Posts Tagged ‘Maine arts leadership initiative’

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MALI Teacher Leader Story: Adele O’Brien-Drake

April 17, 2018

Visual Art Educator

This is one of several blog posts in 2018 that include stories of the Maine Arts Leadership Initiative (MALI) Phase 7 Teacher Leaders and Teaching Artist Leaders. This series includes a set of questions so you can learn a little bit about each leader. CLICK HERE  for more information on MALI. CLICK HERE  for more information on the 93 Teacher Leaders and 8 Teaching Artist Leaders.  CLICK HERE  for Arts education resources. CLICK HERE  for the MALI Resource Bank. Search in the “search archives” box on the bottom right side of this post for past teacher leader stories.  Thank you Adele for sharing your story!

Seven of Adele Drake’s 20 years of teaching have been at Leonard Middle School in Old Town. She has been designing and implementing a curriculum for 300 students, in grades 6-8. In addition she serves as a buddy/advisor for 7th graders. Adele also coordinates the Operation Breaking Stereotypes Initiative and the School Garden. Adele says: “There are so many things to love about being an art educator but if I had to pick one it would have to be the fostering of critical and divergent thinking skills”.

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

Three keys to a successful visual arts education are the appreciation of art, the love of making things and the need to express ideas by making things.

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

Assessment has been helpful in my classroom in that it helps students to develop an understanding for the vocabulary of visual art. It also helps students to reflect on what they have accomplished and set new goals for themselves.

What have been the benefits in becoming involved in the Maine Arts Leadership initiative?

Being involved with the Maine Arts Leadership Initiative has benefited me because I have had the opportunity of learning so much from other art teacher leaders. MALI Teacher leaders have inspired me to want to share the work I do as an art teacher with others.

What are you most proud of in your career?

I am really proud of the partnerships that I have created with various cultural institutions which has supported my art program and helped me to provide opportunities for my students.

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

What gets in the way of being a better teacher is usually not having enough time or money or space to do things.

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

One of the things I have worked really hard at is writing grants and fundraising so as to have available basic supplies for my students. It isn’t just luck or circumstance that has enabled me to raise the money to build a raised beds, a garden loom, a green house, garden shed, mosaic tile stepping stones, fencing and a water barrel collection system.

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

The advice that I would give teachers is that 50% of being an effective teacher is the ability to build respectful relationships with students.

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

If I were given $500,000 to do whatever I wanted I would use it to create an arts integrated curriculum that focused on the school garden.

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

If I were 94 years old I would look back and regret that I didn’t laugh more and listen more.

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MALI Mega Oxford Hills

April 13, 2018

Fabulous learning opportunity

Over 70 PK-12 arts educators and Teaching Artists traveled to Oxford Hills High School in late March to attend the Maine Arts Leadership Initiative conference. The workshops varied greatly and participants had the opportunity to attend three during the day.

Thank you to the Oxford Hills visual and performing arts staff and administrators for providing the space for the conference. One week before the conference we learned that their workshop day turned into a teaching and learning day due to the many snow days. We are grateful that they were still able to make it happen.

Kris Bisson, Kate Smith, Brian Evans-Jones

A huge THANK YOU to visual arts teachers Cindi Kugell and Samantha Armstrong for all of their attention to detail.

Thank you to the following who offered workshops:

  • Cindi Kugell – Bookmaking 101: summative assessment never looked so good!
  • Lindsay Pinchbeck – The Arts and Emotional Intelligence
  • Dorie Tripp – Flexible Grouping Strategies for the General Music Classroom
  • Catherine Anderson – Tableaus of Courage: How to Help Students Engage with Complex Content through Theater
  • Samantha Armstrong – Stars and Stairs
  • Phil Hammett – Creativity
  • Tom Luther – Improvisation Crusader: Improvisation as an Essential Musical Skill
  • Nancy Harris Frohlich – Inspiring Environmental Stewardship Through Visual Arts
  • Lori Spruce and Tim Christensen – Integrating Curriculum: Making it Happen at the High School Level
  • Mandi Mitchell – Looking in the Mirror: The Importance of Student Self-Reflection
  • Brian Evans-Jones and Kris Bisson – Bridging Adolescence: A River Runs Through Us – Composing our Story
  • Jenni Null and Linda McVety – All Aboard for Arts Travel, Full STEAM Ahead!
  • Bronwyn Sale – Teaching Aesthetics and Criticism: Approaches to Standard D
  • Andrew Harris – Creativity and Taking Back the Classroom

Amanda Huotari

In the middle of the day we had the fabulous opportunity to work with and learn from Teaching Artist Amanda Houteri from Celebration Barn Theater.

Participants during Amanda’s session

In June there will be an opportunity for teaching artists. PK-12 arts teachers and teaching artists will have an opportunity to apply to be a leader. Watch the blog and weekly email to learn more.

Dr. Katie Rybakova and Thomas College pre-service teachers

Jan Gill and Jenni Null

Kris Bisson and Brian Evans-Jones presenting

Tom Luther presenting

Mandi Mitchell

Samantha Armstrong and Linda McVety

Teaching artists Tim Christensen, Tom Luther, and Brian Evans-Jones

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MALI Teaching Artist Leader Story: Tom Luther

April 10, 2018

Teaching Artist – musician

This is the one of several blog posts in 2018 that include stories of the Maine Arts Leadership Initiative (MALI) Phase 7 Teacher Leaders and Teaching Artist Leaders. This series includes a set of questions so you can learn a little bit about each leader. CLICK HERE  for more information on MALI. CLICK HERE  for more information on the 93 Teacher Leaders and 8 Teaching Artist Leaders. CLICK HERE  for Arts education resources. CLICK HERE  for the MALI Resource Bank. Search in the “search archives” box on the bottom right side of this post for past teacher leader stories. Thank you Tom for sharing your story!

Tom Luther teaches piano, digital/computer music, composition, and improvisation. He’s been at it for 6 years and has no real favorite ages or levels. Teaching is very much a shared pursuit with Tom’s students, meaning he considers himself as much a student as they are. He can, and has, studied the same material/concept as his students, and they can share what they’ve learned about it. Tom tells his students: “I’m not any better at this than you are, I just have a bit more experience practicing”. He thinks this notion is essential for learners, especially new learners, to take ownership of their study.

What do you like best about being a teaching artist?

Being able to revisit concepts through my student’s eyes, and re-experiencing the study in new and unexpected ways.

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

  1. Ownership of the art, and having the permission to create.
  2. Objective observation/reflection
  3. Active participation as both audience and performer. This is especially true of the audience piece. Experiencing work outside your own is essential for greater learning and particularly inspiration.

Have you found assessment to be helpful in your classes, workshops and residencies, and if so, how?

I have two main methods of assessment; recordings/listening sessions and master class style formats. Each allows the opportunity to practice objective listening, and speaking objectively about music. Having students listen to their own performances is especially helpful, as is will often point to a) how much progress they have made, and b) help them to hear how much better they sound than they initially felt. It’s also tremendously helpful as in terms of “practice performance” and dealing with the accompanying anxiety .

What have been the benefits in becoming involved in the Maine Arts Leadership initiative?

The opportunities for learning are tremendous, and very motivating and inspiring. This is coupled with an amazing network of teachers who are a fabulous resource for feedback. I think that we all benefit from the collective intelligence and imagination of the group.

What are you most proud of as an artist and/or a teaching artist?

I take great pride in helping my students believe. For too long, the arts have been viewed as “for them, not us” because of a misguided idea about talent and ability. I am proud to be helping my students believe in themselves, and strive toward their goals.

What gets in the way of doing a better job as a teaching artist?

The current culture’s emphasis on “end product” versus “process”; the lack of belief in the intrinsic value of the arts( and the accompanying over-reliance on utilitarian value); general “anti-reflective” attitudes. I would also cite the rampant commodification of music as a fairly significant hurdle.

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

I raised $4400 in a crowdfunding campaign a few years back. Those things always look easy until you run one.

What advice would you give to someone who is thinking about becoming a teaching artist or is just starting out?

This is one of the most important and fulfilling things one could ever do. This is an opportunity to guide an inexperienced mind into the world of the arts. This is an opportunity to sculpt learning, both for the student and yourself. This is an opportunity to help make lives better, more rich, and more well rounded. Don’t do this if you think it will be easier than getting a “day job”. Don’t do this if you think its “easy money”. Don’t do this to gratify your own ego. Becoming a teaching artist is to become a mentor, and take responsibility for starting (or continuing) a student on a magnificent life’s adventure.

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

Honestly, pay off my mortgage. While this may at first sound a bit selfish (and it may be), but the reality for all teachers is that financial issues are always a source of stress and distraction, and can potentially drive an individual out of the profession, simply because they can’t take care of the everyday basics. That said, I would take the remainder and consult with my finance whiz brother-in-law to grow a fund to support arts education programs in under-served areas. Arts education should not be contingent on income level.

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

Probably. I maintain pretty high, and probably unrealistic, standards for myself and it is extremely likely that there will be at least one thing I haven’t done yet. Then again, I have a bad habit of assuming things and ideas that won’t necessarily transpire, so who knows. I can say that I am going to try my best to avoid regrets.

Tom spends some of his time teaching in Rockland at the Midcoast Music Academy

In the fall of 2017 Tom had two strokes back to back. As part of his ‘come back’ he created a weekly video to share his learning, his pathway to recovery, and to inspire his students (and others) to use a growth mindset. The amazing video series is called Practicing My Way Back and can be accessed at Spheremusik, Tom’s YouTube channel. 

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Arts Learning Grant Recipient

April 9, 2018

Bangor High School

Potter and MALI Teaching Artist Tim Christensen

“Sharks, tarpan migration, stingrays. Canoeing in deeper water while a dolphin gave birth under the boat. No tolerance for being bored. I had something to say. Being a potter let’s me capture information and communicate it in a durable way. In 500 years what do you want someone to know about you, what your life is like in 2018”?

These are some of the stories that teaching artist Tim Christensen shares when he visits classrooms – stories of how he got where he is and how he is living in Maine and working as an artist. He shares why he does what he does and how it came to be. He started out selling text books after majoring in writing in college. But at age 28 after losing his job he took time to consider what he really wanted to do.

Earlier this month I visited Bangor High School while they had Tim working with their students from all three of their art teachers students. The school received a Maine Arts Commission (MAC) Arts Learning grant to provide this opportunity.

Tim makes clay bowls by throwing them on a potter’s wheel and uses the sgraffito process to decorate the pottery. Sgraffito is made by scratching through a surface to reveal the lower layer of contrasting color.

I’ve visited Tim in action in other classrooms and its always interesting to see where he is in his development as an artist and as a teacher. The Maine Arts Leadership Initiative (MALI) is pleased to have Tim as a Teaching Artist Leader and on the Maine Arts Commission Teaching Artist roster. It is clear from the teacher and student responses that Tim did a fabulous job and impacted students and teachers during during his four days at the school.

ART TEACHER EVA WAGNER’S REFLECTIONS

Tim Christensen was such a refreshing presence in our classroom. His knowledge, skills, talent, creativity and energy inspired our students to create truly unique artwork. I learned so much from him in just a few days and I am hoping to get him to come back and work with my classes again.

He is a great story teller and he really took an interest in the students’ artwork. They really responded to him personally.

Working with a professional artist is such a valuable experience to give to our youth. It helps them to see fine art as a viable career and exposes them to a whole new way of working and caliber of work. Often high school teachers, like myself, become a sort of jack of all trades because of the amount of time we spend teaching and preparing different lessons. A professional artist has the luxury to focus which raises their production and craftsmanship –  it is wonderful to be able to expose the students to someone who works in this way.

STUDENT REFLECTIONS

  • I enjoyed working with a professional artist because it’s broadening who we learn from. It was cool working with someone who makes and sells art for a living.
  • I learned that quality is better than quantity. I would love to work with this artist again.
  • I enjoyed that Tim took the time to teach us individually and took interest in our art. I also enjoyed the story he told us about sailing across the Pacific ocean.
  • It makes us realize that there are artists out there that make a living from their art. It broadens our outlook on art and gives us perspective of art in the real world.
  • It was inspiring to hear someone’s personal story of how they became a professional potter.
  • I learned about creating sgraffito that tells a story on pottery. I would love to learn more about throwing with Tim Christensen.
  • I liked hearing about Tim’s life story and how he started art. He had many interesting views on art and how he saw the world because of his art. His art itself was incredible, and I had never heard of the techniques he used.
  • Having a Teaching Artist in the classroom can further your understanding of a subject to have someone that is specialized in that art. They can inspire students with their story and give hands on advice.
  • It helped me to see what it would be like to be a professional artist.
  • I enjoyed it because I got to work with a professional on my favorite subject.
  • I learned that there were more than just the few art styles that I’ve learned about over the years so far.
  • I learned how to do sgraffito and that sometimes you don’t need to work from an immediate drawing, you can just start from nothing and keep going from there.
  • It allows you to explore ideas and techniques you might not normally do.  It allows you to learn from them, and hear their stories and get new ideas.  It dispels the idea that artists are unapproachable. It allows you to see other career options beyond lawyer, doctor, teacher, etc.
  • Working with a professional artist was really nice and eye opening to see what his type of life is like. He was a really good artist that was super different from any work that we’ve done in school but it was really eye opening. He was really nice and helped me personally open my eyes to doing different work that was outside my comfort zone.
  • Tim Christensen taught me to step outside my comfort zone and to realize that when I think I’m done with an art piece, if there is still open space on my work, then I am not done. He helped me make my work better and was overall a good teacher.
  • He was an excellent teacher, and had a thoughtful answer to everything we asked.

ART TEACHER ERIC HUTCHINS REFLECTIONS

Many of our students want to become professional artists, but it is a scary thought for them and even their parents to survive as an artist. It is really nice for them to see a Maine artist that is successful at what he does! Tim was able to introduce new and different techniques to many different classes, and offer opportunity for ceramic works to classes that would never get a chance to experience that. Every opportunity students have can open new doors for them.

Tim’s stories about his travels around the world set it apart from other artists that have spoken to our students. His travels and stories connect to the art that he creates, so the students can hear and see the stories at the same time.

We had teachers from other departments visit while he was presenting and even had the opportunity to create their own work with him. They were as engaged as the students.

Students were so impressed with how incredible his work was they were captured by him at the very beginning. It was nice to be “on the outside” and see the students entire conceptual process with the art and see how they react to someone else. It provides you with insight in how students understand and comprehend what is being taught.

PRINCIPAL PAUL BUTLER’S REFLECTIONS

The quality of the contact between Tim and the students was outstanding, and he brought great energy to his visit. Technique sharing is one thing, but interacting with a practicing artist in the way that our students were able to is quite another– and will have a lasting impact on them.

TIM CHRISTENSEN’S REFLECTIONS

I see my value as a teaching artist to be manifold. I create connective tissue in the arts education field by helping people to network, and by connecting art teachers working on the same ideas. I also can bring specialized knowledge into the classroom, whether it be about natural history, technical clay knowledge, or professional and funding opportunities. For the students, I am a fresh face with no baggage, someone who is working in the field of fine art, and is very comfortable sharing all of my professional knowledge. I also provide a platform from which the students can speak and be heard, by stressing the communicative, content bearing parts of any art project.

I very much enjoy teaching the sgraffito technique as a communication tool that transcends culture and/or time. In a way, sgraffito was the original emoji. I urge the students to think about what they would like to say to someone five hundred years hence, and to create artwork that is capable of doing that. I am successful when I have empowered students to speak using their visual voice and to create from a place that is uniquely theirs, confident that they will be heard and that what they have to say matters in the global conversation about our world.

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Dorie and Hope Connect

March 28, 2018

Arts integration at its finest

Art Teacher Hope Lord and Music Teacher Dorie Tripp collaborated to create an amazing learning opportunity for their students in the RSU 38, Maranacook area schools.

Hope working on the drum at the MALI summer institute

Hope and Dorie became Maine Arts Leadership Initiative (MALI) Teacher Leaders last spring as part of phase 7. Both are inspirational leaders who shared their integrated work at the MALI winter retreat in March.

At the MALI summer institute in August 2017 they participated in the drum building session with MALI Design Team member Lindsay Pinchbeck. Out of the learning opportunity they decided to involve the students in cross-curricular and cross grade level learning.

Hope worked with her general art & design students to build drums and create tribal printing stamps. They brought their ideas and stamps to the 5th graders who used the stamps to make designs on 16 drums.

The students experimented with the sounds that the drums make by using different materials for the drum head and by how tight they attached them. They already started to use the drums and are looking forward to the spring concert to perform with them for the community. Both Hope and Dorie are glad to share their ideas in more depth, if you’re interested!

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MALI Teacher Leader Story: Kris Bisson

March 20, 2018

Music educator: Kris Bisson

This is one of several blog posts in 2018 that include stories of the Maine Arts Leadership Initiative (MALI) Phase 7 Teacher Leaders and Teaching Artist Leaders. This series of blog posts includes a set of questions so you can learn a little bit about each leader. CLICK HERE  for more information on MALI. CLICK HERE  for more information on the 93 Teacher Leaders and 8 Teaching Artist Leaders.  CLICK HERE  for Arts education resources. CLICK HERE  for the MALI Resource Bank. Search in the “search archives” box on the bottom right side of this post for past teacher leader stories.  Thank you Kris for sharing your story!

Kristine (Kris) Bisson, Music Teacher and Chorus Director for Marshwood Middle School, grades 6, 7, and 8, in Eliot, Maine. She has been teaching a total of 16 years, all of them at Marshwood Middle School. Kris teaches 350 students throughout the school year in six classes: guitar/ukulele, piano, Composing Music, and three grade level Chorus classes (Grade Eight Chorus, Grade Seven Chorus, Grade Six Chorus)In addition, Kris offers several music classes as extra-curricular groups after school. These are always offered as multi-age ensembles open to all students and we have had students participate from grades four through twelve join us for Select Chorus Ensemble, Rock Band, Guitar/Ukulele Ensemble, Piano Class, and Songwriters Workshop.

A unique fact is that I taught here ten years, then had my maternity leave and decided to stay at home to raise my children. After nine years I returned to my position at Marshwood Middle and have been here since. I consider myself very fortunate to be able to return to the teaching position I have always loved. She also is very fortunate to teach my own two children in my music classes.

What do you like best about being a music educator?

I absolutely love my profession. I love music and am reminded every day of why I love it. I have the amazing opportunity to share what I love with young people and help them embrace what they love about music, too. We do a lot of reflection in class: “Why did the composer choose this note? this rhythm? how would you sing this if you were really feeling these lyrics? how would you sing this differently?”

I love to personalize music making and music creating. Everyone can respond and it can be different to each and every person, and that is acceptable. This is personalization.

Every day we laugh, learn, make music, and work together to discover new things about ourselves. My favorite phrase in the classroom is, “Who else is having this much fun?”

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

  1. Personal expression is unique to the performing arts. Every day and every item of study should carry an aspect of how there is a human response. I try to establish an environment of trust and respect between teacher and students and foster this every day. We work together as a team and support each other. I remind my choruses that this is what an ensemble does: we work together.
  2. Passion is an important element in the classroom. Being able to explore music as an art means being able to share first-hand experiences and giving students that opportunity as well. When you create music you have a story to tell. Tell it!
  3. Taking time to process what we are learning has been a key part of reflection in learning. Taking time to listen and hear my students respond to what they are learning is important learning. Why are we learning this? How does this moment in our learning affect other areas of our lives? I strive to help students continue to think about music beyond our classroom walls.

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

Teaching performance-based classes (Choruses, creating compositions in Guitar, Piano, and Composing Music classes) can sometimes create some confusion around the subjective and objective qualities present. Authentic assessment has created a more objective and transparent method of demonstrating learning. Students can compare the rubrics we use with those similar in every class at our school. It validates the arts. It also provides measurement that can be effectively reached by various means. There are multiple pathways to learning, thus creating a broader spectrum of learning. This has been extremely rewarding to me as an educator and likewise, to my students.

What have been the benefits in becoming involved in the Maine Arts Leadership initiative?

MALI has provided a generous amount of support and enrichment to my teaching career. Being able to collaborate and learn from highly motivated and skilled teaching artists and teacher leaders has awakened a new area of growth for me. It has reminded me of the risk I ask my students to make daily to try something new and take a leap of faith into the unknown. MALI has brought that desire to succeed closer to me and I carry this with me in my classroom.

What are you most proud of in your career?

Kate Smith and Kris at the summer institute, summer 2017

With the help of my extremely supportive husband and two amazingly awesome children I earned my Masters in Music Education at the University of Southern Maine last year. It was an incredibly busy four years, but everything I studied and researched and learned I have used directly in my teaching classroom. The best lesson from this has to be that while I was working on my Masters, my husband was working on his MBA and our children witnessed first-hand how dedicated we both were to our goals in our careers, in our studies, and with our family. From our example both of our children have expressed how valuable education is and I know they will always remember this.

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

Time

  • I always make time for a student who wants to keep improving or delving deeper during lunch breaks or after school.
  • Researching new material or reading up about improving learning or my own teaching takes time.
  • Getting the word out to the newspapers or parents about the goings on of our trips, activities, and concerts takes time.
  • Sending out “I got caught being awesome!” emails to students and their families takes time.
  • Needing the sleep for the energy my job demands sometimes gets in the way, but is absolutely necessary time! 🙂

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

When I returned to classroom teaching after a nine year hiatus I hadn’t touched my resume, my certification had expired, and I hadn’t interviewed in nineteen years. I put my full effort into the entire process and committed myself fully. This took a great amount of work and I knew it was the absolute thing to do.

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

Love what you do. Love giving that thirst for knowledge to others. Love being with the age group you work with. There is no greater satisfaction than loving what you do and sharing and seeing that grow in others.

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

I would love to start a music school that extends our learning for Marshwood students – and our surrounding community – giving scholarships to children and adults who want to learn beyond their classroom music experience and grow more music in their lives. Choruses, rock bands, jazz bands, and private lessons on instruments they love or haven’t even explored yet would be definite possibilities to so many people. Having intergenerational ensembles where the people you sit beside are sharing the same love of learning is an amazing experience for any human being. I attended small schools that did not have any band experiences and now I conduct four choruses and a Rock Band. The experience one learns in an ensemble is unique. Every person should experience being a member of a music ensemble.

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

Kaitlin Young and Kris at the MALI summer institute, August 2017

I really hope I do not have any regrets. One of my favorite rewards of teaching is the surprise meeting with former students and their family members. I sincerely love finding out who they have become, where they are, and what they are doing. It means so much to know that they look back fondly on their learning in my classroom and have taken some of our learning with them in their pursuits. I can honestly say that I have made music, laughed, and learned every day and hope my students do, too. For this, I have no regrets.

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Dance Education Funding

March 19, 2018

Grant deadline: Wednesday, May 2

AUGUSTA-April 12, 2017—Dance education changes lives, yet only 5 percent of all schools in Maine offer it. The Maine Arts Commission is offering a grant program for schools and teaching artists that seek to bridge this gap and bring the power of dance to more schools. Applicants may apply for awards up to $2,250. The deadline for this new program is Wednesday, May 2, 2018.

John Morris leading a session at the MALI Mega conference, spring 2017

This program was launched in 2016 and has successfully funded 4 dance education residency’s. Each will have a story included on this blog during this school year.

The first teaching artist to provide the residency with the assistance of these funds was veteran dance educator John Morris. “Creative movement is meant to allow students the ownership of their own uniqueness,” Morris said. “I give students the foundational movement to invent and explore their own movement, and I guide them through the process of making their own dances.”

John is also a member of the Maine Arts Leadership Initiative (MALI) Design Team and works with the teaching artist leaders.

Funding for the dance education grant was made possible this year by several dance studios and two high schools who came together for a benefit performance in November, 2017.

Karen Montanaro leading a session at Hampden Academy, December 2017

The Maine Arts Commission is pairing eligible PK-12 school districts with teaching artists from the Arts Commission roster. The roster includes 16 dancers.

“We are extremely appreciative of these contributions and the impact they will have on dance education in Maine,” said Julie Richard the Executive Director of the Maine Arts Commission. “There are so few dance education programs in our state and this is one important way we can make a difference to the students that we serve.”

If you’re a PK-12 educator or teaching artist looking to introduce students to the power of dance education, the Arts Commission encourages reviewing the grant guidelines and application criteria before applying for the May 2 deadline. The top qualifying schools selected will be eligible for the next funding cycle from September 1, 2018 through March 30, 2019.

For information visit the the grants and the teaching artist roster webpages at www.MaineArts.com

For questions regarding the grants or current teaching roster, contact Argy Nestor, Director of Arts Education, argy.nestor@maine.gov.

 

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