Archive for the ‘Resources’ Category

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Meet Mia

July 6, 2022

Mia Bogyo, Education Programs Manager, CMCA

I was so happy to have a lengthy conversation with Mia Bogyo and to learn her story. Mia has a bubbly personality and is an enthusiastic creative person who approaches each task at hand positively. When Mia smiles it is with her whole being. She is totally committed to her work in art education and applies her energy so everyone benefits. Her story…

Mia Bogyo uses the pronouns, she/her and is the Education Programs Manager at the Center for Maine Contemporary Art (CMCA) in Rockland. Mia’s high school experience at George Stevens Academy in Blue Hill heavily influenced her pathway to art making and teaching. She was able to take advantage of all the programming that Haystack Mountain School of Crafts in Deer Isle had to offer high school students.

Mia at work!

Mia went to the University of Southern Maine (USM), started in the Studio Arts program and then switched to the Art and Entrepreneurship program. During her freshman year she was involved with Oak Street Studios (downtown Portland) and Side X Side and really loved teaching with both programs. She was experimenting with teaching in the community arts programming and in-school/out of school and after school programs. With further consideration she had the choice of majoring in the community art education program or study for a BFA with a K-12 certification. She jumped into the art education program and continued doing some teaching at Oak Street Studios and Side X Side, gaining in-depth experiences. She taught during the school year as well as during the summer. She student taught at Oceanside Elementary School in Portland, Falmouth Middle School, and Casco Bay High School in Portland and graduated in 2018 which gave her comprehensive experiences to help her consider public school teaching or a community education pathway.

USM has agreements with Maine College of Art + Design (MECA+D) and Southern Maine Community College (SMCC) which enables students learning opportunities at all three campuses. Mia traveled to Greece with a MECA+D study abroad summer program.

PUBLIC SCHOOL EXPERIENCE

Mia took on a long-term substitute position at Canal Elementary School in Westbrook. She was contracted for three months and it turned into six. The experience provided something that she couldn’t possibly have planned for. She was impressed with the Westbrook art education program and received a great deal of support while there. She had the chance to attend department meetings with the K-12 art staff and she had ongoing communication with department chair Rachel Somerville who provided incredible support. She even had the chance to advise a student teacher from Maine College of Art + Design. This was a unique experience, chaotic at times, however, between the student population and the support she was provided, everyday was an adventure. She was inspired and walked away with a new confidence and clarity a direction.

She also taught at the Gorham Arts Alliance in their pre-school and after school programs. This experience provided Mia a better understanding of younger learners which was invaluable. This gave her the confidence to work with young children. Soon after she left there, the pre-school became more a part of the public school. Mia views this positively because it helps facilitate a sequential art education program starting at a younger age. Schools adjust their art programs since students have art education prior to kindergarten.

MOVE TO ROCKLAND

Two and half years ago Mia moved to Rockland and visited CMCA to learn about their programming. She was impressed with their educational offerings and that most of it was being facilitated by a volunteer, Sandy Weisman. They had a serious conversation about CMCA’s five year plan which included a comprehensive art education program. Mia’s philosophy and CMCA’s were so aligned that they offered her the position of Education Programs Manager. She is grateful for the mentoring that Sandy provided and for her collaborative ongoing work with Community Arts Instructor Alexis Iammarino, who oversees the ‘Arts @ Work’ program.

Look Inside program

CMCA EDUCATION PROGRAMS, for all ages

VISION – Dedicated to promoting dynamic engagement with contemporary art and artists, the Center for Maine Contemporary Art offers programs that fuel the imagination, stimulate forward thinking, and cultivate conversation.

The priority is to develop programming that:

  • Expands access to the new ideas and modes of expression inherent in contemporary art
  • Provides authentic and experiential art education that engages local artists as teachers and mentors
  • Empowers individuals to explore their own capacities as creative thinkers and makers

CMCA learning programs:

  • Art Lab – Offering hands-on education programs year round for all ages.
    • Look Inside specifically geared to K-12 school visits, created by professional museum educators and assisted trained volunteer education staff, invites students to look at and understand the world in new ways. The program strengthens the following:
      • Visual literacy
      • Interdisciplinary learning
      • Deep and thoughtful looking
      • Hands-on creating making
    • Expanded program supporting K-12 school visits and professional development for Maine art teachers online and in person
    • February and April school vacation workshops
    • Summer Art Camp facilitated by guest teaching artists
  • Arts @ Work is a free mentorship program connecting high school students across the mid-coast region to arts leadership, career development, volunteer opportunities and studio practice development. This program is facilitated by Community Arts Instructor Alexis Iammarino.
  • Community Partners are plentiful at CMCA which help to connect artists of all ages, races, genders, socio-economic status, and abilities to contemporary artwork and artists.
Mia leading Look Inside program

PANDEMIC

The pandemic offered Mia and CMCA some challenges along with opportunities. They quickly shifted to online offerings. They built over 1,300 art kits with each kit being attached to one lesson. Over time students participating collected tons of ideas and materials. Parents are grateful for the quality art supplies to help steer their child while at home and most likely will last for a very long time. They worked with the local teen shelter providing art kits while they were doing food distribution.

Covid influenced and impacted decisions and direction. They are building on the challenges. Returning from the pandemic to in-person has been a different kind of challenge. They continue to offer online opportunities and will not lose what they learned during the most difficult part of the pandemic. They have streamlined their communication. CMCA is the only organization in the area providing online. They are now very open for schools and love having groups visit.

The other big learning is that they are clear that “creativity can be a step away from technology now.” They used technology to engage people while simultaneously making and offering the art kits, serving all ages, PreK through adults. Since it was difficult to get kids online they pre-recorded the lessons and the local school district communicated the information to students.

The instruction reached quite a distance during the pandemic. Schools as far away as Machias and Kennebunk participated during the heart of the pandemic. CMCA provided virtual tours and workshops. Perhaps due to the pandemic programs with classroom teachers are growing.

Mia has connected with the teachers at Harbor School and George Stevens Academy and provides workshops for students there.

Artlab

SCHOOL AND COMMUNITY RELATIONSHIPS, OPPORTUNITIES

CMCA has a free membership for Rockland residents. In many cases this starts with the teacher and the local schools.

CMCA is at a turning point, growing from what they’ve learned about young and adult learners. They are diversifying their teaching staff and including artists from the mid-coast. Many are interested in teaching and sharing what they do. Covid has shown that teachers, formally trained or not, can and wants to give back. Adult community members are interested in learning from an expert.

Mia teaches the elementary and middle school gifted and talented program in RSU 13 (Rockland) which she teaches at the school. The students also visit the CMCA shows throughout the school year.

The After School program involves partnering with the local schools through their 21st century program.

Rockland High School program is called ‘Arts at Work’, established in 2017, and CMCA partners with that program. Teaching artist, Alexis Iammarino facilitates this program. Internship for high school students at CMCA, focusing on the community. Alexis also oversees the mural program in the summer as lead artist for Arts in Action, which has been painting murals for several years in public spaces throughout Rockland. The town is being visually transformed thanks to the murals these young people have created with Alexis.

The ArtLab portion will expand to be more community based space for teaching artists.

CMCA is building on their relationship with the Mid-coast School of Technology. Together they are considering alternative learning spaces with an interest in the Graphic Design and Film programs offered at the school.

CMCA is part of the RSU 13 Youth Alliance. The organization is made up of more than 15 organizations who put out a newsletter and meet monthly. The organizations are located in the mid-coast, from Rockland to Camden, and are connected with youth, trying to build connections with youth and/or provide opportunities for youth. The group also supports each other by checking in with members to learn what is needed for youth, to help address struggles and to understand what is being heard from youth.

Mia leading Third Sunday

MAEA RELATIONSHIP

Mia works closely with Maine Art Education Association, hosting conferences and communicating about the resources that CMCA has for educators. She enjoys exploring this together with teachers and providing professional development in a collaborative manner, planning and implementing.

SUMMER

CMCA is 70 years old and the 5th year that they’ve been in their new facility in Rockland. On the 3rd Sunday of the month they have Sunday tours. In partnership with the Farnsworth Art Museum this summer they are offering joint field trips for children and summer camp programs for children in RSU13. Mia is honored that organizations wish to collaborate with CMCA but focusing on the numbers is a priority for them. And, getting everyone on the same timeline is a challenge.

LOOKING AHEAD

The education portion of CMCA will continue to grow while being mindful of their mission and goals. They will hire a part-time employee (10-15 hires a week) to help maintain the programs that they are currently housing. In Mia’s own words: “It is so exciting to have new work that turns over, exciting to have this space to use, exciting to make connections. I am wanting to do (provide programming for). “I am always reminding myself to slow down.”

Thank you Mia for providing so much information for the blog readers so they can learn (more) about you and the education programs at CMCA.

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Maine Arts Education Partners in Leadership

June 20, 2022

Teaching Artists and Educators Invited!

This is a great opportunity to become part of a dynamic network of arts educators across the state of Maine. This year-long experience begins with a 3-day Summer Institute, held at a beautiful outdoor setting sure to jumpstart your leadership journey.

August 1-3, 2022. APPLICATION deadline June 23. There is no cost.

If you’re selected your role begins with the 3-day institute at Pilgrim Lodge, August 1-3.

MAEPL would love to build community with educators and teaching artists who know or have someone interested in arts integration. If you have someone in your building or your community or have partnered with someone in the past please have them attend this summer with you!

MAEPL recently moved from the Maine Arts Commission and is now a program of the Maine Department of Education.

FOR MORE INFORMATION

QUESTIONS? Contact Iva Damon, Program Team Lead: MAEPLLeadership@gmail.com or ‪(802) 695-0198‬

August 1-3, 2022. APPLICATION deadline June 23. There is no cost.

SUMMER INSTITUTE LOCATION
Pilgrim Lodge is a camp run by the United Church of Christ of Maine on Lake Cobbosseecontee in West Gardiner, ME. This beautiful venue has cabins with electricity and plumbing, large indoor and outdoor meeting spaces, modern dining facilities, wifi in main buildings, good general cell reception, and recreation options including swimming, human-powered boating, and trails. 

PURPOSE 

The Maine Arts Education Partners in Leadership (MAEPL) is committed to developing and promoting high quality arts education for all. MAEPL operates on the premise of “teachers teaching teachers.” All of our design teams, institutes, and professional development opportunities offer/encourage collaboration.

This We Believe’ Statements outline our foundational beliefs and practices.  

COMMUNITY 

  • Teacher Leaders: Maine Visual or Performing Arts Educators with a professional teaching certificate who teach an Arts discipline in a public or private school.  
  • Teaching Artist Leaders:  Professional Teaching Artists in Maine with demonstrated experience collaborating within educational or civic environments to design and lead student-centered, values-driven residencies drawn from mastery of their artistic discipline.    

TRAININGS, COLLABORATION, & WORK  

MAEPL is built on an institute model, by application. There is a Summer Institute for Teacher Leaders and Teaching Artist Leaders. Returning community members are encouraged to participate. 

At the Summer Institute new Teacher Leaders and Teaching Artist Leaders will learn foundational practices in instructional design and leadership skills. Participants will take part in a variety of workshops focused on emerging needs in Arts Education professional development.  

Collaboration, networking, and the sharing of resources are an expectation as a member of the MAEPL community. During the Institute participants will develop an individualized growth plan that will be shared with others for feedback and suggestions.  

Throughout the school year, participants will continue to share how their individualized growth plan is developed and implemented, and they will have the opportunity to share at a Critical Friends Day, and with a thought partner. At the Winter Retreat participants review and reflect on the work done, and allow for time to get feedback to plan for the next Summer Institute.  

TEACHER LEADER/TEACHING ARTIST LEADER ANNUAL EXPECTATIONS

  • Attend Summer Institute 
  • Work with a thought partner 
  • Develop a individualized growth plan 
  • Share the outcomes of your individual growth plan within the MAEPL community and beyond (i.e. workshop, resource, video, article, etc.) 
  • Share feedback and information about MAEPL through teacher leader stories and as part of your outcomes of your personal growth plan 
  • Collaborate, network, and share resources 
  • Participate in Critical Friend Day 
  • Attend Winter Retreat

August 1-3, 2022. APPLICATION deadline June 23. There is no cost.

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Insect Lab

March 22, 2022

Learning opportunity for teachers

Below is an invitation from Maine artist Mike Libby! Mike is a graduate of Bangor High School and is an amazing artist who established INSECT LAB. Now, he’s sharing his ideas with teachers. I encourage you to respond to Mike and join him on zoom during one or all of the sessions. What a super opportunity to consider how Insect Lab could be part of a lesson or perhaps your school curriculum.

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MAEA Spring Conference

March 19, 2022

Don’t delay – register today!

With a few spaces left to attend the spring conference, the Maine Art Education Association (MAEA) is extending the deadline – don’t delay. How wonderful it is to know that teachers can come together IN PERSON for professional development once again. Join colleagues from across the state on April 2, 9:00 a.m.-3:30 p.m. MAEA is partnering with the Center for Maine Contemporary Art and the Farnsworth Art Museum in Rockland to offer this learning opportunity for Maine teachers who are *members of MAEA. Register at THIS LINK.

Keynote will be given by Medomak Valley High School teacher and artist Krisanne Baker. Daniel Salomon from Camden Hills Regional High School is a guest speaker. Several members of the Downtown Rockland Association are offering a discount during the conference including restaurant.

**You can become a member at the same time you register. Ignore the registration deadline below.

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We’ve Lost a Giant

February 6, 2022

Touched so many

Sadly, we lost a giant in the arts on Friday, February 4. Ashley Bryan was 98 years old and lived everyday joyfully! His face in the photo below is how I will remember this amazing artist, advocate, storyteller, poet, and humanitarian.

Just a couple of weeks ago I read an interesting story in the Maine Sunday Telegram about a family in Virginia who purchased a home where their great grandparents lived as slaves on a plantation. I thought of Ashley Bryan and his book, Freedom Over Me. I cut the article out of the paper and sent it to him. As Ashley has done in so many books it is a beautiful collection of words and pictures. On the mainland near Ashley’s home on Little Cranberry Island he heard there was to be an auction that included paperwork from a plantation where slaves were held. Interestingly enough, the paperwork was from an auction that was selling 11 slaves. The paperwork described only the necessary items to buy and sell slaves; name, age, height, price, and little else. Ashley imagined much more about these individuals and gave them lives; describing their skills, their hopes and dreams, in poetry and images. Each are alive for the reader on the pages of the book.

Freedom Over Me is one of over 50 books that Ashley has written and illustrated. For years his children’s books have been steady and gently forceful educating on issues of color and racial diversity. He has used song, poetry, spirituals, folktales and much more to share Black culture. He received awards and recognition for many of his books including including two Coretta Scott King awards and the Laura Ingalls Wilder Award. He found joy in telling his stories with people of all ages through singing, tapping and moving. Ashley’s presentations started with a Langston Hughes poem My People. The youtube video below will help you understand why Ashley shared this poem and you’ll hear him reciting.

My People

The night is beautiful,
So the faces of my people.

The stars are beautiful,
So the eyes of my people.

Beautiful, also, is the sun.
Beautiful, also, are the souls of my people.

In 2013 the Ashley Bryan Center was created to  to “preserve, celebrate and share broadly artist Ashley Bryan’s work and his joy of discovery, invention, learning and community. The Ashley Bryan Center will promote opportunities for people to come together in the creation and appreciation of visual art, literature, music, and the oral and written traditions of poetry. The Center is fiercely committed to fostering cultural understanding and personal pride through scholarship, exhibitions and opportunities in the Arts.” The center has been doing impactful work since its inception. One component is the distribution of Ashley’s book Beautiful Blackbird. Each year copies are given to schools, libraries, and organizations serving underserved children. To date, over 20,000 books have been distributed in Maine, New York City, Atlanta, and Philadelphia.

I was fortunate in August of 2018 to travel with Central Elementary music teacher Kate Smith to Islesford to meet and visit with Ashley in his home. We were touched by his energy, joy and childlike view of the world. What a gift! We visited the Storytelling Pavilion where we viewed his amazing puppets and stained glass windows. Yesterday I shared the sad news of Ashley’s passing with friend and colleague, Catherine Ring. We agreed that there are some people that should live forever, they enrich every life they touch and make the world a better place. Ashley was one of those people, and fortunately as he reminds us in the video (linked above), that what we create will last. The art he created during his 98 years on this earth will last and there’s no doubt in my mind that it will continue to impact people of all ages in a positive and thoughtful way. At some level his message lives on in each of us touched by Ashley and his work (and play) so he’s not really gone.

If you ‘d like to learn more about Ashley visit the Ashley Bryan Center website. To contribute and to learn what a donation could support visit the donate page on the center’s website.

Earlier blog posts on “Argy’s Point of View” blog are linked below. They are filled with photos, ideas, resources, links, and so much more. One of my favorites is the story of a former student, Aaron Robinson, who collaborated with Ashley to write an African-American requiem for chamber orchestra, choir and spoken voice called A Tender Bridge.

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Watershed Center for Ceramic Arts

January 27, 2022

What a gift the glacier left

The word watershed (noun) means a time when an important change takes place. Over the years Watershed Center for Ceramic Arts, located in Newcastle, Maine has shifted and grown as changes were needed and I’d say most, if not all, were important to the organization. At its inception the focus was on bringing artists together to learn and create. And, for many years Watershed has offered professional development for educators, many of them Maine K-12 visual art teachers.

Watershed Center for Ceramic Arts story started thousands of years ago. There is an abundance of glacial marine clay from the mountains to the sea because at one point Maine was covered by a giant glacier. Watershed is located in Newcastle, a place that has an abundance of clay with a blue-green tinge. Clay can be found throughout our state along banks of rivers and streams and also in fields. Sometimes it takes time to locate; it can be very pure or filled with other components that need to be picked and sifted out. Fortunately, one of the resources that Watershed provides for teachers is a video depicting the exploration to find clay.

This blog post tells the story of Watershed with several topics; history, philosophy, educational opportunities, audience, pandemic – ups and downs, changes underway, and supporting Watershed. Some of the blog content is taken directly from Watershed’s website; some is provided by the founders, teachers who have taken workshops, artist working at the center, and some from staff. A great big thanks to Claire Brassil, Watershed’s Outreach & Communications Director for her assistance with this post.

Original studio space

HISTORY

The history of Watershed begins with the geological gift of clay found along the banks of local rivers in midcoast Maine. For much of the 19th century, the local community relied on vital income from the manufacturing of waterstruck brick (so called because it was made from a wet mixture of clay and water). Waterstruck brick had lasting historical appeal, and in the 1970s an attempt was made to re-establish its manufacture on the site that is now the Watershed campus in Newcastle. While the brick business folded after a year, a group of artists became inspired to make use of the abandoned factory and the tons of local marine clay left at the site.

In 1986, Margaret Griggs, George Mason, Lynn Duryea and Chris Gustin collaborated on a new vision for the brick-making factory—as a place for clay artists to live and work in community. The open layout of the facility encouraged the artists to approach their work with a new vigor and awareness, and the seeds for what would become Watershed Center for the Ceramic Arts took hold.

Founders George Mason, Lynn Duryea and Chris Gustin

During Watershed’s early years, small groups of 10-12 artists would spend the summer living and working together on the campus. The first residents formed connections and friendships in a space that provided opportunities to create without hierarchy. Artists developed their personal work and envisioned new possibilities for a creative community. Watershed soon began to attract artists from far corners of the world who sought a creative environment in which to engage and explore. Today, more than 100 artists a year come to Watershed to create and connect with like-minded makers.

I’ve been fortunate to know Ceramic Artist George Mason for many years. In 1987 he created a Percent for Art Project at the new school building where I was teaching in Union. He is an amazing, thoughtful and kind artist. When I asked George what his vision was when he first came together with his colleagues, this was his response:

You know, this all started among friends inviting friends. We sensed a creative opportunity to find out what might unfold by just living and working together with no aesthetic agenda or expectation of result. Even before the name Watershed Center for the Ceramic Arts came into being after the first season, this place was already a refuge apart from career; where the magic of relationship and creativity had the space to spark the unexpected.

PHILOSOPHY

Central to Watershed’s philosophy is a belief that the unexpected sparks creativity and that new people, ideas and spaces nurture the evolution of artistic practice. Our dual mission is to provide artists with time and space to explore ideas with clay; and to promote public awareness of the ceramic arts. Through residencies, workshops, public events, talks and exhibitions, Watershed supports the process and work of clay artists from around the country and world.

This video on youtube is very informative.

EDUCATIONAL OPPORTUNITIES, YES FOR TEACHERS

Watershed offers educational programs and resources for grades K-12 art teachers and students of all ages. From workshops and classroom-based experiences, to professional development and online tutorials, Watershed works to support ceramic art educators and the next generation of ceramists.

Watershed provides professional development opportunities; workshops, residencies, and resources. Teachers hone their clay education skills, develop curricula, and connect with other educators from around the state. Watershed provides newly created online tutorials, Digging & Processing Wild Clay and Raku Firing, developed by Teaching Artist Malley Weber.

Teaching Artist Malley Weber who created educational videos for Watershed

Upcoming workshops
Mold Making & Slip-Casting, March 3 – 4, 2022
Sgraffito Technique, March 25, 2022

Long time Teaching Artist and Maine Arts Leadership Initiative Leader, phase 6, Tim Christensen is teaching the Sgraffito Technique workshop. Tim’s thoughts on Watershed:

“Watershed has been so important to my development as an artist and teacher. We’re incredibly fortunate to have this facility here, in Maine. It serves as a gathering and sharing place for all of the acquired knowledge of the American, and to some extent the international, ceramic scene, at the same time as providing world class studio facilities and learning opportunities. If we think of art as a language, and the different techniques and styles available to us as our vocabulary,  working through Watershed allows me to say an entire range of things that I would be otherwise unable to express through my artwork. Having Watershed available to me in Maine means I have the opportunity to say anything I can conceive with clay.”

Winthrop Middle School Art Teacher Lisa Gilman commented after the workshop she attended:

“Watershed nourishes the whole artist. They provide space and time for an artist to grow. They support the artist’s mind, body and soul. Watershed is a rare gem in today’s world. Not once all week did I miss technology or really even think of it. I was able to truly connect and grow as an artist and engage in deep thoughtful art making. Pure magic!” 

Vinalhaven’s K-12 art teacher, Heather White, comment:

“I’ve participated in countless professional development opportunities over the years, and my time spent at Watershed ranks at the very top of the list. The instructor and everyone on the Watershed staff was knowledgeable and encouraging, I got a lot accomplished in a short time, I’m going back to my classroom with new and fresh ideas, everyone I met was fun and friendly, and the food was amazing! Hopefully every art teacher in the state has an opportunity to go at some point!”

Teaching Artist Malley Weber demonstrates to a session with art teachers

AUDIENCE

Watershed’s audience is wide and varied. From artists who have different focus to teachers looking for learning opportunities to communities members who appreciate and wish immerse themselves and support ceramic programming. Some of listed below.

  • Artists who can work independently in a clay studio and come from Maine, around the country, or abroad take part in our residency program. We aim to foster community and connection among practicing artists at all stages of their careers, from students and recent graduates to established professionals looking for an opportunity to connect with other ceramists. Scholarships are available for all populations. For example in 2017 The Zenobia Fund was established for BIPOC artists, Black, Indigenous, and People of Color (BIPOC)
  • Artists with some experience in clay who are looking to further their skills and knowledge. Guest artist and kiln firing workshops are available.  
  • Maine K-12 educators and students. The teacher education program prioritizes skill-building and technique-sharing in clay for Maine’s art educators. Teachers know their students best and can tailor what they learn at Watershed to suit their particular needs and interests. The teacher sessions also provide an opportunity for art educators who usually work solo to connect and collaborate. 

Watershed offers some programs for student groups as well. Art classes come to campus to learn about Raku firing. 

  • Ceramic art lovers & appreciators. While the bulk of our programs prioritize hands-on learning for artists, Watershed offers opportunities for the public to learn more about and appreciate ceramic work via exhibitions, artist talks, special events, and Salad Days, our annual fundraiser and celebration of ceramic work. 

PANDEMIC – UPS and DOWNS

In person Watershed programming was on hold during the summer of 2020 due to the pandemic. However, the timeline for the building of the new studio (see more under ‘changes underway’ below) was pushed forward and completed more quickly since the campus was quiet.

New ways for artists to create and connect became a priority and the following are some of the programs developed:

  • Online gatherings for artists around topics that mattered to them. For example a partnership was formed with The Color Network and Ayumi Hori to facilitate online conversations for artists who focused on racial equity, economic parity, and creativity during Covid-19.
  • Kiln firing opportunities for Maine artists during the summer were available since because they’re usually in constant use by artists-in-residence.
  • An outdoor sculpture exhibition called “Outstanding in the Field” (details under “past exhibitions”) supported clay artists and offered the public an opportunity to safely view work outdoors.  
  • A series of video tutorials for K-12 teachers and students (and others), created by teaching artist Malley Weber, on digging wild clay, processing wild clay, and raku firing.

CHANGES UNDERWAY and NEXT STEPS

During the last 20 years or so Watershed has been able to maintain and upgrade some of the facilities on the property. They built and fully insulated artist cabins, built a kiln shed, and updated Thompson Hall to name a few changes.

Phase 1, 2015-17: Included project planning, a feasibility student and conceptual facility designs. From this first phase action has taken place and so many wonderful and much needed changes have occurred.

Phase 2, 2018-19: A beautiful historic building, the Joan Pearson Watkins House is located about a quarter mile down the road from the main campus. Watershed purchased the house and the accompanying 20 acres, which abut the land that leads to the studio. It was renovated and restored and holds Watershed’s Barkan Gallery, which offers year-round exhibition, lecture, and event space. Watershed’s administrative offices and retail shop are also located in the house.

Phase 3, 2020: Studio Annex provides climatized, flexible space for adjunct programming and material and equipment storage.

Phase 4, 2021-21: Windgate Studio is a 7,500 square foot studio, weatherized and ADA-compliant, supporting an expanded residency and workshop season. Features include a state-of-the-art filtration and ventilation system, spacious glaze area, custom spray booth, plaster room, and a single-level floor plan offering a seamless transition between studio and kilns. 

  • Supports artists working on commissions or large scale projects.
  • Brings (inter)nationally-known guest artists to lead workshops.
  • Provides opportunities for student groups to make and fire work.
  • Enables Watershed to collaborate with partner organizations.
  • Offers space for artists to create and connect throughout the year.
  • Tap into limitless potential!
Recently opened Windgate Studio

Phase 5: Campus Commons design and construction2022-2023. The Commons will replace the existing Thompson Hall. The plan includes comfortable dining facilities, a commercial kitchen, and weatherized housing for staff.

SUPPORTING WATERSHED

After reading about Watershed you might be wondering how they’ve been able to accomplish so much. Like anything successful they’ve had a vision, commitment from amazing staff and supportive board of directors and advisors. And, they’ve had donors (small and large contributions) who have contributed generously to the mission and success of Watershed. Their Capital Campaign called ‘Watershed NOW’ is creating spaces that inspire bold artistic practice and community. LEARN MORE.

There are opportunities to support Watershed with donations to the scholarship fund, the capital campaign, and the annual fund. Occasionally, Watershed seeks volunteers for specific events and projects. 

Watershed is well-known in the national ceramics community but has perhaps less name recognition in Maine. As capacity for year-round programming grows, Watershed plans to offer more ways for Mainers to connect. 

Co-founder Lynn Duryea shared her remembrance and thoughts on Watershed:

It really was Peg’s vision that got Watershed going. She was a long-time seasonal resident of the area and an investor in the brick factory. When it ceased to be financially viable, she really wanted to see artists use the space, did a lot of outreach and research to see how that might happen, contacting clay programs as well as individual artists. She knew George and ultimately convinced him to try the pilot program in 1986.
George invited artists he knew and who had been recommended to him. He invited me because I was working on large-scale planters for a Percent for Art installation that couldn’t be executed in my Congress St. Portland studio. He knew Chris and invited him to come with his students at Swain School of Design early in the fall. 
I was still working at Watershed when Chris came with his students. It was conversations that came out of that week that moved us forward. I don’t recall that we were looking too far down the road – as it were. I don’t know that we were thinking we were laying the groundwork for what would become a major institution in our field. We definitely saw the potential of a group of people coming together to work in what was then a very raw space, just to see what might happen collectively and individually. Watershed has always been about community – people working together on an equal footing regardless of their reputation, status, age, etc.
Watershed in its early years was about as grass roots as you could get: a group of artists and a small board of directors figuring it all out.
And it has worked. The growth has been organic, uneven and amazing, particularly amazing in the last decade. Fran (Rudoff, executive director) has worked wonders – along with a very dedicated staff and board. In no way did we envision the specifics of Watershed’s programming today in the fall of 1986, but we knew something significant could happen. And it has, by putting one collective foot in front of the other for all these years, never giving up on the ideas and potential.”

NEXT STEPS

Hopefully you’ve read to the end of this long blog post. And either learned about a new place in Maine or reminisced about your own experience(s) at Watershed. It’s a beautiful gem where thousands have traveled to, learned, and left with a full heart. When I think about the co-founders (in their 30’s at the time) who were brave enough to take a chance, I am reminded of Vincent van Gogh’s words: “What would life be if we had no courage to attempt anything…”

I am grateful for the help Watershed’s Outreach & Communication Director, Claire Brassil provided in putting together this blog post. As for the future of Watershed, Claire’s thoughts below:

In the spring, we celebrated the building’s completion and collectively reoriented after such a rapid metamorphosis. The studio can contain any program we dream up. But … how will Watershed’s limitless future take shape? As an organization known for its scrappy rough edges, what will it mean to nurture the best parts of our original identity while making the most of our shiny new vessel? These coming-of-age throes find us wrestling with invigorating yet challenging questions of who we’ve been and who we want to become.

The shape and scope of Watershed’s next chapter will begin to emerge over the coming year. I feel confident that my colleagues, the board, and our greater community share a collective passion for refining and growing this unique place. Watershed is a quantifiable physical space: 54 acres, 7,500 square feet of studio space, 31 dining room chairs, 15 bedrooms, 11 kilns, and one gallery. But in an equally real sense, we are an experience, an idea, and a respite during an era when few places affirm that creative practice and artists matter.”  

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Summer Stack

June 25, 2021

What are you reading this summer?

I love it – I asked my learners, what they intend to read this summer and the list was very long and varied. What’s on your list? Here’s where my list is starting and I plan to add to it as the summer progresses and you add your suggestions in the comments below this post. Thanks in advance for your help!

  • Brown Girl Dreaming – This one’s been on my list for a while so I’m moving it to the top of my pile. Written by poet Jacqueline Woodson who was raised in South Carolina and New York; it is the story of her life told in poem form. She shares what it was like to grow up as an African American in the 1960s and 1970s, living with the remnants of Jim Crow and her growing awareness of the Civil Rights movement.
  • Creativity Takes Courage by Irene Smit & Astrid Van Der Hulst – The editors of FLOW bring together inspiration, hands-on projects, boundary-pushing activate, and a variety of paper goodies to help unleash creativity. This is going to be partially activity book and the other part thought provoking that will give me a chance to journal along the way.
  • Soul on Ice by Eldridge Cleaver – This is a classic memoir that helped people look at the civil rights movement and the black experience in a different way. In Cleaver’s words about Soul on Ice, “I’m perfectly aware that I’m in prison, that I’m a Negro, that I’ve been a rapist, and that I have a Higher Uneducation.”
  • Breathe: The New Science of a Lost Art – The author, James Nestor (no relation) puts together science and ancient breathing practices to present ideas around breathing. It’s billed with “You will never breathe the same again.” I’ll let you know how this goes.
  • Ten Years a Nomad by Matthew Kepnes – I love to travel and look forward to digging into Matthew’s stories about quitting his job and traveling and how it turns into his job.
  • Let’s Talk About Hard Things – Anna Sale hosts a podcast and she has taken what she has learned and written this book. She focuses on courage to talk about the hard things which lead to learning about ourselves, others and the world that we make together. I’m really looking forward to reading this one.

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APPLY now!

June 21, 2021

Deadline tomorrow for MAEPL

Curious about the Maine Arts Commission (MAC) program, Maine Arts Education Partners in Leadership (MAEPL)? Wonder why you should consider applying? Listen to arts educator and veteran MAEPL Teacher Leader Charlie Johnson at THIS LINK explain his reasons and the benefits that he’s experienced during his ten years of participation!

DEADLINE TO APPLY IS TOMORROW, JUNE 22, 2021! DON’T DELAY!

DETAILS – THIS LINK

APPLICATION – THIS LINK

DOWNLOAD THE BROCHURE that contains all the information you need!

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Ashley Bryan

June 20, 2021

Visit with the artist

Artist Ashley Bryan is a Maine treasure and visiting him in his Maine home and studio is an enormous treat! Music teacher Kate Smith and I had the opportunity in 2018 just before the school year got underway. Ashley was such an inspiration and continues to be, at age 97. Ashley is a writer and illustrator of dozens of children’s books. This Maine Arts Commission video provides you insight on Ashley. You can read the blog post I wrote after our visit in 2018.

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Edutopia

June 6, 2021

Resources

I usually include on this blog a summer reading list so I was excited to receive this email recently from Edutopia with a list that was compiled by Marissa King, Chief of Staff, Teaching and Leading Initiative of Oklahoma. Some of these resources are in response to the past year that we all know has been a challenge. Perhaps you’ll put some of these on your summer reading list.

THE TEACHING PROFESSION

If you’re looking for a hopeful peek into the ways that immense public and administrative trust can lead to excellent schools, reach for In Teachers We Trust: The Finnish Way to World-Class Schools (2021). The book combines the perspectives of Finnish education expert Pasi Sahlberg and Timothy Walker, an American educator who moved to Finland with his family to live and teach.

Many of Sahlberg and Walker’s suggestions for building trust and making improvements are policy related, but the authors also offer insights into smaller, more practical ways. Pragmatic suggestions range from systems for transparent decision-making, to prioritizing schedule changes that give teachers shared work time, to purposeful mentorships for those new to the profession.

TAKING CARE OF OURSELVES

If the pandemic-induced changes of this school year left you battered, breathless, or teetering toward burnout, add Wintering: The Power of Rest and Retreat in Difficult Times (2020) to your bookshelf. Katherine May writes about personal winters—those periods in our lives when we feel cut off, out of sorts, or unable to productively contribute to our communities. May gently guides readers to look at personal winters as a time to care for ourselves, “actively embrace sadness,” and find new practices for recovery.

Although May is a former writing teacher, she doesn’t address schools or educators directly. In fact, she acknowledges that slowing down can seem especially hard in the packed daily schedules of traditional school days. Using personal stories, May turns the traditionally gloomy topic into a hopeful handbook for self-care and recovery.

TACKLING TOUGH CLASSROOM ISSUES

If you need an inspirational reminder that educators are invaluable first responders, reach for Lisa Delpit’s latest edited collection of short essays. Each chapter of Teaching When the World Is on Fire (2019) tackles a moment of crisis or pain in which educators have had to make thoughtful choices to influence the students in their school.

This book makes the profession feel less lonely as each chapter dives into how successful educators are addressing topics ranging from hate speech to climate change to Confederate statues.

If you want to zoom out to the policy level this summer, read A Search for Common Ground: Conversations About the Toughest Questions in K–12 Education (2021). The book is a long-running series of letters between the two authors, Frederick Hess and Pedro Noguera. While the two often find themselves on opposite sides of the political spectrum, they offer a rare, compelling example of dialogue. They skillfully frame controversial issues, seek out areas of agreement, respectfully discuss disagreements, and intertwine the exchanges with bits of personal updates about managing life and children during the Covid-19 pandemic.

The chapters are labeled by issue, making it easy to cut straight to a particular topic.

THE PROMISE OF TECHNOLOGY AND THE INTERNET

If you’re ready to take a clear-eyed look at the impact of technology in your school this year, check out Justin Reich’s Failure to Disrupt: Why Technology Alone Can’t Transform Education (2020). Reich, a professor at MIT, offers a careful analysis of what schools can reasonably expect from technology, why it won’t fix inequalities, and how we should think about the technology we’re bringing into schools.

Reich’s skepticism about big, transformational claims will feel familiar to veteran educators who have taught through multiple iterations of internet-based instructional programs. Reich offers clear lists of questions to ask when new technology comes to your school, such as “What’s actually new here?”

If you’re more interested in the way that increased time on the internet shaped students (or politics) this year, pick up a copy of Mind Over Media: Propaganda Education for a Digital Age (2020). Author Renee Hobbs is on a mission to help schools tackle modern propaganda education head-on.

Mind Over Media details how propaganda influences everyday life from social media to advertising to education (and it’s not just the internet). Hobbs offers accessible explanations of the ways that propaganda wriggles into our daily consumption, why it’s especially profitable in the digital age, and how it can be used for good or evil.

For educators, Hobbs includes clear propaganda learning activities with guiding questions that range from finding fake Instagram accounts to analyzing the subtle influence of public opinion polls. Student resources (labeled as “learning activities”) aren’t course specific, which makes it easy to adapt them across the curriculum.

LEADING FOR EQUITY

If you’re ready to dive into the messy, complicated world of district decision-making, set aside some time to read Erica Turner’s Suddenly Diverse: How School Districts Manage Race and Inequality (2020). Through interviews with mostly white district officials, Turner examines how two Wisconsin school districts with different political and economic contexts responded to similar demographic changes.

Both districts relied on “color-blind managerialism” with policies like data monitoring and marketing—practices that Turner cautions against for their potential harm. At every turn, she reminds the reader why it’s important to learn from our mistakes, examine the messes we’ve made, and figure out “How do we live the reality well?”

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