Each Spring the Maine Art Education Association (MAEA) presents awards to individuals who are committed to quality visual art education. Some of these educators have been in the ‘trenches’ with ‘kids’, of all ages, for many years. Others are just beginning their careers, and yet others support quality art education from a distance impacting the lives of learners. Each individual is to be commended for their contributions to the profession.
At a recent ceremony each individual was honored for their service. Below are the recipients with their ceramic awards made by Carolyn Brown.
CONGRATULATIONS!
The awardees
Iva Damon, Leavitt Area High School, Turner
Kaleigh Jones, Carl J. Lamb Elementary School, Sanford
Jessica Nadeau, Boothbay Region Elementary School
Kari McCarthy, Brunswick Junior High School
Elise Pelletier, Scarborough High School, Scarborough
RSU 40, Assistant Superintendent
Pamela Moulton, North Bridgton
Abigail Newkirk, Colby College Museum of Art, Waterville
The Maine Art Education Association (MAEA) concluded an outstanding spring conference by presenting three, no four, awards to deserving educators. But first a word about the conference. I’ve been around long enough to see institutions transform, some for the third and fourth time. I had the pleasure of working on the planning committee for the MAEA spring conference that was held on Saturday, April 2 in Rockland at the Farnsworth Art Museum and CMCA. I’m not just talking about a conference that was held in both facilities but what took place was magical. It was delightful to see the two institutions partner with MAEA to put together a very worthwhile day for art educators.
Presentation by Daniel Salomon
The conference entitled Radical Reuse was planned and implemented by a group of people who had never worked together before, some new to their positions, and everyone went above and beyond. Over a two month period every Thursday the education staffs of both institutions and the MAEA conference planners came together on zoom to plan the annual spring conference. THANK YOU to everyone for a job well done! From CMCA: Mia Bogyo, and representing the Farnsworth: Gwendolyn Loomis Smith, Katherine Karlik, and Alexis Saba. MAEA president, Lynda Leonas, coordinated the effort with board members Iva Damon and Christine Del Rossi supporting. From the Rockland school district Richard Wehnke helped.
Printmaking with Sherrie York – Lynda Leonas and Iva Damon
The keynote was provided byKrisanne Baker, Medomak Valley High School art and ecology teacher and artist. She is committed to advocating for the ocean and inspires her students to learn about water quality, availability and rights, and ocean stewardship. Guest speaker Daniel Salomon who teaches in The Hatchery at Camden Hills Regional High School provided background information on the work he is doing with students utilizing and reusing materials and the role we each can play.
Gallery tour, Farnsworth
After the opening speakers, conference participants attended sessions on printmaking with Sherrie York, art making around ‘place’ with Alexis Iammarino, toured the Farnsworth Museum, and toured CMCA. Several merchants from Downtown Rockland supported the conference goers with discounts. During the middle of the day Daniel’s students from the Hatchery, set up outside CMCA, shared several of the projects they have been involved in this year.
Alexis Iammarino demonstrating, CMCA
AWARDS PROGRAM
The day concluded with honoring the work of four educators with an amazing backdrop of quilts at CMCA. The educators are outstanding in and out of the classroom, engaged in work at the local, regional, and state level. They work (and play) tirelessly, sometimes alone and often collaborating with others. Every day they exhibit all that is right about education. In their respective institutions they have a place at the table where they continuously advocate for students and art education. We know that an excellent education in the arts is essential, and these educators strive for every student to experience just that.
The awards committee was led by Belfast Area High School art teacher Heidi O’Donnell. Members of the committee included Hope Lord, Maranacook Middle School art teacher and Suzanne Goulet, Waterville High School art teacher, and myself. The awards, clay vessels, were created by Carolyn Brown, Camden Hills Regional High School art teacher. In addition each educator received a plaque for their classroom and a pineapple.
The 2022 Administration/Supervision Art Educator of the Year was presented to Dr. Rachel Somerville who is at Maine College of Art & Design and Westbrook Schools. She was introduced by Melissa Perkins, Congin Elementary School art teacher, Westbrook.
Melissa presenting Rachel
The 2022 Secondary Art Educator of the year was presented to Iva Damon, art teacher at Leavitt Area High School in Turner. She was introduced by Lynda Leonas, president of MAEA and an art teacher at Walton and Washburn Elementary Schools in Auburn.
Lynda presenting Iva
The 2023 Maine Art Educator of the Year was presented to Matthew Johnson, art teacher at Westbrook High School. He was introduced by Deb Bickford who also teaches art at Westbrook High School.
Lynda Leonas presented a surprise pineapple award to Heidi for outstanding leadership and contributions to the MAEA board. She is stepping down from the board as she takes on a leadership position with the National Art Education Association.
Heidi O’Donnell, right with her Belfast colleagues Linda Nicholas, middle and Kathie Gass, left
As we move away from the challenges of the pandemic I urge you to consider:
Become a member of MAEA, if you are not already one
Volunteer to become a board member and take on a leadership role
Nominate a colleague who is worthy of recognition
For more information please go to the MAEA website.
A lot has been said about education and educators since the pandemic started in March of 2020. During the earlier months educators were the heroes. People began to realize the value of teachers. I read on a facebook post by a teacher this week that she wished to return to the early days of the pandemic when teachers were appreciated. When parents, especially parents, realized how challenging teaching is and how critical the teacher was to their child. We all know that doesn’t just refer to the ‘teaching’ part of a teachers day but the support teachers give to social and emotional learning, and so many other pieces that teachers teach individual students.
This morning I listened to a 6th grade student from Georgia on public radio say that her mother gave her a journal recently to document her stories of the pandemic. She only wished she had started writing at the beginning of the pandemic because she’s forgetting how she felt and what happened during those earlier days.
As we know time seems to race faster as the years go by. I’m sure some of you can relate to the 6th grader. Those of you that wear both hats – juggling teaching and parenting, in many cases, handled even more than usual.
What did you try during the early days of remoteness that you felt was a disaster and what actually turned into a success? In the spring of 2020 I remember gathering on zoom each morning with my middle schoolers for ‘breakfast club’. Students had a chance to connect with each other and their teachers. They ate, laughed, and connected in ways unmeasurable. It was optional but almost every student was there almost every day. It helped them to remember the importance of connecting and communicating in a ‘non-learning’ way. Let’s face it, we know how important it is for many to connect, not because we have to but because we want to.
Here are a few questions to help you sort your role as teachers during the pandemic. Answer the questions by writing or an art creation (movement, acting, musically, visual art, poetry):
What have you learned earlier in the pandemic that you continue to apply?
As things got turned on their head, what did you try that you found was successful or a complete failure?
What were the points in time that caused you to pivot?
Name what you felt when teachers were being referred to on a daily basis as ‘heroes’?
Make a list of what you want to remember from the pandemic as a teacher; the positives, and the challenges?
Select a quote that you can identify with in your role as a teacher. Make it large and post it (at home or at school) and use it as motivation and a remembrance that what you’re doing is amazing, every day!
Compile a list of quotes from the amazing work teachers are doing that are helpful in keeping your spirits up and remembering: whatever you’re doing is enough!! I can’t say that enough.
bell hooks, September 25, 1952 – December 15, 2021
As we start another calendar year and head towards two full years of living in a world-wide pandemic here are thoughts and what’s been learned from teacher leaders; on teaching, adapting, pivoting, and noticing students to help them do their best at learning.
A HUGE THANK YOU to Rob Westerberg, Anthony Lufkin, and Iva Damon for going above and beyond and sending their thoughts. Valuable information from Maine Arts Educators. You’re invited to share your thoughts. Please post at the bottom or email them to me at meartsed@gmail.com and I will update this post.
What are your ah-ha moments in teaching this year? What’s most important to you?
Two things have helped me pretty profoundly. The first is staying hyper organized. I tend to lean that way ordinarily, but by always staying a step or two ahead of everything that needs to be done, it has helped to relieve a LOT of stress and peripheral distractions from my school day and my interactions with classes/students. The other thing is treating each individual school day as its own mountain climb… I climb a different mountain every day. Consequently at the end of the day I feel a genuine sense of accomplishment. Some climbs are easy, others hard. But either way I leave school feeling very proud and, honestly, very happy. It has helped me keep my focus off of what I cannot control, and instead on the most important things in my professional life: the students. In some ways I already feel like 2021-2022 is the best professional self I have ever been. ~Rob
Students are so excited to be back in the classroom. It is why I love teaching. The privilege to provide the space to have students learn and explore what they are capable of doing is why I love going in every day. It’s also so important to remember to remember what is within one’s control and what isn’t. A new technique I learned was to think of oneself as a river, it’s okay to have things flow in, but allow them to continue to flow on and not hold onto what isn’t healthy or supportive to you.~Iva
Do you have any techniques/daily rituals/helpful hints for others that help you and your students focus?
Every start of every class, every day: I prompt the students to show me fingers, 5 means “I’m doing amazing”, 1 means “I shoulda stayed in bed…”. I look them over and it’s a conversation starter for me, reacting to what they are showing. If someone’s a 1 or a 2 I may ask, “School or stuff or both?” I certainly don’t need to know more than that, but even that response can lead to other discussions as a class (strategies for dealing with stress, compartmentalizing home stuff and school stuff, being a teenager in the 21st Century or even specific things). It also allows me to provide empathetic stories in my own experience if the situation fits. After we’ve done that, I have the class itinerary on the board, talk them through it, and off we go. The students have expressed directly to me how much they deeply appreciate this. They know it’s not just a quick tack on, that I truly care. EVERY teacher truly cares, but we don’t always have a platform to empathize in real time with our kids. This allows me to do so. It’s amazing how much this one piece – even over just a few minutes – centers and focuses my kids as we prepare to work together. For some the effect lasts the rest of their school day. It’s made a difference for me too. ~Rob
I have been using walks as a transition to class. We have been starting each class by doing a loop around the building outside. It has been a great opportunity to informally check-in with students, how their day is going, and makes for a more seamless transition for class to begin when we return inside.~Iva
The structure of my art classes has changed a lot for me over time, significantly with the adaptations need to cope with the pandemic, but also as I develop a better understanding of learning processes, and gain more experience teaching art. Creating a studio mindset is something that I have worked to achieve, while still maintaining the structural instructional practices needed to develop new skills and understanding.
Working at the elementary level, time is always an issue with one of the biggest inhibitors I have found being the way schedules are set up. Because of the limited time available, I have really had to focus on what is important, and what can be discarded. There are a few strategies that I have implemented that while I had concerns about them taking away from instructional or production time at first, I have found to be invaluable.
One process that a colleague shared with me is something called a “silent doodle”. This is a little piece of paper on the student’s desk when them come it that they “warm up” with when they first some into class. The primary reason for implementing this was to help them settle in after a transition, and give me time to get things ready (especially when I did have not time between classes). What I have found though, is that this becomes an amazing creative outlet, and a form of reflection where they often draw images using the skills we have worked on in class. We only spend 2-3 minutes on this, and so while it takes that time, when they are done, they are ready for instruction and creation.
Another process I have implemented in many classes that I got from some of the collaborative projects I have done with the Farnsworth Art Museum Educational Program, is a quick noticing activity using visual thinking skills. We do what we call an I see…I think… I wonder critique of an artwork. A few times a week at the beginning of class I portray an artwork, sometimes relevant to our project but often not, that we spend a few minutes looking at. I have students raise their hands to tell me what they see in the picture, things like colors, shapes, objects, etc. I then ask for what they think the art work is supposed to show or mean, or why it was created based on those observations. Finally, I ask what else they wonder about the artwork based on what they have seen and what they think. I usually fill them in with a little information about the art and artist, but it is brief, intended to help them realize that there are not always answers to some of those questions. This again takes a few minutes, usually 5 minutes or so, but has created the framework for looking more critically at art, and developing ways to talk about one another’s work using effective constructive criticism.
The speed of which I go through instructions, and the modeling of techniques are also significant components to giving students adequate time to work on their projects. Having lots of examples including student examples in progress and completed are also key contributors to helping students understand the steps and processes we are working on. One of the areas I struggle with is giving students the opportunity to “complete” projects. I have the mind set of ‘process over product’, focusing on giving them as many opportunities to try new techniques and mediums as possible. I understand that this can be very frustrating for students who are more methodical in their approach so that balance between finishing and moving on is one I am constantly adjusting.
While there are many other small factors in my teaching approach that contribute to my teaching “style”, one of the other structural features I have been trying to incorporate more is the use of choice for students. While some of them are adaptive choices, many of them are simply an alternative. For example, I have had a 3D printer donated to our program by the Perloff Family, and have been using some cad programming in my projects. Giving students the option of using 3D printing versus clay, allows those with tactile discomfort, the opportunity to express their ideas in a different form. I still make sure they experience the nature of clay in other projects, but by having some choice, even with miniscule differences, has made a big difference in student motivation. ~Anthony
Now that we’re in the second year of the pandemic; please share what you’ve noticed about students and how they’re adapting to the challenges?
My students have never been more grateful for the things we often took for granted pre-pandemic. There is an excitement around rehearsals and classes that is almost tangible, because the kids really missed it. They are struggling too… back in school full time, singing with masks on, social/emotional issues that continue from this past year, but their gratitude seems more overt and embedded in what they do in my classes. I think that gratitude has helped them to move forward even as it remains a challenge. ~Rob
They need space to talk through their concerns, hopes, and have adult models to help them establish healthy tools to cope with their new world they are a part of. Students are the most resilient and have been able to bounce with the extreme changes that keep coming their way, but time to stop and reflect is so very important. ~Iva
Congratulations to the Maine Art Education Association for a successful virtual conference held this past Saturday. Iva Damon was the chair who waited an entire year to complete her task. Last year the conference was canceled thanks to the pandemic. Every aspect of the conference entitled Perceptions 2021 went really well. If you’re working on the planning of a virtual conference or workshop I suggest you reach out to Iva who is an art teacher at Leavitt Area High School. Conference planner Extraordinaire!
The conference opened with a keynote provided by Natasha Mayers and Rob Shetterly. She often explores themes of peace and social justice. Recently the film on Natasha’s life as an artist was released called Natasha Mayers: an Un-Still Life. Natasha founded ARRT! (the Artists’ Rapid Response Team) in 2012, an artists’ collective that meets monthly, creating over 400 banners, props and yard signs for most of the progressive organizations in Maine. She co-founded and is editor-in-chief of TheMaine Arts Journal: Union of Maine Visual Artists Quarterly. Learn more about how Natasha has contributed to so many meaningful projects and made a difference in Maine practicing her art in a collaborative way. You can read about her contributions since 1976 at THIS LINK. Conference participants had a chance to view the film before the conference.
“…an engaging and lively portrait of an engaged and lively artist who uses her talents in the service of truth and justice, rather than fortune” — Edgar Allen Beem
Natasha Mayers
Artist Rob Shetterly founded Americans Who Tell the Truth (AWTT) and has painted over 250 portraits of ‘truth tellers’. The Samantha Smith Project is part of the AWTT work where middle and high school students use art to build a bridge between the classroom and the world to create curious, courageous, and engaged citizens. SSC projects teach students that, no matter what age, they can be part of solving the challenges and problems they see around them.
One of the portraits that Rob has created is of Natasha so it was a delight to have them both share their stories and inspire art educators to make a difference in their classrooms.
Participants had a chance to attend three workshops throughout the day and meet with colleagues informally. The workshops were:
Evaluating Creativity with music educator Joe Cough
Update your Advocacy: New Ways of Promoting and Expanding Your Impact Beyond the Art Room with Brunswick Middle School teacher Cory Bucknam
Neurographic Art with Maranacook Community School art teacher Hope Lord
Teaching and Learning with Natasha Mayers: An Un-Still Life with Argy Nestor, Sweetland Middle School
AP Art and Design Network Discussion with high school art teachers Lori Spruce and Holly Houston
Hand-Build a Tour Up & Stamped Mug with Bioddeford Middle School art teacher Samara Yandell
The day ended with a gathering and door prizes presented. It was very clear that teachers missed seeing colleagues from other parts of the state and making art together. Comments around the challenges of the year and that the value of the art classroom became more clear to educators. Participants said what a great conference it was. More people attended the spring conference than has been the case in the last several years. The comment that placed clarity on our important roles as art educators this year was stated by Rangeley Lakes Regional School Art Teacher Sonja Johnson:
“The Art classroom is a place of awakening this year”.
Teacher Leader voicesof Maineon the bright lights that the pandemic afforded
A year ago my school, like all schools in Maine, shut down because of the Covid outbreak. On Friday, March 13th staff left for the weekend without knowing what the next week was going to bring. Staff and parents and students quickly kicked into a complete ‘flex mode’ each day learning and building on our knowledge. In the beginning it was an amazing and unsettling feeling to watch, listen, and learn through a completely different lens. Everyone stepped up and each person, young and old, were terrific. The summer came and went with educators throughout the world considering the next steps. With open minds and a cooperative spirit the sharing of ideas flowed through the air waves (in most cases at no cost) and connected educators in a completely different way. I can only think of a couple of other times in my career when my pathways to learning were so rapid. As the 2020-21 school year progressed FLEXIBILITY continued to be necessary. And, as we pause for the one year anniversary of education changing drastically we are beginning to see the light at the end of the tunnel. My greatest hope is that our pathways of learning, sharing ideas, and collaborating will continue. And, I do hope that we simply don’t ‘go back’ to where we were before unless the pieces are in the best interest of every learner!
The following Maine Visual or Performing Arts Educators kindly provided their “silver linings” of the pandemic. We all have them, what is yours? Please email your silver linings at meartsed@gmail.com so we can continue to learn from each other.
I teach the littlest students. My silver lining is that, since class sizes are very small, there is time to hear all students’ stories, opinions, ideas, etc. There is also time for every student to have a turn at every activity. They get more individual attention than ever before. ~ Patti Gordan, Music Teacher, Raymond Elementary School
From Sue Barre, Grades 5-12 Band Director, Waterville Public Schools Like many school programs traveling with students to perform in other locations has been temporarily eliminated. Instead each high school ensemble commissioned a piece – reflective in some way to the last year we have all experienced. Ensemble members have had the opportunity for input and for interaction with the composers. “This experience has been so much more than I anticipated, really cool to watch students learn in a whole new way”!
In band I asked the students what dates were of importance to them and these are some that came forward: 3/31/20 – last day of school, 5/25/20 – death of George Floyd and 1/6/21 were some of the dates that came forward.
I asked for sounds that they connected to last year and ideas such as email arriving into the box, sirens and silence came up…
The most fascinating sessions were with the composer sharing ideas. The chorus and orchestra have had different experiences than the band.
In May we hope to have a socially distanced event to share the debuts and senior recognition night all wrapped into one.
From Kate Smith, Music Teacher Central Elementary School, So. Berwick
The pandemic has increased awareness of the value of reliable daycare and how it effects the wellbeing of an economy. I hope this will lead to additional and consistent financial support from the government.
Smaller class sizes have enabled more personalized, individualized and differentiated instruction. Students can ask more questions and have more turns. I am more likely to have enough instruments or resources for everyone.
Free professional development opportunities abound like never before. I’ve seen increased collaboration between educators within districts, states and even internationally. Everyone has had to learn how to use technology like video conferencing which means everyone now has the skills to connect online. I hope this continues.
My silver lining is the freedom this chaotic moment in time has presented to try something completely different. I am sharing photos from one of my third grade classes this week. We went outside to make art as a whole-class reward for the great choices they’ve made during the last 6 weeks that we’ve all been back together at Madison Elementary. (Other classes will earn their “Outside Art”, too. It just may take a little longer : ) I gave these students snow block makers and spray bottles filled with watercolor paint and pointed them to the snow. It was a blast and it made my art teacher heart happy to see the creativity and teamwork this class demonstrated. ~ Lisa Ingraham, K-4 Art Teacher, Madison Elementary School, K-12 Gifted & Talented, MSAD 59
I have several silver fillings, I mean linings. But one came out the other day that I totally didn’t realize was there.In the pre-covidian era, it was a weekly inevitability that a first grader would raise their hand and say” Mrs. R., I lost a tooth!” Of course every other hand in the room would shoot up and a chorus ensued with the end result that we would lose 5 minutes of Art time. This has been missing for almost a year now and despite having the 5 minutes back, I really miss those gap-tooth smiles. So I guess it is more like a silver filling after all. ~Allie Rimkunas, Great Falls Elementary School Art Teacher
Thanks to Coronavirus – both the time I have gotten back with my family and the strides I have made in differentiated learning for my classroom. Technology resources have made it so learning can happen anywhere and for any student with the click of a button. ~Iva Damon, Leavitt Area High School Art Teacher, Humanities Network Leader
From Hope Lord, Maranacook Middle School Art Teacher
Zoom Parent Teacher Conferences are very efficient and I am able to attend multiple meetings to speak to parents of advisees and students in my classes. In traditional conferences I would have to decide which meetings to attend. Now I can join a meeting and share and then leave and join another student’s meeting within a few seconds. It’s been a great tool.
Another wonderful benefit from having to adapt to teaching during a pandemic is that most of my teaching resources, videos, assignments, and assessments are now available online through Google Classroom. If a student is absent, they will have access to the lesson online and can complete the work at home when they feel better and not fall behind.
Lastly, no more snow days that extend the school year way into June. Since we have had remote learning days, we have not had a snow day. We won’t have to be in school until the end of June!
My silver lining…….hmmm. No more photos turned in or left on the dryer in the darkroom : ” STUDENT ARTIST UNKNOWN”! Now that work is digital and submitted in Google CLassroom I ALWAYS know whose image it is! ~Jennie Driscoll, Brunswick High School Art Teacher
We all have the students that are quiet in school, do not talk, that seem to want to be invisible and they never participate in class discussions, nor would I make them. I always wondered and worried about these students. When we went to remote some of these students slowly began to come out of their armor they had built up. We began to have rich conversations about their art work and the deep meanings they put into them and they share the art they do on their own. They are comfortable in their own environment and slowly have come to life and I have the privilege of really getting to know them. I look forward to my zoom sessions with these students where they smile and laugh and share their ideas with me. Connecting with these students is my positive out of the negative, my “silver lining”. ~Holly (Leighton) Boyce, Mattanawcook Academy Art Teacher
I have been having – hands down – one of the most rewarding school years of my career. I’ve been creating my curriculum several weeks ahead of teaching it all year so far. And what it has done is:
reinforce that singing and playing is not content: it’s DELIVERY
when the delivery method changes that there are many other ways of delivering content
my program is not built on my students’ emotional dependence on it, so the transition away from singing was pretty easy
being a good teacher is not dependent on circumstances ~Rob Westerberg, Music Educator, York High School
From Eva Wagner, Bangor High School Art Teacher Class size for sure, so much better in the art room to have smaller class sizes. Eva wrote these amazing Silver Linings – Haiku Style:
From Leah Olson, Ellsworth High School Art Teacher
The silver linings that I’ve discovered in the age of covid are many! Since March 13th, life has been a bumpy journey to say the least! The hybrid of learning for students has forced me to rethink projects differently in regards to curriculum, material use and social interactions in and out of the art room. In regards to curriculum, I had to change my units as immediately as school started in the fall. I realized that my units were not going to work as well for students who were completely remote. So, I met them where they were at. Units were and are chunked down with reinforcing the basic concepts of ceramics and jewelry. It has worked out so well that I may rethink the sequential curriculum for next year!
In regards to using technology, I’ve been using Google Folders for years as portfolios to grade student work, so that was easy to keep track of student progress. I started using Google Classroom last year after March 13th to post Zoom Meeting links and reminders. The newest learning tool to navigate around was creating a Google website that students could access rubrics, videos and links most relevant to the lesson. It’s been so helpful for students to access this if they miss a class or need a review of the techniques. The silver lining is that I finally created a website that can be used in the years to come! : )
Another silver lining is that through the covid grant, I was able to purchase materials so that Ellsworth High School students could work from home and from school. Because of this, students would create two projects using the same technique – the easier project would be done at home and the more difficult one would be done at school. This reinforced fluency and confidence using the tools and materials.
Having no more than ten students in class allows me to demonstrate techniques for students remotely and physically. I’ve been able to work alongside with students in a way I never could before. While they are working with their works, I am too. We talk with each other, laugh, and at the same time, the bar is raised. The social connections with students could not be experienced in the same way as a class of twenty. You all know what I mean! There is time to talk with one another.
Finally, I’m also learning more about teaching ceramics through trial and error. Like, don’t travel with bone dry projects. Telling students to not leave clay in the freezing cold car overnight, and cheese graters at the Dollar Tree work great for downsizing thick places in pots and evening out the surfaces. I learned that cutting pinch pots in half to see the thickness of the walls make for better pinch pot luminaries, raku clay is an excellent starter clay for slab containers because you don’t have to wait to join the walls, watercolor underglazes are a game changer for creativity and traveling back and forth from home to school. This is just to name a few! I often wonder what students will think of learning about jewelry and ceramics through the pandemic years from now. Hopefully, they will look at something they made and see the year 2020 or 2021 scratched into their work and feel a sense of relief, pride, and nostalgia! I am reminded daily by the phrase, “The Darkest Nights Produce The Brightest Stars”.
Sierra Andrews) who absolutely loves her “Mainely Mug” Think you can “Handle It” assignment
Teacher Network Rebrands its Commitment to Arts Education
The Teacher Leader network known as MALI, or Maine Arts Leadership Initiative, has taken on the new mantle of MAEPL, Maine Arts Education Partners in Leadership, with the revised mission to “develop and promote high quality arts education for all.” Leaders of MAEPL say the new name and mission statement better encapsulates what this community of arts educators has been and will continue to be. The process evolved as a result of bringing in new staff and expanding the organization’s leadership structure. Jake Sturtevant, music educator at Falmouth High School, longtime MALI member and Chair of the MAEPL Vision Team, said, “We are still committed to partnering with each other to be resilient, compassionate, and curious Teacher Leaders for our students and in our communities.”
2014 Summer MALI Institute
MALI, now MAEPL, a program of the Maine Arts Commission, is a unique teacher leader development program specifically for preK-12 visual and performing arts (VPA) educators from across the state, one of the very few in the country. Led by active educators, they focus on the emerging needs of the field. Components of the year-long program for both classroom teachers and teaching artists in all arts disciplines include community-building, an annual Individualized Professional Development Plan, structured mutual accountability, and leadership development. Over 120 Maine VPA teachers, as well as teaching artists, have participated in the last ten years.
Even before the pandemic, teachers of the arts often felt isolated. School district-level trainings are often geared towards general or “core” subject teachers. “I’m only one of two in my district teaching elementary music. We are in our little islands, far from anyone else doing what we do,” said Kate Smith, 2014 York County Teacher of the Year and MAEPL Program Team Leader. “MALI changed all that.”
Pamela Kinsey, Lori Spruce, Kate Smith, Pam Chernesky, Julie Richard, Winter Retreat 2020
This past year the group took a deep dive into their own organizational structure, assessing and clarifying their policies and processes. Even through the pandemic, the Leadership Teams met and solicited input from the entire membership, and determined a new name, a refined mission, and a new logo. “We chose the whirling maple seed pod as our new symbol because we felt it reflected the best of what we do – taking new ideas, learning and sharing together, then planting them throughout our school communities,” said Jennie Driscoll, visual art educator at Brunswick High School and Vision Team member. “It’s got our energy.”
In 2020 they also delivered a virtual Summer Institute to 50 VPA educators, addressing the social and emotional resiliency needed this year. In addition, many members led efforts to support and connect with other teachers quickly adjusting to online instruction, leading virtual seminars through the Maine Department of Education and the Maine Arts Commission.
Group exercise at Winter Retreat, 2020
“MALI grew a wealth of resources and committed members over the years,” said the current Director of Arts Education for the Maine Arts Commission, Martha Piscuskas, referring to the online Resource Bank and Arts Assessment Resources website, available free to all teachers. “We wanted to build on those strengths.” In addition to the professional development programs, next steps include creating an advisory council, streamlining their web presence, and continued advocacy for the sector.
The group formed in 2010 to focus on student assessments, an emerging need for visual and performing arts teachers at that time. After learning from other states, a small group of educators led by Argy Nestor, the former Director of Arts Education at the Commission, Rob Westerberg, Choral Director at York High School, and Catherine Ring, former school administrator and art teacher, created the Maine Arts Assessment Initiative. They established the multi-day Summer Institute, sharing a framework and best practices for successful arts assessment in the classroom. “We quickly became the assessment experts in our schools,” said Sturtevant.
Hope Lord and Adele Drake, MALI Summer Institute 2017
In 2015 the group added “teacher voice” and advocacy to their mission, becoming the Maine Arts Leadership Initiative (MALI), again addressing emerging needs of the sector. “I never would have thought to seek out leadership positions, continue my graduate studies, or have presented at conferences without the support and influence of MALI,” said Iva Damon, visual art teacher and Humanities Department Head at Leavitt Area High School.
For more information about MAEPL, and to learn about how to get involved, contact Director of Arts Education for the Maine Arts Commission, Martha Piscuskas at martha.piscuskas@maine.gov. Arts education resources developed over the years are accessible through the Maine Arts Commission’s website, https://mainearts.maine.gov/pages/programs/maai.
The Maine Arts Commission is a state agency supporting artists, arts organizations, educators, policy makers, and community developers to advance the arts in Maine since 1966. www.Mainearts.com
The Maine Arts Leadership Initiative (MALI) is offering a second round of Open Art Teachers Studio: Quarantine Edition, starting October 7. Yay! The same MALI teacher leaders are running it, so it’ll be fun and efficient: Melanie Crowe, Iva Damon, and Bronwyn Sale. As a reminder, this is a virtual half hour of jumping right into creating together per provided prompts, followed by a half hour of discussion.
Attached is a poster with the details. Open to all at no cost. Join in on the fun – another way of knowing you’re not alone! To register/attend click above.
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!
Name one thing that has been an ‘ah-ha’ moment for you during ‘teaching away from school’? One success.
What have you learned that you didn’t know before the school shut down?
What are you doing to bring yourself joy/to take care of yourself?
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
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!
Name one thing that has been an ‘ah-ha’ moment for you during ‘teaching away from school’? One success.
What have you learned that you didn’t know before the school shut down?
What are you doing to bring yourself joy/to take care of yourself?
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
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!
Name one thing that has been an ‘ah-ha’ moment for you during ‘teaching away from school’? One success.
What have you learned that you didn’t know before the school shut down?
What are you doing to bring yourself joy/to take care of yourself?
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
Argy Nestor
Arts Educator, Blogger, Artist, Connector meartsed@gmail.com
https://sites.google.com/view/anestor/
Argy’s Blog
The purpose of this blog is to share stories about people and places; and to celebrate the amazing work (and play) that students, educators, and organizations are doing in and for arts education. In addition, the blog has a plethora of resources and innovative ideas. This forum gives blog readers the opportunity to learn from each other. It is essential that we listen, learn, and collaborate in order to build on teaching practices for the benefit of every learner in Maine and beyond.
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