Bringing Joy

What are your thoughts and experiences?

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

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

TAKING CARE

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

Shutdown Learning

What are your thoughts and experiences?

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

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

SHUTDOWN LEARNING 

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

Ah-ha Moments

What are your thoughts and experiences?

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

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

AH-HA MOMENTS

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

MALI Summer Institute: Day 2

Wowzer!

Kate Cook Whitt

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

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

• 

  Nancy Frolich, Social Justice mini-lesson

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

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

• National Board Certification with visual art teacher leader Danette Kerrigan

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

• 

  Things Into Poetry session with Brian Evans-Jones

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

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

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

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

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

Jennie Driscoll, Elise Bothel visual art teacher leaders

Jen Etter, music teacher leader

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

Tim Christensen firing the clay pieces

Fun around the fire pit!

Mega-Regional Hebron Station School

MALI conference

The Maine Arts Commission is offering the Maine Arts Leadership Initiative Mega-Regional Conference at Hebron Station School in the Oxford Hills School District on Friday, March 17. In addition to these fabulous sessions (listed below) past participants remind us how the opportunity to network with arts educators from across Maine is so valuable!

REGISTER HERE!

Mega-regional conferences take place between 8:15 a.m. and 3:00 p.m. 

SCHEDULE

• 8:30 a.m. Registration begins
• 9:00 a.m. Opening and Morning Sessions
• 9:15 – 10:30 a.m. Breakout Session I
• 10:30 – 10:40 a.m. Break
• 10:40 – 11:55 a.m. Breakout Session II
• 11:55 a.m. – 12:45 p.m. Lunch, participants on their own
• 12:45 – 1:20 p.m. Artist Showcase
• 1:25 – 2:40 p.m. Session III Maine Arts Education Census Survey
• 2:40 – 3:00 p.m. Closing

SESSION I OFFERINGS

Stars and Stairs

Stars and Stairs, Where am I now and Where am I going? How can the use of Stars and Stairs in your classroom help to inform you and your students of their learning progression and actively engage them in the learning process. This will be a round table discussion. Looking at your standards and your curriculum how can you use the Stars and Stairs model in your classroom. All grade levels. All content.

 

Samantha Armstrong Paris Elementary School and Hebron Elementary Schools, Grades K-6 Visual Art

 

“Making Art History Come to Life with iBooks Author”

Dive into iBooks Author to harness the power of developing multi-modal, Multi-Touch iBooks. You’ll learn features which make iBooks come to life for learners by incorporating audio files, 3D widgets, image glossaries, study cards, jailbreaking templates, and much more. Be prepared to create an art history chapter together. You can also use this app for making comics and graphic novels or creating art portfolios. This session is great for MLTI beginners and experts. MLTI MacBooks with iBooks Author preinstalled is encouraged. Grades 7-12

Lindsey Carnes MLTI Apple Learning Specialist

Arts Residency In Action: Guidelines for a Successful Teaching Artist Collaboration in Your School

Many arts educators in K-12 education have never had the opportunity to work with a teaching artist. Knowing where to start and identifying the most important steps to take can feel daunting. This workshop provides a framework for creating a high-quality teaching artist residence in the schools. We will focus on the steps needed to create a powerful residency, and the nature of an effective collaboration between teaching artist and arts educator. We will provide experiential work and guidance in addressing the complexities and sometimes different languages of the teaching artist and the school-based educator. All grade levels. All content.

Carmel Collins Lake Region High School Dance and Visual Art John Morris Teaching Artist Dance

 

Improving Content Literacy Through Formative Assessment

Improve content literacy with a tool box of formative assessments and literacy strategies to gauge what your students already know, how well they are learning content, and help drive your classroom instruction.           All grade levels. All content.

Iva Damon Leavitt Area High School Visual Art

 

More Cowbell

Playing and composing songs on your own is a blast for some, however there’s something special about making music in collaboration with other like-minded folks that just can’t be beat. In this hands-on, music making session, participants will use GarageBand to learn the basics of song writing and music production. Participants will have plenty of time to explore and experience the fun of collaborative music creation. Musicians of any and all skill levels are welcome. Make sure to bring your Mac and/or iOS device with GarageBand installed. All grade levels.

Tim Hart MLTI Apple Learning Specialist

Do You See What I Hear?

Participants will learn how to use graphic notation as a visual tool to reach all learners in the music classroom. (This is a great STEAM lesson!) Grades 4-6

Linda McVety Songo Locks Elementary School, Grades K-5 Music Jenni Null Songo Locks Elementary, Grades K-6 Music, District Fine Arts Coordinator

Arts Integration

When you are deeply engaged in Arts Integration you realize it is about learning with you mind, body and heart in the present moment.  This hands on workshop explores this idea through drama, music, movement, poetry, storytelling, and the visual arts. Come prepared to experience arts integration through your own individual lens in a safe environment. All grade levels. All content.

Lindsay Pinchbeck Director Sweet Tree Arts/Sweetland School

Visual Notetaking/Doodling in Class

A combination of sketching and traditional note taking results in rich educational documents to support learning. Studies show that sketching leads to better retention of information and helps clarify ideas. Sketching is one of our original forms of communication. Visualizing ideas is a great way to learn. Why not bring this creative form of learning into your classroom? Explore how visual notes support learning. Discover techniques to create, share and integrate visual notes into your instructional practice. Visual notetaking, often called sketch noting, uses two parts of your brain, which is referred to as Dual Coding Theory. This has been found to improve learning. Research has shown that people who doodle while listening retain 29% more information (Andrade, 2009). Join this hands-on session and start sketching your notes today. Please bring your updated MLTI iPad, if available, with Notability installed. Arts supplies will also be available. All grade levels. All content.

Ann Marie Quirion Hutton MLTI Apple Professional Learning Specialist, former Art Educator

 

SESSION II OFFERINGS

Supporting Literacy in the Elementary Visual Art Classroom

This workshop focuses on a collection of techniques that aim to support literacy in the art classroom. From using word walls, sight words, and phonemic awareness participants will leave with a fresh perspective on incorporating literacy while still adhering to their art curriculum. K-5 Visual Arts, adaptable for middle school.

Elise Bothel Vivian E. Hussey School, Grades K-5 Visual Art

 

Including Students with Disabilities in Your Art Classroom Using iMovie OS

Use stations and sites fostering independence to help students collect assets for creating art infused iMovie productions. This session will showcase how a green screen and some photos can provide opportunities for all learners to showcase their creative side. MLTI MacBooks with the most current version of iMovie is encouraged. Grades 7-12. All content.

Lindsey Carnes MLTI Apple Learning Specialist

Guiding the Young Padawan to Become a Jedi Music Master

This workshop will demonstrate a scaffolded instruction process and assessment system created to guide middle school band students through the basic levels of performance to highly skilled musicianship. Grades 4-12

Dianne Fenlason Spruce Mountain Middle School, Grades 6-12 Music

 

The Cloud Ate My Portfolio: No More Excuses…Start a Digital Portfolio Today

This is a step by step experience designed to help you to consider how to use a digital portfolio to help students self-asses and manage the evidence of their learning. Access to Google Drive, Drawing, email, built in camera and mic ideal…but not required. . All content areas. All levels.

Suzanne Goulette Waterville Senior High School Visual Art

 

Making 8-bit Art

Beginning with early Atari and Nintendo video games, the 8-bit aesthetic has been a part of our culture for over 30 years. No longer just nostalgia art, contemporary 8-bit artists and chiptunes musicians have elevated the form to new levels of creativity and cultural reflection. In this session, we will focus on tools that assist in creating 8-bit images, animations, and music.  Please bring your MLTI MacBook. All grade levels.

Tim Hart MLTI Apple Learning Specialist

 

The Heart of Advocacy

Educators will leave with the knowledge of how to create and present a variety methods to advocate for issues pertinent to their arts educational causes and how to organize those methods to feel comfortable in beginning personal advocacy efforts. All grade levels. All content.

Lynda Leonas Farwell and Longley Elementary Schools, Grades K-6 Visual Art

 

Theatre as a Tool:  Using Theatre Across the Curriculum

Introduction to the process of using devised theatre as a teaching tool. I will take participants through that process and give them strategies for using devised theatre across curriculum areas and grade levels. All grades levels. All content.

Hilary Martin Vassalboro Community School, Grades K-8 Theatre

 

Illustrating to Write

One creation lends a hand to the other. Illustration is a part of many great stories, extending the ability of ideas to be shared, and increasing enjoyment and comprehension on the part of the reader. Apple technology provides many possibilities for creating illustrations, making drawing and visual images a part of the overall literacy experience. Learn how to use your MacBook Air to draw and paint creative illustrations in this “hands on session”. Bring your MacBook Air with Acorn installed (included with your MLTI participation).               All grades levels.

Ann Marie Quirion Hutton MLTI Apple Professional Learning Specialist, former Art Teacher

Information on the professional development offerings this year from MALI located at http://mainearts.maine.gov/Pages/Education/MALI-Mega-Regionals.

The Maine Arts Leadership Initiative provides ongoing professional development opportunities. Resources are available by CLICKING HERE.

If you have any questions please contact Argy Nestor, director of arts education, Maine Arts Commission at argy.nestor@maine.gov.

MALI Mega Hebron

Hebron Station School, Oxford Hills District – March 17, 2017

REGISTRATION is NOW OPEN for the MALI Mega-Regional Conference at Hebron Station School in Hebron. During this school year there are six Mega-Regional Conferences planned. All the information is located on the Maine Arts Commission website at http://mainearts.maine.gov/Pages/Education/MALI-Mega-Regionals and the information is below.

All 2016-17 Megas Dates and Locations

• Monday, November 21, 2016, Ellsworth High School – Great learning opportunity!
• Wednesday, January 4, 2017 USM, Portland – Registration is open!
• Thursday, February 2, 2017 UMaine, Orono – Registration is open!
• Friday, March 17, 2017 Hebron Station School, Hebron – Registration is open!
• Wednesday, March 22, 2017 Easton Schools, Aroostook County
• Wednesday, April 26, 2017 UMaine, Orono – Theatre conference, Registration is open!

Each site offers different sessions so you may wish to attend more than one Mega. Sessions will be provided by MALI Teacher Leaders, Teaching Artist Leaders, and MLTI Apple Learning Specialists. A portion of the afternoon will feature a Teaching Artist and information on the statewide arts education census that was conducted during the 2015-16 school year.

Teachers during the movement session at Mega Ellsworth in November with Teaching Artist Nancy Salmon

The cost to attend each Mega is $25 (unless otherwise indicated). Contact hours for full participation – 5.5 contact hours. The Megas provide opportunities for the Maine Arts education community to engage in professional development that is specific to Arts education. This is a chance to deepen your knowledge, make connections, and learn from each other!

MALI MEGA HEBRON STATION SCHOOL

SESSION I

Stars and Stairs

Stars and Stairs, Where am I now and Where am I going? How can the use of Stars and Stairs in your classroom help to inform you and your students of their learning progression and actively engage them in the learning process. This will be a round table discussion. Looking at your standards and your curriculum how can you use the Stars and Stairs model in your classroom. All grade levels. All content.

Samantha Armstrong Paris Elementary School and Hebron Elementary Schools, Grades K-6 Visual Art

 

“Making Art History Come to Life with iBooks Author”

Dive into iBooks Author to harness the power of developing multi-modal, Multi-Touch iBooks. You’ll learn features which make iBooks come to life for learners by incorporating audio files, 3D widgets, image glossaries, study cards, jailbreaking templates, and much more. Be prepared to create an art history chapter together. You can also use this app for making comics and graphic novels or creating art portfolios. This session is great for MLTI beginners and experts. MLTI MacBooks with iBooks Author preinstalled is encouraged. Grades 7-12

Lindsey Carnes MLTI Apple Learning Specialist

 

Arts Residency In Action: Guidelines for a Successful Teaching Artist Collaboration in Your School

Many arts educators in K-12 education have never had the opportunity to work with a teaching artist. Knowing where to start and identifying the most important steps to take can feel daunting. This workshop provides a framework for creating a high-quality teaching artist residence in the schools. We will focus on the steps needed to create a powerful residency, and the nature of an effective collaboration between teaching artist and arts educator. We will provide experiential work and guidance in addressing the complexities and sometimes different languages of the teaching artist and the school-based educator. All grade levels. All content.

Carmel Collins Lake Region High School Dance and Visual Art John Morris Teaching Artist Dance

 

Improving Content Literacy Through Formative Assessment

Improve content literacy with a tool box of formative assessments and literacy strategies to gauge what your students already know, how well they are learning content, and help drive your classroom instruction. All grade levels. All content.

Iva Damon Leavitt Area High School Visual Art

 

More Cowbell

Playing and composing songs on your own is a blast for some, however there’s something special about making music in collaboration with other like-minded folks that just can’t be beat. In this hands-on, music making session, participants will use GarageBand to learn the basics of song writing and music production. Participants will have plenty of time to explore and experience the fun of collaborative music creation. Musicians of any and all skill levels are welcome. Make sure to bring your Mac and/or iOS device with GarageBand installed. All grade levels.

Tim Hart MLTI Apple Learning Specialist

 

Do You See What I Hear?

Participants will learn how to use graphic notation as a visual tool to reach all learners in the music classroom. (This is a great STEAM lesson!) Grades 4-6

Linda McVety Songo Locks Elementary School, Grades K-5 Music   Jenni Null Songo Locks Elementary, Grades K-6 Music, District Fine Arts Coordinator

 

Arts Integration

When you are deeply engaged in Arts Integration you realize it is about learning with you mind, body and heart in the present moment.  This hands on workshop explores this idea through drama, music, movement, poetry, storytelling, and the visual arts. Come prepared to experience arts integration through your own individual lens in a safe environment. All grade levels. All content.

Lindsay Pinchbeck Director Sweet Tree Arts/Sweetland School

 

Visual Notetaking/Doodling in Class

A combination of sketching and traditional note taking results in rich educational documents to support learning. Studies show that sketching leads to better retention of information and helps clarify ideas. Sketching is one of our original forms of communication. Visualizing ideas is a great way to learn. Why not bring this creative form of learning into your classroom? Explore how visual notes support learning. Discover techniques to create, share and integrate visual notes into your instructional practice. Visual notetaking, often called sketch noting, uses two parts of your brain, which is referred to as Dual Coding Theory. This has been found to improve learning. Research has shown that people who doodle while listening retain 29% more information (Andrade, 2009). Join this hands-on session and start sketching your notes today. Please bring your updated MLTI iPad, if available, with Notability installed. Arts supplies will also be available. All grade levels. All content.

Ann Marie Quirion Hutton MLTI Apple Professional Learning Specialist, former Art Educator

SESSION II

Supporting Literacy in the Elementary Visual Art Classroom

This workshop focuses on a collection of techniques that aim to support literacy in the art classroom. From using word walls, sight words, and phonemic awareness participants will leave with a fresh perspective on incorporating literacy while still adhering to their art curriculum. K-5 Visual Arts, adaptable for middle school.

Elise Bothel Vivian E. Hussey School, Grades K-5 Visual Art

Including Students with Disabilities in Your Art Classroom Using iMovie OS

Use stations and sites fostering independence to help students collect assets for creating art infused iMovie productions. This session will showcase how a green screen and some photos can provide opportunities for all learners to showcase their creative side. MLTI MacBooks with the most current version of iMovie is encouraged. Grades 7-12. All content.

Lindsey Carnes MLTI Apple Learning Specialist

 

Guiding the Young Padawan to Become a Jedi Music Master

This workshop will demonstrate a scaffolded instruction process and assessment system created to guide middle school band students through the basic levels of performance to highly skilled musicianship. Grades 4-12

Dianne Fenlason Spruce Mountain Middle School, Grades 6-12 Music

The Cloud Ate My Portfolio: No More Excuses…Start a Digital Portfolio Today

This is a step by step experience designed to help you to consider how to use a digital portfolio to help students self-asses and manage the evidence of their learning. Access to Google Drive, Drawing, email, built in camera and mic ideal…but not required. . All content areas. All levels.

Suzanne Goulette Waterville Senior High School Visual Art

 

Making 8-bit Art

Beginning with early Atari and Nintendo video games, the 8-bit aesthetic has been a part of our culture for over 30 years. No longer just nostalgia art, contemporary 8-bit artists and chiptunes musicians have elevated the form to new levels of creativity and cultural reflection. In this session, we will focus on tools that assist in creating 8-bit images, animations, and music.  Please bring your MLTI MacBook. All grade levels.

Tim Hart MLTI Apple Learning Specialist

 

The Heart of Advocacy

Educators will leave with the knowledge of how to create and present a variety methods to advocate for issues pertinent to their arts educational causes and how to organize those methods to feel comfortable in beginning personal advocacy efforts. All grade levels. All content.

Lynda Leonas Farwell and Longley Elementary Schools, Grades K-6 Visual Art

 

Theatre as a Tool:  Using Theatre Across the Curriculum

Introduction to the process of using devised theatre as a teaching tool. I will take participants through that process and give them strategies for using devised theatre across curriculum areas and grade levels. All grades levels. All content.

Hilary Martin Vassalboro Community School, Grades K-8 Theatre

Illustrating to Write

One creation lends a hand to the other. Illustration is a part of many great stories, extending the ability of ideas to be shared, and increasing enjoyment and comprehension on the part of the reader. Apple technology provides many possibilities for creating illustrations, making drawing and visual images a part of the overall literacy experience. Learn how to use your MacBook Air to draw and paint creative illustrations in this “hands on session”. Bring your MacBook Air with Acorn installed (included with your MLTI participation). All grades levels.

Ann Marie Quirion Hutton MLTI Apple Professional Learning Specialist, former Art Teacher

REGISTRATION

To register please CLICK HERE. The cost is $25 and 5.5 contact hours are provided for full day participation. If you have any questions please email me at argy.nestor@maine.gov.

Phase 5 MAAI Teacher Leaders Announced!

YAHOOOO!

The Maine Arts Commission is pleased to announce the Phase 5 Maine Arts Assessment Initiative Teacher Leaders.  Thirteen visual and performing arts educators have applied and were selected to join the 61 Teacher Leaders from the other four MAAI phases. The total is 74 Teacher Leaders. Fifty will be active this year. The MAAI Leadership Team joins me in congratulating the teachers listed below who represent all grade levels, PK-12 and Dance, Music, and Visual Arts.

Almost 40 teachers will meet for three days in Portland this summer for professional development that is likely to be energetic, mind-filling, and a great opportunity to expand ideas on teaching and learning. Not to mention a chance to meet and network with arts educators from across the state. I am excited about the work we are furiously planning. Of course I will keep you posted as the MAAI, Phase 5 progresses. If you have any questions about MAAI please don’t hesitate to contact me at argy.nestor@maine.gov. And, I do hope that you will join us at some point during Phase 5 at one of the professional development offerings that the Teacher Leaders are providing.

MUSIC EDUCATORS

• JOSH BOSSE – Madawaska Schools, grades PK-12
• VIRGIL BOZEMAN – Richmond Middle/High School, grades 6-12
• DIANNE FENALSON – Spruce Mountain Middle School, grades 6-12
• NANCY KINKADE – Mattanawcook Junior High School, grades 5-12
• TREVOR MARCHO – Mattanawcook Academy, grades 9-12

VISUAL ART EDUCATORS

• SAMANTHA ARMSTRONG –Paris and Hebron Elementary Schools, grades K-6
• ELISE BOTHEL –  Narragansett Elementary School, grades K-5
• IVA DAMON – Leavitt Area High School, grades 9-12
• HOLLY LEIGHTON – Mattanawcook Academy, grades 9-12
• LYNDA LEONAS -Farwell and Longley Elementary Schools, grades K-6
• MANDI MITCHELL – Hermon High School, grades 9-12
• ALLIE RIMKUNAS   – Great Falls Elementary School, grades K-5

The Maine Arts Assessment Resources page is located at http://www.maineartsassessment.com/. You will find a ton of information and resources that was either gathered or created by Teacher Leaders and the Leadership Team of MAAI from the past.