Archive for the ‘Curriculum and Instruction’ Category

h1

Not All Heroes Wear Art

July 10, 2020

Art started in Washburn Elementary School

This story made the news station WAGM. Check it out at THIS LINK! Great work art teacher Beth Ann Cummings from Washburn Elementary School.

With students learning from home, many teachers have had to get creative. Including one local art teacher who wanted her students to use their art homework to reach out to members of their community.

Beth Ann Cummings is the visual arts teacher at Washburn Elementary School. She says teaching art remotely is difficult because she is never sure what materials her students have on hand. So, while looking for ideas on a group Facebook page with other art teachers, she came across the idea to use student art work to honor first responders. So, she decided to do her own version, called Heroes for Hearts. She sent out a video of instructions to her class. Cummings says, “We all know about heroes from television, movies or books right? I think we all are finding out that no all heroes wear capes. To participate in this project, all you need to do is to cut out a big heart. If you don’t have big paper you can do a bunch of little hearts. You’re going to decorate them and hang them in the windows of your home, or send them to work with your parents in their place of business to hang them. You can write messages of hope on your hearts, encouragement. I’m hoping these hearts will bring smiles to peoples faces and show these heroes on the front lines that we really, really appreciate them, during this tough time.”

In addition to students from Cummings school participating, she mentioned the idea to other art educators in the County and some of those schools decided to participate as well. Easton, Hodgdon, Houlton and Van Buren joined in. Cummings says she would love to see other communities participate in honoring the County’s heroes.

h1

Young Artist’s in Quarantine

June 30, 2020

Student’s share their stories

This is part of a series highlighting the stories of young artists in quarantine. The period of free time that many people are experiencing has led to a sense of freedom in creating– when not held back by the standards expected by society and in much of art education (or needing to prove talent/fill resumes) it’s incredible what can be done. Alone in your room with just a paintbrush or guitar has led many students to find a new independence in art when they have the ability to create just for themselves. We’re hoping that by telling these stories, a change will occur in the way we approach arts education, to focus on the growth of the individual, even after quarantine comes to an end. Thank you Robyn Walker-Spencer, 2020 graduate, Camden Hills Regional High School, for launching this series of young artists in quarantine.

Kate Kemper just graduated from Camden Hills Regional High School. Below is her pandemic story.

I have always been an artist, I think. I have a grandparent on each side of my family who were extremely gifted in the arts, and my parents always say the “artist gene” skipped a generation. Over my life, I’ve expanded my mediums. I work in many forms of fine art; I am a painter, singer, poet, ceramist, and beginning mural artist.

What really sparked my love of art and helped me develop good foundations was my education at Ashwood Waldorf School. As a part of the core curriculum, I painted wet-on-wet in painting class and made a crayon drawing for every academic lesson over eight years.

In my senior year of high school, I took an advanced art portfolio class which pushed my artistic abilities even further. I learned about putting meaning into art and the different ways to make a statement about the world through the lens of creation. I now feel empowered to express my voice through a piece and do art much more frequently.

Separate, 2020, 14” x 17,” Mixed Media

There are a few common ways to make a statement about the world. Protesting, voting, speaking out, and art. You cannot have a successful social movement without art to move people. It can unite by interpreting a message into a visual format that makes it easier to understand. The repetition of an idea through many artworks grows a movement and can make real change in the mind of the audience.

But ultimately, art is what you want it to be. For me, among many others, it is a reaction.

I paint absent-minded abstractions when I need to relax, I express my frustrations when I’m angry, and I admire beauty when I’m joyful. I use it as a tool, a way to process emotion. This has come in especially handy during recent months. Amidst a global pandemic, one can expect many emotions. I went through a whirlwind of life events simultaneously, good and bad, so it is no surprise that I made a lot of art. The most defining piece of this era was one called “separate.” It was a paper cut representation of the idea of social distancing. It will join the large body of work that I am sure will arise worldwide in reaction to this pandemic.

Fruit Salad part 1, 2020, 24”x 24,” acrylic on canvas

Two Shrooms, 2020, 8” x 5,” ink pen on paper

Flank Study, 2019, India ink on paper

Blind, 2019, 6”x 12,” pen and paper

Sea Tea, 2019, 6” x 6” x 4,” ceramic and ceramic glaze

Skull and Books, 2019, 18” x 24,” conté on paper

h1

MMEA Statement

June 27, 2020

Black Lives Matter

Maine Music Educators Association (MMEA) unequivocally affirms that Black Lives Matter and that the horror of systemic racism and violence perpetrated against Black people must end.
The mission of the Maine Music Educators Association is to promote and advance music education for all students. Affirming that Black Lives Matter everywhere—in our classrooms and communities—is fundamental to our mission as an organization. MMEA has not done enough to address systemic racism and to support Black, Indigenous, and People of Color (BIPOC).
Our practices and curricula must elevate the lives, voices, experiences, cultures, and histories of Black and other marginalized people. We must begin by addressing gaps in our knowledge. We are called to fundamentally transform the school experiences of our students, shifting from non-racist to true anti-racist teaching. This requires continuous and deliberate reflection and change within MMEA, as well as at an individual, school, and district level.
Effecting change is going to be long term, challenging and sometimes uncomfortable, but it is necessary. MMEA is committed to supporting music educators, students, performing artists, and community members as we begin this work.
We must listen to and amplify the voices of Black, Indigenous, and People of Color. We must do it together. In the coming weeks, the MMEA will provide resources while preliminary actionable steps are developed. We invite you to join us with this important work.
Black Lives Matter
h1

In Today’s News

June 24, 2020

Maine DOE begins work of creating ME Learning Platform

Created by Maine educators for Maine educators and students, the Department of Education is proud to announce that the work of creating the Maine Learning Platform has begun.  To provide anytime, anywhere learning options and resources for educators, students and their families, the Maine Department of Education, in collaboration with curriculum coordinators, Maine educational community organizations, museums, learning centers, and Maine educators, is creating a library of asynchronous learning modules that are aligned to Maine’s Learning Results.

Developed by the over 400 Maine educators who have answered the call to create innovative lessons, these modules will be integrated to ensure that learning is synthesized across subject areas, and are project-based to encourage learning that is active and engaging.

The Department is developing a custom web-based platform to house these modules. The platform will provide educators and families with a bank of resources, with which they can provide students robust learning opportunities.  These modules could be utilized for enhancing lessons, remediation, enrichment, credit recovery, or for use during remote learning – whenever a student cannot access classroom instruction.

Each module will be designed around the essential question, “How do I Interact with and Impact My World?” The format will organize modules by grade level in grades pk-5, and by grade span for grades 6-8 and 9-12.

The essential elements of each of the modules include:

  • A project-based format
  • Best practices in asynchronous lesson design
  • Embedded formative assessments and opportunities for students to check for understanding
  • Standards in two or more content areas, three preferred
  • Opportunities to demonstrate growth in one or more of the Guiding Principles
  • Content that is inclusive of the experiences and multi-cultural backgrounds of  students.
  • Considerations in accommodations for special education and English Learners
  • Embedded elements of social/emotional/behavioral learning and trauma-informed practices

During the first planning meeting that was held on June 15, 2020 the elements, format, and timeline were reviewed with the dynamic group of teachers, and the brainstorming and collaboration began for creating modules for a quarter of a school year.

The platform will be launched at the beginning of September, and feedback on the modules will inform the continued development process throughout the 2020-2021 school year. We are excited by the professional collaboration and creativity that the platform will ignite with Maine educators, and by the development of organic, Maine-based learning resources and opportunities.

h1

Tracy’s COVID Teaching Story +

June 24, 2020

Music teacher extraordinaire

Tracy Williamson

My musical career started in 4th grade when I picked up the flute in the beginning band at Metcalf Middle School in Exeter-West Greenwich, RI. My middle school music teacher, Joe Smith, was an inspiration to me and all my classmates. He was quirky, fun, and taught us interesting and different music.  It was truly an amazing middle school music experience. I would definitely say that he inspired me to be the kind of teacher I am today. 

I went to Boston University for my Bachelors degree in Flute Performance and to Boston Conservatory after that for my Masters degree in Flute Performance and Music Education. I then moved up to Maine and finished my certification requirements through USM while playing in the Southern Maine Community Orchestra and continuing to seek out performance opportunities in the area.

My first teaching job was at Marion T. Morse Elementary School in Lisbon Falls teaching K-5 General Music and beginning band. I was hired at Gorham Middle School (GMS) in 2003 when the school was built and I was tasked with developing a brand new middle school music program that had not previously existed. Currently I teach General Music to all 6th & 7th grade students, Chorus for middle school and Steel Band to middle and high school students. My amazing colleague, Rose Skillling, also teaches GMS General Music as well as the Band and Jazz Band program.

I have always been a huge proponent of educational technology and the positive impact it can have on music education particularly in schedules where we see students so infrequently. dHaving Apple devices, a large portion of my curriculum has been based in Garage Band for many years. So when our technology director announced that the entire 6th grade would be moving to Chromebooks a few years ago I had a panic attack thinking I was going to completely lose the amazing possibilities I had opened up for the students. I did some research and I found a couple of apps that would work on the Chromebooks in a similar way and thankfully administration was super supportive and on board with purchasing Soundtrap and WeVideo for every student in the 6th grade.  Unbeknownst to me, this was about to open up a whole new avenue of connections across the world for me and the students.

At the time, Soundtrap, a small company based in Sweden, was still only a few years old and not that well known. But there happened to be a Maine educator who had connected with them and taken a position as an educational consultant. I quickly connected with her, and we teamed up to present Soundtrap at the student MLTI conference the same year I introduced the software to my curriculum. From there, the opportunities for sharing student work, lessons, ideas, connecting with music educators, blog posts, and articles just kept coming. Soundtrap has since been acquired by Spotify and is being widely used by educators and musicians. In January of 2020, through Soundtrap, I connected with the Society for Online Music Education and was invited to direct a Virtual Choir project for the International Music Education Summit to be premiered in mid-March. There were a couple of other Virtual Choir projects out there that I knew about but this was to be a new vision, one that included collaboration amongst participants, making Soundtrap the ideal software to use. We had a handful of teachers signed up for the pilot project. Things were going calmly and smoothly, and then COVID-19 hit us.

With the swift move to on-line learning, every music educator in the world immediately started to seek out virtual ensembles for students to participate in. Our project was quickly populated with hundreds of teachers and students and my director position got a lot more complicated! I asked two Maine colleagues, Rachel Scala-Bolduc and Patrick Volker, to help create vocal practice tracks to support the diverse group of new participants. Another music educator who teaches full-time at a virtual school suggested I try a Zoom rehearsal for participants to help them learn the parts. She hosted a how-to-run-a-virtual-rehearsal webinar that I participated in which ended up being an invaluable resource. The edit of the recordings took many, many hours of organizing, communicating, editing, and figuring out how to make the best quality audio. At one point I was playing the tracks for my husband and he suggested just dipping the volume at a certain point and it made a huge difference! During another moment of frustration, I listened to one of Eric Whitacre’s Virtual Choirs to get some inspiration and realized that reverb was a key component to blending the voices that I had yet to try. I am so thankful for this learning opportunity because it gave me a head start for what was to come with the extension of distance learning to the end of the year.

As soon as our school announced the closure in March, I set up Zoom virtual rehearsals with the Chorus classes right away. We continued rehearsing just the same as we had in school. The only difference being, I couldn’t hear them as a group and they couldn’t hear each other. We experimented together, recorded during Zooms, recorded after Zooms, talked about other apps that might accommodate multiple singers, but we just kept on our path of our end-of-year performance goals and figured out everything together along the way. The students continued learning music we had started in school and also learned new music purely through our virtual rehearsals. In the end, they have recorded six pieces of music during our time home due to COVID-19, all of which I am turning into virtual choir videos to serve as our “spring performance”. While this is certainly not an ideal scenario for ensembles to rehearse, it is temporary and it can be successful!  

Unfortunately, because the steel pans are housed at school, and the steel band program is extracurricular, that is now in a bit of a holding pattern until we know the future of getting back into the school this Fall.  I have been researching apps that could provide some type of virtual pan experience to get the students by in the meantime and I have been in communication with our facilities department about potentially holding outdoor  parking lot rehearsals for steel band next year.

General Music Class was another whole challenge when we moved to distance learning! At GMS, students have 7-9 week rotations of Allied Arts. Both the 6th & 7th Grade Music Classes were about halfway through the rotation when we moved to online classes so we had established relationships and structures ahead of time. However, the student rotation change to a new Allied Arts class was scheduled for right after April break. This meant students and teachers connecting with and getting to know each other for the first time in a new content area, virtually.  As an Allied Arts team we worked together to help our current classes connect with the next teacher through Google Classroom. In Music Class, we introduced a Tabata composition project that combined physical activity and Music to help make the Music to PE transition smoother. The last rotation has been a challenge. It has been difficult to connect with kids with the asynchronous model that our district adopted due to many class meetings happening simultaneously. I have learned a lot about what I need to change in order to effectively teach new music concepts to individuals in an online format as opposed to a full group in person where we utilize a lot of repetition and group collaboration to help support learning. Although there are plenty of other variables in a new grouping of students, there was a marked difference in the performance of the General Music students who started before distance learning and those who started purely in the online format. This summer, my colleague and I plan to meet to talk about some of these challenges and make plans for how we can better teach General Music class should we remain in distance learning this Fall.

There have been a lot of worries circulating amongst Music teachers with research studies outlining the risks of the high transmission rate of COVID-19 through singing and instrument playing in conjunction with news of music educators being laid off in districts around the country.  The best thing we can do right now is to show our communities and administrators that, despite temporary limitations, music can and should still continue in our schools regardless of whether we are in the building or learning remotely. Think of solutions that will work and suggest them to colleagues and administrators before something is suggested for you! That also requires creativity, experimenting and out of the box thinking from all music educators. During the last few months, I had an overall participation rate of about 80% in my chorus students with a couple of overwhelmed students asking to drop and a couple of students asking to join because their schedule was suddenly free to do so. I had students completing Music Class work first thing in the morning saying they liked to do “the fun stuff” first. I had parents emailing about how much fun they had helping their child compose music or how amazing it was to hear the final virtual choir recording after hearing their child singing their part alone at home. The more success stories we share, the more everyone will continue to see the value in continued music and arts education whether we are teaching in the comfort of our classrooms or through the virtual world.  

Here are the various end-products I’ve worked on with the GMS Virtual Chorus:

“I See Colors” – May 2020

Audio recorded in Soundtrap, edited in Garage Band, video collected in Flipgrid, edited in iMovie, collage and effects in WeVideo:

 

“Home” – April 2020

Audio recorded in Soundtrap, edited in Garage Band, slideshow videos of staff messages collected in Flipgrid, compiled in iMovie:

 

“Between the Bells” – March 2020

Audio recorded in Soundtrap, edited in Garage Band, stock images from pexels.com, lyrics added in Adobe After Effects:

 

“The Tiger” – May 2020

Audio recorded in Soundtrap, edited in Garage Band, video recorded in a Zoom session, compiled and lyrics & effects added in WeVideo:

 

“The Never Ending Story” – June 2020

Audio recorded in Soundtrap, edited in Garage Band, pictures from the Gorham MIddle School Facebook page, compiled in iMovie:

 

6th Grade General Music:

“Tabata Soundtrack Project”  

h1

Young Artist’s in Quarantine

June 23, 2020

Student’s share their stories

This is part of a series highlighting the stories of young artists in quarantine. The period of free time that many people are experiencing has led to a sense of freedom in creating– when not held back by the standards expected by society and in much of art education (or needing to prove talent/fill resumes) it’s incredible what can be done. Alone in your room with just a paintbrush or guitar has led many students to find a new independence in art when they have the ability to create just for themselves. We’re hoping that by telling these stories, a change will occur in the way we approach arts education, to focus on the growth of the individual, even after quarantine comes to an end. Thank you Robyn Walker-Spencer, 2020 graduate, Camden Hills Regional High School, for launching this series of young artists in quarantine.

This post is written by Caleb Edwards who will be a senior at Watershed School in Camden in the fall.

What instruments do you play and what is your artist medium?

  • I play violin, piano, drums, mandolin, and I sing. I draw with colored pencils.

When did you start making art and playing music?

  • I started playing violin at age 8 and picked up other instruments over the years. I have been drawing forever, but I guess I started taking it seriously in middle school.

What experiences have you had with arts education in the past that shaped your experience?

  • My Waldorf School elementary experience definitely sparked my interests in the arts, especially life drawing.

What role does art and music play in your life now?

  • Music is everything for me and I am hoping to go to college for music production and composition I’ve picked up a few more instruments one the years since I started playing the violin. I also work with Logic Pro and produce both my music and help other artists on recording.

How has quarantine changed the way you approach art (new sense of independence/freedom)?

  • I think the extra time has had the biggest impact. I did a month-long project through a media class at school which I wrote and recorded a piece of music everyday. This turned into a welcome routine in my life and the outcome is a large collection of work I can draw from in the future.

h1

Fellowship

June 22, 2020

Maine connecting  with India

Sweet Tree Arts is thrilled to announce their Fellowship Program in partnership with SLAM Out Loud. Sweet Tree Arts and the Sweetland School are located in Hope, Maine. SLAM Out Loud is an organization in India. The Fellowship is open to artists and educators and begins in August 2020. The Fellowship offers experiences in arts based, learner centered approaches with trailblazing educators and learners in Maine and India. Learn the details by clicking on the flyer (below) to make it larger. The application available at THIS LINK.

h1

More Virtual Shows and Performances

June 18, 2020

Art, Music, K-Higher Education

CARRIE RICKER SCHOOL

Thanks to Art teacher Jen Williams for sharing her schools Virtual Art Show from Carrie Ricker School (RSU4) in Litchfield. It’s an 11 minute video on youtube showcasing the grades 3-5 student artwork – that is amazing. Two of the music tracks were created in music class with teacher Wade Johnston. View below.

AUBURN SCHOOLS VIRTUAL ART EXHIBITS

A great big thanks to Art teacher and Maine Arts Leadership Initiative (MALI) Teacher Leader Lynda Leonas for providing links to two wonderful Virtual Student Shows from where she teaches in Auburn!

RAYMOND ELEMENTARY SCHOOL

Music teacher Patricia Gordan shared her COVID story on the blog recently. The Raymond Elementary School chorus has been working since January on five songs for the spring concert. Since being away from school she has been working on one of the songs virtually: “Send Down the Rain” by Joyce Eilers. The song has been put together beautifully! SEND DOWN THE RAIN

Davia Hersey

HAMPDEN ACADEMY VIRTUAL ART GALLERY

A section of the gallery features Paper Bag Portraits with this information: Let’s face it this quarantine has presented us with an opportunity to be creative. While looking for regular household items to use for art making, I found that a brown paper bag is a great size/ shape for a portrait study. It also has the effect of working on a piece of toned brown paper which is a nice place to start for a portrait. An exhibit with a plethora of ideas with thanks to Art teacher and Maine Arts Leadership Initiative (MALI) Teacher Leader Melanie Crowe!

 

CAMDEN HILLS REGIONAL HIGH SCHOOL

Guiding Light” – Text and Music by Matt LaBerge. Camden Hills Regional High School Chamber Singers and Alumni Virtual Choir. Director Music teacher Kim Murphy.

OAK HILL MIDDLE SCHOOL ART GALLERY

7th and 8th grade student artwork from Oak Hill Middle School is part of a virtual art show located at THIS LINK. Thank you to art teacher Gail Rodrigue-duBois for providing this opportunity.

USM JURIED STUDENT EXHIBIT

This special on-line exhibition was open to all USM students submitting work in any media. The juried show introduces students to a professional exhibition where they learn to prepare art for a professional setting, obtain feedback from art professionals, and have their work exposed to a wide range of viewers. Due to Coronavirus, the focus this year was on students learning how to photograph their art at home as well as uploading files – good skills to acquire for many future art opportunIties. GORHAM AND PORTLAND EXHIBIT

UNIVERSITY OF SOUTHERN MAINE

Thesis exhibits by Senior Seminar students Delaney Fone, Marissa Joly, Regan H. Mars, and Demel Ruff are now showcased online until August 15, 2020. The engagement of the public through the art, and the public presentation of students’ work are core components to the successful completion of the Art 401 Senior Seminar course, a senior capstone requirement course for the Bachelor of Fine Arts in Studio Art students, and a professional practice elective option for those obtaining their Bachelor of Arts studio degrees. SHOWCASE.

h1

Summer Learning Opportunities

June 10, 2020

For young students

Opportunities for the summer are filling my inbox each day. Below are a few to share with your students who might be asking.

DANCE

  • Creative Dance Virtual classes for 4-10 year olds start Tuesday, June 30. Thirty minute classes are being provided each week for six weeks by the amazing dance educator Elly Lovin. Each week Elly will start with a different theme and make dances around that theme. Elly also offers Dance at Home Kits with dance props and ideas for using them. She will ship them directly to your home. LEARN MORE – Elly Lovin at www.ellylovin.com/dancing-in-place

THEATER

  • Virtual camps, blended outside & at home camps, and half day outside camps. Options for rising K-12. Financial aid available for these programs. CLICK HERE TO LEARN MORE!
    FREE RESOURCES include: Facebook live-streaming of Play Me a Story Dramatic Readings, Tutorial Videos, Games to Play at Home, Follow-Along Videos, and other Interactive Activities. These resources are designed to get your bodies and creativity moving, all from the comfort of your own home! 

    Each resource is accompanied by an age recommendation for ease of access, but you know your students & kids best.

    Contact Portland Stage Education Administrator Julianne Shea if you have any questions.
  • Check out the online summer camps from Unwritten Roads! Learn filmmaking from home! Engaging acting and filmmaking camps available for two separate weeks. July 20th – July 24th for  Grades 1 -4 and July 27th- July 31st for Grade 5 and Up! Visit unwritten roads.com or find them on facebook or instagram @ unwritten roads! Please be sure and reach out with any questions. Included is a link:  link from our website with our summer offerings.

MUSIC

  • Fiddle Camp will take place online this summer. I included the information on it – you can find at the bottom of this blog post.
  • Midcoast Music Academy, Rockland
    • Lessons will be offered in packages of one to eight lessons.
    • Once you purchase the number of lessons you want, you can add yourself to your instructor’s calendar on www.mymusicstaff.com. (If you are a new student, you will be sent the login information.) We are also happy to help with this!
    • You can schedule your lessons for any available time on the calendar, with 48 hours’ notice. You can also reschedule a lesson (with 24 hours’ notice) if your plans change.
    • Lessons can be purchased online at www.midcoastmusicacademy.com/summer-2020 or by contacting our Operations Manager Maddy at (207)701-7410 or info@midcoastmusicacademy.com.

    Lesson packages can be purchased in the following amounts:
    Single Lessons (normal cost)
    60 mins = $64
    45 mins = $48
    30 mins = $32

    Packages:
    4 Lessons (10% Discount)
    60 mins = $230.40
    45 mins = $172.80
    30 mins = $115.20

    6 Lessons (15% discount)
    60 mins = $326.40
    45 mins = $244.80
    30 min = $163.20

    8 Lessons (20% discount)
    60 mins = $409.60
    45 mins = $307.20
    30 mins = $204.80

    TUITION ASSISTANCE NOTE: If you are receiving or would like to apply for tuition assistance, these discounts would not apply. In that case, please contact Operations Manager Maddy Silletti to purchase summer lessons.

VISUAL ART

  • Center for Maine Contemporary Art, Rockland

Zoom ArtCamp – for ages 8-13

In order to keep our community safe, we will be offering two summer camps through zoom. Working closely with a teaching artist, campers will turn creative ideas into tangible original artwork right at home. Each week campers will be provided with an art kit filled with materials and tool needed for artmaking, which can be picked up the previous week. In addition, campers and families will be encouraged to visit the CMCA during the week (w/free admission) to take a closer look at our galleries.
For more information contact Mia Bogyo, Education Coordinator at mbogyo@cmcanow.org

CLICK HERE TO LEARN  MORE!

CLICK HERE TO LEARN MORE

  • Youth art classes with Erin McGee 
    • Ages 6-14 – Eight Lesson Self-study ECourse for Youth Art

Artist, Erin McGee Ferrell, offers Art Classes from her Painting Studio.

Fun Art History as EMcGee becomes Frida Kahlo, Henri Matisse, Georgia O’Keeffe and others. CLICK HERE

  • Summer Online Art Lessons (June-August 2020) Ages 6-14

Virtually Join EMcGee as she paints around Maine, Kentucky, and New Hampshire.

Students around the world step outside into yards, onto porches, or by windows as the interactive class learns drawing and painting techniques.

With students participating from around the world, it will be fun to compare differences in buildings and nature.

  • Oil Painting Online for Teens. Landscape and Architecture (June-August 2020)Erin McGee Ferrell leads teens in an interactive online oil painting class.Classes will be streamed from woods, beaches, and cities.With students participating from around the world, it will be fun to compare differences in buildings and nature.CLICK HERE.  https://www.facebook.com/EMcGeeArtLessons/

 

h1

Social Justice Resources

June 8, 2020

How to do better

I believe that we have a role as educators to teach about race, social justice, equity and similar topics. This education should take place in the home and in every classroom. It can take on a variety of formats from teaching kindness and understanding to teaching culture and history to looking at, listening to, and creating artwork that provides a format for conversation. At every age we need to have open conversations to help bring an understanding of the value of every person’s life.

I have started to compile a list of resources to help support educators. I will continue to add to this blog post as my research leads me to more resources. I invite you to return to this blogpost in the future. And, if you have resources please share them with me at meartsed@gmail.com so I can include them or you can post them in the comment section below.

At the end of this post there is a link to a facebook page that belongs to the British cellist Sheku Kanneh-Mason. He and his 6 siblings performed “a tribute to the families and communities who are affected by racism and racist violence.” Their message is one that arts educators understand: “music is a form of expression and a testament to hope and love.”

BOOKS

  • Young Children
    • Patricia Polacco books
      • Pink and Say
      • Chicken Sunday
      • Holes in the Sky
    • Ashley Bryan books
      • Beautiful Blackbird
      • Freedom Over Me
      • Infinite Hope
    • Let’s Talk About Race by Julius Lester
    • Through My Eyes by Ruby Bridges
    • Books by Ezra Jack Keats
    • Books by Leo and Diane Dillon
    • Books by Jerry and Andrea Davis Pinkney
  • Middle Grades
    • A Good Kind of Trouble by Lisa Moore Ramée
    • Ghost Boys by Jewell Parker Rhodes
    • New Kid by Jerry Craft
    • Lizzie Bright and the Buckminster Boy by Gary D. Schmidt
  • Young Adult
    • Dear Martin by Nic Stone
    • All American Boys by Jason Reynolds and Brendan Kiely
    • I am Alfonso Jones by Tony Medina
  • Books to Teach White Children and Teens How to Undo Racism and White Supremacy – a long list of books available
  • the conscious kid – website of books

EDUCATIONAL BLOGS, ARTICLES, and OTHER RESOURCES

TED ED EDUCATOR RESOURCES

EDUCATION WEBSITES

OTHER RESOURCES

Sheku Kanneh-Mason’s facebook page archived livestream.

%d bloggers like this: