Archive for the ‘Leadership’ Category

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Top 10 Reasons to Support the Arts

February 25, 2017

Americans for the Arts research and resources

Each year Americans for the Arts puts together the top 10 reasons to support the arts. It is published on the AFTA site which you can download by CLICKING HERE.

Randy Cohen, VP of Research and Policy, Americans for the Arts creates the list based on a survey collecting information from people across this country.

screen-shot-2017-02-15-at-3-12-41-pmThe arts are fundamental to our humanity. They ennoble and inspire us—fostering creativity, goodness, and beauty. The arts bring us joy, help us express our values, and build bridges between cultures. The arts also are a fundamental component of healthy communities, strengthening them socially, educationally, and economically—benefits that persist even in difficult social and economic times.

 

  1. Arts improve individual well-being. 63 percent of the population believe the arts “lift me up beyond everyday experiences,” 64 percent feel the arts give them “pure pleasure to experience and participate in,” and 73 percent say the arts are a “positive experience in a troubled world.”
  2. Arts unify communities. 67 percent of Americans believe “the arts unify our communities regardless of age, race, and ethnicity” and 62 percent agree that the arts “help me understand other cultures better”—a perspective observed across all demographic and economic categories.
  3. Arts improve academic performance. Students engaged in arts learning have higher GPAs and standardized test scores, and lower drop-out rates. The Department of Education reports that access to arts education for students of color is significantly lower than for their white peers, and has declined for three decades. Yet, research shows that low socio-economic-status students have even greater increases in academic performance, college-going rates, college grades, and holding jobs with a future. 88 percent of Americans believe that arts are part of a well-rounded K-12 education.
  4. Arts strengthen the economy. The arts and culture sector is a $730 billion industry, which represents 4.2 percent of the nation’s GDP—a larger share of the economy than transportation, tourism, and agriculture (U.S. Bureau of Economic Analysis). The nonprofit arts industry alone generates $135 billion in economic activity annually (spending by organizations and their audiences), which supports 4.1 million jobs and generates $22.3 billion in government revenue.
  5. Arts are good for local businesses. Attendees at nonprofit arts events spend $24.60 per person, per event, beyond the cost of admission on items such as meals, parking, and babysitters—valuable revenue for local commerce and the community. Attendees who live outside the county in which the arts event takes place spend twice as much as their local counterparts ($39.96 vs. $17.42).
  6. Arts drive tourism. Arts travelers are ideal tourists, staying longer and spending more to seek out authentic cultural experiences. Arts destinations grow the economy by attracting foreign visitor spending. The U.S. Department of Commerce reports that, between 2003-2015, the percentage of international travelers including “art gallery and museum visits” on their trip grew from 17 to 29 percent, and the share attending “concerts, plays, and musicals” increased from 13 to 16 percent.
  7. Arts are an export industry. The arts and culture industries had a $30 billion international trade surplus in 2014, according to the Bureau of Economic Analysis. U.S. exports of arts goods (e.g., movies, paintings, jewelry) exceeded $60 billion.
  8. Arts spark creativity and innovation. Creativity is among the top 5 applied skills sought by business leaders—with 72 percent saying creativity is of high importance when hiring. The Conference Board’s Ready to Innovate report concludes, “The arts—music, creative writing, drawing, dance—provide skills sought by employers of the 3rd millennium.” Research on creativity shows that Nobel laureates in the sciences are 17 times more likely to be actively engaged in the arts than other scientists.
  9. Arts improve healthcare. Nearly one-half of the nation’s healthcare institutions provide arts programming for patients, families, and even staff. 78 percent deliver these programs because of their healing benefits to patients—shorter hospital stays, better pain management, and less medication.
  10. Arts and healing in the military. The arts are part of the military continuum—promoting readiness during pre-deployment as well as aiding in the successful reintegration and adjustment of Veterans and military families into community life. Service members and Veterans rank art therapies in the top 4 (out of 40) interventions and treatments.
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Young Audience Arts for Learning

February 19, 2017

April 9–April 22, 2017

Washington DC; USA: The Capitol Building, legislative branch of the US government Photo copyright Lee Foster Photo # 3-washdc83009

Washington DC; USA: The Capitol Building, legislative branch of the US government
Photo copyright Lee Foster Photo # 3-washdc83009

Young Audiences Arts for Learning will Host more than 150 Events and Programs across the US in Celebration of National Young Audiences Arts for Learning Week, April 9–April 22, 2017

New York, NY – February 14, 2017 – Young Audiences Arts for Learning (YA) is proud to announce the National Young Audiences Arts for Learning Week (YA Week), an annual advocacy and awareness campaign. The Young Audiences Arts for Learning network celebrates National YA Week to raise national and local awareness about arts-in-education initiatives in school and community venues through public programming, special events, and long-term residencies. It will be observed around the country by the entire network of 30 Young Audiences affiliates in 22 states. More information about upcoming affiliate YA Week events will be available at http://www.youngaudiences.org.

The YA network is the largest and oldest arts-in-education network in the country reaching more than 5 million students each year. A core value of Young Audiences is to provide access to high quality arts-in-education programming to young people regardless of their zip code.

“The YA network is in a strategic position to advocate for all students by publicly advancing the value of using the arts to enhance academic achievement. YA Week focuses on showcasing and highlighting this deep and demonstrable impact of the arts on education,” states David A. Dik, YA’s National Executive Director.

Established in 1952, Young Audiences’ mission is to inspire young people and expand their learning through the arts. The YA national organization also addresses policy makers directly to emphasize the importance of arts integrated residency programs. In Washington D.C., Young Audiences’ STEM-to-STEAM advocacy campaign continues to gain momentum along with the bipartisan efforts such as the Congressional STEAM Caucus. Each YA affiliate will be releasing information about their events and festivities in the upcoming months. Please see the list below of the participating affiliates.

The Young Audiences Arts for Learning Network:

Alliance for the Arts, Woodruff Arts Center, Atlanta, Georgia
Arkansas Learning through the Arts
Arts Council of Kern/Arts for Learning, Bakersfield, California
Arts for Learning Connecticut
Arts for Learning Indiana
Arts for Learning Miami, Florida
Arts for Learning San Diego, California
Arts Partners, Wichita, Kansas
Big Thought, Dallas, Texas
Chicago Arts Partnerships in Education, Chicago, Illinois
Center for Arts-Inspired Learning, Cleveland, Ohio
Kansas City Young Audiences, Missouri
Springboard, St. Louis, Missouri
Think 360 Arts for Learning, Denver, Colorado
Young Audiences Arts for Learning Maryland
Young Audiences New Jersey & Eastern Pennsylvania
Young Audiences New York
Young Audiences of Abilene, Texas
Young Audiences of Houston
Young Audiences of Louisiana
Young Audiences of Massachusetts
Young Audiences of Northeast Texas
Young Audiences of Northern California
Young Audiences of Oregon & SW Washington
Young Audiences of Rochester, New York
Young Audiences of Santa Cruz County, Arizona
Young Audiences of Southeast Texas
Young Audiences of Southwest Florida
Young Audiences of Virginia
Young Audiences of Western New York

CONTACT:
Young Audiences Arts for Learning
Jarred Hoyt
T: 212-860-1563 X107, E: jarred@ya.org

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AFTA Conference

February 15, 2017

San Francisco

screen-shot-2017-01-30-at-2-55-48-pmAs we start 2017, the arts—and your day-to-day work— remain as vital as ever. Whether it’s young students learning problem solving skills during their daily art class, communities brought together by locally-produced projects or veterans finding solace in art therapy, you understand how critical the arts are to our nation.

On June 16 – 18, arts professionals, community leaders, artists, and students are all invited to the 2017 Americans for the Arts Annual Convention to support creativity and discuss the future of art in our country. Join more than 1,000 of your colleagues in San Francisco and explore ways to encourage greater equity, access and activism in the arts!

Your 2017 Americans for the Arts Annual Convention will feature:
100+ speakers at 35+ sessions
3 keynotes
2 preconferences
10 ARTventure Tours across the Bay Area

FOR MORE INFORMATION PLEASE CLICK HERE.

Register today to save up to $150 with our special Early-Bird registration rate—the deepest discount we have for Annual Convention! Early-Bird registration ends Wednesday, April 12, 2017 and is available online, by fax, or by mail.

REGISTER NOW BY CLICKING HERE.

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Mega Message from Suzanne

February 13, 2017

Teaching as a Craft

Skills, collaboration, support, and innovation –

Quality professional development for educators is characterized by the above areas demonstrating the understanding of introducing, reinforcing and supporting deeper understanding of knowledge and skills. Our profession is a craft.

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Mega-Regional Professional Development opportunities with the Maine Arts Leadership Initiative, in support with your Maine Arts Leadership Associations, are exponential in value for learning about best practices or expanding your skills to bring back to your school, colleagues, and classroom/studio/stage/rehearsal room.

This is educator to educator professional development – what you need, and when you need it.

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Suzanne Goulet

Yes, the next one is during a weekday – for some an in-service day. Yes, this sometimes means that you will be away from your students artists/performers for one day. And YES, you will be glad you did.  This is the catcher/pitcher conference on the mound – a time to come together, share, and grow. I always leave with gems that impact my students, my practice, my craft, immediately

Please join us, and consider asking someone to join you – for our profession, for your craft.

Looking forward to meeting you at the next Mega-Regional.

Thank you to Suzanne Goulet, MALI teacher leader and visual art teacher at Waterville Senior High School and Maine Art Education Association Teacher of the Year, for writing this blog post!

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Dance Grant Series 3

February 11, 2017

Dance education funding – “Hopes for the Future”

This is the third of three blog posts included, February 9 – 11, describing the dance education residency that took place in December 2016 from a special grant called the “Hopes for the Future” funding. Maine Arts Leadership Initiative (MALI) Teacher Leader and dance educator from Thornton Academy Emma Campbell collaborated and planted a seed and it grew into a dance education opportunity for Maine students. Thank you to John Morris, teaching artist and dancer for contributing this post. He describes the work that he did in MSAD #33 with the grant funding. Please note: funding will be available again during 2017. Please watch the blog and the Maine Arts Commission arts education list-serv for information.

A Teaching Artist’s Perspective

John Morris

John Morris

Thanks to a dance grant created by the Thornton Academy Dance Program and the Maine Arts Commission, in December of 2016 I conducted a week-long arts residency for MSAD #33, in Northern Aroostook County. My approach in working with students in dance is creative, student-centered and standards-based. I give students foundational movement tools to invent and explore their own movement, and I guide them through the process of making their own dances.

In collaboration with visual arts teacher Theresa Cerceo, I worked with a group of middle and high school students, and with S.L.A.M.!, the high school arts advocacy group directed by Ms. Cerceo, to create dances based on a theme of identity and community. The dances were shared during an end of week holiday performance put on at Wisdom Middle/High School.

img_4561During the week, I also worked with music classes at the elementary school in the district. Along with music teacher Charles Michaud, we explored connections between the elements of music and dance. In addition, I worked with Ms. Cerceo’s visual arts classes to explore the same theme of identity and community.

It was a full week working with every grade level, from Pre-K through grade six, to explore their class content in movement. The students created dances based on poems and visual art works they had made individually and as a group in the weeks before the residency. Their dances incorporated the elements of dance movement, including use of different shapes, change of speeds, and variation of high, middle and low levels. We worked together to structure their dances with clear beginnings, middles and endings. We also addressed the crucial life skills of collaborating with others, building confidence, and evaluating work – all in one class session.

screen-shot-2016-12-07-at-1-51-58-pmI encountered students in the elementary school at every age and developmental level who were eager to move, explore, and make connections to other content areas, including music, visual art and language arts. They were curious, inventive, and open to exploring the arts in a structured way to express their thoughts and feelings.

The middle and high school students, having more time together, were able to more deeply explore the dynamics of working collaboratively, the process of making artistic choices, and polishing artistic work for performance.

The week went by in a blur, and before I knew it, the performance (a full house!) was over, and I was making the long drive toward southern Maine. I felt both satisfied and inspired by the students’ work. What made this residency so successful? Three factors, which I believe are important for the success of any arts residency in the schools, stood out.

Planning and prep work in collaboration with the teacher

img_4610 Ms. Cerceo and I were in contact long before the residency began, brainstorming ideas together using a shared Google Doc that allowed us to work around our busy schedules. We arrived at a theme (identity and community) that would be timely for her students to explore in visual art and writing, and that I could work with easily in dance.

As the residency drew closer, we continued to share documents, trade emails, and supplement with a few timely online conference calls. Ms. Cerceo articulated her plan for exploring the theme with her students before my arrival. I shared an outline of how I would approach the theme in movement based on her work and the student samples she posted online. This step was critical, helping me to be ready with a flexible plan for each class, and know what to expect when I walked into each classroom.

Full support of the school administration

img_4641Ms. Cerceo maintained regular contact with her administrators about our plans. As a visiting teaching artist, it was both reassuring and freeing for me to know that I had their support. I felt free to fully engage with the students in the creative process of dance-making.

The administrators introduced themselves and welcomed me to their schools. The superintendent of schools in the district sat down with me early one morning before classes began to talk about the residency. The teachers I met expressed their support for the project, and turned out in force for the performance on Friday night.

 

Classroom culture

img_4570I could tell that the students were used to focusing on the process of structured creative exploration in their classes. Also, because their teachers had prepared them for my visit, they were excited and positive about our working together. One fourth grade student even sent me a video in advance, inviting me to create a dance with her!

This expectant, growth-oriented mindset set the tone for our time together, and was supported by the collaborative planning Ms. Cerceo and I did beforehand. The connections she and I found between our ways of working helped her to guide the students with confidence that my work with them would integrate with their classwork, and deepen their connections to the arts.

Thank you John Morris for providing this blog post and the work that you did before and during the dance education residency in MSAD #33. I am sure that the learning that you provided will be felt for the lifetime of those involved.

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Mega-Regional Hebron Station School

February 7, 2017

MALI conference

The Maine Arts Commission is offering the Maine Arts Leadership Initiative Mega-Regional Conference at Hebron Station School in the Oxford Hills School District on Friday, March 17. In addition to these fabulous sessions (listed below) past participants remind us how the opportunity to network with arts educators from across Maine is so valuable!

REGISTER HERE!

Mega-regional conferences take place between 8:15 a.m. and 3:00 p.m. 

SCHEDULE

  • 8:30 a.m. Registration begins
  • 9:00 a.m. Opening and Morning Sessions
  • 9:15 – 10:30 a.m. Breakout Session I
  • 10:30 – 10:40 a.m. Break
  • 10:40 – 11:55 a.m. Breakout Session II
  • 11:55 a.m. – 12:45 p.m. Lunch, participants on their own
  • 12:45 – 1:20 p.m. Artist Showcase
  • 1:25 – 2:40 p.m. Session III Maine Arts Education Census Survey
  • 2:40 – 3:00 p.m. Closing

SESSION I OFFERINGS

Stars and Stairs

screen-shot-2017-02-07-at-8-22-25-amStars and Stairs, Where am I now and Where am I going? How can the use of Stars and Stairs in your classroom help to inform you and your students of their learning progression and actively engage them in the learning process. This will be a round table discussion. Looking at your standards and your curriculum how can you use the Stars and Stairs model in your classroom. All grade levels. All content.

 

Samantha Armstrong Paris Elementary School and Hebron Elementary Schools, Grades K-6 Visual Art

 

“Making Art History Come to Life with iBooks Author”

screen-shot-2017-02-07-at-8-23-23-amDive into iBooks Author to harness the power of developing multi-modal, Multi-Touch iBooks. You’ll learn features which make iBooks come to life for learners by incorporating audio files, 3D widgets, image glossaries, study cards, jailbreaking templates, and much more. Be prepared to create an art history chapter together. You can also use this app for making comics and graphic novels or creating art portfolios. This session is great for MLTI beginners and experts. MLTI MacBooks with iBooks Author preinstalled is encouraged. Grades 7-12

Lindsey Carnes MLTI Apple Learning Specialist

Arts Residency In Action: Guidelines for a Successful Teaching Artist Collaboration in Your School

screen-shot-2017-02-07-at-8-23-32-amMany arts educators in K-12 education have never had the opportunity to work with a teaching artist. Knowing where to start and identifying the most important steps to take can feel daunting. This workshop provides a framework for creating a high-quality teaching artist residence in the schools. We will focus on the steps needed to create a powerful residency, and the nature of an effective collaboration between teaching artist and arts educator. We will provide experiential work and guidance in addressing the complexities and sometimes different languages of the teaching artist and the school-based educator. All grade levels. All content.

Carmel Collins Lake Region High School Dance and Visual Art John Morris Teaching Artist Dance

 

Improving Content Literacy Through Formative Assessmentscreen-shot-2017-02-07-at-8-23-40-am

Improve content literacy with a tool box of formative assessments and literacy strategies to gauge what your students already know, how well they are learning content, and help drive your classroom instruction.           All grade levels. All content.

Iva Damon Leavitt Area High School Visual Art

 

More Cowbell

screen-shot-2017-02-07-at-8-23-47-amPlaying and composing songs on your own is a blast for some, however there’s something special about making music in collaboration with other like-minded folks that just can’t be beat. In this hands-on, music making session, participants will use GarageBand to learn the basics of song writing and music production. Participants will have plenty of time to explore and experience the fun of collaborative music creation. Musicians of any and all skill levels are welcome. Make sure to bring your Mac and/or iOS device with GarageBand installed. All grade levels.

Tim Hart MLTI Apple Learning Specialist

Do You See What I Hear?screen-shot-2017-02-07-at-8-23-52-am

Participants will learn how to use graphic notation as a visual tool to reach all learners in the music classroom. (This is a great STEAM lesson!) Grades 4-6

Linda McVety Songo Locks Elementary School, Grades K-5 Music Jenni Null Songo Locks Elementary, Grades K-6 Music, District Fine Arts Coordinator

Arts Integration

screen-shot-2017-02-07-at-8-23-58-amWhen you are deeply engaged in Arts Integration you realize it is about learning with you mind, body and heart in the present moment.  This hands on workshop explores this idea through drama, music, movement, poetry, storytelling, and the visual arts. Come prepared to experience arts integration through your own individual lens in a safe environment. All grade levels. All content.

Lindsay Pinchbeck Director Sweet Tree Arts/Sweetland School

Visual Notetaking/Doodling in Class

screen-shot-2017-02-07-at-8-24-05-amA combination of sketching and traditional note taking results in rich educational documents to support learning. Studies show that sketching leads to better retention of information and helps clarify ideas. Sketching is one of our original forms of communication. Visualizing ideas is a great way to learn. Why not bring this creative form of learning into your classroom? Explore how visual notes support learning. Discover techniques to create, share and integrate visual notes into your instructional practice. Visual notetaking, often called sketch noting, uses two parts of your brain, which is referred to as Dual Coding Theory. This has been found to improve learning. Research has shown that people who doodle while listening retain 29% more information (Andrade, 2009). Join this hands-on session and start sketching your notes today. Please bring your updated MLTI iPad, if available, with Notability installed. Arts supplies will also be available. All grade levels. All content.

Ann Marie Quirion Hutton MLTI Apple Professional Learning Specialist, former Art Educator

 

SESSION II OFFERINGS

Supporting Literacy in the Elementary Visual Art Classroom

screen-shot-2017-02-07-at-8-24-11-amThis workshop focuses on a collection of techniques that aim to support literacy in the art classroom. From using word walls, sight words, and phonemic awareness participants will leave with a fresh perspective on incorporating literacy while still adhering to their art curriculum. K-5 Visual Arts, adaptable for middle school.

Elise Bothel Vivian E. Hussey School, Grades K-5 Visual Art

 

Including Students with Disabilities in Your Art Classroom Using iMovie OS screen-shot-2017-02-07-at-8-23-23-am

Use stations and sites fostering independence to help students collect assets for creating art infused iMovie productions. This session will showcase how a green screen and some photos can provide opportunities for all learners to showcase their creative side. MLTI MacBooks with the most current version of iMovie is encouraged. Grades 7-12. All content.

Lindsey Carnes MLTI Apple Learning Specialist

screen-shot-2017-02-07-at-8-24-18-amGuiding the Young Padawan to Become a Jedi Music Master

This workshop will demonstrate a scaffolded instruction process and assessment system created to guide middle school band students through the basic levels of performance to highly skilled musicianship. Grades 4-12

Dianne Fenlason Spruce Mountain Middle School, Grades 6-12 Music

 

screen-shot-2017-02-07-at-8-24-24-amThe Cloud Ate My Portfolio: No More Excuses…Start a Digital Portfolio Today

This is a step by step experience designed to help you to consider how to use a digital portfolio to help students self-asses and manage the evidence of their learning. Access to Google Drive, Drawing, email, built in camera and mic ideal…but not required. . All content areas. All levels.

Suzanne Goulette Waterville Senior High School Visual Art

 

Making 8-bit Art

screen-shot-2017-02-07-at-8-24-31-amBeginning with early Atari and Nintendo video games, the 8-bit aesthetic has been a part of our culture for over 30 years. No longer just nostalgia art, contemporary 8-bit artists and chiptunes musicians have elevated the form to new levels of creativity and cultural reflection. In this session, we will focus on tools that assist in creating 8-bit images, animations, and music.  Please bring your MLTI MacBook. All grade levels.

Tim Hart MLTI Apple Learning Specialist

 

screen-shot-2017-02-07-at-8-32-41-amThe Heart of Advocacy

Educators will leave with the knowledge of how to create and present a variety methods to advocate for issues pertinent to their arts educational causes and how to organize those methods to feel comfortable in beginning personal advocacy efforts. All grade levels. All content.

Lynda Leonas Farwell and Longley Elementary Schools, Grades K-6 Visual Art

 

screen-shot-2017-02-07-at-8-24-36-amTheatre as a Tool:  Using Theatre Across the Curriculum

Introduction to the process of using devised theatre as a teaching tool. I will take participants through that process and give them strategies for using devised theatre across curriculum areas and grade levels. All grades levels. All content.

Hilary Martin Vassalboro Community School, Grades K-8 Theatre

 

Illustrating to Write

screen-shot-2017-02-07-at-8-24-05-amOne creation lends a hand to the other. Illustration is a part of many great stories, extending the ability of ideas to be shared, and increasing enjoyment and comprehension on the part of the reader. Apple technology provides many possibilities for creating illustrations, making drawing and visual images a part of the overall literacy experience. Learn how to use your MacBook Air to draw and paint creative illustrations in this “hands on session”. Bring your MacBook Air with Acorn installed (included with your MLTI participation).               All grades levels.

Ann Marie Quirion Hutton MLTI Apple Professional Learning Specialist, former Art Teacher

Information on the professional development offerings this year from MALI located at http://mainearts.maine.gov/Pages/Education/MALI-Mega-Regionals.

The Maine Arts Leadership Initiative provides ongoing professional development opportunities. Resources are available by CLICKING HERE.

If you have any questions please contact Argy Nestor, director of arts education, Maine Arts Commission at argy.nestor@maine.gov.

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In Today’s News

February 3, 2017

MAEA Portals show

Read about the art teachers exhibit at USM Gorham sponsored by the MAEA. CLICK HERE.

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