Positive Outcomes

What are your thoughts and experiences?

I Invited past Maine Arts Leadership Initiative (MALI) Teacher Leaders and Leadership Team members to answer 4 questions – both personal and professional. Each day this week another set of answers is being posted. Today’s blog post includes answers to number 3. Please don’t hesitate to share your answers to the 4 questions. To the teachers who responded (so far. THANK YOU for your honesty and sharing your new reality. One word that came up for me as I read your responses was BRAVERY! I am grateful that you’re being brave for the learners across the state!

1. Name one thing that has been an ‘ah-ha’ moment for you during ‘teaching away from school’? One success.
2. What have you learned that you didn’t know before the school shut down?
3. What are you doing to bring yourself joy/to take care of yourself?
4. When this is all over – what do you imagine might be a positive that comes from the pandemic?

Kris Bisson says it best – YOU ALL ROCK!

The last three days blog posts have been filled with inspiration from the voices of Maine visual and performing arts educators. Today’s post is filled with HOPE. And, as we continue to deal with the biggest challenges of our lives I hope that you won’t forget the struggles that have the possibility of morphing into positives for our communities and the world. It will take all of us to continue working together and supporting one another. Thank you all for the amazing work you’re doing and for being such an inspiration to me and those who you touch in your worlds! Know that I’d love to hear your stories – please don’t hesitate to contact me at meartsed@gmail.com.

IMAGINE THE IMPACT 

• That we will have made changes to focus on what really matters in our lives. This action will lead us to create teaching and learning environments that focus on relevance, action and compassion. ~ LINDSAY PINCHBECK
• What scares me is that many educators, parents and administrators are saying “can’t wait to get back to normal”. All I can think about is the amazing things that we have learned to do in the past few months, how easy it is to collaborate, why push all that back into the “box” and “go back to normal”. CHARLIE JOHNSON
• Normal wasn’t doing it for everyone. I like to think that we will be a much more compassionate group of educators, who, “Take time to smell the roses” with our students and not always operate at such a frenetic pace. I also think that snow days will never be the same again. We now know we can teach remotely on those wintry days! ~JENNI NULL
• I hope with all my heart this will start a positive shift in education. I think teachers, empowered by the networking, shared experiences and tremendous PD opportunities, will demand change and in fact, be willing change agents. ~KATE SMITH
• I hope families will continue to spend time together and walk together, slow down from the rush of life many of us were living in. I hope that all who are able will continue to work from home at least one day a week – this would cut the emissions by 20%.  ~SUE BARRE
• My hope is that as a system we will have a better grasp of what students really need. I think many have seen first hand the joy that the arts bring while staying home with their families. I would love it if that carried over into schools and we begin to see more of a focus on social-emotional health and less on mandated testing. ~JEN ETTER
• I hope there will be a greater appreciation for all the hard working first responders, grocery clerks, truck drivers and delivery workers. I hope that there will be greater respect and appreciation for teachers. Overall, I hope that the world views the arts as a cultural necessity to inspire, express, and support each other through stressful times. ~HOPE LORD
• I really hope for a large scale “shaking of the etch -a-sketch” as I always say. We need to teach students how to learn, harness their natural curiosities and allow them to lead the way. Throw away our expectations of how and when things should be learned. I would also like to see a more cross curricular and holistic project based approach to learning. ~SHANNON WESTPHAL
• I feel the obvious positive will be the appreciation for what teachers do on a daily basis. The bigger positive I am hopeful for is a change in society on people being kinder to each other and the planet, seeing the positive effects of humans being out and about less. ~JEFFREY ORTH
• Families will eat dinner together, take walks together, sing together (I’ve seen some fabulous family sing a longs!) My wish is that they remember it all when this is over and don’t stop those things that are so important! ~LINDA MCVETY
• Hopefully families will remember what it’s like to be a family and rely less on the screen and more on each other. Times spent outside together will be recognized as sacred and hopefully families will keep going outside together after this is all over. That’s my fervent wish.
  Personally, the positive for me is all the exercise and a little bit of weight loss. I’ve also enjoyed making the teaching videos for my kids. Whenever I run into parents or kids on the trails, they always mention how much they enjoy the videos. ~ALLIE RIMKUNAS
• Our 7th grade students do not currently have art. Due to COVID 19, our 6th grade Gifted and Talented ART students will be missing a new field trip to the high school for ‘firing’ day. Our district has approved our elementary trip to be moved to the fall and to include the students leaving us for the middle school next year. Wouldn’t it be wonderful if it inspired the school to create art field experiences for all 7th grade students? …recreate the 7th grade art classes as once existed? ~LYNDA LEONAS
• When this is over I hope the clean, clear, fresh air so many, especially in cities, are experiencing right now will open their eyes to the beauty of it and have a positive impact on our environment and world for now on.  ~HOLLY LEIGHTON
• I think one of the positives may be that we have a renewed appreciation for the community-building aspect of the arts. Right now it’s such a void that cannot be filled by technology. Yes, there are virtual ensembles that are beautiful, but they aren’t live. I’ve watched some phenomenal performances online, but for me, nothing matches the aesthetic power of being in the moment and sharing that moment with those around you.
  I think a positive outcome could be that we continue to make use of technological  resources we’ve discovered during this time of exclusively remote learning to change our thinking to how we can customize students’ experiences more. ~BILL BUZZA
• There are many positives to this situation, but for me the biggest impact has been the ability to slow down without judgement.  I know this will be something I consider upon ‘reentry’ to my dance program. ~EMMA CAMPBELL
• I hope we never have to use another snow day!  I hope there will be a better appreciation for teachers. ~JANE KIRTON
• The increased connectivity and support between home and school, and between educators, has been the most apparent to me. It’s human nature to come together as communities during times of need. Even during these times where physical distancing is required, I have felt an increased sense of support and togetherness. This is a positive that’s come from COVID-19, and I hope it sticks around when we get “back to normal”. ~DORIE TRIPP
• First of all, we have been “taught”, by being thrown into this situation, how to use a variety of resources that will help support our student’s learning. Whether through the use of online platforms, or simply the research of new ideas and possibilities, we have seen that many things are possible. I know I have learned a lot about different programs that I am excited about using in (and out of) the classroom. I think that this will also pave the way for utilizing “remote” learning in other situations as well such as snow days, or other interruptions to our daily schedules helping to support consistent development. It may also be an excellent resource for keeping students connected over extended breaks and bridge the gap of relapse we often see.While we have been separated, we have been able to connect with each other. In difficult times, people rise to the challenges. It brings communities together to fight and survive. It helps us to set aside differences to focus on what is most important. So, while I know this has been difficult, I think like many difficult situations in history, it will strengthen our communities.  ~ANTHONY LUFKIN
• The one positive I can imagine is renewed appreciation for my real teaching experience, the one in the classroom, face to face, having those moments of greatness and inspiration and activity and noise and sass- from the students as well as me! ~DANETTE KERRIGAN
• Many people will have adapted skills for distance learning and connecting with others anytime/anywhere. Distance learning is not only about using technology. It is about the human experience and reminding us of our desire for connectivity and the security that we are all in this together. ~LEAH OLSON
• I have a saying that I have used with my students for a very long time…..”Yes you can, yes you will”.  After this is over I am hopeful they will know the truth in this and it will become. their mantra. ~DIANNE FENLASON
• My fellow educators will be far more digitally savvy and will continue to utilize a blended learning approach since they now are beginning to understand the value of asynchronous learning. The Arts educators in my District have historically been excluded from targeted professional learning. Now we are actively developing courses and resources for them to continue their learning. The students will understand more about creation versus consumption. Their ability to explore resources and use their creativity with found objects in the Arts has already been exhibited. ~BARB VINAL
• Professionally speaking I feel much better at technology. Personally I look at this time as a gift with my children. As a mom of teenagers I know they will be “leaving the nest” fairly soon and I truly cherish this time with them. ~ANDREA WOLLSTADT
• A huge positive to carry over once this is done is the community that we have all done well to foster. Regardless of where we are geographically, people are willing to use any means of technology to help. That drive and ability to foster and support community is my hope of what carries into the after. It has been incredibly meaningful and heartfelt how we as a people honestly are striving to find the good in those around us.  ~IVA DAMON
• I think we ALL – communities, parents, students, teachers – will all have a greater and deeper appreciation for school and all it entails. It’s been amazing to hear from everyone I talk to that EVERYONE misses it. We tend to spend a lot of time looking at the negative of our schools and jobs and not enough time just enjoying all that is wonderful about it all. I hope there is a lot we stop taking for granted. ~ROB WESTERBERG
• My hope is that we do not lose the lessons we are learning about the interconnectedness of schools, teachers, and communities. I have reached out to the parents of my students in ways that weren’t really expected before we switched to remote learning. This will hopefully continue to be a priority once we figure out our ‘new normal’. ~LISA INGRAHAM
• I think that teachers, families and students will be a little more appreciative of one another, and how much we need and rely on one another as we move forward. ~ CARMEL COLLINS
• I’ve tried to provide very detailed lesson plans for students and families. Initially,  I still received LOTS of questions, “I don’t get its”, etc. That has lessened a bit. I think that sometimes we “overteach” and spoon-feed a lot of information. They are now forced to figure that out for themselves, and probably approach the assignments more creatively.  In any event,  those who are still engaged in their learning seem more resilient and creative. ~SUE BEAULIER

Bringing Joy

What are your thoughts and experiences?

I Invited past Maine Arts Leadership Initiative (MALI) Teacher Leaders and Leadership Team members to answer 4 questions – both personal and professional. Each day this week another set of answers is being posted. Today’s blog post includes answers to number 3. Please don’t hesitate to share your answers to the 4 questions. To the teachers who responded (so far) – THANK YOU for your honesty and sharing your new reality. One word that came up for me as I read your responses was BRAVERY! I am grateful that you’re being brave for the learners across the state!

1. Name one thing that has been an ‘ah-ha’ moment for you during ‘teaching away from school’? One success.
2. What have you learned that you didn’t know before the school shut down?
3. What are you doing to bring yourself joy/to take care of yourself?
4. When this is all over – what do you imagine might be a positive that comes from the pandemic?

TAKING CARE

• Drawing, painting, photographing with other people in mind, and writing hand written letters almost every day to my students and families. Walking in the woods with my dog, watching baby chicks grow and spending time in the garden. ~LINDSAY PINCHBECK
• I get outside, I get up and move/exercise, I make art and I spend more time with my family. CHARLIE JOHNSON
• I run everyday and have set workout routines. I am also in an excelerated graduate program for ESL certification, which requires extensive reading and writing. I am loving the courses and am super excited to be making this transition. ~CARMEL COLLINS
• I’ve made art for myself, and cleaned the basement! ~SUE BEAULIER
• Long walks, reading, listening to music, Zooming with my group of girlfriends every Tuesday night, and curling up at the day’s end with my furry friend. ~JENNI NULL
• I read, run, walk, learn to identify bird calls, video conference with distant family, and reach out to friends I haven’t talked to in a long time. I’m learning to give myself grace. ~KATE SMITH
• Walking – I walk every morning by myself and again mid-day with a family member or friend – I average 7-8 miles a day…it keeps me sane!  ~SUE BARRE
• This took me a few weeks to figure out… I can’t be everything and do everything. It would be easy to work 16 hours a day in order to get better at remote teaching however that’s not fair to me or my family. The needs of family HAVE to come first— no matter what! In order to help with this I have made sure that when the school day “ends” (3:00) it REALLY ends and the screen goes off! ~JEN ETTER
• During this stressful time, I am finding joy in some simple activities at home. I am baking bread, sewing masks, finishing some home improvement projects, preparing the garden for planting, playing cards and boardgames, reading, and going for walks. I look forward to kayaking and paddle boarding as the weather warms up. ~HOPE LORD
• Running, taking my children to the ocean to explore and keeping tabs on the geese by our house who are nesting on some baby geese eggs.  ~SHANNON WESTPHALL
• I have used this time to get back into the studio and create work. I am striving for at least an hour in the morning and then any other time I can carve out later in the day. ~JEFFREY ORTH
• I’m taking more walks and getting my life organized. ~LINDA MCVETY
• WALKING every day. Fortunately, a lovely set of trails just opened up last fall across the field from our house. I have walked the 2.5 miles of trails every single day since March 17th. They are wider than a car and I can walk with a sister or two and still stay distant. I’ve been photographing the frog and salamander eggs in the vernal pools to see what changes are happening. I’ve also been dedicated to drawing every day in a sketchbook. It is not bringing the joy I expected, but seems more like a chore. I’ve got to change how I do it to bring back the joy, but I don’t know what will help. ~ALLIE RIMKUNAS
• I have been running, hiking or walking every day and that has been helpful to dispel the feeling of isolation. ~GLORIA HEWETT
• Exercise generally gets removed from my weekly routine during the school year!  A K-6 art room is a fast moving place and my mind equates that daily rush with enough physical activity!  This time period has allowed me to re-set that thinking as I have been working without students in the physical space. Yoga online (Yoga with Adrienne) has allowed me to stretch without hurrying and tone muscles that get “short” attention during the 40 minute rushes within the art room day. One Saturday a month a group of family and friend artists gather for Art Club in my cellar. During this time, Virtual Art Club has been created for EVERY Saturday!  We check in twice a day through Zoom! Due to COVID19, I found that coworkers from other areas of education have been relying upon the arts to balance mindfulness; and, they have joined the art club! ~LYNDA LEONAS
• I am doing the things I never seemed to have the time to do. I am painting and drawing with a passion, jumping into abstraction not caring about what others would say or how it comes out, painting for fun and as a form of therapy through these hard times. I have also been doing outdoor projects that I have been putting off for years which is my exercise. ~HOLLY LEIGHTON
• I enjoy working outdoors in the garden, so my wife and I have spent much time in the yard trying to coax spring along. I have to constantly remind myself that my flowers and peas have their own timeline that I have to be patient for. I’m also working on getting caught up on reading Steve Berry novels. And I’ve started to challenge my physical flexibility by starting yoga. So far it’s been relaxing and worth many laughs.  ~BILL BUZZA
• I love walking in the woods by my house, spending time with my daughter, and reading for fun! Being outside is for sure the biggest thing I do to improve my mindset. ~EMMA CAMPBELL
• I have been working on our grounds (both camp and home) with my husband. Being outside as often as I can energizes me. ~JANE KIRTON
• I am actually scheduling times, throughout the day, to take breaks. I create events in iCal to remind me to exercise, go outside, play with my son, etc. As silly as that sounds, I’ve found that it’s easy to sit down in front of my computer and get swept away by emails, zoom meetings, and other professional responsibilities. Scheduling these opportunities to step away has really helped my physical and mental health throughout this process. ~DORIE TRIPP
• I live in a very rural area and enjoy being outdoors so I have spent much of my time taking in the fresh air. We are usually very busy people, during the week with busy schedules, and often out on adventures on the weekends. This “opportunity” has given us a lot of much needed home time, being together, working on “back burner” projects, and enjoying the space we call home. Researching ideas, creating “virtual” learning opportunities, and just experimenting with ideas has been inspiring. I have finally set up my “at home” studio, something I have been planning since I built my garage 4 years ago. I have had the time to create examples that are detailed, creating a bar of excellence for my capable students. In reality, I have been creating more art than I had been able to do working at school. I miss teaching in person very much, however this has been an opportunity for me to experience student processes and create art that is reinvigorating for me and more effective for students. ~ANTHONY LUFKIN
• Honestly, I haven’t done the best at self-care because I have felt a need to respond immediately to every communication, training opportunity or video meeting immediately.  If Maine golf courses were open I would be caring for myself much better😉  I have been to our camp a few times to keep an eye on the water level and seeing the returning loons has been awesome. ~DIANNE FENLASON
• I stick to a routine every day. I continue to dress for work (on the top!) including jewelry. I ride my stationary bike between meetings. I eat lunch with my educator husband as often as possible and I sit outside in the sun when I take a break. ~BARB VINAL
• I have been doing a LOT of walking, taking a couple breaks each day to get outside. Of course also making art! Recently I tried rug hooking. It has been fun and I am working on making my first pillow. ~SAMANTHA ARMSTRONG
• I love being outside. The school closure has allowed me to spend more time hiking, biking, nature walking, gardening, playing basketball with my kids, having epic bonfires, and some days simply sitting with the sun on my face. ~ANDREA WOLLSTADT
• Self-care is so vital right now. I am doing a lot of walking and making sure to be outside as much as the Maine weather is allowing me to be. If you were in the neighborhood, it is now a routine to see me pushing my daughter in her stroller first thing in the morning and then again for her nap in the afternoon. Setting a routine and trying to hold myself accountable has helped. I am teaching online while also juggling my own two small children so those quiet walks have become my time to take a break from technology and enjoy the outdoors! ~IVA DAMON
• Going for runs when the weather cooperates, zoom meetings with family and friends.~ROB WESTERBERG
• I love my home. I am thankful to have a happy place in which to weather this storm. ~LISA INGRAHAM
• I have worked hard to stay healthy, increased my exercise routines, started a garden, read a novel, realized that the time I can give myself makes the time I give to students that much more energized. ~DANETTE KERRIGAN
• I’m reading a variety of ceramic books! There is so much to learn about in ceramics. I have a space in my home to create so vacation week was really fun working with clay. Exercise is also happening every day.  I take walks outside and appreciate the beauty here in Maine. ~LEAH OLSON

Shutdown Learning

What are your thoughts and experiences?

I Invited past Maine Arts Leadership Initiative (MALI) Teacher Leaders and Leadership Team members to answer 4 questions – both personal and professional. Each day this week another set of answers is being posted. Today’s blog post includes answers to number 2. Please don’t hesitate to share your answers to the 4 questions. To the teachers who responded (so far) – THANK YOU for your honesty and sharing your new reality. One word that came up for me as I read your responses was BRAVERY! I am grateful that you’re being brave for the learners across the state!

1. Name one thing that has been an ‘ah-ha’ moment for you during ‘teaching away from school’? One success.
2. What have you learned that you didn’t know before the school shut down?
3. What are you doing to bring yourself joy/to take care of yourself?
4. When this is all over – what do you imagine might be a positive that comes from the pandemic?

SHUTDOWN LEARNING 

• How resilient the children are and how important intrinsic motivation is. It will lead us through challenging times. High engagement and strong independent voices and projects occurred despite the disconnect, carried forward with the knowledge the students were in charge of their learning. ~LINDSAY PINCHBECK
• The opportunity for teachers to clarify on the spot is somewhat diminished in the virtual “classroom”, so I have found I need to be much more mindful about what I am presenting and how it might be “read” by students. Having said that I find, just as I did 5-6 years ago when I started doing “virtual critiques” on Google+, that students were much more likely to use the “chat box when asked to offer an opinion. ~CHARLIE JOHNSON
• I have learned that our school is more than just a vital part of the town. It is truly the heart of the community. We deliver meals weekly by bus to any families in need K-12. We are providing books for each student, as well as sending home learning packets that the bus driver and school nurse deliver to homes. One member of the community is donating masks she has made to the school for anyone who needs one. People are reaching out to one another to check that people are okay, and our superintendent is one of those who reaches out. Everyone is so grateful for the school, the staff, and each other. It is so heartwarming. ~JENNI NULL
• My “bag of tricks” has certainly grown. I think when we do return to school I will find it much easier to differentiate instruction for my students using new technology that I have learned and relied so heavily on throughout this experience. ~JEN ETTER
• I’m a technological dinosaur, and a proclaimed skeptic of social media. I still don’t have a Facebook account because I really don’t care what anyone is having for dinner,  and am pretty sure they don’t care what we’re having either. However…this virus has taught me how important social media is…I Zoom with my classes, but also hosted my Mom’s children, grandchildren, and great-grandchildren for a virtual 89th birthday party. On the other hand, I have heard from kids and families, about how much they miss us.  Sadly, for some of these kids, we are the only people who are nice to them each day. ~SUE BEAULIER
• I am going through my certification for ESL teaching, and I was toying with the idea of possibly beginning by teaching online. I now realize after teaching online for the last several weeks that this is not for me. As a teacher I need the physical energy of live students, the vitality, spirit and spontaneous reactions one can only foster through live in person interactions. I love and need the dynamics of a live classroom!!!!
  ~ CARMEL COLLINS
• I contacted three composers who have written works my choruses are studying and each one of them has agreed to be interviewed by my students in a ZOOM meeting! I’ve created online platforms to help them examine the music, think about techniques the artist has used, passages for them to explore and sing, personal thoughts to ponder about the work, and then they are creating videos to ask their questions of the composer which helps them practice the technique they will use in our official upcoming interview. ~KRIS BISSON
• Did you know you can change the narration speed in Audible? It’s true. You can also mute kids while teaching them on zoom. I’ve learned to appreciate the little things, to let go the things I cannot control, and to take advantage of free online accounts during pandemics. Oh, and where to find all the really good, free webinars. ~Kate Smith
• Students are not as tech savvy as I had assumed. I am often leading them through some basics of recording etc…. ~SUE BARRE
• One major skill I’ve gained is the use of Google classroom to post assignments, grade work, and video conference with my students. I am also learning how to use computer apps on the students’ laptops as art tools, like Google drawings and SketchBook, so that my students can continue to create art at home. I also learned how to utilize the Padlet site to set up visual display boards as a means for students to share their artwork and respond to each other’s art. ~HOPE LORD
• I have learned to be better at prioritizing myself. It is natural for teachers to always feel the need to do more; it is hard to draw a line. Now that I have a family, it is easier to see the importance of finding and maintaining balance. ~SHANNON WESTPHAL
• The importance of social gathering and interaction in person and that teaching is harder from a distance then in a classroom. I know that is obvious but it has been a bit more of a challenge. On the other hand, using Google classroom allows for more time for individual feedback. ~JEFFREY ORTH
• I didn’t know how much I’d miss my kids. Especially now, the 5th graders. I may never see some of them again and it’s distressing. I’ll have to spend all of my spare time at Hannaford when this is over in hopes of running into them. ~ALLIE RIMKUNAS
• As an art teacher I’ve had to think in a broader way about how best to teach not just art but how to teach students to think creatively. I’ve allowed more independent thinking than I do in my classroom because students bring a wider diversity of materials, time and understanding while working with a packet. They have pleasantly surprised me with their ingenuity. ~GLORIA HEWETT
• Tech, Tech, Tech and Why to Make Time for It Outside of Class
  Taking the time to learn how to build websites and completing them for each of the two art rooms I teach at in Auburn!  Peek at the Week Learning Targets and Lesson Ideas along with fun at home skill building ideas without expensive art supplies can be posted along with highlights of our art programs such as YAM events. ~LYNDA LEONAS
• I didn’t know how to use Google Classroom or Zoom which since the pandemic is required, I am learning them and plenty of other sites that are being shared with me. We are all helping each other out. ~HOLLY LEIGHTON
• I feel like I’ve learned so much in such a short time as we’ve had to totally reinvent our profession literally overnight. At first I was surprised to learn (and be overwhelmed) by how many resources were out there and being offered to us to support continued music education. I’ve learned the importance of just taking a chance and trying something to see if it fits my teaching situation and my students. Just because one product or approach works in one school, doesn’t mean it will work for my students. A specific learning I’ve gained is what a powerful tool the product “Smartmusic” is for the instrumental music program. I had heard about this over the years, but never had the chance to explore it. Now I’m finding it a great tool to provide to students that can give them options to go in any musical direction of their choosing, and a great method of bringing a professional, full ensemble into their personal practice space. ~ BILL BUZZA
• I think like most educators I have become very well versed in Zoom, or any video chat platform. I have tried to keep this connection with kids because I believe it is important for their social development and mental health. I am definitely slowing down which I am sure is a welcome change of pace for the kids. Trying to be more intuitive to their needs in this complicated time. ~EMMA CAMPBELL
• I have learned how to set up and use my YouTube Channel, how to use Zoom, how to use SoundTrap and upload. Google Classroom has been wonderful. ~JANE KIRTON
• I had no idea how to teach music lessons virtually. All of my experience has involved hands-on, in-person learning with children. It has been an enormous learning curve and has felt unnatural, but thanks to social media, professional organizations, and virtual workshops, I have been able to break through to get the job done. I am so grateful for colleagues, across the state and nation, who are willing to share activities, help troubleshoot technology, and problem solve with each other. I know that I wouldn’t have fared quite so well if it weren’t for this support. ~DORIE TRIPP
• I would have to say I am very impressed with the capabilities of the technology we have been thrown into using, but have also become more aware of the inequities of access in our communities. I am very aware of the broad range of socio economic differences within our communities, but assumed that most people had access to online resources given the progression of technologies in the 21st century. While I still think there is some access, such as through a smartphone, it has become increasingly clear that many of our students do not have the access necessary to utilize the learning opportunities we are resorting to use.  I think and hope that this situation has helped many people gain access to quality online educational resources, and hope that the organizations that have helped make that happen will continue.  ~ANTHONY LUFKIN
• I learned-in a real way- how important my colleagues were to me-(the other unified arts teachers) for support, collaboration and brainstorming.  I always knew that we were a strong team, but I was in awe of how we came together. ~DANETTE KERRIGAN
• I’ve learned to Zoom, use Google Classroom and Google Meets, develop a website in WIX, send a Google Form to my students finding out what they have for materials at home they could use for sculpture. I found out everyone has pencils and nail polish. I learned to be flexible with art concepts and use the materials at home. My courses are so material and tool based that I had to forget about that completely and come at it from a different place. Not going to lie, this is hard! Students want to work with their hands so I have been thinking about how they can design with what they have readily available with no stress for the families.  ~LEAH OLSON
• Throughout this experience (by watching my daughter and son, who attend two different high schools),  I have learned how very different communities and educational focuses vary within our state.  ~DIANNE FENLASON
• I have learned many things every single day. Although I am now a Digital Learning Coordinator, I have learned from other educators about various online tools, ability to deliver content more effectively and how to really support my staff efficiently. ~BARB VINAL
• What I have learned is that many of our students do not have internet access at home and they do not  have a device to access online remote learning. What I hope comes out of this as a state is that we find a way to provide internet access and devices to students to make learning more equitable. Especially thinking ahead to next year and how long remote learning might last.  ~SAMANTHA ARMSTRONG
• I’ve learned that my students (and their families) are resilient and flexible. I’ve learned that my co-workers and administrators are extremely supportive. I feel very blessed to work in my district. People have been reaching out to one another in a myriad of ways and it’s truly heartwarming. ~ANDREA WOLLSTADT
• Personally, I have learned to bake bread. It is both a lot easier and a lot more difficult than I had anticipated. Professionally, I have learned a lot in regards to both technology and learning to let go of things. Before this I had participated in video conferencing, setting appointments in Google Calendar, and I used Google Classroom, but now it’s normal to host multiple meetings per day. It has become the new
  normal to be sitting with my phone to check emails, one laptop to be running a meeting, and possibly a second laptop to be reviewing notes and materials while also entertaining a baby. Technology is an amazing thing, but knowing where to draw the line is really important. I may be comfortable with it, but that doesn’t mean my students or colleagues are. It also doesn’t mean that at my fourth or fifth meeting of the day I am as energized as I was for the first. Sometimes it ends up being more important to know when too much is too much and to communicate to others when one’s limits are near to being hit. In this new normal where we can constantly be putting so much of ourselves into devices and technology to help others, it’s important to know when to stop and take care of ourselves.~IVA DAMON
• Good leadership is compassionate, flexible, informed, and hits the ground running! I am incredibly grateful for the decision-making taking place in my school district, at the MDOE, and the State House. The creative ways they have found to support students and teachers has been remarkable. ~LISA INGRAHAM
• How critical “learning environment” is to student success. I’ve always cognitively known that, but I’ve really internalized it since we’ve been at home. It is quite honestly the linchpin that holds everything else together… never appreciated that to the degree that I do now. ~ROB WESTERBERG

Ah-ha Moments

What are your thoughts and experiences?

I Invited past Maine Arts Leadership Initiative (MALI) Teacher Leaders and Leadership Team members to answer 4 questions – both personal and professional. Today’s and the next three blog days posts will include the responses. Please don’t hesitate to share your answers to the 4 questions. Today’s post includes answers to the first question. To the teachers who responded (so far)- THANK YOU for your honesty and sharing your new reality. One word that came up for me as I read your responses was BRAVERY! I am grateful that you’re being brave for the learners across the state!

1. Name one thing that has been an ‘ah-ha’ moment for you during ‘teaching away from school’? One success.
2. What have you learned that you didn’t know before the school shut down?
3. What are you doing to bring yourself joy/to take care of yourself?
4. When this is all over – what do you imagine might be a positive that comes from the pandemic?

AH-HA MOMENTS

• I am heartened to find that both kids and parents seem to see art class as an important part of their education. I’ve seen great response in student work, parent questions, teacher consideration, when it comes to the projects that I’ve provided remotely. I’ve heard from parents who do not show up for P/T Conferences (ever). The Administrative Assistant at our school expressed that her 2nd grade daughter would not work on her art homework with her. The second grader said, “Mom,  I need Mrs. Beaulier! You don’t even know who Pablo Tabasco is!!!”  We had a private ZOOM in response to that. ~SUE BEAULIER
• Connecting with the families in our school in new and authentic ways. A deeper understanding for the work we are all doing on both sides has strengthened the teaching and learning opportunities. Building relationships has happened through purpose and we have had more time and direct application for us to do this work. ~LINDSAY PINCHBECK
• The “ah-hah” moment is realizing the content needs to be about something that ties itself to students, something that gives them ownership, not just a set of criteria to follow. ~CHARLIE JOHNSON
• Students have been paying more attention to their assignments than what I anticipated. They are really getting on board! ~CARMEL COLLINS
• I sent a hand-written card to every homeroom student in my Advisory the first day of vacation so they knew I was thinking of them. I wanted them to take a much-needed break from their devices and the card allowed that friendly reminder to occur. ~KRIS BISSON
• Realizing that the content of what I am teaching is not as important as the connection with students. At school we are so curriculum-driven and as a music teacher, I’m always preparing for that next concert looming ahead. Now, thanks to remote learning, I realize that my students look forward to simply hearing from me…receiving my silly frog video taken along my daily walk, sharing my boomwhacker videos of pop tunes, or asking one of them about a new puppy. It’s all about sharing and realizing that we are all in this together, young and old... ~JENNI NULL
• I would say the greatest success was the immediate networking between music teachers from across Maine and beyond. What could have been tremendously overwhelming alone became easier through sharing resources and experiences.  Teachers built trust through shared vulnerabilities. Everyone was building the plane while flying it. I was incredibly proud of my profession and the way we rose together to meet the needs of our students, all of our students. ~KATE SMITH
• Having a parent reach out after “sitting in” on a class to thank all teachers for what we do – in her words – “These past few weeks have definitely opened my eyes to all that you guys have to do. So thank you for that. Teachers are definitely under appreciated and do more than parents know. You guys are my rock stars!” ~SUE BARRE
• These are not my words but totally ring true! This is not a sprint, it’s a marathon! Our superintendent said this to us on day 1 of distance learning but it took me about 2 weeks to realize what that really meant. For probably the first time in my teaching career I needed to REALLY lower my expectations for what students would accomplish in terms of content and replace that with what I felt was best for them both socially and emotionally. Many kids are really struggling right now and they need relationships with their teachers more than anything. Finding a way to connect and reach as many students as possible is tricky but it needs to be at the center of everything we do in order to try to protect the well-being of our kids. ~JEN ETTER
• The importance of creativity in teaching all subjects remotely. As teachers we are recreating our curriculum, so that we can deliver instruction remotely. We have had to think creatively to problem solve what means, technology, and resources do we have to teach our students. Many students lack art materials at home, some still have no internet access available to them. However, we are creative teachers and we find ways to connect to our students and inspire them to create art during this stressful time. ~HOPE LORD
• I have posted a quote by Commissioner Makin above my work station: “Children’s brains are wired for learning.  Learning happens everywhere and doesn’t always require a specific plan of measurable outcome.” This ideology helps me stay focused on the goal of inspiring an art curriculum that is engaging, inspires curiosity and is rooted in the real world. I am so inspired by my children (daughters, ages 3 & 4)and their curiosities and imaginations. I try to harness that sense of wonder to inspire my curriculum. We have to let go of all of the things we are usually required to control; behavior management, rule following, accountability for learning and finishing assignments. For some that is extremely hard to move on from, but if you can you are free to create something really special for children. ~SHANNON WESTPHAL
• As an observer, I am amazed already at the sheer numbers of resources teachers have put together and are willing to share. Never before have I seen so many businesses reach out to help – from Zoom to media outlets, online courses, apps, state and federal government, non profits and others. We are a world that connects and doesn’t wait for someone to tell us how or when. ~CATHERINE RING
• The one ah-ha has been the reaffirmation of the importance of the arts to allow people to express their feelings, their joys, their anxieties. My students have used their art as a way to cope with the ‘stay at home order’ and it shows that the Arts goe beyond just an assignment or some standard.  ~JEFFREY ORTH
• That students want that music connection. ~LINDA MCVETY
• I joined a few classrooms on zoom and was surprised to see a keyboard sitting behind one of my most difficult students. It was a total surprise and really made me think about my preconceptions of our students. Now I have a new tool to connect with this kiddo-Music! ~ALLIE RIMKUNAS
• One positive was calling a home without internet to check on an advisee. I talked to a mom for a long time. She was stressed and worried and yet doing an amazing job helping to teach her 5 children. My phone call cheered her up and helped her to realize just how well she was doing in an emergency situation. I will now call and talk to this mother each week because I have a connection with her that I might not have established except through the desire to maintain connection with students and their families. I’ve certainly learned the value of parent teacher relationships. I will never again make an assumption about a parent without truly interacting with a parent in an authentic way. ~GLORIA HEWETT
• The Joy of Art as Positive Outreach – Adding our art show to the world of tech!!!! Parents (even some that classroom teachers had not had contact with) are responding and replying to the positive outreach from the arts department. We have been working together to gather permission to add students’ work and names online for the new VIRTUAL ART SHOW at two schools! ~LYNDA LEONAS
• I have always taught by talking to my students face to face, building relationships, giving support and conferencing over their art projects. So now I reluctantly had to learn to use technology to do my job and I was very apprehensive. I have found (ah-ha) it can be effective and even though I  am just learning I can do it and am enjoying it with my students. ~HOLLY LEIGHTON
• I have been very pleased to see some of my students take ownership of their own learning and embrace this opportunity to direct their own educational experience. For these students, I’ve truly felt like a guide / coach by providing them resources and materials to further fuel their own internal motivation as they choose the areas and skills to explore and develop. In my situation as a band director, I’ve told the students they need to change their mind set from “being a member of the band” to “having the opportunity to develop their own musical ability and interests”. ~BILL BUZZA
• I have tried to keep my students in a positive mindset by adopting different assignments — I am not trying to fit a square peg in a round hole, we are not in our normal space so I am adjusting my expectations accordingly, which has worked well for me. We are doing things like video choreography, online movement classes, and Zoom interviews with dance professionals. I am actively trying NOT to do the same things I would do if we were meeting in person, I think that creates a sense of disappointment in the kids and for us, this is working well. ~EMMA CAMPBELL
• Lesson #1 – online never sleeps. ~JEFF BEAUDRY
• As a music educator, teaching remotely has made me realize, you can’t teach chorus with success unless you are in the same room as your students. When we make corrections, we need to make them as they happen not at a later time. We also desperately need to feel each other in the same room to make the music beautiful. A success would be the new ways I have learned how to use a variety of technology tools that I would most likely never have done. ~JANE KIRTON
• LESS IS MORE. Initially, I had the idea that I needed to recreate school for students to access at home. After a week or two of juggling my “work from home” responsibilities with my new “homeschool Mom” responsibilities, I got a glimpse into what some schools are really asking of their families. It’s been very overwhelming at times, and so I have been able to change MY expectations and activities to help ease the burden for my students and their families. I have found success in collaborating with my colleagues to create meaningful and creative activities for my students to enjoy at home. ~DORIE TRIPP
• When schools closed their doors and we were asked to create remote learning opportunities I was intrigued by the possibilities albeit stressed and a little confused by how it would work. I have to say one thing that I have been impressed with, is the capabilities of technology platforms.  I don’t think there is any substitution for the in-person instruction that our educational systems are built on, however technology is constantly improving to give better alternatives when that is not available, like right now. Having done my master’s program completely online, as well as working in several different school systems on different platforms, and using several different types of online programming certainly prepared me for attempting to teach remotely.  At this point in our current situation, I am not getting a lot of participation, however, I feel that I am using due diligence to provide students with many opportunities to develop their understanding and ability to communicate visually.  While we can’t teach in a traditional manner, we can still teach. Where there is a will, there is a way.  It is amazing to see what can be done that would otherwise have been said to be impossible. ~ANTHONY LUFKIN
• I can still be surprised by my students- in particular those who were historically not as active as I would have hoped and are really doing amazing things in these challenging circumstances. I find myself hollering YES when opening e-mails. This insight will be so helpful in supporting those students in the future.~DANETTE KERRIGAN
• It was when a student said during a Zoom meeting that she is experimenting even more with art materials.  She said, “You see this?” while pointing up, “It’s a butterfly mobile that I made with dental floss, sticks and colored paper.”  She shared it with the class with no fear at all. Students are sharing stories and ideas about making art I would have never known about otherwise. They are opening my eyes about what is possible right at home. ~LEAH OLSON
• I made a rap (my least favorite genre of music ironically) video for my students and staff the day before our online learning started in order to encourage everyone and I know it lifted the spirits of all who viewed it.  The “ah ha” was that if we can put aside our uncomfortableness for others, the reward is priceless (I have attached the link below for you)  I will be sending out another one this Sunday providing them some encouragement for the last 7 weeks) ~DIANNE FENLASON
  https://drive.google.com/file/d/1puseH4NJwwHmKyKuTMMp48lUzZvzvTNE/view
• It has been so amazing to see that FINALLY Arts educators are getting included in technology training. I have had the privilege of being part of VPLTs (Virtual PLTs) with Arts educators and providing training for hundreds of educators in my District. ~BARB VINAL
• As an elementary specialist is that it is challenging to make connections with students remotely. Recently I started joining zooms that the classroom teachers or case managers have. This has been a nice way to make a connection with the kids. As far as getting activities out to them we have been doing this through the packets that are sent home and through a facebook page that I set up. ~SAMANTHA ARMSTRONG
• I have really been able to dig my teeth into some of the technology that I never seem to have time to really explore. I feel much more confident using various applications. I am also extremely lucky to have two musical children who are willing to help me. We’ve been able to put out material that I think is appropriate and user friendly for my students and their families. ~ANDREA WOLLSTADT
• The personal relationships between teacher-teacher, teacher-student, and teacher-parent are the most important aspects of effective teaching. Regardless of the content I am trying to still teach my students, it’s the relationships and reaching out to others that really matters the most right now. In this new world of teaching virtually, often just a personal email, a phone call, or hosting a Zoom Meeting just to check in matters far more in the grand scheme of things than whether an assignment was handed in on time. ~IVA DAMON
• Technology and online resources are pretty amazing if you have the time to dive into it and actually figure out how to best utilize it all for your own situation. This is SO happening for me right now, and it will positively impact me and my work for years to come. ~ROB WESTERBERG
• I was struck by how much I miss making art with my students. This is something that I just took for granted in the whirlwind of the school day. ~ LISA INGRAHAM

MICA Arts Ed Sessions

Three amazing sessions

This is the third blog post that provides information about the learning opportunities being happening in September from the Maine Arts Commission – the Pre-MICA At the HEART of Education, Thursday, September 27 at USM, Portland campus, Abromson Center. And, yesterday’s post with the overall details for the Maine International Conference on the Arts being held, same place, on Friday, September 28. This post includes the details on the ARTS EDUCATION track with 3 sessions for your interest. Below you will find the details.

CONFERENCE REGISTRATION

Kaitlin Young

Kaitlin Young is one of five speakers that will start off the day presenting in the Maine Artists Idea Lab. It is a fast-paced and engaging peach kulcha-style format that will knock your socks off with the newest innovations.  an Idea Lab.

Kaitlin Young is the 2018 Maine Teacher of the Year and Music Educator from Sedomocha School in Dover-Foxcroft. The room will be filled with Maine’s arts community members including educators. Very exciting opportunity for her to represent arts education among arts supporters.

ARTS EDUCATION SESSIONS

• 11:00 – 12:00 How do teaching, learning and assessment work together in a positive, productive standards-based Visual and Performing Arts classroom? 

Description

The use of “standards” and “assessments” in visual and performing arts (VPA) education have been discussed, planned for, and developed over many years. A panel of educators will share the work they have underway. Participants are invited to join the conversation – bring your thoughts, questions, and curiosity on why standards and assessments are used in the arts.

Facilitator

Jeff Beaudry

Panel

Jen Etter, Kelly Hrenko, Michelle Kaschub, Holly Leighton, John Morris

Bios

Jeffrey S. Beaudry, Ph.D., Professor, Educational Leadership, University of Southern Maine

Jeff Beaudry

Dr. Beaudry is focused on high impact, classroom and leadership strategies, and how they relate to assessment literacy, assessment for learning (formative assessment), evidence-based practices, and STEAMSS (STEM and arts and service learning). Dr. Stewart MCafferty and Dr. Beaudry just co-authored a book, Teaching Strategies to Create Assessment-literate Learners and Educators, which Corwin Press released in May, 2018. The book provides the research base and multiple examples of practices of high impact strategies of assessment for learning. He also wrote a textbook, Research Literacy: A Primer for Understanding Research, and a book of teaching case study about concept mapping and critical thinking. Jeff passionate about the use of visual thinking in teaching, learning and assessment. He is also very proud of his time as co-director of the Southern Maine Partnership, a regional collaboration of schools and the University of Southern Maine.

Jen Etter

Mrs. Etter is a music teacher at York Middle School in York, ME.  She is currently in her 11th year of teaching chorus, general music and beginning band at YMS.  Within her district, Jen serves on the Leadership Team and played an integral role in helping to transition the York School Department to a proficiency based, student centered model of instruction and assessment.  She has presented on proficiency education at the regional and state level and is passionate about spreading the story of how this has transformed her classroom. Jen has been a teacher leader with the Maine Arts Leadership Initiative since 2013 and in 2014 was selected to featured in the Initiative’s video series on standards-based, student centered learning.  She is extremely proud of the work of this organization and feels blessed to have had the opportunity to be involved with MALI. It is a privilege to be able to work with such amazing arts educators from around the state of Maine.

Kelly Hrenko, Ph.D., Associate Professor, Art Education, University of Southern Maine

Kelly Hrenko

Dr. Hrenko’s current scholarship is within the field of integrated arts and multimodal creative literacies. She uses her position as a teacher educator in the visual arts as a place where several intersections occur; between art and culture, community and school; and interdisciplinary education. She comes from the Midwest where she worked in public and Native American BIA schools, assisting k-12 teachers as they work to integrate the visual arts and native cultures across curricula. Dr Hrenko’s recent publication, Decolonizing Vacationland (Hrenko & Paul, 2017) in Staikidis and Ballengee-Morris (Eds.) Transforming Our Practices: Indigenous Art, Pedagogies, and Philosophies, shares examples of culture based work from Maine classrooms, in partnership with Maliseet teaching artist Mihku Paul. Additionally, Dr. Hrenko works closely with Side X Side, a local arts education non-profit, to support the integration of creative teaching practices and arts-based curriculum across k-12 subject areas.

Michele Kaschub, Ph.D., Professor of Music, Coordinator of Music Teacher Education, Director-Center for Collaboration and Development, University of Southern Maine

Michele Kaschub

Dr. Kaschub is Professor of Music and Coordinator of Music Teacher Education in the School of Music, as well as Director of the Center for Collaboration and Development at the University of Southern Maine. Prior to teaching at the college level, Dr. Kaschub taught 6-12 general and choral music in Camden, ME, and elementary music in Glencoe, IL. Her research interests include children’s composition, composition pedagogy, choral music education, curriculum design/assessment, and the professional development of teachers at all levels. She is co-author of Minds on Music: Composition for Creative and Critical Thinking (Rowman & Littlefield, 2009) and Experiencing Music Composition in Grades 3-5 (Oxford University Press, 2016), co-editor of Composing Our Future: Preparing Music Educators to Teach Composition (OUP, 2013) and Promising Practices in 21st Century Music Teacher Education (OUP, 2014), and has contributed chapters to several pedagogy texts and articles to multiple professional journals.  Michele is currently the Chair & Academic Editor of Music Educators Journal, the most widely disseminated journal for music practitioners in the world. An active clinician and guest lecturer, she has presented research papers and workshops at conferences throughout the United States and abroad.  

Holly Leighton, B.S., Art Education, K-12 Mattanawcook Academy, RSU 67, Lincoln

Holly Leighton

Ms. Leighton is an art teacher at Mattanawcook Academy, RSU 67, Lincoln, Maine.  Holly began her teaching career in the district 20 years ago at the Ella P. Burr Elementary School by developing and implementing the first art program at the elementary level in RSU 67.  Holly is currently in her 4thyear as the art teacher at the high school. Over the past 4 years Holly has participated in district courses and workshops led Dr. Beaudry and Dr. Stewart MCafferty on assessment literacy which has become an important part of her teaching philosophy.  She has continued working with them by attending USM Literacy Conferences and co-presenting at workshops. Holly believes in creating a classroom environment of trust and respect where formative assessments are welcome and occur continuously between teacher and students and between students themselves.   Holly is proud to have become a MALI Teacher Leader and a Teacher Leader at Mattanawcook Academy.

John Morris

Mr. Morris is a dance educator and teaching artist based in Bridgton, Maine. Born and raised in Maine, John performed and taught dance for many years in New York City, before living in the United Kingdom for four years with his wife and stepdaughter. John promotes creative exploration and expression in his teaching, specializing in improvisation and inter-disciplinary collaboration. His writing on creativity and dance has been published in “Creativity Across Domains: Faces of the muse,” edited by James C. Kaufman and John Baer. In addition, he has created a resource for the Maine Arts Leadership Initiative Resource Bank on creativity and dance. He also has a background in large-scale arts assessment, as a consultant for the NAEP arts assessment and the A.P. Studio Art assessment. John is a member of the MALI design team, and is on the Maine Teaching Artists Roster.

• 2:00 – 3:00 When Teaching Artists and Arts Teachers Connect, Students Win  Description: During the past 4 years, teaching artists and arts educators in the Maine Arts Leadership Initiative have collaborated to provide meaningful, purposeful and authentic learning opportunities for students. Educator collaborations provide opportunities for learners that can surpass what a teacher, working alone, can offer. Hear the stories from these collaborators, bring your questions, share your experiences and imagine the possibilities in more Maine schools and communities.

Description

During the past 4 years, teaching artists and arts educators in the Maine Arts Leadership Initiative have collaborated to provide meaningful, purposeful and authentic learning opportunities for students. Educator collaborations provide opportunities for learners that can surpass what a teacher, working alone, can offer. Hear the stories from these collaborators, bring your questions, share your experiences and imagine the possibilities in more Maine schools and communities.

Facilitator

Kate Smith

Panel

Brian Evans-Jones, Kris Bisson, Tim Christensen, Lori Spruce, John Morris, Carmel Collins

Bios

Kate Smith

Mrs. Smith is an energetic music teacher currently teaching music to preK-third grade students in South Berwick, Maine. Kate earned her music education degree from USM and a Master’s degree in Technology in Education from Lesley University. Kate was honored as 2014 York County Teacher of the Year for her passion for innovation and creativity. Kate serves as a teacher leader and design team member for the Maine Arts Leadership Initiative, the Parade Coordinator for South Berwick’s annual Lanternfest and a coordinator for Central School’s farm-to-table program. Kate lives in southern Maine with her husband and three children.

Brian Evans-Jones and Kris Bisson

Mrs. Bisson is Director of Choruses and a music educator at Marshwood Middle School in Eliot, Maine. She received her Bachelor’s and Master’s degrees in Music Education from the University of Southern Maine and has served as adjudicator and guest conductor for several district choral festivals. She is a teacher leader for the Maine Arts Leadership Initiative, and a member of the National Association for Music Education and the American Choral Directors Association. Her passion for student engagement is reflected in each class she teaches.

Mr. Evans-Jones is a former Poet Laureate of Hampshire, UK, now living in South Berwick, Maine. He studied Literature and Creative Writing at the University of Warwick, UK, and received his MFA in Poetry from UNH in 2016. His poems have appeared in magazines and competitions in America and Britain, and he was the poetry winner of the 2017 Maureen Egen Writers Exchange Award from Poets & Writers. Brian has taught creative writing to children and adults since 2005, and has run poetry residencies and workshops in schools, historic houses, prisons, libraries, and other community and educational venues.

Tim Christensen

Mr. Christensen is a well known ceramic artist, and teaching artist, living in the woods of Downeast Maine. In his practice working in sgraffito on porcelain, he seeks to understand and record the complexities of the systems operating, and changing, in our world today.  In his teaching practice, he helps facilitate learning through the use of visual art as a language, supporting students, teachers, and administrators as they unlock the wonders of our world through art and visual literacy. He has worked in clay since 1999, and been teaching since 2003.

Carmel Collins

Ms. Collins is both a visual arts and dance teacher at Lake Region High School, Maine.  She teaches a variety of arts classes that include ceramics, drawing, fundamentals and the latest addition graphic design.  The dance program offers dance showcase (primarily a performance class) and dance academy, as well as supporting a dance outreach program which serves the district schools. She has served on several educational boards and acted as teacher leader for MALI several times, and served as a member of the reviewing committee in the formulation of the NCCAS. In addition to her classroom duties Carmel also serves the district as K-12 fine arts coordinator and serves on the teacher evaluation committee.

John Morris

Mr. Morris is a dance educator and teaching artist based in Bridgton, Maine. Born and raised in Maine, John performed and taught dance for many years in New York City, before living in the United Kingdom for four years with his wife and stepdaughter. John promotes creative exploration and expression in his teaching, specializing in improvisation and inter-disciplinary collaboration. His writing on creativity and dance has been published in “Creativity Across Domains: Faces of the muse,” edited by James C. Kaufman and John Baer. In addition, he has created a resource for the Maine Arts Leadership Initiative Resource Bank on creativity and dance. He also has a background in large-scale arts assessment, as a consultant for the NAEP arts assessment and the A.P. Studio Art assessment. John is a member of the MALI design team, and is on the Maine Teaching Artists Roster.

Lori Spruce

Mrs. Spruce is a visual art educator at Brewer High School in Brewer, Maine. She teaches multiple art classes including Art 1, Painting, Photography, Graphic Design, and Advanced Placement Studio Art.  Lori received her Bachelor’s Degree in Art education and Studio Art from the University of Maine in Orono. She is proud to have been instrumental in creating the digital media arts program that is now offered at her school that includes a traditional black and white photography darkroom as well. She is also the curriculum leader for the visual and performing art department at Brewer. She is a teacher leader for the Maine Arts Leadership Initiative, a member of the Maine Arts Education Association, and Art in the Heart of Maine. Lori lives in Lamoine, Maine, with her husband and son and is a painter in her artist time.

• 3:15 – 4:15 Empowering Your Voice for Arts Education 

Description 

We often underestimate the power of our passion and voice for arts education. Yet, we’ve seen students, educators, artists, arts organizations and community members find their voice, build their stories and messages, back them up with research and evidence, and become leaders and advocates for arts education in powerful ways. In this session, we will explore ways to empower our voices, use helpful resources that are just clicks away, and be on our way to making an impact with our hopes and dreams for the arts in education!

Presenter

Ms. Ring is Executive Director of the New England Institute for Teacher Education and teaches graduate level courses to educators across the state of Maine. She co-founder of the Maine Arts Leadership Initiative and has served on the core leadership team since it was established in 2010. Catherine completed her Education Leadership studies at the University of Vermont and received her Master of Arts from Vermont College of Norwich University. For her thesis, entitled “Education and the Arts, Toward Creative Intelligences,” she researched the role of the arts in learning and has worked closely with classroom teachers, helping them to integrate the arts into their regular curricula. As Principal, Catherine helped to bring to her school district the Kennedy Center’s National Partnership program. She assists school districts throughout Maine with differentiated instruction, arts integration, and gifted and talented programs. Catherine is the 2014 Advocate of the Year by the Maine Art Education Association. Catherine returned to the art classroom in 2016 and is teaching on Isle au Haut. 

Wisdom from Maine Arts Educators

From the voices of veteran visual and performing arts educators on starting a new school year

Make it a delicious school year!

Whether you’re just starting to teach or you’ve been add it for 50 years or somewhere in between you might be excited out of your mind to start or having the back to school dreams and asking yourself “how the heck am I going to do this?!” or somewhere in between. I asked veteran teachers “what’s your message for new and veteran teachers starting off the school year?” Here they are – WORDS FROM THE WISE and EXPERIENCED! It’s an amazing, amazing (and amazing) collection. THANKS to everyone who contributed!

Collectively below is the wisdom of 654 + 65 years of teaching. These are not in any particular order!

Kate Smith – 20 years
Central School, South Berwick Music Educator, Grades PreK-3

-The first friends you should make are the secretaries and the custodians.

-Drink plenty of water.

-Advocate for transition time between classes (see above).

-Don’t take yourself too seriously.

-Take the time to know your students.

-Find an Arts mentor. (MALI teacher leaders are great!)

-Build/maintain/reach out to a network of teachers for a sense of community and just-in-time support.

-You are going to mess up and wish you could forget it all. Write it down instead. Some day it’ll make you laugh like crazy.

Jake Sturtevant – 13 years
Falmouth High School Music Educator
If there is one thing I have learned to do over the course of the time I have been teaching it is to breathe. The power of breath is so important, and it takes moments to do. I still have those feelings of being overwhelmed and always reaching for the surface of the water beneath the pile of to-dos and hope-to-dos, but now I just try to pause and take a breathe and allow that feeling to settle and often it moves further from me.

Jen Etter – 11 years
York Middle School Music Educator 

My biggest words of advice starting a new school year and something that I am attempting to be mindful of is to not lose sight of the big picture getting bogged down in the details. Education is ever changing and constantly evolving and that can be frustrating at times. Keep focused on the big picture and what you know to be important and always keep students at the center!

Patricia Gordan – 37 years
RSU#14 Windham Raymond, Music Educator

1. I do not just teach music to children. I teach children through music.
2. Whenever I get to the point where I begin to think I know what I’m doing, I gain more wisdom and realize I still don’t know what I’m doing. (Keeps me humble.)
3. When I have a student who is a behavior challenge I try to get to know them better and build a relationship with them outside of class.
4. Music is a vehicle for expressing all thoughts and emotions. It can be scary to share the sad and angry songs with students. Will I get negative feedback from parents? “Go Tell Aunt Rhody” is a song about death! Should I use it? Of course we should be tactful and careful, but songs in music class should cover all emotions.
5. A musician must have the heart of a gypsy and the discipline of a soldier. -Beethoven – Some students will be really good at the heart thing and some will be really good at the discipline thing. Stretch them toward the other skill.
6. Sometimes I have a hard time with the word, “fun.” Music is fun but it is also hard work. I want the students to have more than “fun.” I want to feed their souls. I want them to feel the natural high that comes from producing a fantastic product that is the result of extreme effort.
7. Especially for elementary teachers – Listen very, very closely. The “music” is in there somewhere. 😊

Iva Damon – 10 years
Leavitt Area High School, Turner, Visual Art Educator

Going into this year I am really resonating with going “back to basics”. We’re here for the kids as they are at the heart of everything we do. Remembering that at the end of each day, I am able to make connections and help achieve steps in their learning. At the same time, this year I am going to work harder at self-care and making sure to take time for myself.

Holly Leighton – 10 years
Mattanawcook Academy, Lincoln, Visual Art Educator

Teaching is not something you learn and then implement for the next 30 years. It is a constant.

The more I learn the more I realize what I don’t know. It is the “what I don’t know” that drives me to learn more. This is how I grow as a person and educator. It is a continuous cycle that inspires a fresh outlook to each new school year. Take workshops and conference opportunities, no matter how long you have been teaching. After 20 years of teaching I am always come back with something I can use to positively affect student learning and engagement.

Cindi Kugell – 29 years
Oxford Hills Comprehensive High School, South Paris, Visual Art Educator

Know your “Why”. When we focus on our reason for teaching, and for me it’s because there is nothing cooler than working with kids, it gives our lives purpose, clarity and focus. Working with kids keeps me young, inspired and energized and the gratification that I get from students excitement centered around the arts fuels my passion. I truly feel that teaching is my purpose.

Hope Lord – 28 years
Maranacook Community Middle School, Winthrop, Visual Art Educator

Each school year is a new opportunity for teachers to inspire students, innovate, take risks, collaborate, and celebrate the arts.

Adele Drake – 15 years
Hampden Academy Visual Art Educator

I believe in always being open to learning and receiving help and support from others.

Jane Snider – 26 years
Hancock Grammar School Art Educator

While working outside all day in my gardens to end my summer season I was thinking about all of my gardens, how much they had grown since early spring. I realized how much my teaching is like my gardening! Many plants are now in need of a rest, much like my students and I are in late Spring! I have nurtured the seedlings, plants and bushes throughout the season. I have carefully and thoughtfully helped them showcase their beauty! They’ll be back next year, bigger and brighter! Tomorrow I return to school to nurture my students and showcase the beauty of their learning through their art! I’ve had my rest and restored my spirit, I’m ready to carefully and thoughtfully begin a new season for my students! What do they need to grow and flourish?

Sue Barre – 25 years
Waterville Senior High School Music Educator 

Every year (on the advice of my first principal) I work to learn something about each of my students that has nothing to do with music. This process keeps me on my toes and it is also fun for my students to share their non music passions. I am often uplifted, sometimes saddened, and every so often astounded, to the response I can get from “share three things you did this summer.” My personal goal this year is to greet my students every day at the door……they deserve my attention, whether they are making music or not.

Carmel Collins – 20+ years
Lake Region High School, Naples, Dance Educator

Education today is like working with a living breathing organism. It is forever in a state of flux; morphing, refining, retracting, reshaping……Practice being flexible, adaptable and innovative, learn to let things go and move on, keep light on your feet and don’t get stuck in the mud!

When a parent or guardian becomes angry or frustrated with you, always remember that to them they are fighting for their child, a child they have loved and nurtured since birth. Most of the time they are not angry with you, rather it is the situation they are frustrated with and they are looking for help. Try to stay focused on the issue and don’t make it personal. Practice this and they will become your friend and loyal advocate.

Melanie Crowe –  16 years
Marshwood Middle School, Eliot, Visual Art Educator 

The anticipation of a new school year brings up so many emotions – a changing of the seasons, realizing summer is coming to an end, wiping sand off of my sandals for another season, and the vegetable garden bearing fewer treasures. Although, the excitement of meeting new students and having a chance to bring in a fresh approach and atmosphere to the classroom is a just as much a welcome adventure today as it was entering my first year 17 years ago. I am honored to share the art studio with my middle school artists, the opportunity to engage, challenge, and expand their minds is such a precious experience. The years go by in a blink of the eye, the students faces change, but the desire to light the flame of love for art grows stronger each year. I look forward to working with my colleagues integrating art in as many avenues as I can, bridging the gaps from one content to another so students can see how their learning is not in isolation but interconnected. When students can see how valued they are in the art studio, they begin to believe how valuable their art making experience is. I wish you all a wonderful school year working with the youth of Maine and beyond!

Lindsay Pinchbeck – 12 years
Sweetland School, Hope, Founder, Director, Teacher 

New Beginnings

An opportunity to start again

Still jitters – every year, conditioned since a child

Now knowing

The mix of wonder, unease and transition

Breathe

Fear not the unknown

Anthony Lufkin – 12 years
Friendship Village School, Prescott Memorial School, Union Elementary School, Rivers Alternative Middle School, RSU 40 

Every year is similar, but never the same. Each summer goes by faster and faster, but despite wish for more R&R, I always look forward to the new school year. Art and teaching are similar to me in that they are both all about making connections. In art we attempt to connect with artists of the past to understand their ideas, or we try to connect people with our own ideas and perspectives through creation. Teaching effectively requires making connections with students in a way that they can relate to, understand, and appreciate what we are teaching. If we lose connection, not only does artwork become insignificant to us, so does the purpose for learning. Each school year is an opportunity to make connections in new ways. Being in relatively the same position for several consecutive years gives me the insight for identifying ideas and processes that will relate to specific students. As I prepare to start my 12th year of teaching art, I am looking forward to “reusing” successful lessons, opportunities, and connections I have been able to make thus far.  However, I am also looking forward to experimenting with new ideas to better convey ideas, and give students new ways to understand, and more importantly connect, to what art has to offer.

Andrea Wollstadt – 20 years
John F. Kennedy Memorial School, Biddeford, Music Educator

Allow yourself to get caught up in the excitement. Students involved in music have a passion for music. Their joy and excitement is infectious. These kids are PUMPED UP about playing in an ensemble or participating in a music class. Whatever worries or anxieties you might have about the upcoming school year, make sure you give yourself a chance to catch some of their enthusiasm.

Lisa Marin – 22 years (and this is her last)
Jonesport-Beals High School & Jonesport Elementary Visual Art Educator     

Words of wisdom for the new teacher: I remember that first year being very excited, nervous and worried about doing a good job for my new students, the school system, and my colleagues. I tried to get as much input as I could from my fellow art teacher friends, who were very gracious and generous with advice and materials. I was told to relax, have fun, and realize that it takes a few years to make the program your own. So, cut yourself some slack and you’ll be great. Oh yes, and make friends with the custodial staff. Their help over the years has been invaluable.

Words of wisdom for the veteran teachers: It may sometimes be hard to keep up the energy and enthusiasm in the face of new and increasing demands on your time that have little to do with quality teaching for students. I’ve tried to combat this by finding ways to shake up my lessons. I’m looking for ways to incorporate materials I’ve been unfamiliar with or slightly intimidated by to blow out the cobwebs! It’s been fun and I often find I am helped in my success by my students. We say we are all in this together!

For the soon to be retiring teachers (like me): Plan ahead for what you’d like to do post retirement. That will make the transition so much easier. This sounds like a no brainer but is often overlooked. As much as you might love your job remember, you do the job, you aren’t the job. A new teacher’s approach can be wonderful. We were once new teachers as well with fresh ideas. Enjoy your new year!

Shalimar Chasse – 25 years
Wiscasset Middle High School Visual Art Educator rk Middle School Music Educator 

I like to start right off with hands on- avoiding the loooooonnnnnnnngggggggg and boring “expectations” talk that mostly sounds like “wha wha wha wha, wha wha, wha wha” to students just waking up after a summer of sleeping in until noon. I refer students to my on-line site and a unit binder that holds class expectation information. I send them home with a parent guide to art class and encourage them to review this with their parents and return with a parent note confirming their time together and comments or questions. I encourage students to ask me any question to help them acclimate to our space and class while we are doing our first day art activity. Students know what is expected, some need reminding or clarification or simply to know they might not get away with something they have tested. They come to art to Do art- so I like to meet their expectations hoping they might return the gesture.I love the newness of a brand new school year- with no mistakes in it. I like to think of the upcoming year and classes as the best we will experience yet.

Allie Rimkunas – 14 years en Etter
Great Falls Elementary School, Gorham, Visual Art Educator 

Love your students. The most difficult ones need the most love. As an art teacher, I rarely know the home situations, or past trauma that these little ones might have or are still dealing with. I try to keep that in mind when I know a difficult student is coming into my room. Every day is a new day and a possibility for new positive interactions.

I have been teaching for 14 years, and every August brings a new batch of school anxiety dreams. Never fails. I figure that if I didn’t get them then I am not doing my job and changing it up enough.

Catherine Ring – 65 years
Isle au Haut Visual ArtEducator 

Share your passion for learning with children. It’s contagious!

Jane Kirton – 20 years
Sanford High School Music Educator 

Be Compassionate . . . Be consistent . . . CommunicateBe compassionate – Music is one of the few subjects that connects the heart and the brain. Showing compassion towards my students and my colleagues is who I am. The world is filled with so much pain, we don’t know what our students are going through at home. I take great pride in the fact that from day one I tell my students that my classroom is their home and we are a family.  No bullying is allowed. If there is a drama free atmosphere in the room, our music will sound better!  Show you care, smile (even though you are a nervous wreck). Don’t forget to be kind to yourself.  Take care of you – exercise, drink plenty of water, yoga, anything to relieve stress.

Be consistent – Consistency, in my eyes, is critical in good parenting. Set your classroom code of cooperation on day one and stand by it! Treat everyone the same. Discipline can be challenging for a new teacher. Discipline allows a successful start for the entire class. I always remind myself I can always ease up a bit as we get into the year but hold firm to your rules. Keep up with the paperwork (yes, there are certain things we need to do as part of the job which doesn’t have anything to do with what we teach – just “get it done,” don’t put it off.)

Communication – I always tell my students that I’m not a mind reader. I encourage them to tell me what’s going on. It is also important to communicate with them and their parents – concert schedule, paperwork, etc. Communicating with your colleagues is also important. I recently read a post where a new teacher was critical of older teachers in their district in the ways they were teaching. Not a great way to start!  We’re all in this together. Reach out and communicate.  Communicate with your administration, janitors, secretaries, etc. Ask if you don’t know!!

Rob Westerberg – 32 years
York High SchoolMusic Educator 

It’s not about the product, it’s about the process. Precious few are going to remember your concert or art exhibit or play or dance recital three years from now. But dozens of years from now every single participant will remember their journey with you to create that product, and whether or not you caused them to flourish academically and blossom personally. If you take care of those two things – on a daily basis – the rest will take care of itself. Academic without personal is tedious. Personal without academic is cheating them. Both combined is spot-on and will leave you at the end of the day feeling like it was all worth while. Because it will have been.

Charlie Johnson – 44 years
Mount Desert Island High School Visual Art Educator 

Get to know your learners; it is through positive connections that a teacher can discover that which is not always overt from an individual. We are all unique and we are all special, and if you endeavor to learn about your students in a positive manner, it goes a long way toward developing a teacher/learner relationship that benefits both parties.

I’m just starting my 45th teaching year, and I’m just as excited about my new students and classes as I was my first year, because I haven’t fallen into “the same old thing” trap and have many new pieces to explore with my students!

Barbie Weed – 14 years
Gray-New Gloucester Middle School Visual Art Educator 

I always find that the best way to begin a new school year is to forge connections with students as soon as possible. Whether students are returnees for new to the school, taking a little time to get to know something about them sets a positive tone for the whole year. I’m excited for the new experiences that students will bring to my classroom.

Jean Phillips – 30+ years
Wiscasset Middle High School English and Drama Educator

Life is an occasion; rise to it.

Lisa Ingraham – 12 years
Madison Elementary School Visual Art Educator 

Plan meticulously, but keep your mind open to teachable moments. Some of the best learning experiences in my art room began with a student question, interest, and/or aha! that changed our direction for that day.

I’m looking forward to a great, creative, messy year!

MaryEllen Schaper – Retired in June with 42 years
Dance Educator 

Take your work seriously; don’t take yourself too seriously. The work is VERY important, but you can be replaced.

For new teachers, yes, you want to develop positive relationships with your students, but they are NOT your friends. If you need friends at work, develop friendships with your colleagues.

My former superintendent, used to say, “we are there to teach ALL children. Parents send us their best. They don’t keep “the good ones” home”.

We never know the baggage a student brings to school, so listen and be kind. Help students learn that that baggage may be a reason, but it shouldn’t be used as an excuse by the student, the teacher, or the parent. There’s a difference.

Applicable Lin Manuel Miranda “Hamilton” quotes:

“Why do you assume you’re the smartest in the room?” You might not be. I have learned A LOT from my students.

“I am not throwing away my shot.”  You have amazing opportunity to influence lives now and beyond anything in your wildest dreams, so go in EVERY DAY and give 100%.

“I am looking for a mind at work”. Teach your students to think outside the box, ask questions, and how to find answers, even if they might not be what you had in mind.

“Talk less. Smile more.”  Breathe. listen. You’ll be amazed at what you’ll see and hear.

“I wanna be in the room where it happens”.  You ARE in the room where it happens every day. Savor it. It goes by quicker than you’d think!

Lori Spruce – 10 years
Brewer High School Visual Art Educator 

Contribute to the knowledge and skills that you have not only in your own content area, but also expand out to involve your colleagues content areas as well. By doing so, you help not only yourself,  but also students and teachers can learn and grow in the same way. By getting out of your comfort zone and content area, the relationships that you build are invaluable and help build the confidence needed to model what you learn.

Pam Chernesky – 26 years
Mt. Blue High School, Farmington Visual Art Educator 

Start each school year open and ready to build a new community! Bring your best self and a positive attitude to what you do. Every year there will be new initiatives and demands on your teaching and your time, but the real focus should be meeting your students and sharing the excitement of creating and learning with them. Remember that you have content knowledge, passion, and experiences to share and that your students want to learn from you. Don’t become bogged down by the initiatives, administrative demands, or even the details of lesson plans. Offer challenges and take risks in your classroom! Laugh with your students!  Have fun!

Kris Bisson – 16 wonderful years!
Marshwood Middle School, Director of Choruses 

No matter what type of learners you have in your classroom, every student needs understanding.

When I’m excited about what I’m teaching, my students are excited about what I’m teaching!

Theresa Cerceo – 15 years
Dr. Levesque Elementary School & Wisdom Middle High School, MSAD # 33 Visual Art Educator

Trust your instincts, value your strengths and keep yourself open to learning new things.

Danette Kerrigan – 13 years
Sacopee Valley Middle School Visual Art Educator 

Every year is different, but poses the possibility of new discovery and greatness. Every year is the same – the same bright expectant eyes, sleepy heads, hugs and growth. Starting a new year is never boring, always keeping me on my toes, yet is as exciting as opening a new box of crayons… the possibilities are endless. Fashions change, expectations change, requirements change, students stay the same – still needing reassurance, encouragement, celebration and a champion.

For new and veteran teachers – breathe. Embrace each day and reflect at the end on what went well and be honest about what did not. Remember that everyone has something to offer, even those adults who may try your patience. They too, got up this morning, hoping to do the right thing. Assume good intentions. Always apologize – even to students – especially to students – when you have had a bad day and spoke shortly when you shouldn’t have. Remember that you are making an impact you don’t even know about yet.

Rick Osann – 15 years (retiring this year!)
Bonny Eagle High School Media, Theatre, and Visual Arts Educator 

Be sure to be yourself. Teaching can be really stressful and it’s easy to try to be different to either be the “perfect teacher” or to get your students to “like” you.  The most important thing is to feel comfortable in your own skin.  Students of any age recognize quickly if you’re not being true to your core beliefs. Students will respect you if you just be yourself.

Bill Buzza – 25 years
Edward Little High School Music Educator 

Some words of advice for the beginning of the year:

#1 – Take time to get organized. We get so busy and there are many demands on our time. Using an organizational system that works for you allows you to spend more time teaching.

#2 – (New teachers) Find a mentor and don’t be afraid to ask questions. It’s much more efficient to learn from others than trying to reinvent the wheel.

#3 – Don’t be afraid to say “No” but keep an approachable demeanor. Many times students try to learn / push a teachers limits. We need to be committed to our response and consistent so students know what to expect.

#4 – Build relations with everyone; students, administrators, parents, colleagues, custodians. There will be a time when those connections will pay great dividends.

What’s your advice to new and returning educators? Please email me yours and I will collect them for a future blog post. How will you include and support new teachers in your school/district? Please introduce them to the Maine Arts Education blog – its easy to subscribe (on the right side, half way down). And, invite them to join the community by joining the arts education list-serv by sending me their email address.

Before we get to the “wise words” from Maine, Nancy Flanagan taught K-12 music for 30 years in Michigan. She blogs for Education Week, the TEACHER section called TEACHER in a Strange Land (you may want to follow her on twitter) and on August 6 she wrote a post called Ten Non-Standard ideas About Going Back to School. It’s worth the read (after you read what Maine arts educators have to say)!

Arts Ed Conference and MICA

September 27, 28 – USM, Portland

The 2018 Maine State Teacher of the Year, Kaitlin Young, will provide an engaging keynote at the Arts Education Pre-Conference: At the HEART of Arts Education and provide seeds of inspiration to help you create action steps for your work at the school and/or community level. Attend as individuals or consider bringing a team from your school and/or community. The day will start and conclude with creative art and music making.

The Pre-MICA conference At the HEART of Arts Education will take place at the Abromson Center, USM, Portland on Thursday, September 27, 8:00 – 4:00. Registration is $50  and includes lunch and the opening session of the Maine International Conference on the Arts on Thursday evening in Hannaford Hall.

The Pre-MICA Arts Education conference participants will:

•     learn skills to improve teaching and learning in the arts;
•     collaborate among the arts disciplines: dance, media arts,  music, theater, visual arts and creative writing;
•     network with other educators and reconnect with old friends;
•     make connections between school and community, including arts organizations, artists, and other arts education supporters.

The conference will be a joyous occasion to learn together and celebrate who we are! We are educating the future, the next generation of artists, arts educators, and appreciators of the arts. To do that we need to:

• Instill purpose/passion
• Ensure High Quality Instruction
• Provide relevant and real-world learning experiences
• Empower our students to become the teachers of their generation.

THURSDAY AGENDA

OPENING – Welcome

Story of the South Berwick Lantern Festival

Carol Trimble Award Presentation

MORNING SESSIONS  

ART, MUSIC, and DANCE MAKING Attendees will select between Music/Dance session and Lantern making session.

If you choose the Music Making/Dance session participants will have the opportunity to learn:

• Basic African drumming and singing

• Simplified steps to an African dance

FOLI – The word used for rhythm by the Malinke tribe in West Africa. Foli is not only found in Malinke music, but in all parts of their daily lives.      FOLI: there is no movement without rhythm

If you choose the Visual Art – Lantern session participants will have the opportunity to learn:

• How in some cultures light holds a symbolic meaning and is an integral part of traditions
• Using your imagination and creativity to create a unique lantern.
• Opportunities to learn from each other how to bring these experiences back to your  classroom and or community.

Bon Festival – In Japan this annual festival honors deceased relatives while people spend time with their living family members. At the culmination of the festival families place lanterns on the river to be carried away symbolizing the peaceful return to the afterlife.

Both sessions will culminate in a cross cultural experience and open MICA 2018 with a celebratory processional.

KEYNOTE – The 2018 Maine Teacher of the Year is Kaitlin Young who teaches music at SeDoMoCha School in Dover Foxcroft

LUNCH – Midcoast Music Academy performance

View 15 version of the Ashley Bryan film

AFTERNOON SESSION

Choose Your Own Adventure – participants will be guided through creating a plan to use when they return to their schools and communities. There will an opportunity to share so participants can learn from each other and go back to their individual schools and communities with new ideas.

CLOSING

Participants will lead MICA processional using music/dance and lanterns made earlier in the day to the opening of the Maine International Conference on the Arts reception in Hannford Hall. The opening keynote will follow.

The $50 registration includes the arts ed conference, the opening reception, keynote and performances.

MICA CONFERENCE – FRIDAY, SEPTEMBER 28, 8:00 – 5:15

Opening

Maine Artists Idea Lab: Five speakers using the fast-paced and engaging pecha kucha-style format will knock your socks off with their newest innovations. Speakers include:

Lucas Richman, Music Director, Bangor Symphony Orchestra

Rene Johnson, Executive Director, Theater Ensemble of Color

Erin McGee Ferrell, Visual Artist

Kaitlin Young, 2018 Maine Teacher of the Year

Jeremy Frey, Passamaquoddy basketweaver

20 Professional Development Sessions in 5 Tracks Running Concurrently:

LEVERAGING INVESTMENT. Learn to attract and leverage greater investment through corporate sponsorships, development planning, capitalization and more.

BUILDING CAPACITY. All you need to know on strategies for sustainability and increased impact, from an intensive on strategic planning with Julie Richard to a session on The Role of the Arts in Communities in Crisis.

VISIBILITY OF THE ARTS & CULTURAL SECTOR. Discuss ways to increase awareness of creative opportunities, as well as their value to communities and local economies. Participate in a new, two-part workshop by MICA 2016 superstar Matt Lehrman, Opportunity Everywhere, Parts I & II. Or attend a dynamic session hosted by DataArts/The Cultural Data Project on ways to connect your data to stories about your mission and impact, for more effective communications with key stakeholders.

ARTS EDUCATION & LIFELONG LEARNING. Participate in sessions on fostering PK-12 arts education and lifelong learning programs, including Creative Aging and Traditional Arts.

PROMOTING CULTURAL TOURISM. Gather the information you need to enhance experiences and leverage cultural tourism. Hear from organizations on their successes creating experiences outside of traditional venues, or attend a Rural Community Arts Development session facilitated by Maryo Gard Ewell.

Pop-up performances throughout the day.

ARTS EDUCATION SESSIONS

How do teaching, learning and assessment work together in a positive, productive standards-based Visual and Performing Arts classroom?

The use of “standards” and “assessments” in visual and performing arts (VPA) education have been discussed, planned for, and developed over many years. A panel of educators will share the work they have underway. Participants are invited to join the conversation – bring your thoughts, questions, and curiosity on why standards and assessments are used in the arts.

Facilitator – Jeff Beaudry – Associate Professor, Educational Leadership, USM – Overview of Summative and Formative Assessment and Moderator

• Jen Etter – Music, York Middle School
• Kelly Hrenko – Visual Art, USM
• Michele Kaschub – Music, USM
• Holly Leighton – Visual Art, K-12, RSU 67
• John Morris – Dance, Teaching Artist   

Brian Evans-Jones and Kris Bisson

When Teaching Artists and Arts Teachers Connect, Students Win

During the past 4 years, teaching artists and arts educators in the Maine Arts Leadership Initiative have collaborated to provide meaningful, purposeful and authentic learning opportunities for students. Educator collaborations provide opportunities for learners that can surpass what a teacher, working alone, can offer. Hear the stories from these collaborators, bring your questions, share your experiences and imagine the possibilities in more Maine schools and communities.

Facilitator: Kate Smith, Central School, South Berwick Music Educator

• Brian Evans-Jones, Writer Teaching Artist and Kris Bisson, Marshwood Middle School Music Educator 
• Tim Christensen, Ceramic Teaching Artist and Lori Spruce, Brewer High School Visual Art Educator
• John Morris, Dancer Teaching Artist and Carmel Collins, Lake Region High School Dance Educator  

Empowering Your Voice for Arts Education 

We often underestimate the power of our passion and voice for arts education.  Yet, we’ve seen students, educators, artists, arts organizations and community members find their voice, build their stories and messages, back them up with research and evidence, and become leaders and advocates for arts education in powerful ways. In this session, we will explore ways to empower our voices, use helpful resources that are just clicks away, and be on our way to making an impact with our hopes and dreams for the arts in education!

Presenter: Catherine Ring, Visual Art Educator, Arts Education Consultant, Co-Founder of the Maine Arts Leadership Initiative, Maine Art Education Association 2014 Maine Arts Advocate of the Year.

If you have any questions please email Argy Nestor, director of arts education, argy.nestor@maine.gov.

MALI Summer Institute: Day 2

Wowzer!

Kate Cook Whitt

Day 2 kicked off with an amazing STEAM presentation from Kate Cook-Whitt. The opening was titled This is your Brain on Art: Neuroscience and the Arts  – “Examining the World Through Different Lenses: Art and Science”. Kate is an Assistant Professor of Education at the Center for Innovation in Education (CIE) at Thomas College. Participants agreed that Kate’s presentation was outstanding!

Teacher Leaders participated in several great mini-sessions, some led by teacher leaders and teaching artists leaders themselves including:

• 

  Nancy Frolich, Social Justice mini-lesson

  Social Justice and the Power of the Arts with Nancy Frohlich from Leaps of Imagination

• 7 Strategies of Assessment with Jeff Beaudry from USM and visual art teacher leaders Holly Leighton and Samantha Armstrong

• National Board Certification with visual art teacher leader Danette Kerrigan

• Connecting the STUDIO HABITS of MIND to the NATIONAL STANDARDS in the Visual Arts classroom with visual art teacher leader Jane Snider

• 

  Things Into Poetry session with Brian Evans-Jones

  Things Into Poetry with poet teaching artist leader Brian Evans-Jones

In addition Bronwyn Sale and John Morris provided a session called Teaching for Creativity. The afternoon brought all three strands together (teaching artist leaders, new PK-12 teacher leaders and returning PK-12 teacher leaders) for a session with teaching artist leader and potter Tim Christensen. We engaged with a small medallion of clay using the process Tim is so in tune with: sgraffito.

The rest of the afternoon was spent on leadership, advocacy, and putting it into action on the follow up plans for the next year. Strand 1, the Teaching Artist Leaders met with Jeff Poulin, electronically, from the Americans for the Arts.

Day turned into night and educators gathered around the Thomas College fire pit for drumming and a chance for Tim to fire the clay pieces created earlier in the day in the propane fire pit. This provided a wonderful opportunity to connect with colleagues from across the state. What a great way to end an outstanding day!

Strand 1 with Jeff Poulin, Americans for the Arts. Kate Smith, Design Team member, holds the computer during the question and answer period

Jennie Driscoll, Elise Bothel visual art teacher leaders

Jen Etter, music teacher leader

New teacher leaders David Coffey – music and Amy Donovan-Nucci – visual art

Tim Christensen firing the clay pieces

Fun around the fire pit!

Another Arts Teacher’s Story: Holly Leighton

Teacher Leader series

This is the seventh blog post of the Maine Arts Leadership Initiative (MALI) Phase 5  Teacher Leader stories. This series contains a set of questions so you can learn a little bit about the work they are doing as Maine arts educators. CLICK HERE for more information on MALI. CLICK HERE for more information on the 73 of the MALI Teacher Leaders. CLICK HERE for Arts education resources. Search in the “search archives” box on the bottom right side of this post for past stories. There have been 66 posted to date.

Holly Leighton has been an elementary art teacher at the Ella P. Burr School in Lincoln for 17 years seeing 400+ students weekly. This year she moved to the district’s high school, Mattanawcook Academy, where she is the art teacher with 92 art students from grades 9-12. (RSU 67) Holly’s main responsibilities are teaching six 70 minute classes and covering the visual art standards.

What do you like best about being a visual art educator?

I love working with the students and watching their confidence in their art abilities grow. When I have a student that feels they “just aren’t good in art” I make it my mission to help them find their strengths and show them their growth as they go. When they begin to show pride in their art, embrace new media eagerly, and start thinking outside the box, I feel I have done my job well. It is very fulfilling and makes me feel proud to hopefully be making a difference in student’s lives.

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

I believe it requires teachers that are knowledgeable and passionate about teaching the arts and understands and loves working with students of all ages. I believe there has to be support from the administration, school board, and community. I believe we have to build strong art programs and continually advocate for them.

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

I like to use formative assessments to track student’s growth and guide my teaching. I like to make sure each student knows where they are and where they need to go next in their learning. I have students do self-reflections on their artwork using the critical analysis process. I feel it makes students really think about their art, gives it importance, and makes them proud of what they have done.

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

Confidence! I was very unsure about how effectively I was using assessments in my classroom. After attending the conference in the fall I realized many of the others felt the same and we are on the right track. I learned so much from the others, creative resources for assessing in the arts, confidence in using my voice, and that we all have good ideas and need to share them. I have become a much more confident teacher.

What are you most proud of in your career?

I am proud of whom I have become through my years of teaching and this has happened because of the many dedicated colleagues that have mentored and encouraged me on my way. I consider myself a good teacher that cares about the students and really wants them to succeed in life.

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

For me it is time. Teachers are expected to spend so much time on new initiatives, trying new programs to improve the way we do things, meetings, and duties. We need to have time set aside on early release and workshop days to work on curriculum and standards, reflect on our teaching, and the multitude of other things that have to be done to keep our programs running effectively.

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

I have always tried to find ways to bring the students to the arts and artists to the classroom. We have had authors, illustrators, drama and dances teachers, and musicians come preform and/or teach in the classrooms. We have had multiple field trips to the Portland Museum of Art, Colby Art Museum and University of Maine Museum of Art. With help from my arts colleagues, I arrange these events at little or no cost to the district through grant opportunities and foundations. It is a lot of work and sometimes seems to just happen to others. I do it because I feel it is important for students in our rural area to experience the arts first hand.

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

Reach out and network with others. Join state and national organizations and be an active member. There is a wealth of resources out there to help with funding for field trips to the arts, to bring working artist to your schools and professional development opportunities for yourself.

If you were given $500,000 dollars to do whatever you please, what would it be?

I would go on vacation and travel to all the places here and overseas that I have wanted to see. I would pay off our home and fix up our family’s summer camp on the lake. With the rest I would fund a ceramics studio for our art program.

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

No. I use to have regrets, but finally realized that choices I have made have led me to be who I am today, my family, friends and work ethic. I believe the choices we make in the past lead us in different directions and where I had ended up at this point in my life, I couldn’t be happier.