Posts Tagged ‘Gray New Gloucester High School’


2021 Music Educator Award

June 15, 2020

Grammy Week

The Music Educator Award presented by Recording Academy and Grammy Museum have announced their quarterfinalists for 2021. Great news – three Maine music educators have been named to the list. How wonderful that three of our won Maine teachers rose to the top out of nearly 2,000 nominees!

CONGRATULATIONS Maine Music Educators:

  • CAROL CLARK – Gray-New Gloucester High School
  • PATRICK VOLKER – Scarborough High School
  • TRACY WILLIAMSON – Gorham Middle School
“I’m honored to have received the nomination for this award, but this is really for my students, and I’m happy for all of us!  This is for my current students and new graduates, for every one who has come through my music program, their parents, my administrators and the caring, supportive communities of Gray and New Gloucester. Wonderful things happen when you teach in small towns!”  ~Carol Clark

Carol Clark with her life long buddies, Loren Fields (band director Lawrence HS) and Lonnie Wescott (band & choir director Traip Academy)!

“It is such an honor to be nominated by my students and recognized on a national level. All I have ever sought to do as a music educator is bring people together, build communities through a love of music, and make the world a better place.”        ~Patrick Volker and we’re @redstorm_chorus on Instagram and Twitter.

Patrick Volker

“I am beyond thrilled to be nominated as a quarterfinalist for this amazing award along with so many talented music educators from all around the country!  I’m excited for my students to share in this experience with me!”  ~Tracy Williamson

Tracy Williamson

A total of 216 music teachers from 199 cities have been announced as quarterfinalists for the Music Educator Award™ presented by the Recording Academy® and GRAMMY Museum®. In total, nearly 2,000 initial nominations were submitted. In addition to our quarterfinalists, 91 legacy applicants from 2020 will also be eligible to win the award this year. Read the entire list of nominees.

The Music Educator Award was established to recognize current educators (kindergarten through college, public and private schools) who have made a significant and lasting contribution to the field of music education and who demonstrate a commitment to the broader cause of maintaining music education in the schools. A joint partnership and presentation of the Recording Academy and GRAMMY Museum, the recipient will be recognized during GRAMMY® Week 2021.

The award is open to current U.S. music teachers, and anyone can nominate a teacher — students, parents, friends, colleagues, community members, school deans, and administrators. Teachers are also able to nominate themselves, and nominated teachers are notified and invited to fill out an application.

Each year, one recipient is selected from 10 finalists and recognized for their remarkable impact on students’ lives. The eighth annual honoree will be flown to Los Angeles to attend the 63rd Annual GRAMMY Awards® and a range of GRAMMY Week events. The nine additional finalists will receive a $1,000 honorarium, and the schools of all 10 finalists will receive matching grants.

Fifteen semifinalists will receive a $500 honorarium with matching school grants. The matching grants provided to the schools are made possible by the generosity and support of the GRAMMY Museum’s Education Champion Ford Motor Company Fund. In addition, the American Choral Directors Association, National Association for Music Education, NAMM Foundation, and National Education Association support this program through outreach to their constituencies.


Gray-New Gloucester High School

May 22, 2020

Zoom connection

Carol Clark, Instrumental Music Director at Gray-New Gloucester High School, recently shared a wonderful story about a zoom meeting that she arranged with someone many of you music educators may know. Below is the exciting story in Carol’s own words. Thank you Carol for sharing!

World renown composer, conductor and lecturer, Dr. Bruce Pearson, joined the Gray-New Gloucester High School Concert Band via Zoom. Although he lives in Minnesota, Dr. Pearson has had considerable impact on our students’ musical development, as many learned from his instrumental music methods. In our high school band, we typically began our class sessions with his Technique & Musicianship exercises and chorales. Now, during remote learning, they continue to work with this method at home. Dr. Pearson spent an hour talking to our students, answering questions about his life, music and the creative processes of composing and arranging. We all had a great time learning from such a kind, knowledgeable and creative teacher!

Here is a link to his website:

From our students:
*  It was good to be able to hear Dr. Pearson’s answers to our questions. I think hearing his story and a bit of his composing process was helpful. It was also just really cool to be able to hear what he had to say, since he wrote the books that we’ve been using in band since 5th grade. Thank you.
*  I found this class interesting and informative, and I’m so glad we could do it! It was fun to hear from someone on the other side of the music we play in band, and to have some ideas and direction for approaching composing, which is something I have been interested in recently. Thank you for the opportunity!

Another Arts Teacher’s Story: Sarah Gould

April 7, 2015

MAAI Teacher Leader series

This is the eighth blog post for 2015 on the Phase 4 Maine Arts Assessment Initiative’s (MAAI) Teacher Leaders sharing their stories. This series contains a set of questions to provide the opportunity for you to learn from and about others. You can learn more about MAAI at and learn more about all 61 of the MAAI Teacher Leaders at!teacher-leaders/c1qxk.

4747f3_99e8f0ca14cd47a597dd42c859c217f3.jpg_srz_p_147_138_75_22_0.50_1.20_0Sarah Gould is a Visual Art teacher who is on her ninth year at Gray- New Gloucester High School. This semester she has just over eighty art students in her classes that range from Foundations, Sculpture, Ceramics, Painting, and IB Art. She has been department head and a teacher leader team member at the school for seven years.

Sarah is actually a GNGHS alumni, who came back as a long-term substitute for her high school art teacher, who then decided not to return after her maternity leave. Sarah earned her BFA at USM with a concentration in Art Education in 2006 with a double focus in drawing and ceramics.

What do you like best about being an art educator?!

I can’t say as if there is one single thing I like best about being an educator, it is the complete picture that encompasses so much; connecting with students, teaching them, watching them grow, encouraging them, giving them the power to be proud of themselves, celebrating accomplishments with them, learning about life as well as art.

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

Comfortability. Art, visual or performing, naturally displays student ability. Kids can be nervous to participate in fear they will be no good, and that others are going to see it. I think providing an open, safe, friendly environment is an absolute must to nurture student participation, experimentation, and expression.

Personalization. Some students have natural ability, others have to work for it. Students all connect with different media and processes. Each has their own personal interests and pathways ahead. I think it is important to find how art can fit or connect into students lives, so they can value it’s importance and relevance as it’s importance to them. Also leaving room for personalization and student choice creates greater investment on top of creativity. !

Balance between “fun” and “rigorous.” I think we all want students to enjoy our classes and find inspiration in the things we teach and love. I also think we all want students, parents, colleagues and administration to respect our content areas. I do think there are many ways to find a balance, and it certainly looks different for everyone. But I think it is possible and important to find a happy place between students being excited to come to class to create and perform, and also want to work hard and have an appreciation for the subject and what they are learning.!

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

Assessment has played a large role in my teaching style, especially over the last few years. When we started our early transition to becoming a proficiency based school, the theory and the practice had a large effect on my approaches and strategies. Once we organized our standards and broke down what we wanted to assess, it changed our curriculum, units, lessons, and targets. With assessments and rubrics, it became clear what we were measuring, and in turn what to teach. It also became more clear to students, who then knew expectations, why they earned certain scores, and how to improve or revise their work. It also became a tool to communicate with parents, who may have thought scores were based on personal opinion. Well made assessments have gained our department respect and have become an advocacy tool.

What have been the benefits in becoming involved in the arts assessment initiative?

It has been great being a part of the MAAI work. Making connections and forming relationships with other teachers in the same content area can be awakening and rewarding both. It’s always nice to meet others with similar passions, and interesting to hear how different schools are structured, but learning from one another is the greatest benefit. I have found the conferences provide an open and understanding atmosphere where you can feel comfortable asking questions or sharing what you do. It is the friendly atmosphere that made me feel comfortable in becoming a teacher leader and presenting what I do, hoping someone can learn something from me and take that with them as I have from others in the past.

What are you most proud of in your career?

I think I am the most proud of building a well structured and respected art program. The other art teacher and I have worked really hard for years designing our courses and curriculum, and are constantly making changes, revising, and improving what we do. I believe we have earned respect professionally and in the community.

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

Time. There is never enough time! I know I could invest more, and use strategies better, and add steps, but sometimes there just isn’t time. Time in the block, time in the day, the week, the quarter, the year. There are so many things I’d love to do with my kids, and I can’t squeeze them in, or find time myself outside of the school day to further develop ideas. Most obstacles we can work around, but time seems to be the one thing I always need more of.

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

I think originally when I became the electives department head/ teacher leader at GNGHS some felt that I didn’t deserve or earn the position because I was a relatively young and new teacher. But I took the role very seriously and have invested myself in the greater improvement of our school, and I think I literally worked my way out of the doubts others had and proved myself.

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

Well, who knows what the future holds, but I would say the biggest piece of advice I can think of now is to be constantly evolving. Change what you do, let go of things that don’t work, take chances and try new things, revise things that work and make them better, be inspired yourself and keep things exciting, adapt to changes, be constantly changing and growing yourself, as an educator and artist, visual and/or performing.

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

Hmm… how far does $500,000 go? Our economics class does that project, maybe I should sit in! 🙂 As an art educator I would like to invest in a program for either underprivileged children or a program for individuals struggling with mental or emotional wellness as a means of therapy.

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

I dislike the thought of having regrets, I like to think we should try to appreciate the path we have taken and what it has given us. With that said, I do fear that I will look back and be disappointed I didn’t take more risks, or take advantage of opportunities, or push myself harder. I’m afraid of playing it too safe. Perhaps knowing that fear will encourage me to prevent it from happening and break out of what I find comfortable.

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Another Arts Teacher’s Story: Michaela DiGianvittorio

March 24, 2015

MAAI Teacher Leaders series

This is the sixth blog post for 2015 on the Phase 4 Maine Arts Assessment Initiative’s (MAAI) Teacher Leaders sharing their stories. This series contains a set of questions to provide the opportunity for you to learn from and about others. You can learn more about MAAI at and learn more about all 61 of the MAAI Teacher Leaders at!teacher-leaders/c1qxk.

Screen Shot 2015-03-22 at 1.15.44 PMMichaela DiGianvittorio attended the Maine College of Art and graduated with a B.F.A. in Illustration in 2006. She taught pre-school at a local childcare center for a year and decided to go back to school to obtain a degree in Art Education. In 2008 she graduated from the Post-Baccalaureate in Art Education program at MECA. Michaela is currently a visual arts teacher at Gray-New Gloucester High School. She has been teaching art for seven years and has taught all seven at GNGHS. She is one of two art teachers at the high school. This semester, she is teaching Foundations In Art, Drawing, Multi-Media, Digital Media and Gifted & Talented Visual Art.

What do you like best about being an art educator?

I have a passion for art and a passion for teaching. What I like best about being an art educator is that I am able to practice what I love. It is not often that people love their job, but I truly do. Being an art educator is not just something that I do, it is who I am.

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

  1. Connections- Making connections with students, colleagues, administration, parents, community members and other VPA educators is crucial. Through connections you are able to collaborate, receive feedback, and advocate for your program.
  2. Life Long Learning- It is so important to be a life long learner. Staying up to date with new initiates, technology, and attending professional development opportunities will improve your knowledge, and keep you grounded/connected with your school/district and the field of education.
  3. Reflection & Revision- To have a successful program you need to be willing to make changes, take risks, and try new things. Making things new, exciting, and relevant to/for students will make your class more meaningful. Taking time to reflect, review and revise is so important in keeping your students engaged and improve your curriculum, instruction, and assessment. As a teacher, your job is never done. It can always be improved.

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

Assessment has not only helped me track student progress, but it also has helped in developing and revising my curriculum. When developing my rubrics, I organize and “unpack” the standards that are being assessed, then target what is essential for the student to know in order to meet each standard. This has allowed me to determine where there are gaps and also create essential formative assessments that help them be more successful when they are working on their summative assessment.

What have been the benefits in becoming involved in the arts assessment initiative?

Making connections with other art educators has been by far the most beneficial part of being involved in the arts assessment initiative. Also, it has made me reevaluate what I do and has given me ideas and inspiration for new and different methods in my teaching.

What are you most proud of in your career?

I am very proud of everything that I have contributed to the art department at GNGHS. I feel as though I have made a big impact on our art program through curriculum development and also transitioning to standards based instruction and assessment. However, what I am most proud of is the connections that I have made with students. I know that I have impacted many students lives throughout the years, and in return they have impacted mine. Teaching is such a rewarding career!

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

I always feel like I could be a better teacher. The only thing that can really ever get in the way of becoming a better teacher is myself. To be a “better” teacher, you need to be a life-long learner. To be a life-long learner, you need to have self-motivation. Lack of motivation can definitely get in the way of being a better teacher. The trick is to find out what will motivate you when you are in that rut.

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

I honestly don’t know. I feel very fortunate and “lucky” to have a job in art education. I feel as though I have worked hard to get where I am, but some might see that as luck? Art teaching positions are few and far between. Being among so many dedicated and inspirational art educators, I could see how some might see that landing in a position could be do to luck or circumstance.

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

Practice what you teach! It is so important to continue to nurture your own creativity, and when students can see that you are truly passionate about what you do, it helps to inspire and motivate them. Also, stay in the loop on new initiatives and keep up to date with technology.

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

If I was given $500,000.00 I would start an international travel program for the art department!

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

I can’t really predict future regrets when I still have many years to live before I am 94 years old. At 32, my only regret is that I haven’t traveled much. If I went back in time I would look into opportunities to teach abroad for a few years before I got married and started a family.

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Conrad Hutchings

May 26, 2013

Such pride!

Carol Clark is a music teacher at Gray-New Gloucester High School. Every so often we have those moments in our careers that we are reminded of why we do what we do. Carol had one of those moments last week when a former student sent her a YouTube video. Carol’s student Conrad Hutchings played the trombone in the concert band and he sang in the chamber choir. He graduated from high school and went to USM and studied music. Conrad is presently the Music Director at the Daegu International School in South Korea. In the video below he is directing the SKAC All Conference Orchestra. In Rightfully so, Carol is very proud. And in Carol’s words: “My heart’s bursting!” A great big Congratulations Carol!


My Last Two Weeks

May 10, 2013

What an adventure!

Some weeks are filled with excitement and adventure and some weeks are filled with excitement and adventure – yes, I repeated that since all my weeks are pretty amazing! However, my most valuable days are when I am visiting teachers and students, learning about the work that is going on in the arts in Maine schools. I am always interested in what teachers are doing with curriculum, assessment, and arts education in general! What I hear and what I see keeps me grounded in what is “real” for Maine arts education. When I do my work at the Department it is first and foremost in the best interest of all Maine kids and their visual and performing arts education. I feel so fortunate to have this job that takes me to all corners of the state. Thank you for the invitations!

During the last two weeks I have had the chance to go to the following:

  • Ashley Smith (Maine Arts Assessment Initiative teacher leader) and Mike Scarpone, music teachers at Brunswick High School invited me to speak at their Tri-M Music Honor Society induction ceremony. I was very impressed with the music and the students. Bridget Horan, Chanel Thibeault, Ariel Bouchard, and Joe Waring played the National Anthem to start the program. Throughout the program there were student performances including: Tessa Hauptman was accompanied on the piano by Ben Flanagan. Hannah Judd played the cello. Joe Waring played the saxophone accompanied by Nathaniel Vilas on the piano. Alexis Gillis sang accompanied by Ben Flanagan on the piano. Walter Martin played the trombone accompanied by Nathaniel Vilas on the piano. Nathaniel Vilas ending the evening on the piano. It was wonderful to hear the present members (15 of them) introduce the inductees (21 of them). As these type of ceremonies go, it was very formal however, the students humor shined through which brought several chuckles to members of the audience. Afterwards, parents and students enjoyed refreshments in the cafeteria. Thank you Brunswick Tri-M students and Ashley and Mike for including me.


  • Last week I was invited to meet with the arts staff from the Gorham schools. In the Gorham schools they rotate updating curriculum and arts educators are starting this important work. Assistant middle school principal Susie Hanley has been communicating periodically during the last year with questions and information on the work of the Gorham arts teachers. It was great to have a chance to hear discuss their work and the challenges it poses. I did get a photo at the end but it was after some of the teachers had already left the meeting. Thank you to Susie for inviting me!

The teachers include:

  • Gail Thibodeau, Music  K-5, Narragansett and Village
  • Janelle Mosey, Music and Chorus  K-5, Great Falls
  • Allie Rimkunas, Art 1-5, Great Falls
  • Paula Balcom, Art 1-5, Narragansett and Village
  • Amy Stewart, Music K-5, Narragansett
  • Vicki Bove, Art  6-8, Gorham Middle School
  • Amy Cousins, Art 6-8, Gorham Middle School
  • Tracy Wheeler, Music and Chorus 6-8, Gorham Middle School
  • Kim Mathieu, Music and Band  6-8, Gorham Middle School, 5th grade Band
  • Chris Crosby, Art 9-12, Gorham High School
  • Sarah Tucker, Art 9-12, Gorham High School
  • Matt Murray, Music and Chorus 9-12, Gorham High School
  • Tim Ebersold, Music and Band 9-12, Gorham High School


  • Gray-New Gloucester High School art exhibit was held last week in the auxiliary gym on the same evening that the students were performing the comedy The Man Who Came to Dinner. It was great to see Maine Arts Assessment Initiative teacher leader Barb Weed (Barb’s Another Arts Teacher’s story) on my way in to the school. After I arrived Waterville High School art teacher Suzanne Goulet dropped in to see the show. The gym was completely filled with outstanding 2 and 3 dimensional art work and it was great to see art teachers Sarah Gould and Michaela DiGianvittorio. Talk about proficiency?! The evidence was clear! Thanks for inviting me to a great show!

Sarah, Argy, Michaela

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  • This week I’ve had more opportunities to visit schools. Debi Lynne Baker and I were at Biddeford Intermediate School to videotape Maine Arts Assessment Initiative teacher leader, music teacher Andrea Wollstadt. (Andrea’s Another Arts Teacher’s story). The last of a series of 4 that Debi is creating showing standards based arts classrooms in action. We had a great day in Andrea’s 4th and 5th grade classes. Her superintendent, Jeremy Ray, popped in to give her an apple for Teacher Appreciation Week. We interviewed Andrea’s principal Debra Kenney, music colleague Jillian Cote, and two of her students. Thanks to the students and staff at Biddeford Intermediate School!
  • I visited Belfast High School and Troy Howard Middle School and the classrooms of Heidi O’Donnell and Lynnette Sproch. Heidi has a lesson where students wrote an artist statement after research and created an artwork that depicted the style of the artist. They were created in small shadow-like boxes. The pieces were fascinating to look at and really made me think. I was glad to see the “man coming out of the ceiling” in real life that Lynnette had created with her middle school students. I also stopped to see my dear friend science teacher John Thurston who is responsible for the garden program at the middle school. It is always great to see John who works with Lynnette on integrated units. You might remember the one that they did on creating posters for the Belfast coop. They were beautiful with bright red giant tomatoes and a great example of service learning. I stopped to see theatre teacher Jason Bannister who caught me up on the event they just held at the school for middle level theatre students – Maine Student Acting competition. Thanks for the visit to both schools!
  • I traveled up the coast to Hancock Grammar School and stopped to see Maine Arts Assessment art teacher leader Janie Snider (Janie’s Another Arts Teacher’s story). We critiqued the video that Debi has created of Janie in action earlier this spring.  We spent some time talking about the idea of writing “power standards” and perhaps rubrics to make available for all arts teachers. What do you think of the idea? Thanks for “great food for thought” Janie!
  • Onto Machias and the Rose Gaffney School to visit Maine Arts Assessment music teacher leader Bonnie Atkinson. (Bonnie’s Another Arts Teacher’s story). When I arrived her middle and high school band were rehearsing their pieces for the spring concert. Bonnie has many thought provoking sayings in her classrooms. I loved hearing the students practice and I also had a chance to listen to the chorus practice before I left for the Washington county superintendents meeting at University of Maine at Machias. Thanks for letting me pop in Bonnie! The artwork everywhere in the halls is stunning.




Gray-New Gloucester High School Art Exhibit

April 26, 2013

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