Archive for the ‘Integration’ Category

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In Today’s News

June 18, 2018

Union Elementary School

For the past several weeks artist Randy Fein has been working side by side with art educator Anthony Lufkin and the students at Union Elementary School to create a community themed clay mural. The project was partially funded by the Maine Arts Commission. Check out the article and photographs from the Village Soup at THIS LINK.

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Make History: Community as Classroom

May 17, 2018

Historic New England Collaboration

Thank you to Julia Einstein, Education Program Coordinator for Historic New England in Maine for providing this blog post called Make History Redux.

Megan Zachau’s embroidered homage to the grand window in the Sarah Orne Jewett House.

The 2nd annual exhibition of “Make History,” once again celebrates collaboration!  Year two of a project is always filled with a certain amount of anticipation mixed in with lots of excitement.  We all were ready for surprises and inspired by the endless possibilities. Historic New England and Marshwood High School brought together students to create personal meanings and visual interpretations from the Sarah Orne Jewett House Museum in South Berwick. Myself, and Marilyn Keith Daley, were proud to partner this year with art teachers Jeff Vinciguerra, and Rebecca Poliquin, in the department headed by Patricia Sevigny Higgins, recipient of the 2018 Maine Art Education Association’s Distinguished Educator Award.

Joni Mitchell once said to an audience (recorded on her 1974 live album) “…nobody ever said to Van Gogh, ‘Paint a Starry Night again, man!’ You know? He painted it and that was it.” For us, we counted on our community saying, “teach Make History again!” That is the joy of creating a learning experience, and the art of being a teacher. There’s always a repeat performance to look forward to.  New students, when added to a different context, generates change.

The teachers and students, just as in 1891 when Jewett invited artist friends Marcia Oakes and

Sarah Orne Jewett as superhero in a mixed media collage by Mikayla Smith.

Charles Woodbury to work in her home, immersed themselves in the writer’s surroundings to develop ideas for their art. The Woodburys’ drawings became illustrations for Sarah Orne Jewett’s novel, Deephaven.”  The teachers’ study resulted in classroom lessons and the student work became a public exhibition. Unique to our program was a visit from Peter and Chris Woodbury—the grandsons of Marcia Oakes and Charles Woodbury.

I like being witness to creativity at the moment of inspiration. In the house, the students explored rooms and collections, including art by the Woodbury’s as well as Sarah Wyman Whitman, and Celia Thaxter, and investigated the influence of Jewett’s surroundings on her work.  The visit took the form of a “classroom in the museum,” as students selected a space in the house to study, sketch, or write.  I enjoyed sharing the spot of the famous author’s writing desk, where Jewett had tacked up a piece of paper on which she had

Ceramic work on view in the Make History exhibition.

written, “Écrire la vie ordinaire comme on écrit l’histoire,” her inspiration from the work of the early 19th century French writer, Gustave Flaubert which translates, “the artist’s job is to write ordinary life as if writing history.”

When the collaboration was first proposed to Jeff Vinciguerra, he recalls, “Everything about this project fits perfectly with my own philosophies as an educator. This process has been a great way to shake up my routine and make meaningful connections between my classroom, the community, and local history.” His ceramic students worked out ideas using the concept of a blueprint, where everything from decorative details to structure and shape are worked out on paper before the clay is brought into the studio.  Rebecca Poliquin was inspired to use this project as a model in her current studies for

Marshwood High School students used the Sarah Orne Jewett House Museum as their classroom.

a Master of Art Teaching degree. She says, “This collaboration with the Sarah Orne Jewett house has proven to be an effective and exciting way to motivate high school students to create authentic artwork.  My Mixed Media class developed themes or big ideas that were inspired by their visit to the Sarah Orne Jewett House; Themes included history, nature, time, and place.”

And so, the students became interpreters of history. A ceramic fountain, a birdbath and garden painting references Jewett’s writing on the subject of the natural world. Several student artists invite you to notice details in everyday objects, wallpaper, fixtures—to show what they themselves noticed. Writing itself is a subject. The author’s famous

The exhibition reception was lively as each student artist engaged in gallery talk

signature —is highlighted into the design of vase much like “SOJ” was etched by Jewett into a pane of her bedroom window over 125 years ago. A contemporary portrait presents Sarah Orne Jewett transformed –into a superhero. Of course, any translation of Colonial Revival Period décor would not be complete without a bust of George Washington—and we have one—in cobalt blue.

All are invited to Make History: Community as Classroom, and then visit the Sarah Orne Jewett House Museum with a new perspective. The exhibition is currently on view for one more weekend at the gallery in the Sarah Orne Jewett Visitor Center through Saturday, May 19. Hours are from 11 a.m. – 5 p.m. For more information, call 207-384-2454, or check the WEBSITE.

Sketchbooks show us the act of “being there” in the student’s visual document.

Sarah Orne Jewett House Museum and Visitor Center is one of 36 house museums owned and operated by Historic New England, the oldest, largest, and most comprehensive regional heritage organization in the country.   Historic New England is devoted to education, making connections in the communities, and offering unique opportunities to experience the lives and stories of New Englanders through their homes and possessions.

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Call for MALI Teaching Artist Leaders

May 16, 2018

Application available – Deadline Wednesday, June 13, 2018

Maine Arts Leadership Initiative, Year 8

Visual and Performing Arts Teaching Artist Leader Application

Teaching Artist Leaders, MALI Summer Institute, August 2017

Join us for a GREAT opportunity! The Maine Arts Commission invites you to be a part of    the Maine Arts Leadership Initiative (MALI). Now in its eighth year, MALI offers a unique opportunity to learn and network with teaching artists and PK through grade 12 visual and performing arts educators from across the state. MALI is looking for teaching artists interested in leading and in taking a close look at effective teaching and learning in the arts. This is an opportunity for you to participate in professional development and networking, as well as to have a voice in the direction of arts education in the state of Maine.

APPLICATION

Deadline: Wednesday, June 13, 2018

If you are selected, you will be required to attend our summer institute, July 31, August 1 and 2, 2018. We will provide sessions to help you develop your ideas and support your work. We will then ask that you take what you’ve learned and share it with other teaching artists, educators and community members in your region and beyond.

Selected Teacher Artist Leader responsibilities for the 2018-19 school year include:

  • Full participation in the 3-day summer institute, July 31, August 1 and 2, 2018
  • Communicate in a timely fashion by email and in a MALI phase 8 google site
  • Be prepared for summer institute by completing pre-readings and responding to prompts with the MALI community
  • Critical Friends Day – follow-up to the summer institute, fall 2018
  • Participate in 2 meetings electronically with teaching artist leaders during 2018-19 school year
  • Contribute your teaching artist leader story for the Maine Arts Education blog
  • Attend a retreat to reflect on the phase 8 MALI work and plan next steps, winter 2019

Application requirements

  •    Current resume
  •    Letter of support
  •    Paragraph of interest

MALI BACKGROUND

Teaching Artist Leaders, MALI summer institute, August 2017

Since 2011 the initiative has been building capacity by training arts educators on the “what” and “how” of teaching and learning in the arts so they can provide the leadership in Maine through professional development opportunities. Teaching artists have been included in MALI for the past four years, and the goal of training Teaching Artist Leaders is now in its third year. As the initiative enters Phase 8, MALI has grown to include 101 leaders.

MALI’s OVERALL OBJECTIVES

  • Create and implement a statewide plan for teacher leadership in arts education. This includes professional development opportunities, locally, regionally and statewide, which will expand on the knowledge and skills of teachers and teaching artists to better prepare them to teach in a student-centered and proficiency-based learning environment.
  • Develop and implement standards-based high quality teaching and learning statewide for Visual and Performing Arts
  • Continue to build on expanding the team of arts educators and teaching artists representing all regions of Maine
  • Provide workshops and other professional development opportunities for educators

APPLICATION

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MALI Teacher Leader Story: Hope Lord

May 8, 2018

Visual Art Educator

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

Hope Lord has been the Art & Design teacher for 300 grades 6 through 8 students at Maranacook Community School for the last 7 years. She also teaches and inspires 16 gifted and talented art students and is the co-advisor for the school’s yearbook. Prior to that Hope taught in RSU #38 for 19 years, 12 as a special education teacher.

What do you like best about being an art educator?

It’s wonderful when I see my students make connections between art & other content areas. I love watching my students take risks in their art and grow as artists. I enjoy being surrounded by young artists and presenting them with opportunities to explore, develop, challenge, and create art. The best part of being an art educator is witnessing a student’s success, as they become and see themselves as artists.

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

Three keys to a successful visual arts education program are creativity, perseverance, and collaboration.

  1. First of all, creativity is important because an arts educator is always looking for creative inspiration for new lessons and challenging their students to innovate and take creative risks in their artwork. Art educators also have to be creative in obtaining the resources they need for their art classrooms and for adapting materials and lessons to challenge and meet the needs of all their students.
  2. Perseverance is also key to successful arts education. The process of creating art requires the artist to experiment, revise, and rework their art numerous times. Students need to learn perseverance because students often experience failed attempts in communicating their message or executing their design. By encouraging students and supporting them through the revision process, students learn to persevere and develop a life-long skill. Perseverance not only helps students become artists, it also helps them work through any difficult task they face in school and future careers.
  3. The final key to a successful arts program is collaboration. Seeking and receiving feedback and collaboration is crucial in planning, developing, and creating artwork. When students collaborate they gain insight and new perspectives that they wouldn’t if working in isolation. Collaboration also challenges and inspires an art educator. Collaborating with other educators and community members enriches an art program, providing greater resources and connections that working alone cannot. Collaboration teaches vital 21st century skills that prepare students for life.

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

Quality assessment helps me understand how a student is learning and the degree to which they comprehend a concept. It also helps me plan my instruction based on concepts students need more instruction or may have misunderstandings and need clarification. Assessment also provides students feedback on their learning and how they can improve their work. 

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

MALI has provided me the support, encouragement, and skills I needed to become an arts leader in my school, district, and state. I have the confidence to take creative risks in my teaching. My teaching has improved because of those risks and the collaboration with teachers throughout my district. My professional growth has enabled me to become an arts education leader and mentor to new teachers in my district. Additionally, I have the confidence to share my teaching experiences with other art teachers and receiving constructive feedback. MALI has been a great inspiration. 

What are you most proud of in your career?

I am most proud of the work I’ve done with some of my most challenging students. I love seeing these students grow creatively and find success in art, when they have not been successful in other content areas. As I watch their art confidence grow, I also see their self-esteem improve, and it warms my heart. I know the extra investment and encouragement these students need, is well worth the effort. Every student needs to feel they are good at something. I am proud that I have been able to assist students in finding success in art and also building their self-esteem.

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

The day to day politics of education interfere with being a great teacher. The increasing demands of our time and ever changing policies, hinders educators. The lack of support & funding for the arts from administrators, school boards, community, and legislators, all interfere with being a great teacher.

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

I have spent the last seven years developing an arts curriculum that is engaging and fosters creativity, collaboration, critical thinking, and communication, while connecting the arts to other content areas. It is hard work and requires continuous revisions and alterations, as I teach each group of students. When a well planned and integrated art unit is executed, it seems effortless. However, it requires numerous hours of planning, research, collaboration, and support.

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

I would tell them to trust their instincts and take risks. Share your ideas with colleagues and get feedback and support to act on those ideas. Reach out to your community and colleagues throughout the state for resources and support to bring your ideas to fruition.

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

Making drums at the MALI Summer Institute, August 2018

I would take some of the money to build a new art and design studio and gallery at my school. I would also establish a grant that would be available to art teachers to help fund art materials and equipment, field trips, and artists in residence programs throughout Maine.

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

My only regret would be that I didn’t start my teaching career as an Art Educator. Even though I enjoyed the challenges and successes of a Special Education teacher, I wish I would have taught Visual Arts from the beginning. I would still have had the opportunities of teaching students with special needs, but through the arts lens. Teaching art and mentoring young artists has been very rewarding and my only regret is I didn’t start sooner.

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MALI Teacher Leader Story: Laura Manchester

May 1, 2018

Visual Art Educator

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

Laura Manchester teaches visual art at Montello Elementary School in Lewiston. She has been teaching the entire school population of just over 750 children, 32 classes a week for 7 years. Laura also teaches the after school art club, 4 days a week for an hour. Each session runs for 6 weeks which includes a rotation of 15 students from grades 1-2 and 15 students from grades 3-6.

What do you like best about being an art educator?

The best part of my job is when teachers bring their classes back to me in a week and tell me that their students made connections between what they’ve learned in my room and what they’ve been learning in their general classrooms. Seeing that art is influential and valid throughout a student’s day is integral to keeping art alive and relevant. It’s very rewarding when the kids can make their own connections, independently.

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

  1. Relevance. Keeping what students learn relevant to their world keeps them engaged and excited. It’s natural to want to know WHY you are learning something or how it connects to you.
  2. Consistency in routine. When students know where things are and what to expect, they can focus their energy on learning new things. This doesn’t have to be boring. By having clear, positive expectations you allow students to “own” their experiences and be more adventurous when learning new ideas and processes in the art room.
  3. Get excited. If you’re excited about what you’re teaching, the students will be as well.

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

Assessment helps me to check what students know and need to learn. By using a variety of summative and formative assessments throughout the year, I can see how close students are to meeting specific overarching curriculum goals and where they need practice or support. I use a lot of student self-assessments to help kids make connections between lessons and curriculum goals.

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

As the only visual arts teacher in such a large school, it has been difficult to get connected with other arts teachers. By joining MALI, I’ve opened so many more opportunities to collaborate and celebrate my craft. MALI inspired me to try new things in the classroom, refreshed my approach to assessment and overall given me the chance to approach this school year with my best foot forward.

What are you most proud of in your career?

I am most proud of the connections I have made with the school’s community during my time here in my current teaching position. Attendance in after school events is quite low at our school- with only 4 parents participating in our parent-teacher organization and typically less than 50 attendees at any given event. Several years ago I joined our parent-teacher organization and have consistently made calls and had conferences with parents to engage them in what their child is doing in my classroom. I think it is because of this, and because of the genuine interest and excitement that art can bring to people that our annual art show is the best attended event of the year. As I mentioned earlier, many events are not well attended after school. The art show has consistently brought in over 500 attendees for the last 6 years. Those numbers alone are something to brag about- let alone the enthusiasm that parents have when they see the incredible work their children have done. While my work here is exhausting, the connections and results of those connections with families are priceless.

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

Laura works with Jen Nash at the MALI summer institute, August 2017

The number one challenge for me is that our school simply does not have enough arts staff to appropriately accommodate its high volume of students. My schedule is packed at 32 classes a week, some of those classes having students from multiple classrooms crammed in for a single 40 minute block. With this tight schedule, I have limited planning time at school- which is never used for planning but usually a time to catch up on grading, hanging artwork, providing additional time for students to finish their work, etc. This schedule is so exhausting that it truly inhibits what I can do outside of school to continue my own education or continue as an artist. I rarely have time to plan additional fun activities and because of limited staffing elsewhere in the building, I am very limited in the amount of professional development time I can take.

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

In my classroom students are absolutely a joy. I run a tight ship with a lot of student responsibility with materials and procedures. Although many might say it is because I teach a fun subject that students are so responsible and receptive, I believe that it is just as much (if not more) due to the idea that I set high expectations for students and reinforce positive behaviors. Allowing students to “own” the room by providing access to material shelves and student-led responsibilities as well as facilitating student choice is imperative to giving kids a chance at finding a sense of self in a classroom that they only get to visit for 40 minutes, once a week.

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

Take the time to reflect on what is truly important about your role in your students’ lives. Messes can be cleaned up, rough days come to an end and eventually all that’s left is the impact of the experiences you gave and allowed to happen while you were there teaching. If nothing else, be able to say that you were kind and allowed something special to happen while you were together.

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

If I was given $500,000.00, I would pay off my student loans and then buy a few groceries. Haha! Just kidding… I would invest in an unused building- probably one with some cool history to it- and design the interior to accommodate a bunch of arts-based classrooms and studios. There would be a gallery and performance space on the main floor. I would run the building to have classes throughout the year for students of all ages to explore and experience different art forms. Classes would be facilitated by local artists, musicians who would teach their craft to the public in exchange for having a free space to showcase their personal works. There would be some sort of annual fundraiser that would help sustain funds to keep the project running and progressing. Oh, the possibilities!!

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

Most definitely: If I live to be 94 years old, I’ll regret not having dessert every day. That’s a lot of wasted ice cream and cake.

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Call for Teaching Artists

April 30, 2018

Arts Are Elementary

Since 1980 Arts Are Elementary has partnered with local schools to provide every public K-5 classroom in Brunswick with professional artist residencies. Each residency is developed carefully with the teachers to match interests and art form with lesson plans and overarching curricula. They work in many forms of  media – including movement and performance. Whenever possible, they bring the work forward to share with the community at large!

CALL FOR TEACHING ARTISTS

Arts Are Elementary is calling teaching artists to submit ideas that coincide with the curriculum topics/subject matter at each grade level. The call lists each grade, subject matter, media, timeframe, and stipend. You are welcome to submit for as many as you like.

Submissions are due by June 1, 2018, 11:59 p.m. and should be sent to Heather Martin, Executive Director at director@artsareelementary.org. If you have any questions contact Heather by email or call 460.1587.

Submissions should be no longer than 2 pages in total, additional images may be supplied. Artists are encouraged to visit the Arts Are Elementary website. Check the“For Artists” at the drop down menu for full details and submission suggestions. See the district curriculum links below for more information.

GRADES AND TOPICS

Kindergarten

Subject Matter: individually or combined

Media:

  • Paint
  • Movement/Dance
  • Illustrator
  • Timeframe: ideally, 1 session 3 x year
    • October
    • January
    • April/May
  • Stipend: up to $3,000

Grade 1

Subject Matter: individually or combined

  • Movement
  • Story

Media:

  • Movement/Dance
  • Theatre
  • Storytelling
  • Song
  • Timeframe: open
  • Stipend: up to $3,000

Grade 2

Subject Matter: individually or combined

Media:

  • Paint
  • Movement/Dance
  • Timeframe:
    • January
    • March
  • Stipend: up to $3,000

Grade 3

Subject Matter: individually or combined

Media: Artist’s Choice

  • Timeframe:
    • January (space)
    • May (pond life)
    • April (Brunswick history)
  • Stipend: up to $3,000

Grade 4

Subject Matter:

Media: Artist’s Choice

  • Timeframe: Open
  • Stipend: up to $3,000

Grade 5

Subject Matter:

Media:

  • Illustrator/Scientific illustrator
  • Paint
  • Song
  • Sculpture
  • Poetry

● Timeframe:

  • January
  • March
  • May

● Stipend: up to $3,000

Wild Card

Surprise us with your great idea. Be sure to include what grade and how it ties into that grade’s curriculum.

● Stipend: up to $3,000

Arts Are Elementary is a nonprofit 501(c)(3) organization, funded through donations.

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Side X Side Summer Opportunity

April 22, 2018

Professional development

Side X Side’s Summer Arts Institute Information

Side x Side’s Professional Development programs include an annual Summer Arts Institute in June in collaboration with our partners, the University of Southern Maine and the Portland Museum of Art. This Institute is designed for educators who want to deepen and expand their use of the arts to engage their students. Over the course of two days, attendees participate in hands-on workshops led by professional teaching artists. June 25-26, 8:30 a.m. – 4:00 p.m., Portland Museum of Art.

ABOUT SIDE X SIDE

Side x Side ignites academic excellence in education through comprehensive arts integration, bringing critical thinking, creativity and innovation into the classroom through arts-based programs. Through community partnerships with the University of Southern Maine, the Portland Public School Department and local artists, professionals and colleges, Side x Side integrates science, technology, literacy and the humanities with the arts to enhance school curricula.

REGISTRATION

VIDEO

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