving into what PBE is. Then, we’ll share examples of how schools in diverse contexts and environments have adopted place-based programs as a way to better engage students this summer while attaining three important goals of education: student agency, equity, and community. We’ll close with tips for and best practices for implementing PBE for the new school year.

This event will take place on May 6th at 10:00 a.m. PT.

REGISTER AT THIS LINK

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American Rescue Plan

April 14, 2021

Afterschool Arts Education can Benefit from American Rescue Plan

Thanks to the American Rescue Plan (ARP) Congress passed in March, a fantastic opportunity is available for cultural non-profits and teaching artists to partner with schools to provide after-school or summer camp enrichment programs for students.  This latest round of COVID relief for education, ESSER III (Elementary and Secondary School Emergency Relief) calls for 20% of funds to go towards learning.  This is new.  In ESSER I and II, funds mostly covered direct prevention measures such as sanitation, air quality upgrades, facility/ space restructuring, and technology.  Also, ESSER III offers at least twice as much funding as before.  For Maine, this means over $82 million, 20% of our State’s allocation, needs to address “learning-loss.”

Dance education program Central School, South Berwick

We know that students have suffered in many ways from the COVID disruption to their learning, and the loss of opportunities for creative self-expression may be amongst the hardest.   In-person singing or making music, collaborating on art pieces, performing dance, theater or spoken word — together – has been non-existent or greatly altered this year, despite teachers’ best efforts.

Studies show that the arts inherently provide social and emotional learning, so critical at this time.

Now is the time to reach out to your local schools.  They are crafting programs themselves, arranging to bring subcontractors in, or a combination and welcome partnering to address students’ learning needs. 

The Maine Department of Education is also providing a webinar on the subject on Tuesday, April 20th at 2 pm.  To learn more about this event and to register, click here.   More information can also be found here from EdNotes or here from the Afterschool Alliance.  Readers are also invited to contact Martha Piscuskas, Director of Arts Education at the Maine Arts Commission to discuss further: martha.piscuskas@maine.gov

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Scholastic Art Awards

April 13, 2021

Maine College of Art

The 2021 Scholastic Art Award Ceremonies are archived at THIS LINK. Maine College Art is proud to be sharing this wonderful event with you. Included is a welcome and congratulations from Portland Mayor Kate Synder who honors Margaret Maxwell, recipient of the Scholastic 2021 Art Educator Excellence Award, David Greenham, Director of the Maine Arts Commission, and Christopher Wisniewski, Executive Director for the Alliance for Young Artists and Writers.

Students across the state are being recognized for their outstanding achievements in the 2021 Scholastic Art Awards. Maine is home to such an impressive generation of young artists! Special recognition goes to Della Huntley from Baxter Academy for her video liminal space received Maine’s American Visions Medal and a National Gold Medal in Film and Animation! Her teacher is Matthew Barnes. You can download Della’s Film, LIMINAL SPACE at THIS LINK.

Lilly Arbelo is from Wells High School and received a National Gold Medal in Photography for GENTLE SUFFOCATION. Her teacher is Emily Knight.

Lilly Arbelo, Wells High School, grade 11, Teacher: Emily Knight

The table below includes all of the Maine High School students who are receiving recognition this year by Scholastic for their amazing contributions of art work. In addition, the student school, grade, teacher, art work title, award, category and title of the art work. CONGRATULATIONS to all 200+ who participated!

Thank you to Pamela Moulton from Maine College of Art who is the coordinator for the Maine Regions Scholastic Art Awards.

Please be sure and scroll to the right to view all of the information about each student.

First NameLast NameStudent GradeSchool NameIndividual AwardsWork CategoryWork TitleEducator1 FirstEducator1 Last
LillyArbelo11Wells High SchoolHonorable Mention |PhotographyHer SpaceEmilyKnight
LillyArbelo11Wells High SchoolGold Key | Gold MedalPhotographyGentle SuffocationEmilyKnight
LillyArbelo11Wells High SchoolSilver Key |PaintingBunny HillEmilyKnight
DenaArrison12Freeport High SchoolSilver Key |Digital ArtStay SafeKimberlyMedskerMehalic
DenaArrison12Freeport High SchoolGold Key |Art PortfolioHow does environment influence the mood?KimberlyMedskerMehalic
AlannaBachelder11Kents Hill SchoolSilver Key |Drawing & IllustrationAvocadoDylanGifford
LexiBachelder11Rangeley Lakes Regional SchoolHonorable Mention |Digital ArtJust a girlSONJAJOHNSON
EmmaBarry12Freeport High SchoolHonorable Mention |Art PortfolioOut of PlaceKimberlyMedskerMehalic
EmmaBarry12Freeport High SchoolSilver Key |Digital ArtCliffhangerKimberlyMedskerMehalic
EmmaBarry12Freeport High SchoolHonorable Mention |Art PortfolioCommon PhrasesKimberlyMedskerMehalic
JuliaBell10Baxter Academy Tech & ScienceGold Key |Digital ArtYou’re still hereMatthewBarnes
ElwenBernard12Baxter Academy Tech & ScienceHonorable Mention |Drawing & IllustrationPassport PhotoMatthewBarnes
ElwenBernard12Baxter Academy Tech & ScienceGold Key |Mixed MediaTinful of TalesMatthewBarnes
ElwenBernard12Baxter Academy Tech & ScienceGold Key |Mixed MediaTide ClockMatthewBarnes
SophiaBlanco8Winthrop High SchoolGold Key |PaintingNewportKristenKaiser
SophiaBlanco8Winthrop High SchoolHonorable Mention |PaintingClouds at Quoddy HeadlightKristenKaiser
SophiaBlanco8Winthrop High SchoolGold Key |PaintingSisterly LoveKristenKaiser
SophiaBlanco8Winthrop High SchoolHonorable Mention |SculpturePearlKristenKaiser
DorcasBolese10Yarmouth High SchoolSilver Key |PaintingAppropriateMelissaSylvester
AlainaBonis10Hebron AcademySilver Key |PaintingSunriseGabeMiller
AlainaBonis10Hebron AcademyHonorable Mention |Ceramics & GlassSelf PortraitGabeMiller
AlainaBonis10Hebron AcademyHonorable Mention |Drawing & IllustrationTimGabeMiller
AlainaBonis10Hebron AcademySilver Key |Drawing & IllustrationSelf Portrait 2GabeMiller
ZaraBoss12Thornton AcademySilver Key |Drawing & IllustrationCoffee On The Brainjennifermerry
ZaraBoss12Thornton AcademyHonorable Mention |Mixed MediaBy A ThreadJodiThomas
ZaraBoss12Thornton AcademySilver Key |Mixed MediaMind PainterJodiThomas
ZaraBoss12Thornton AcademyHonorable Mention |Art PortfolioIdentityJodiThomas
ObiBoucher12Sacopee Valley High SchoolHonorable Mention |PrintmakingDUTYShaelinShields
ObiBoucher12Sacopee Valley High SchoolSilver Key |Art PortfolioTextural WorksShaelinShields
AndrewBouvier12Berwick AcademyGold Key |PaintingA Balanced EarthRaeganRussell
ElizabethBove12Thornton AcademyHonorable Mention |Art PortfolioCharcoal StudyJodiThomas
HaydenBraun10Mount Desert Island High SchoolHonorable Mention |Comic ArtColorful MenagerieCharlieJohnson
HaydenBraun10Mount Desert Island High SchoolHonorable Mention |Digital ArtCityscapeCharlieJohnson
BreydonBrough11Oxford Hills Tech SchoolHonorable Mention |DesignReclaiming your WorldVirginiaValdes
CeliaBuetens11Orono High SchoolGold Key |PaintingMirror, MirrorJessicaBarnes
ValentinaCapri Arroyo12Thornton AcademyGold Key, American Visions Nominee |PhotographyComo el aguaJodiThomas
ErikCarson9Edward Little High SchoolGold Key |Comic ArtWatch Out!DianaCarson
SophiaCarson12Edward Little High SchoolHonorable Mention |Drawing & IllustrationIdle HandsDianaCarson
NoraCastonguay10Kents Hill SchoolHonorable Mention |SculptureRefugee MaskDylanGifford
AnnieChapman12Thornton AcademySilver Key |PaintingBrotherJodiThomas
AnnieChapman12Thornton AcademyHonorable Mention |PaintingSelf Portrait in Still LifeJodiThomas
CamdenChase12Berwick AcademyHonorable Mention |Digital ArtChanging HomeRaeganRussell
CamilaCiembroniewicz12Mt Ararat High SchoolSilver Key |Drawing & IllustrationJoseph and His CameraChristineDel Rossi
ZoeClark12Wells High SchoolGold Key |PhotographyFlightEmilyKnight
ZoeClark12Wells High SchoolHonorable Mention |PhotographyStarsEmilyKnight
ZoeClark12Wells High SchoolHonorable Mention |PhotographyReflectEmilyKnight
EmmaComparato10Brunswick High SchoolHonorable Mention |PhotographyShe’s on the doorJennieDriscoll
RileyCoron11Kennebunk High SchoolHonorable Mention |PhotographySweet SorrowKatieMooney
ChloeVioletCorral12Baxter Academy Tech & ScienceHonorable Mention |Digital ArtComplex SaviorMatthewBarnes
ChloeVioletCorral12Baxter Academy Tech & ScienceSilver Key |Film & AnimationSurprise EncounterMatthewBarnes
CarolineCouperthwait10R W Traip AcademyHonorable Mention |SculptureThe Shape of NatureKimberlyBurke
GraceCourtney12Thornton AcademyHonorable Mention |Ceramics & GlassSculpture of a Barn OwlDanaAltman
GraceCourtney12Thornton AcademyGold Key |Mixed MediaSelf-Portraitjennifermerry
AnaviCurtiss11Wells High SchoolHonorable Mention |Comic ArtEating FishEmilyKnight
EmmaDawson-Webb11R W Traip AcademySilver Key |Mixed MediaLeft BehindKimberlyBurke
EmmaDawson-Webb11R W Traip AcademyGold Key |PaintingRich LonelinessKimberlyBurke
IslaDay9George Stevens AcademyHonorable Mention |Film & AnimationGirl Versus NatureMelissaRioux
AynslieDecker12Freeport High SchoolHonorable Mention |Mixed MediaNatural ChickadeeKimberlyMedskerMehalic
KayleeDemers11Falmouth High SchoolGold Key |PaintingClimate Change: How Much Longer Can We Hang On To Our Burning Home?NancyGoldstone
KayleeDemers11Falmouth High SchoolSilver Key |Comic ArtThinking Outside The BoxNancyGoldstone
HollyDowling11Mt Blue High SchoolHonorable Mention |Drawing & IllustrationTelevision HeadPamelaChernesky
EmilyEastlack11Rangeley Lakes Regional SchoolSilver Key |Mixed MediaHumanitySONJAJOHNSON
AlexiaFasano11Oxford Hills Tech SchoolSilver Key |PhotographySkewedVirginiaValdes
AlexiaFasano11Oxford Hills Tech SchoolHonorable Mention |PhotographyTeenage MindVirginiaValdes
AlexiaFasano11Oxford Hills Tech SchoolSilver Key |PhotographyAbandoned in MaineVirginiaValdes
AlexiaFasano11Oxford Hills Tech SchoolHonorable Mention |PhotographyFierce LionessVirginiaValdes
BriannaFlanders11Kennebunk High SchoolGold Key |Digital ArtDehumanizing DespairBrendanRoddy
AnnaFranks11Wells High SchoolHonorable Mention |PaintingGrayscale quarantineEmilyKnight
OwenGallo-Wagoner12Cheverus High SchoolGold Key |PhotographyMomChristinaMetcalf
LillianGaudiano10Bonny Eagle High SchoolGold Key |Drawing & IllustrationSpring HikeMargaretMaxwell
LillianGaudiano10Bonny Eagle High SchoolGold Key, American Visions Nominee |Drawing & IllustrationGrowing ResilienceMargaretMaxwell
LillianGaudiano10Bonny Eagle High SchoolHonorable Mention |Mixed MediaThe TwinsMargaretMaxwell
LillianGaudiano10Bonny Eagle High SchoolSilver Key |Drawing & IllustrationTessaMargaretMaxwell
DaphneGiampietro12Mt Blue High SchoolGold Key |Digital ArtTransitionPamelaChernesky
AlekGideon11Freeport High SchoolSilver Key |Drawing & IllustrationReality Against WillKimberlyMedskerMehalic
PhebeGrant12Kennebunk High SchoolSilver Key |PhotographyKnife EdgeKatieMooney
ElainaHammond11Kennebunk High SchoolSilver Key |PhotographyPooches on GoochesKatieMooney
ElainaHammond11Kennebunk High SchoolSilver Key |PhotographyFamily WalksKatieMooney
NatalieHanagan12Wells High SchoolHonorable Mention |PhotographyJoyEmilyKnight
LilyHansen11Kennebunk High SchoolHonorable Mention |Mixed MediaFire on FireBrendanRoddy
CatonHazard11Falmouth High SchoolHonorable Mention |PaintingMedia: How does it Influence your Perception?NancyGoldstone
TaylorHemenway12North Yarmouth AcademyHonorable Mention |PaintingFinningColbyMyer
TaylorHemenway12North Yarmouth AcademyHonorable Mention |Drawing & IllustrationHiding OctopusColbyMyer
AddalineHemingway10Rangeley Lakes Regional SchoolHonorable Mention |Drawing & IllustrationBlueSONJAJOHNSON
ShayleeHerrin12Marshwood High SchoolHonorable Mention |Digital ArtCuriosityRebeccaPoliquin
HopeHoffman12Kennebunk High SchoolSilver Key |PaintingThe Off-SeasonKatieMooney
HopeHoffman12Kennebunk High SchoolSilver Key |PaintingSunday EveningKatieMooney
HopeHoffman12Kennebunk High SchoolSilver Key |Digital ArtOf CourseKatieMooney
SadieHolland11York High SchoolSilver Key |Comic ArtCorvusDavidShenett
AnielaHoltrop12Freeport High SchoolHonorable Mention |Digital ArtDianthus – Scarlet CarnationsKimberlyMedskerMehalic
MiaHornschild-Bear10Freeport High SchoolHonorable Mention |Drawing & IllustrationA Self PortraitKimberlyMedskerMehalic
MiaHornschild-Bear10Freeport High SchoolGold Key |Drawing & IllustrationBuilding BlocksKimberlyMedskerMehalic
MiaHornschild-Bear10Freeport High SchoolSilver Key |Editorial Cartoon sponsored by The Herb Block FoundationDonald and His ShadowsKimberlyMedskerMehalic
MiaHornschild-Bear10Freeport High SchoolSilver Key |PhotographyInfiniteKimberlyMedskerMehalic
MiaHornschild-Bear10Freeport High SchoolSilver Key |PhotographyMomentaufnahmeKimberlyMedskerMehalic
MiaHornschild-Bear10Freeport High SchoolSilver Key |Drawing & IllustrationManifesting the MindKimberlyMedskerMehalic
NatalieHoward11Falmouth High SchoolGold Key |Drawing & IllustrationGoody BagNancyGoldstone
NatalieHoward11Falmouth High SchoolHonorable Mention |Drawing & IllustrationMystical GardenNancyGoldstone
NatalieHoward11Falmouth High SchoolSilver Key |PaintingDown the Rabbit HoleNancyGoldstone
NatalieHoward11Falmouth High SchoolHonorable Mention |Drawing & IllustrationBurning OutNancyGoldstone
NatalieHoward11Falmouth High SchoolSilver Key |Drawing & IllustrationBernese SandersNancyGoldstone
DellaHuntley12Baxter Academy Tech & ScienceGold Key, American Visions Nominee | Gold Medal, American Visions MedalFilm & Animationliminal spaceMatthewBarnes
DellaHuntley12Baxter Academy Tech & ScienceHonorable Mention |Mixed MediaWhat Lies Below/RMS KamtschatkaMatthewBarnes
DellaHuntley12Baxter Academy Tech & ScienceGold Key |PrintmakingIn A FogMatthewBarnes
DellaHuntley12Baxter Academy Tech & ScienceGold Key |Drawing & IllustrationTarot of the Blinded EyeMatthewBarnes
AnnikaHuntress12R W Traip AcademySilver Key |SculptureVivid DreamsKimberlyBurke
MadisonHurley12Portland High SchoolSilver Key |Drawing & IllustrationCoty and WinnieBarbaraLoring
DabriaHyman11Falmouth High SchoolGold Key |FashionWildnightSusanMorse
TallulahIm11North Yarmouth AcademyHonorable Mention |Drawing & IllustrationStill LifeColbyMyer
ZoëIobst12Bangor High SchoolHonorable Mention |Photographywinds of changeSusanBryand
ZoëIobst12Bangor High SchoolHonorable Mention |Digital Artam i brokenSusanBryand
ColbyJackson-Parise12Scarborough High SchoolHonorable Mention |Drawing & IllustrationElliot & LouisErinLandry-Fowler
ColbyJackson-Parise12Scarborough High SchoolHonorable Mention |Drawing & IllustrationGrandma’s AtticErinLandry-Fowler
IanJacobs9Kennebunk High SchoolHonorable Mention |Digital ArtIan’s 4th of JulyKatieMooney
LeahJarochym7York Middle SchoolSilver Key |Comic ArtHide-and-SeekAlexisKochka
EthanJason8Silver Key |Architecture & Industrial DesignVolunteer Stadium, Home of The Nashville NotesAllisonJason
EthanJason8Gold Key |PhotographySkyscraperAllisonJason
FionaJason9Baxter Academy Tech & ScienceHonorable Mention |SculptureThe House of BluesMatthewBarnes
FionaJason9Baxter Academy Tech & ScienceHonorable Mention |PhotographyHeadspaceMatthewBarnes
AmeliaJerlach10Portland High SchoolSilver Key |Drawing & IllustrationPepper the PugBarbaraLoring
HayleyKennagh12Oxford Hills Tech SchoolSilver Key |DesignWhat makes a horse, a horse.VirginiaValdes
IsabelKesselhaut11Cape Elizabeth High SchoolHonorable Mention |PhotographyGuanacoRosamondGross
IsabelKesselhaut11Cape Elizabeth High SchoolGold Key |PhotographyTake OffRosamondGross
IsabelKesselhaut11Cape Elizabeth High SchoolHonorable Mention |PhotographyIce TreeRosamondGross
IsabelKesselhaut11Cape Elizabeth High SchoolGold Key |PhotographyBeautifully BleakRosamondGross
GabrielKirmani8Honorable Mention |DesignB1uest LogoAllegraKirmani
EmmaKnowles11Kents Hill SchoolHonorable Mention |Ceramics & GlassAcorn VesselDylanGifford
SaffronLabos11Freeport High SchoolHonorable Mention |PaintingQueen of the NightKimberlyMedskerMehalic
SaffronLabos11Freeport High SchoolSilver Key |Digital ArtI Told You I’m FineKimberlyMedskerMehalic
SophiaLambert11Falmouth High SchoolHonorable Mention |PaintingWhen the Body Sleeps, a Storm Rolls InNancyGoldstone
MischaLandgarten10Berwick AcademySilver Key |Drawing & IllustrationBroken PortraitRaeganRussell
MischaLandgarten10Berwick AcademySilver Key |Drawing & Illustrationeye portrait 2RaeganRussell
WinnieLaRochelle10Rangeley Lakes Regional SchoolHonorable Mention |Drawing & IllustrationCovered UpSONJAJOHNSON
A.Larrabee12Kennebunk High SchoolSilver Key |Digital Art2020 Earth DayBrendanRoddy
AbbyLemieux12Kennebunk High SchoolHonorable Mention |Digital ArtFalling With StyleBrendanRoddy
CeliaLinderoth8Cape Elizabeth Middle SchoolHonorable Mention |Editorial Cartoon sponsored by The Herb Block FoundationFast FashionMargueriteLawler-Rohner
IsabelleLiu11Scarborough High SchoolSilver Key |Drawing & IllustrationA Dreary ReflectionErinLandry-Fowler
JennyMa12Berwick AcademyHonorable Mention |PaintingA Cruel Crazy Beautiful WorldRaeganRussell
JennyMa12Berwick AcademySilver Key |Drawing & IllustrationMe: Praying and Blaming —— A Reflection of Coronavirus PandemicRaeganRussell
JennyMa12Berwick AcademyGold Key |Art PortfolioMeRaeganRussell
NatalieMalone-Berry12Baxter Academy Tech & ScienceSilver Key |PrintmakingConscientia Autem LudibriisMatthewBarnes
NatalieMalone-Berry12Baxter Academy Tech & ScienceHonorable Mention |PrintmakingStreet HarmonyMatthewBarnes
NatalieMalone-Berry12Baxter Academy Tech & ScienceHonorable Mention |Drawing & IllustrationRepresenting Personal Spirituality: TarotMatthewBarnes
DanielMereness12Kennebunk High SchoolHonorable Mention |Comic ArtQuarantineKatieMooney
IsabellaMezzapelle11Freeport High SchoolGold Key |DesignYou Won’t Need It, Someone Else WillKimberlyMedskerMehalic
IsabellaMezzapelle11Freeport High SchoolHonorable Mention |Drawing & IllustrationThe Pain and The PowerKimberlyMedskerMehalic
IsabellaMezzapelle11Freeport High SchoolHonorable Mention |Drawing & IllustrationFallingKimberlyMedskerMehalic
AlexisMilem11Thornton AcademyGold Key |PhotographyI Can’t BreatheJodiThomas
KaleighMiller12Thornton AcademyHonorable Mention |PhotographyFood FlatLayJodiThomas
KailynMinoty12Gardiner Area High SchoolHonorable Mention |Digital ArtA distant embraceDebraButterfield
TeaganMoon12Portland High SchoolGold Key |Comic ArtFloating HeadBarbaraLoring
AustriaMorehouse12Mount Desert Island High SchoolSilver Key |PhotographyFinding MyselfCharlieJohnson
AustriaMorehouse12Mount Desert Island High SchoolHonorable Mention |PhotographyAtlasCharlieJohnson
AustriaMorehouse12Mount Desert Island High SchoolSilver Key |PhotographyThe Sea is On FireCharlieJohnson
AustriaMorehouse12Mount Desert Island High SchoolSilver Key |PhotographyGravityCharlieJohnson
SydneyMorrison12Freeport High SchoolHonorable Mention |Drawing & IllustrationLook Ma’ No HandsKimberlyMedskerMehalic
SydneyMorrison12Freeport High SchoolSilver Key |SculptureStradivariusKimberlyMedskerMehalic
GracieMorse12Freeport High SchoolHonorable Mention |PaintingStress ReliefKimberlyMedskerMehalic
SarenMoseley12Rangeley Lakes Regional SchoolHonorable Mention |Art PortfolioCast of CharactersSONJAJOHNSON
SaraMurray11Lewiston High SchoolHonorable Mention |PaintingLean on MeKynaPitula
ScoutNasse10Thornton AcademyHonorable Mention |PaintingSelf Portraitjennifermerry
CuliandraNero12Oxford Hills Tech SchoolSilver Key |Editorial Cartoon sponsored by The Herb Block FoundationWho’s Afraid of Winnie the Pooh?VirginiaValdes
CuliandraNero12Oxford Hills Tech SchoolHonorable Mention |PhotographyExiled RebelVirginiaValdes
CuliandraNero12Oxford Hills Tech SchoolHonorable Mention |DesignAn Exploration of Maine in TypeVirginiaValdes
CuliandraNero12Oxford Hills Tech SchoolSilver Key |Digital ArtWho’s Afraid of Winnie the Pooh?VirginiaValdes
CuliandraNero12Oxford Hills Tech SchoolSilver Key |Art PortfolioMemories of MarchVirginiaValdes
CuliandraNero12Oxford Hills Tech SchoolSilver Key |Art PortfolioThe Magic of the Wandering WitchVirginiaValdes
RosemaryNorton11Wells High SchoolHonorable Mention |Comic Art3 Space CadetsEmilyKnight
MaysaO’Connor12Honorable Mention |PaintingHubrisMaryPennington
NaomiObenhaus12Maine Virtual AcademySilver Key |Art PortfolioFall and RiseAliciaUth
RyanOcampo11Scarborough High SchoolGold Key |Ceramics & GlassCreepy Carl the CamelErinLandry-Fowler
RyanOcampo11Scarborough High SchoolGold Key |PaintingLocked Down, Looking OutErinLandry-Fowler
RyanOcampo11Scarborough High SchoolSilver Key |Ceramics & GlassPatrice LumumbaErinLandry-Fowler
JosiPalmer12Kents Hill SchoolHonorable Mention |PhotographyFocusRJJenkins
HannahParsons12Kents Hill SchoolSilver Key |Paintingroles switchedRJJenkins
Lucas G.Perez8Lyman Moore Middle SchoolHonorable Mention |PaintingAndaluciaRachelBranham
Lucas G.Perez8Lyman Moore Middle SchoolHonorable Mention |Comic ArtThe PandemicRachelBranham
Lucas G.Perez8Lyman Moore Middle SchoolGold Key |PaintingThe StrangerRachelBranham
WhitneyPerkins10Lewiston High SchoolGold Key |PhotographyCuriousSarahStocker
XochitlPope8Bonny Eagle Middle SchoolSilver Key |Photographygirl on fireKatherineThompson
BristolQuimby11Rangeley Lakes Regional SchoolHonorable Mention |Drawing & IllustrationImaginary FriendsSONJAJOHNSON
KailynnReynolds11Oxford Hills Tech SchoolSilver Key |Design2020 vote posterVirginiaValdes
MaeRichardson11Kennebunk High SchoolHonorable Mention |Ceramics & GlassIcarus fellMarnieRollerson
MaeRichardson11Kennebunk High SchoolHonorable Mention |Ceramics & GlassMidnight MeadowMarnieRollerson
ElainaRioux11Kennebunk High SchoolSilver Key |Drawing & IllustrationCurvy CitrusBrendanRoddy
KaiRosenberg12Wells High SchoolHonorable Mention |Ceramics & GlassHungry SofaEmilyKnight
MalloryRoy11Falmouth High SchoolHonorable Mention |FashionSave the SeaSusanMorse
KaitlynSawicki12Freeport High SchoolGold Key |PaintingDon and GunnerKimberlyMedskerMehalic
ArzouSayed11Gorham High SchoolHonorable Mention |Drawing & IllustrationHorse RiderSarahDolley
KellieScott12Kents Hill SchoolHonorable Mention |SculptureAnxiety MaskDylanGifford
EllaShaffer11Rangeley Lakes Regional SchoolHonorable Mention |Drawing & IllustrationLilySONJAJOHNSON
AnnaSharp10Falmouth High SchoolGold Key, American Visions Nominee |Drawing & IllustrationTargetNancyGoldstone
HannahSlone11Kennebunk High SchoolSilver Key |PhotographyMakers of FashionKatieMooney
HannahSlone11Kennebunk High SchoolSilver Key |FashionSlow FashionBrendanRoddy
HannahSlone11Kennebunk High SchoolHonorable Mention |FashionRecycled FashionBrendanRoddy
AnitaSmith10Scarborough High SchoolGold Key |Drawing & IllustrationTitaErinLandry-Fowler
AnitaSmith10Scarborough High SchoolHonorable Mention |Digital ArtMemoryErinLandry-Fowler
AnitaSmith10Scarborough High SchoolGold Key |Digital ArtMistakesErinLandry-Fowler
JacobSmith12Winthrop High SchoolHonorable Mention |PhotographyClimbing the Fire TowerTiffanyShaw
JacobSmith12Winthrop High SchoolHonorable Mention |Digital ArtExist LoudlyTiffanyShaw
PaigeSpears12Winslow High SchoolHonorable Mention |Drawing & IllustrationDreamscapeSuzanneGoulet
PaigeSpears12Winslow High SchoolHonorable Mention |Art PortfolioVivid ImaginationSuzanneGoulet
CharlesSpencer10Portland High SchoolHonorable Mention |PhotographyThe MountainsBarbaraLoring
EllenaStepp9Thornton AcademyHonorable Mention |PhotographyTrappedJodiThomas
EllenaStepp9Thornton AcademyHonorable Mention |PhotographyInto the MirrorJodiThomas
EllenaStepp9Thornton AcademySilver Key |PhotographyBooks and BubblesJodiThomas
AmeliaStokes10Rangeley Lakes Regional SchoolHonorable Mention |Mixed Mediabreath of fresh airSonjaJhonson
CarolineStraw8Cape Elizabeth Middle SchoolSilver Key |JewelryNecklaceMargueriteLawler-Rohner
CarolineStraw8Cape Elizabeth Middle SchoolHonorable Mention |PhotographyFirst Day Of SpringMargueriteLawler-Rohner
SallyStronge10North Yarmouth AcademyHonorable Mention |PaintingBrothersColbyMyer
SallyStronge10North Yarmouth AcademyHonorable Mention |Mixed MediaCatching a MiracleColbyMyer
ViktoriaSugars12Oxford Hills Tech SchoolHonorable Mention |DesignHairstyles for a Black ChristmasVirginiaValdes
ViktoriaSugars12Oxford Hills Tech SchoolHonorable Mention |Comic ArtSafe or SinkVirginiaValdes
ViktoriaSugars12Oxford Hills Tech SchoolHonorable Mention |Art PortfolioBlack Girls RepresentVirginiaValdes
ViktoriaSugars12Oxford Hills Tech SchoolHonorable Mention |DesignZoom Alternate UniverseVirginiaValdes
ViktoriaSugars12Oxford Hills Tech SchoolHonorable Mention |Digital ArtAfralienVirginiaValdes
AudreySwasey12Oxford Hills Tech SchoolHonorable Mention |DesignWizard of OzVirginiaValdes
HaileyTalbert10Falmouth High SchoolHonorable Mention |SculptureCardboard ClogsNancyGoldstone
HaileyTalbert10Falmouth High SchoolHonorable Mention |PaintingAugust Fishing in MaineNancyGoldstone
MeganThibeault12Thornton AcademyHonorable Mention |Drawing & IllustrationStill LifeJodiThomas
MeganThibeault12Thornton AcademyGold Key |Art PortfolioMy Artistic JourneyJodiThomas
NinaThompson11Baxter Academy Tech & ScienceHonorable Mention |PaintingThe Congregation of Four WitchesMatthewBarnes
MaggieThyer11Bangor High SchoolHonorable Mention |Mixed MediaWhere Have you Been?SusanBryand
AldenTimm12Oxford Hills Tech SchoolGold Key |PhotographyChanging Of RolesVirginiaValdes
AldenTimm12Oxford Hills Tech SchoolSilver Key |PhotographyLook UpVirginiaValdes
QuinnTremblay12Wells High SchoolHonorable Mention |Drawing & IllustrationBackstage at BurlesqueEmilyKnight
CarolineVan Hemel11Kennebunk High SchoolHonorable Mention |PhotographyForgotten Attic WindowKatieMooney
GraceWard12Wells High SchoolHonorable Mention |Drawing & IllustrationGraphite WomanEmilyKnight
CalebWeinstein11Berwick AcademyGold Key |Ceramics & GlassCopper Ruby Cylinder with Iris Vanilla WeavingRaeganRussell
CalebWeinstein11Berwick AcademyGold Key |Ceramics & GlassBlack Wavy Bowl with Enamel White Weaving and Lipstick Red Lip WrapRaeganRussell
JiazhengWen12Kents Hill SchoolHonorable Mention |SculptureBreaking the WallDylanGifford
LilyWest9Freeport High SchoolSilver Key |Drawing & IllustrationA Walk with WallaceKimberlyMedskerMehalic
JillianWight10Freeport High SchoolSilver Key |Editorial Cartoon sponsored by The Herb Block FoundationHow To Be a Classy LadyKimberlyMedskerMehalic
JillianWight10Freeport High SchoolHonorable Mention |Drawing & IllustrationTrippy ChickensKimberlyMedskerMehalic
JillianWight10Freeport High SchoolSilver Key |Drawing & IllustrationDreamlandKimberlyMedskerMehalic
Autumn-SkyeWilliams12Rangeley Lakes Regional SchoolSilver Key |Mixed MediaIgnorance 2020SONJAJOHNSON
FrancineWilson-Charuk12Bangor High SchoolHonorable Mention |PhotographyHarry and MaayanEricHutchins
FrancineWilson-Charuk12Bangor High SchoolHonorable Mention |PhotographyMomEricHutchins
BenWuoristo12Bangor High SchoolHonorable Mention |Digital ArtNovelty NegativesSusanBryand
BenWuoristo12Bangor High SchoolGold Key |PhotographySurroundingsSusanBryand
CocoXu10Falmouth High SchoolHonorable Mention |PhotographyPuzzledSusanMorse
CocoXu10Falmouth High SchoolSilver Key |PhotographyMasked ReflectionSusanMorse
CocoXu10Falmouth High SchoolHonorable Mention |PhotographyHazeSusanMorse
RuoxuanZhang12Lee AcademyGold Key |Drawing & IllustrationCity Still LifeMonicaLiaw
RuoxuanZhang12Lee AcademyGold Key |Drawing & IllustrationTurmoilMonicaLiaw
RuoxuanZhang12Lee AcademyGold Key |Drawing & IllustrationFreedomAdrienLanfranchi
RuoxuanZhang12Lee AcademySilver Key |PaintingMemories through an Old TownMonicaLiaw
RuoxuanZhang12Lee AcademySilver Key |PaintingSelf Portrait with Heat GunAdrienLanfranchi
RuoxuanZhang12Lee AcademyGold Key |Drawing & IllustrationWar LandscapeAdrienLanfranchi
RuoxuanZhang12Lee AcademyHonorable Mention |Drawing & IllustrationInk Figure DrawingMonicaLiaw
RuoxuanZhang12Lee AcademyGold Key |SculptureReality CheckAdrienLanfranchi
RuoxuanZhang12Lee AcademyGold Key |PaintingOil leakAdrienLanfranchi
JulianZhu10Fryeburg AcademyGold Key |PhotographyGraduation 2020-Under COVID-19JenniferBartlett
CeliaZimba12Freeport High SchoolHonorable Mention |Drawing & IllustrationHer Own Little WorldKimberlyMedskerMehalic
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ARRT! Collaboration

April 8, 2021

Portland Museum of Art and Portland High School

Collaboration comes in many forms and can make a huge difference in the education of students. I’ve observed collaborations that start with a small idea and grow into a long-term meaningful learning opportunity. Quite often, not only are students learning but the adults, who are behind the details, are expanding their knowledge as well.

One such opportunity is presently underway at Portland High School (PHS) in collaboration with the Portland Museum of Art (PMA). The PMA Learning & Teaching Specialist Meghan Quigley Graham has been working with the Portland Public Schools (PPS) Partnerships since 2019. The PPS/PMA Partnerships was established as a way to connect with educators and students in the district on a deeper level. The partnerships work with individual educators to collaboratively build opportunities for free-choice, student-driven learning. Through these partnerships, they learn more about access barriers and opportunities for the PMA to be a better resource for educators throughout Maine. These partnerships within the PPS district help to inform ways that the museum can expand capacity for more direct collaboration with educators in other districts.

Meghan has been working with art teacher Louis Pierre Lachapelle as part of the PPS/PMA Partnerships. Louis taught at Lincoln Middle School before taking the position at Portland High School two years ago. This school year, Meghan and Louis wanted to connect students with artists featured in the Untitled 2020: Art from Maine in a ____ Time exhibition at the PMA. It was important that the youth voice be a part of this exhibition in some way, as young people have a lot to express about the year that 2020 was, just as the artists featured in the exhibition do. The PMA’s main role in this partnership was to connect Louis and the Artists’ Rapid Response Team (ARRT)! They will also be reflecting on the experience and sharing that out with wider audiences once the collaboration is complete. They hope to find a way to display some of the artwork that students create.

Each week the artists of ARRT! connect with Louis’ advanced students and provide them feedback and comments on the art they have underway. Students are inspired by the conversations and are very engaged in the opportunity. Louis acknowledged that not only do the artists’ have so much to offer students but PMA does as well. It’s a win-win for everyone.

For those who don’t know ARRT! they create banners and props to promote the work of progressive non-profits across Maine. You can learn more at THIS LINK. ARRT! artists’ are also members of the Union of Maine Visual Artists (UMVA). ARRT! collaborates with 60+ non-profit, progressive groups to promote social change in Maine. ARRT artists’ are pleased to be working with the PHS students in Louis’ classes. They are concerned about the future so being able to work with high schoolers provides a wonderful opportunity to address their concern. With the pandemic ARRT! has shifted how they perform their mission. Maine artist Natasha Mayers who established ARRT! says: “One of the best things to come out of this work with the PHS class is to work as a team, an expert panel, seeing how much we  have to offer the students. I’m overwhelmed by the skill and kindness and generosity and insight that the other ARRTists bring to the discussion. The students get feedback from at least 3 or 4 of us. Lucky students.”  In addition, this opportunity opens up a new window for ARRT. “We have worked together for years, but not in this way, so it is a new appreciation of each other and of ARRT! collaboration.”

ARRT! was selected to participate in the juried exhibition Untitled, 2020: Art From Maine In A _______ Time, which runs until May 31, 2021. The PMA is now open to the public by advance time ticketed only.

Meghan said: “PMA is always looking for more ways to collaborate and partner with Maine educators! If anyone is interested in discussing potential collaborations and partnerships with the PMA.” Please contact Meghan at mquigley@portlandmuseum.org.

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MAEA Spring Conference

April 6, 2021

A HUGE SUCCESS

Congratulations to the Maine Art Education Association for a successful virtual conference held this past Saturday. Iva Damon was the chair who waited an entire year to complete her task. Last year the conference was canceled thanks to the pandemic. Every aspect of the conference entitled Perceptions 2021 went really well. If you’re working on the planning of a virtual conference or workshop I suggest you reach out to Iva who is an art teacher at Leavitt Area High School. Conference planner Extraordinaire!

The conference opened with a keynote provided by Natasha Mayers and Rob Shetterly. She often explores themes of peace and social justice. Recently the film on Natasha’s life as an artist was released called Natasha Mayers: an Un-Still Life. Natasha founded ARRT! (the Artists’ Rapid Response Team) in 2012, an artists’ collective that meets monthly, creating over 400 banners, props and yard signs for most of the progressive organizations in Maine. She co-founded and is editor-in-chief of The Maine Arts Journal: Union of Maine Visual Artists Quarterly. Learn more about how Natasha has contributed to so many meaningful projects and made a difference in Maine practicing her art in a collaborative way. You can read about her contributions since 1976 at THIS LINK. Conference participants had a chance to view the film before the conference.

“…an engaging and lively portrait of an engaged and lively artist who uses her talents in the service of truth and justice, rather than fortune”
— Edgar Allen Beem
Natasha Mayers

Artist Rob Shetterly founded Americans Who Tell the Truth (AWTT) and has painted over 250 portraits of ‘truth tellers’. The Samantha Smith Project is part of the AWTT work where middle and high school students use art to build a bridge between the classroom and the world to create curious, courageous, and engaged citizens. SSC projects teach students that, no matter what age, they can be part of solving the challenges and problems they see around them.

One of the portraits that Rob has created is of Natasha so it was a delight to have them both share their stories and inspire art educators to make a difference in their classrooms.

Participants had a chance to attend three workshops throughout the day and meet with colleagues informally. The workshops were:

  • Evaluating Creativity with music educator Joe Cough
  • Update your Advocacy: New Ways of Promoting and Expanding Your Impact Beyond the Art Room with Brunswick Middle School teacher Cory Bucknam
  • Neurographic Art with Maranacook Community School art teacher Hope Lord
  • Teaching and Learning with Natasha Mayers: An Un-Still Life with Argy Nestor, Sweetland Middle School
  • AP Art and Design Network Discussion with high school art teachers Lori Spruce and Holly Houston
  • Hand-Build a Tour Up & Stamped Mug with Bioddeford Middle School art teacher Samara Yandell

The day ended with a gathering and door prizes presented. It was very clear that teachers missed seeing colleagues from other parts of the state and making art together. Comments around the challenges of the year and that the value of the art classroom became more clear to educators. Participants said what a great conference it was. More people attended the spring conference than has been the case in the last several years. The comment that placed clarity on our important roles as art educators this year was stated by Rangeley Lakes Regional School Art Teacher Sonja Johnson:

“The Art classroom is a place of awakening this year”.

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