Posts Tagged ‘MSAD#74’


Dance Grant Series 3

February 11, 2017

Dance education funding – “Hopes for the Future”

This is the third of three blog posts included, February 9 – 11, describing the dance education residency that took place in December 2016 from a special grant called the “Hopes for the Future” funding. Maine Arts Leadership Initiative (MALI) Teacher Leader and dance educator from Thornton Academy Emma Campbell collaborated and planted a seed and it grew into a dance education opportunity for Maine students. Thank you to John Morris, teaching artist and dancer for contributing this post. He describes the work that he did in MSAD #33 with the grant funding. Please note: funding will be available again during 2017. Please watch the blog and the Maine Arts Commission arts education list-serv for information.

A Teaching Artist’s Perspective

John Morris

John Morris

Thanks to a dance grant created by the Thornton Academy Dance Program and the Maine Arts Commission, in December of 2016 I conducted a week-long arts residency for MSAD #33, in Northern Aroostook County. My approach in working with students in dance is creative, student-centered and standards-based. I give students foundational movement tools to invent and explore their own movement, and I guide them through the process of making their own dances.

In collaboration with visual arts teacher Theresa Cerceo, I worked with a group of middle and high school students, and with S.L.A.M.!, the high school arts advocacy group directed by Ms. Cerceo, to create dances based on a theme of identity and community. The dances were shared during an end of week holiday performance put on at Wisdom Middle/High School.

img_4561During the week, I also worked with music classes at the elementary school in the district. Along with music teacher Charles Michaud, we explored connections between the elements of music and dance. In addition, I worked with Ms. Cerceo’s visual arts classes to explore the same theme of identity and community.

It was a full week working with every grade level, from Pre-K through grade six, to explore their class content in movement. The students created dances based on poems and visual art works they had made individually and as a group in the weeks before the residency. Their dances incorporated the elements of dance movement, including use of different shapes, change of speeds, and variation of high, middle and low levels. We worked together to structure their dances with clear beginnings, middles and endings. We also addressed the crucial life skills of collaborating with others, building confidence, and evaluating work – all in one class session.

screen-shot-2016-12-07-at-1-51-58-pmI encountered students in the elementary school at every age and developmental level who were eager to move, explore, and make connections to other content areas, including music, visual art and language arts. They were curious, inventive, and open to exploring the arts in a structured way to express their thoughts and feelings.

The middle and high school students, having more time together, were able to more deeply explore the dynamics of working collaboratively, the process of making artistic choices, and polishing artistic work for performance.

The week went by in a blur, and before I knew it, the performance (a full house!) was over, and I was making the long drive toward southern Maine. I felt both satisfied and inspired by the students’ work. What made this residency so successful? Three factors, which I believe are important for the success of any arts residency in the schools, stood out.

Planning and prep work in collaboration with the teacher

img_4610 Ms. Cerceo and I were in contact long before the residency began, brainstorming ideas together using a shared Google Doc that allowed us to work around our busy schedules. We arrived at a theme (identity and community) that would be timely for her students to explore in visual art and writing, and that I could work with easily in dance.

As the residency drew closer, we continued to share documents, trade emails, and supplement with a few timely online conference calls. Ms. Cerceo articulated her plan for exploring the theme with her students before my arrival. I shared an outline of how I would approach the theme in movement based on her work and the student samples she posted online. This step was critical, helping me to be ready with a flexible plan for each class, and know what to expect when I walked into each classroom.

Full support of the school administration

img_4641Ms. Cerceo maintained regular contact with her administrators about our plans. As a visiting teaching artist, it was both reassuring and freeing for me to know that I had their support. I felt free to fully engage with the students in the creative process of dance-making.

The administrators introduced themselves and welcomed me to their schools. The superintendent of schools in the district sat down with me early one morning before classes began to talk about the residency. The teachers I met expressed their support for the project, and turned out in force for the performance on Friday night.


Classroom culture

img_4570I could tell that the students were used to focusing on the process of structured creative exploration in their classes. Also, because their teachers had prepared them for my visit, they were excited and positive about our working together. One fourth grade student even sent me a video in advance, inviting me to create a dance with her!

This expectant, growth-oriented mindset set the tone for our time together, and was supported by the collaborative planning Ms. Cerceo and I did beforehand. The connections she and I found between our ways of working helped her to guide the students with confidence that my work with them would integrate with their classwork, and deepen their connections to the arts.

Thank you John Morris for providing this blog post and the work that you did before and during the dance education residency in MSAD #33. I am sure that the learning that you provided will be felt for the lifetime of those involved.


Another Arts Teacher’s Story: Beth Lambert

March 24, 2014

Carrabec High School Performing Arts Teacher

This is the third post for 2014 and phase three of the Maine Arts Assessment Initiative of this series sharing arts teacher’s stories. These blog posts contain a set of questions to provide the opportunity for you to learn from others.

imageBeth Lambert teaches about 100 students in grades 7 and 8 Unified Arts and grades 9-12 Performing Arts in MSAD #74, Carrabec. This is her second year teaching at this school district.

What do you like best about being a performing arts teacher?

The best part about being a theater educator is challenging my students’ perceptions about their world and about themselves. I get to provide them with an outlet for emotions, thoughts, and dreams that they might not otherwise have means to express. In my class, a student can become another, explore a new role, try out and experiment with various personal choices and solutions to very real problems- problems from their own life, or problems faced by characters in literature or historical figures, in a safe environment.

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

  1. Support from administration and community.
  2. A teacher who understands the importance of making and maintaining authentic connections with his/her students.
  3. A teacher who can make the art real for the students- someone who understands what her community needs and offers art as a means to make life richer.

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

Clear rubrics take the guess-work, and often, much of the fear, out of performing for a grade. Students know exactly what they are expected to be able to do and when they are ready to show me that they can do it, they are assessed. Students are in more control of their own learning and success.

What have been the benefits in becoming involved in the Maine Arts Assessment Initiative?

Without a doubt, the greatest benefit has been getting to know, work with, and learn from such an able group of arts educators.

Additionally, it is has allowed me the opportunity to do targeted work on my classroom from an arts educator’s perspective.

What are you most proud of in your career?

My students.

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

All the non-teaching stuff that teachers must do takes them away from teaching and becoming better teachers. Also, ourselves- sometimes we get in our own way.

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


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

Always remember that we are here for the students- make your choices based on what is best for them and do right by them. The rest with fall into place.

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

I would build my students the performing space they deserve and would set up scholarship programs so that I never again have to see a child’s dream fade because they couldn’t pay.

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

No. Every road, no matter how broken, crooked, or difficult, has brought me to where I am today and I wouldn’t want to be anywhere else!



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