Arts Alliance of Northern NH

July 11, 2018

Summer workshops

The workshops listed below are offered by the Arts Alliance of Northern NH, in partnership with VSA NH, the NH Arts Learning Network, the NH Department of Education and the NH State Council on the Arts, under a contract with the John F. Kennedy Center. We are also pleased to be collaborating with schools and cultural and educational institutions all around the state.The workshops are all based on principles of Universal Design for Learning and are suitable for classroom, arts and SPED teachers; para-educators; administrators, including curriculum coordinators; after-school and out-of-school providers; media specialists; and all those interested in inclusive education.  Parents are also welcome to register.

The workshops are designed to address the needs of all learners, including students with disabilities and other learning challenges. They are all hands-on and interactive, offering cross-curricular ideas that can immediately be put to use by participating educators. Instructors are recognized experts in their fields (see bios on pages 6-7).

Workshops are 9 a.m. to 3 p.m. unless otherwise noted. When registering, please be sure to provide your summer email address and phone number so that we can contact you in case of any changes.

Professional development credits are offered. We keep workshop fees as low as we can, and partial scholarships are available as needed (in most cases we invite you to bring your own lunch and snacks). No one who is interested in a workshop will be turned away; please contact us if the fee is a hardship.

Please CLICK HERE for detailed registration information for each of the offerings listed below. For additional information, call 603-323-7302 or email programs@aannh.org.


Arts Integration & Personalized Learning:

2 Workshops with Lisa Condino (attend one or both)
Audience: General and special education teachers, arts educators, paraprofessionals

Using the Creative Process to Engage All Learners
Tuesday, July 31, Kimball Jenkins Estate, Concord. Register here.
Wednesday, August 1, Littleton High School. Register here.

In this workshop, participants will examine how using the creative process can engage all learners in k-12 classrooms.  What is the creative process? How do we make space in our curriculum for students to use the creative process to synthesize, process and personalize their learning? We’ll discuss what students of all abilities need to support their creativity and innovative capacity. Lisa will introduce ways to make multiple modalities – visual art, movement, video and music –available to support personalized learning, creative expression and demonstration of knowledge. No previous arts experience necessary.

Making Your Classroom a Creative Studio
Thursday, August 2, Littleton High School. Register here.

All of us become more innovative in our thinking and also retain knowledge better when given the opportunity to reflect on our learning through art. Participants in this workshop will learn how to “flip” their classroom into a creative studio that is inclusive to all learners. We’ll answer questions like: What type of basic materials kit do I need for painting, sculpture, drawing, creative movement or drama? What adaptations can I make to my classroom that will turn it into a gallery space? How do I do this with little or no budget? Even if the arts are not your comfort zone, you can learn how to provide your students the opportunity to explore personal creative capacity.

3 Workshops with Rhoda Bernard

The Arts & Universal Design for Learning:
Strategies that Work Across the Curriculum

Monday, August 13, Monarch School of New England, Rochester. Register here

Audience: All educators, teaching artists, paraprofessionals, administrators & parents

Universal Design for Learning offers a powerful framework for providing meaningful access to the curriculum and to teaching/learning experiences for all students. The arts are particularly compatible with Universal Design for Learning because, by their very nature, they provide and engage multiple forms of thinking, learning, expression, and understanding. This session will provide attendees with strategies and frameworks in the arts that can facilitate the use of Universal Design and personalized learning across the curriculum.

Teaching Music to Students on the Autism Spectrum:
Strategies & Best Practices

Monday, August 20, 9:30 a.m.- 3:30 p.m.,  Crotched Mountain School, Greenfield
Register here.

Audience: music educators, classroom teachers, paraprofessionals, parents & administrators

Making and listening to music is known to be powerful for individuals with autism. In this workshop, participants will learn how to best reach students on the autism spectrum in music classes, classrooms and at home. The session will feature information on autism spectrum disorders and specific strategies for teaching music to students with autism in one-on-one, group, and integrated sessions. The session will also provide participants with tools and resources to address personalized learning and competency-based learning in integrated settings that include students with and without disabilities.

Teaching the Arts to Students with Special Needs: Strategies & Best Practices

Tuesday, August 21, Currier Museum of Art, Manchester. Register here.

Audience: Arts educators

Most arts educators see all of the students in a particular school and/or district. Students with special needs often excel in the arts and find those subjects to be areas of strength and great joy. In this workshop, arts educators in all disciplines will learn how to best reach students with special needs. The session will include information on the range of disabilities and disorders, as well as specific strategies for teaching the arts to students with special needs in one-on-one, group, and integrated sessions. The session will provide educators with tools and resources to address personalized learning and competency-based learning in integrated settings that include students with and without disabilities. Universal Design for Learning and Differentiated Instruction strategies and frameworks will be employed throughout the session.


Arts Education: Learning & Sharing session

Marcia McCaffrey, NH Dept. of Ed, Arts Consultant

Thursday, August 16, New Hampshire Institute of Art, Manchester

Proceeds support NH Arts Learning Network.
Register here.

Is your curriculum relevant? Do you know how to connect what you do to current issues in education? Do you wonder how your colleagues are addressing new or re-treaded trends? Join NH Department of Education Arts Consultant Marcia McCaffrey for a full-day review of and peer discussions about overarching state initiatives, arts-specific national initiatives, and other topics driven by attendees’ wonderings. Topics will include personalized learning, competency based education, competency-based reporting systems, Universal Design for Learning, and well-rounded education in ESSA (Title IV-A). Participants are invited to bring questions and ideas to share. The goal of this day is to clarify what these buzz words mean and learn from others about approaches, success, and challenges related to topics discussed.

Reflections from Nature:
Creating art with natural materials to inspire oral and written expression

Deborah Stuart & Will Cabell
For K-6 classroom & art teachers; after-school, out-of-school and community program staff; homeschool parents; and K-12 educators in specialized settings
Tuesday, July 24, North Country Education Services, Gorham. Register here.
Wednesday, July 25,  Pease Public Library, Plymouth. Register here.

Friday, August 10, The Longview School, Deerfield. Register here.

This workshop will bring together art, writing and ecology, offering teachers creative and engaging ways to help students relate to the natural word, to observe and express their experiences through handmade nature journals, and to create unique constructions (inspired by artist Andy Goldsworthy) using natural materials.  Linked to the principles of UDL, it will include focus on students with unique learning needs as well as typical learners. This workshop is useful for classroom and art teachers of K-6, as well as older students in specialized settings. It as also a great project for out-of-school, home school and community program staff.

The Art of Writing for All Students:  
Turning words, sentences & stories into unique, student-created books  
Deborah Stuart
Wednesday, August 15, RSEC Academy, Amherst. Register here.
Thursday, August 23, Currier Museum, Manchester. Register here.
Friday, August 24, Conway Public Library, 9:30 a.m. to 3:30 p.m. Register here.

This workshop introduces multiple ways to motivate young writers at any academic level with appealing exercises in writing, journaling and imaginative expression. Attention will be paid to differentiating and adapting lessons to include students with learning differences and disabilities. We’ll explore the creation of unique books, using this visual art form to motivate students. A wide variety of art techniques and inexpensive, easily assembled materials will be introduced and demonstrated. All activities can be linked to the Common Core and to language arts learning goals.

Songs & Singing Games, preK-Grade 3

Deborah Stuart
Friday, August 17, Littleton High School, 8:30 a.m. to 1:30 p.m. Register here.

An exploration of the rich repertoire of early-childhood music, rhymes, counting-out chants, finger plays and traditional circle and playground games. Participants will learn by doing and will take back to their children lots of new ways to introduce rhythm and music into activities. The links between music and language, self-expression and literacy skills will be explored; singing games are an effective tool for social learning and offer children ways to use these traditional rhymes and games on their own, at school and at home, with their friends and families. The workshop will also introduce ways to make simple rhythm instruments that can be used in a variety of creative activities.

Workshops with Deborah Stuart noted above are available for in-service programs — contact us to arrange. These workshops are also available:

Successful Inclusion in the Art Classroom

This workshop will address the many challenges which present themselves when designing art classes which include children and young people with special learning needs or disabilities.  The emphasis will be on practical strategies and ways to problem-solve situations where there are barriers to successful participation by students. ­This workshop will be very hands-on, using art activities, tools and processes useful in both elementary and secondary school art classes.  In the many activities we do, we will always be looking at adaptive strategies that make the art experience accessible for all, including for students with developmental, neurological and behavioral involvements.

Arts Learning for Paraprofessionals

This workshop is designed for paraprofessionals and one-on-one aides working with students with special learning needs and with identified disabilities. Music and art classes are often the ones into which students are first integrated; both these areas can be effectively used to promote learning for students with different learning styles and those who do not succeed in core academic areas.  We will look at best practices for making “specials” work well for all students, at adaptive strategies and tools, at how to work with the art and music teachers to help them offer a wide array of ways that students can participate and learn so that all may feel successful and grow in skills and enjoyment.

Engaging Young Children through Music & Movement (& connecting music and books)

For teachers, program directors, special educators, families and caregivers of young children preK-grade 2.


Rhoda Bernard is the managing director of the Berklee Institute for Arts Education and Special Needs. Bernard also oversees the Master of Music in music education (autism concentration) and Graduate Certificate in music education and autism programs at Berklee. She holds a Bachelor of Music with academic honors from New England Conservatory and earned her Master of Education and Doctor of Education degrees from the Harvard Graduate School of Education. Bernard regularly presents research at conferences throughout the United States and abroad, and provides professional development workshops for educators in local, national, and international forums. Her work has been published in several book chapters and in numerous journals, including Music Educators Journal; Music Education Research; and Arts and Learning Research Journal. Bernard has been honored with the Berklee Urban Service Award and the Boston Conservatory Community Service and Faculty/Staff Spirit Award.

Lisa M. Condino, is a visual artist and a longtime teaching artist for VSA Vermont. She is a juried and selected graduate of Arts Connect, a program that concentrates on merging UDL with arts integration, and for the past five years has served as Artist-in-residence at the Howard Center, Baird School, a therapeutic school for highly reactive and reluctant learners. She is also a longtime mentor in the TA & Mentoring Program of VSA VT and a fellow of the national Community Engagement Lab. Providing a safe environment for creative expression, social & emotional learning, active engagement, and the inclusion of ALL students are at the root of her teaching

Will Cabell is an educator, musician, theater artist and puppeteer who has served as a trainer for the AANNH/VSA partnership since its inception. He has an MA in Integrated Arts and served as the art and music program director for The Monarch School of New England.

Sharon Malley has a Doctorate of Education in therapeutic recreation, special education and psychology, with teaching licenses in K-12 art education and special education. She has served as special education specialist for the Kennedy Center, led the special education team contributing to the development of the National Core Arts Standards and has coordinated and provided leadership for national forums and conferences dedicated to advancing knowledge of the intersection of arts and special education. She is co-editor of the Handbook of Arts Education and Special Education: Policy, Research & Practices (Taylor & Francis).

Marcia McCaffrey has served as Arts Consultant for the NH Department of Education for 19 years, working with partners and stakeholders to guide the implementation of quality arts education for the state’s education sector. Past president of the State Education Agency Directors of Arts Education (SEADAE), she represented SEADAE on the National Coalition for Core Arts Standards (NCCAS) Leadership Team, facilitating team meetings during the three years of standards development. She has served as a dance grant panelist for the National Endowment for the Arts; as a member of the National Dance Education Organization’s Advisory Board, focusing on curriculum, standards, and assessment; and has presented nationally and internationally on research in arts assessment. She holds a Master of Arts from Columbia University, and B.S. degrees in elementary education and physical education from Iowa State University.

Deborah Stuart has been involved in arts and education for over 40 years, working around the country and around the world with children, artists and teachers.  She has done extensive UDL-focused training for educators around the globe, and was a core faculty member for the VSA Arts Institute: Professional Development in Art, Education and Disability, Deborah served as an editor for  “Start with the Arts,” wrote the companion parent book and designed and edited a series of books for teachers and youth workers supporting creative writing in inclusive settings. She is the 2014 recipient of the national VSA Ginny Miller Award for Mentorship.


Poetry in Belfast

July 10, 2018

Summer Poetry Reading


Downtown Aurora Visual Arts

July 9, 2018

Amazing work

The Americans for the Arts Education Council members visited and took a walking tour led by Karina Banuelos in the neighborhood of the Downtown Aurora Visual Arts (DAVA). Twenty five years ago an artist from Aurora, CO started a project with young kids in the community creating a mosaic. After two years of work the mosaic was installed on the side of a building in the heart of Aurora. The students asked if they could continue visiting the artists’ studio and the Downtown Aurora Visual Arts was born. From day one they’ve been evaluating this creative youth development program and the data has been aligned with a bump in the test scores in the nearby schools. Consequently the program is supported by the school district. The positive impact has been continuous on young people and the community. They are doing cutting edge work in multiple programs from drawing classes to an engaging job training program.

Aurora is only a 25 minute car ride from Denver and the arts community successfully meets the needs of young people and families. Working with teaching artists and a dedicated staff it is a fine example of not just surviving but thriving. The Americans for the Arts Education Council members visited and took a walking tour in the neighborhood.

The art center was alive with students from young elementary through high school. Creative Youth Development at it’s best. We saw an amazing exhibit that was created in connection with many science topics; nutrition, the body system, parasites, bacteria, microbioms.

Their programs build upon each other starting with young children, ages 2-6, and their parents two days a week. The after school programs services 100 kids a week and the program continues throughout the summer with even more learners. The clay program had 30 students of all ages – learning from and with each other. This summer they will mix their own glazes so students can be introduced to chemistry.

The Job Training program had students solving a murder mystery while creating a plaster skeleton learning about tissues, bones, and the anatomy of a human. They combined science and art to help solve the identity of the person. In addition they were learning about how to take care of their own body.

For the past nine years they’ve had a film program which partners with the Colorado Film School located close by.  They’ve had students receive recognition at the state and national Scholastic awards program for PSA films that they’ve created.

Their creative youth development program continues to move young people forward in the experiential learning environment filled with student choice and voice. Originally their goal was to get kids to and through high school. Their success has raised the bar and now they are getting into college and some return to give back by working at the art center.

Info below is from a handout provided to us:

Downtown Aurora Visual Arts (DAVA) is a nonprofit organization dedicated to strengthening the Aurora community through the arts, with a primary focus on youth engagement. By providing a safe learning environment for youth ages three to 17, DAVA programs reinforce 21st century life skills, build self-esteem, and connect youth to the community. DAVA represents a unique combination of arts education and youth development, demonstrating how quality arts programming during after- school hours forms a critical framework for long-term youth success. DAVA reinforces the message that youth are an integral part of community cultural development and in 2016 received the National Arts and Humanities Youth Programs Award (NAHYP) for providing a solution for urban communities through its model of creative youth development, combining excellence in the arts with positive youth development. DAVA “taps the untapped potential” in young people by providing access tocreative programming year-round.

In addition, DAVA takes a lead role in organizing the Colorado Alliance for Creative Youth Development (http://cocreativeyouthalliance.org/). We regularly meet with 10 community-based arts organizations to share best practices and evaluation methodology, as well as advocate for creative youth development opportunities across the state. Members have benefitted from the use of a common survey—to track youth outcomes both in terms of arts skills and youth development, use data for improvement of programs, monitor feedback from youth, share results, and advocate for dedicated support for young people who benefit from experiential learning with an emphasis on equity and access.


Tell The Story

July 6, 2018

Consider this project

In a recent newsletter from the National Endowment for the Arts there was a feature article on a 7th grade photography student from Detroit. What would it take for you to consider doing something like this? Perhaps select one student to highlight, work with the technology yourself or team up with other staff to facilitate. Better yet, look to your students to take the lead and create similar documentation. Have your students help tell each others stories. DonRico Hawkins, Jr. story might inspire you. DonRico’s story and others are pat of a program funded by the NEA called Focus: HOPE Excel Photography program. The video is featured in the new issue of NEA Arts.


Dahlov Ipcar’s Impact

July 5, 2018

A wonderful connection

As educators, we often don’t know the impact of our relationships with students. As a teacher our words and guidance may stick for a day, a month, or perhaps a lifetime. We know of Dahlov Ipcar, the amazing artist and her contributions as a children’s book author and illustrator but this story tells much more about Ipcar’s relationship with others. In particular how her work as a teaching artist in a classroom in Cape Elizabeth in 1999 spoke to a young student named Rachel Walls. During the 90’s the programs were called Artist-in Residence and although I don’t know for sure I’m guessing that the program was funded by the Maine Arts Commission. The following  post is was published on June 7, 2018 in the Bates News. It is reprinted on the Maine Arts Education blog with permission from the writer Doug Hubley who is a newswriter at Bates College. Thank you Doug! 

Rachel Walls ’99 was 8 years old when she first met Dahlov Ipcar, one of Maine’s best-known and most-loved artists. Ipcar, known for her children’s books as well as her work in other media, came to Walls’ classroom in Cape Elizabeth through an artist-in-residence program in Maine schools.

“She was assigned to work with us for a quarter and teach us how to write and illustrate children’s books,” says Walls, who is now an art dealer and curator, a cultural historian, and an advocate for the arts in education.

That early encounter blossomed into a friendship and professional relationship between Walls and Ipcar, who died in 2017 at age 99.

Today, Walls is the sole representative of the late Ipcar’s work — a position that led to her participation in creating the Bates College Museum of Art’s summer 2018 exhibition, Dahlov Ipcar: Blue Moons & Menageries.

Dahlov Ipcar chose Indrani Rahman, a famous classical Indian dancer and the grandmother of two Bates alums, as her model for the oil painting “Valley of Tishnar.”

Opening June 8, Blue Moons & Menageries comprises a stunning range of work by an artist known for her versatility across media. And it includes pieces seldom or never shown in public, including a painting from the 1960s for which the model was the first Miss India (for the Miss World pageant) and the grandmother of two Bates alumni.

The daughter of prominent modernist artists Marguerite and William Zorach, Ipcar reached a wide audience through the many children’s books she wrote and illustrated. She also maintained a steady studio practice, producing paintings, sculptures, and prints that are widely represented in public and private collections.

Her work is known for its bold use of color, a dramatic and romantic flair, and its many representations of animals wild and domesticated. Her works “are rich, decorative and, yes, even a little homespun. They are playful, comfortable and homey,” art critic Daniel Kany wrote in January for the Maine Sunday Telegram.

“But they are also highly sophisticated responses to some of the leading intellectual art movements of Modernism, particularly Cubism and Surrealism.” In 1939, Ipcar was the first woman — and, at age 21, the youngest artist at that time — to be featured in a solo exhibition at the Museum of Modern Art, New York.

Rachel Walls. (Phyllis Graber Jensen/Bates College)

Walls’ parents collected work by Ipcar. “I did get the opportunity to visit her at her farm” in Georgetown, Maine, Walls says, “and because my parents were fans of her work, I was aware of when she was going to be in public, and I attended those events.”

The pair reconnected in a more profound way in 2011. Walls, recovering from a serious skiing accident that affected her reading and writing, turned to Ipcar’s children’s books as she recovered those skills. She brought some Ipcar first editions to a book signing, and the artist invited her to the farm for what turned into an ongoing series of visits.

Ipcar was dealing with her own health setback, and the cruelest one for an artist: gradual loss of her vision because of macular degeneration. She enlisted Walls in an effort to organize information about the life and work of her mother, Marguerite Zorach, and especially to help re-establish Zorach’s artistic credibility, as too often her work was viewed as secondary to that of husband William and even to Ipcar’s.

“Blue Moon Square” (2007) is one of seven works in Dahlov Ipcar’s “Blue Moon” series on display at the Bates art museum.

Ipcar, says Walls, “wanted someone to really document what she felt were important aspects to the cultural significance of Marguerite Zorach in American history and art history.” (Zorach was awarded an honorary degree by Bates in 1964 — and Ipcar had her own turn in 1991.)

“When we completed that project,” Walls continues, ”we started doing the same thing with Dahlov, to make sure that her legacy was also preserved.”

“Something that was very much a part of my training at Bates is that, outside math and science, there’s no one answer to anything,” says Walls, a double major in women’s studies and in American cultural studies.

“It’s all about perspective. I learned how important it is to listen to other perspectives and contextualize how things may have been for somebody else, and how their own experiences left an imprint on how they view and experience life every day.”

Blue Moons & Menageries is full of great stories and surprising connections. The painting “Valley of Tishnar,” for instance, has an arcane but fascinating link to Bates. Named for a place in the children’s fantasy book The Three Royal Monkeys, this 1966 painting depicts a woman wandering in a jungle with leopards, tigers, zebras, and a peacock.

If Ipcar’s fantastic side often seems to draw the most attention, the artist made a serious study of educational, artistic, and psychological theory.

Ipcar’s model for the piece was a famed Indian classical dancer named Indrani Rahman, daughter of an Indian father and American mother. Named Miss India in 1952, Rahman was also the grandmother of two Bates students: Habib Wicks ’94 and Wardreath Wicks ’99, Walls’ classmate.

Meanwhile, appearing in public for the first time ever are five panels from two murals that Ipcar created in the 1930s. A gift to relatives of Ipcar’s husband, Adolph, who died in 2003, the murals illustrated two popular folk songs, “Froggy Went a-Courtin’” and “The Walloping Window Blind.”

Spanning some five decades of Ipcar’s career, and making their public debut as a group in the Bates exhibition, the “Blue Moon” paintings of the exhibition’s title afford a tidy summary of Ipcar’s oeuvre. “If you were only to look at these seven paintings, it’s a very nice overview of the range that she had, and some of the subjects that she used throughout those decades,” Walls says. “To be able to show the majority of those paintings in one space together, is, I think, a major coup.”

Rachel Walls ’99 speaks with museum visitor Jane Abrahamson on the eve of the Ipcar exhibition opening at the Bates College Museum of Art. (Phyllis Graber Jensen/Bates College)

“There are large gaps in the years between some of the paintings,” she adds. “And that’s because the series was truly inspired by Dahlov’s dreams” — she would make a “Blue Moon” painting only in response to a dream whose imagery, what Walls describes as “these fanciful and imaginary creatures,” seemed right.

But if Ipcar’s fantastic side often seems to draw the most attention, the artist, Walls points out, made a serious study of educational, artistic, and psychological theory pertinent to youth development, with the aim of learning “to write literature that was appropriate for the illustrations that she was able to easily create for her books.” (With that in mind, Walls has worked with the Bates museum to develop educational programming for Blue Moons & Menageries, including a reading of Ipcar books coupled with an art-making session on June 26.)

Looking at her own writing and the inspiration she found, early and late, in those books, Walls sees herself as an example of what Ipcar aimed to achieve. “That’s something I find very rewarding,” she says. “I very much valued her friendship, and her creative genius, and the principles and ideals that she tried to put forward in her children’s books.”

“Hunters of the Moon” is a 1966 oil painting by Dahlov Ipcar.

Doug Hubley
Newswriter, Bates College

Two Success Stories

July 4, 2018

that include a flag and a comic man

Story 1. A 17-year-old student from Lancaster, Ohio, defeated over 1,5000 entries in a nationwide contest to create a new design of the American flag. Our National had added two new states (Hawaii and Alaska), making our flag outdated. A new flag design was needed. Young Robert Heft entered his design as a class assignment in history class. His teacher gave him a grade of B-. She also challenged him… “submit your design to Congress, and if they accept it, I’ll give you a grade of an A!” Not only did young Robert win the national contest, he eventually became a motivational speaker nationally. His design IS the American Flag.

Story 2. Two high school students came up with an idea of creating a comic character that was “super human”… and they were inspired by a man who appeared in circuses as an attraction displaying his strength.” His real name was Zishe Breitbart and the man used “Superman New York” as his mailing address. (WOW!!) FAST FORWARD… these two teenagers decided that their comic “Super Man” would be the Captain of Truth, Justice and the American Way! Not surprisingly, their new comic character was not an “overnight” success. It took these two young men, even after trying “self-publishing,” three long years before finding a publisher (Action Comics).

Source: Caricatures America



July 3, 2018

In the spirit of dancing

Camp Hollywood 2014 LA Shag “San/I want my Dime Back”. This will make you wanna move!

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