Posts Tagged ‘teaching artist roster’

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Dance Education Grant Opportunity

December 11, 2018

Dance Education Grant Deadline January 31, 2019

Don’t miss this great opportunity for Maine schools and teaching artists

January 31, 2019, 5:00 p.m. is the deadline for the Maine Arts Commission’s dance education grant for PK-12 schools and teaching artists. Applications must be filed using the Commission’s online grants management system at www.MaineArts.com.

Launched in 2015, the dance education grant provides high quality learning opportunities for students and educators in schools where dance education is not being offered. Dance education changes lives, yet only 5 percent of all schools in Maine offer opportunities in this artistic discipline, according to the Arts Education Census study conducted in 2016 by the Maine Arts Commission.

During this past grant cycle, the program funded artist residencies at Maranacook Middle School in Readfield and Freeport High School. Both residencies are taking place during this school year. Nancy Salmon is the teaching artist on the  Maine Arts Commission’s Teaching Artist Roster who is providing instruction.

You can read the stories of past recipients of the dance education grant. Six schools have been awarded funding during the last three years. You can read about the success stories on this blog by searching using “dance education”.

Funding for this program is made possible through the generosity of an annual dance performance in November called “Fall Into Dance”. This year two schools and ten dance studios collaborated to put on the performance. It is facilitated by Thornton Academy dance educator and Maine Arts Leadership Initiative Teacher Leader Emma Arenstam Campbell.

This year the event raised $3,810.00. To date the dance education grant has awarded $17,421.00. Dancers Making a Difference contributing one year to this grant in addition to the funds raised by Fall Into Dance. All of this money goes directly to schools to create a dance education opportunity that works towards establishing dance education programs.

“We are extremely appreciative of these contributions and the impact they will have on dance education in Maine,” said Julie Richard, 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 for the students that we serve.”

Review Criteria

  1. Clear demonstration of high-quality arts education teaching and learning opportunity.
  2. Evidence of significant collaborative planning among teachers and other partners, and the capacity to carry it out.
  3. Clear demonstration of equity and access to learning addressing the differences of learners.
  4. Description of evaluation methodology with clear objectives and outcomes.
  5. Alignment with dance standards.
  6. Commitment beyond the conclusion of the project.

Grant guidelines and application criteria are at www.MaineArts.com and the Commission encourages PK-12 educators or teaching artists to review them prior to applying. The funding cycle for these grants is for projects from September 1, 2019 through March 30, 2020. Applicants may apply up to $2,500 and are not eligible if they’ve applied in the past.

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

Watch for a notice announcing when the application will be available. Begin planning and be sure and communicate about your ideas with Argy Nestor, Director of Arts Education at 207-287-2713 or email at argy.nestor@maine.gov.

All photos in this blog post were taken at the November 2018 Dance Into Fall performance at Thornton Academy.

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Dance for Joy

November 9, 2018

What fun

Amber Pendleton, grade 6, Prescott Memorial School, Washington

This collage was created by Amber Pendleton who was in 5th grade at the time when Teaching Artist Chrissy Fowler provided a dance residency at Prescott Memorial School in Washington. She was working with art teacher Anthony Lufkin and a Maine Arts Leadership Initiative (MALI) Teacher Leader (MAL) in a Gifted and Talented art class. This was Amber’s response to the fabulous opportunity. The residency took place with funding from the Maine Arts Commission Dance Education fund. This fund was established by a MALI dance teacher at Thornton Academy, Emma Arenstam Campbell. If you’re interested in bringing dance education to your school please watch for the information coming soon on this blog for the 2019-20 school year. The dance performance that has provided the funding for this grant will take place at Thornton Academy on Friday, November 16, 6:30 p.m. Only dance educators on the Maine Arts Commission Teaching Artist Roster are eligible for the funding. Please consider reaching out to one of them and begin planning for next year. This funding has been in place for three years and hundreds of students in grades Pre-K through 12 throughout Maine have benefited from the opportunities it has afforded. If you have questions please don’t hesitate to contact me at argy.nestor@maine.gov.

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Huey

October 18, 2018

Henry David Thoreau film

Many of you know the Maine film maker – Huey. He is on the Maine Arts Commission Teaching Artist roster. I understand if you want to see a beautiful film perhaps you can catch one of the showings of Huey’s film Henry David Thoreau: Surveyor of the Soul. Over the next two weeks it will be shown several times. Huey himself along with some of the people interviewed in the film will be present as well. 
“If you are not yet a Thoreau enthusiast, this beautiful, engrossing documentary just might turn you into one. If you already are, it will remind you of the many reasons why.”  Lucille Stott, forthcoming in December issue, Appalachia
October 18, 2 p.m., Vermont International Film Festival, Main Street Landing Film House
60 Lake Street, 3rd floor Burlington, VT.  https://vtiff.org/events/neq-1/
October 20, 10 a.m., Dietrich Theater, Tunkhannock, PA.  With guests featured in the film: Rochelle Johnson, Professor of English & Environmental Studies at the College of Idaho and Sandra Harbert Petrulionis, Professor, Penn State Altoona and author, To Set This World Right, The Antislavery Movement in Thoreau’s Concord.    
http://www.dietrichtheater.com/show.aspx?sid=4553&id=23
October 24, 7 p.m., Twilight Auditorium, 101, Middlebury College, Middlebury, VT. With guest featured in the film, Matt Schlein, director Walden Project, Vergennes High School Vergennes, VT and Rebecca Kneale Gould, Associate Professor of Environmental Studies and member of the board of the Thoreau Society.   
http://www.middlebury.edu/events?trumbaEmbed=date%3D20181024#/?i=1 
October 25, 12:30 p.m., Lecture: Thoreau, Katahdin, the Penobscot People and the Maine Woods,  Woodin Environmental Colloquium, Middlebury College, Middlebury, VT.    http://www.middlebury.edu/academics/es/news/woodincolloquiumseries
November 14, 7 p.m., Bridgewater State University, Bridgewater, MA
DVDs will be available for purchase at all screenings. If you can make it to a screening, you can order DVDs for all of Huey’s films at http://www.filmsbyhuey.com/order/
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Visual Thinking Strategies

July 27, 2018

Waterfall Arts

Every so often I meet educators who are not familiar with Visual Thinking Strategies or VTS as it is commonly called. Waterfall Arts, a community arts center in Belfast, provides a program using VTS. As part of their outreach efforts of the Youth and Family Outreach (YFO) program at Waterfall Arts, program coordinator Bridget Matros offers Visual Thinking Strategies training to teachers in area schools. These strategies are activity used in the YFO after school programs and are also utilized in field trips to Waterfall Arts. Teaching Artist Bridget Matros has put together the information below (taken from the VTS site). Thank you Bridget! She is also on the Maine Arts Commission Teaching Artist rosterWaterfall Arts programs are comprehensive and they provide multiple programs for learners of all ages.

Many teachers in Maine, visual arts and others, use VTS in their classrooms. Several years ago we provided an all day workshop on the topic. Once reading this blog post, if you’re interested in learning more please contact me at argy.nestor@maine.gov.

What is VTS?

Visual Thinking Strategies (VTS) is a method initiated by teacher-facilitated discussions of art images and documented to have a cascading positive effect on both teachers and students. It is perhaps the simplest way in which teachers and schools can provide students with key behaviors sought by Common Core Standards: thinking skills that become habitual and transfer from lesson to lesson, oral and written language literacy, visual literacy, and collaborative interactions among peers.

VTS provides a way to jumpstart a process of learning to think deeply applicable in most subjects from poetry to math, science and social studies. Art is the essential first discussion topic because it enables students to use existing visual and cognitive skills to develop confidence and experience, learning to use what they already know to figure out what they don’t; they are then prepared to explore other complex subject matter alone and with peers.

How does it work?

In VTS discussions teachers support student growth by facilitating discussions of carefully selected works of visual art.

          Teachers are asked to use three open-ended questions:

  • What’s going on in this picture?
  • What do you see that makes you say that?
  • What more can we find?3 Facilitation Techniques:
  • Paraphrase comments neutrally
  • Point at the area being discussed
  • Linking and framing student commentsStudents are asked to:
  • Look carefully at works of art
  • Talk about what they observe
  • Back up their ideas with evidence
  • Listen to and consider the views of others
  • Discuss multiple possible interpretations
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Teaching Artist Professional Development

May 28, 2018

MAC offers workshop June 22

Teaching Artists Brian Evans-Jones, Karen Brooks, Tim Christensen, and Dana Legawiec

PreK-12 Teaching Artist Professional Development Workshop

The Maine Arts Commission (MAC) invites Teaching Artists to a one day professional development opportunity on Friday, June 22, 2018, 8:45 a.m. – 3:30 p.m. The workshop will take place at Viles Mansion/Governor Samuel Cony House, 71 Stone Street, Augusta. The cost is $25.00 and the workshop is limited to 20. REGISTRATION is available.

Whether you are a veteran teaching artist looking to build on your practices and expand your reach in the PK through grade 12 environment, or a new teaching artist looking to be included on the Teaching Artist Roster and start working in the schools or community arts programs – this workshop is for you!

PURPOSE

Teaching Artists Tim Christensen, Tom Luther, Brian Evans-Jones

The workshop is focused on the role and benefits of a teaching artist. We will address how to structure and market a residency as well as tips for communicating and collaborating with educators (including teachers and administrators), and community arts representatives.

OUTCOMES

  • Information on applying your expertise as an artist to the structuring of your lessons and residencies.
  • Hands-on experience in relating the learning standards and assessments to your work.
  • Participation in sessions that are planned to fit your needs as a teaching artist.
  • Promoting yourself and your work as a teaching artist.

WORKSHOP FACILITATORS

  • Argy Nestor – Director of Arts Education, Maine Arts Commission
  • Brian Evans-Jones – Poet and Creative Writing Teacher and Maine Arts Leadership Initiative (MALI) Teaching Artist Leader
  • John Morris – Teaching Artist/Dance Educator, member of MALI Design Team
  • Kate Smith – Pre-K-3 Music Educator Central Elementary School, So. Berwick, member of MALI Design Team
  • Kris Bisson – Grades 6-8 Music Educator Marshwood Middle School, MALI Teacher Leader

John Morris

Learn more about the MAC Teaching Artist programand visit the Teaching Artist roster.

5.5 teacher contact hours are available for attending all day on June 22.

NOTE: In order to apply for the MAC Teaching Artist Roster, artists are required to attend the workshop on June 22. The Commission will be accepting applications for the roster in the fall of 2018.

If you have any questions please contact Argy Nestor at argy.nestor@maine.gov.

If you need a special accommodation to fully participate in this event please contact Kathy Shaw at kathy.shaw@maine.gov by June 8.

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In Today’s News

May 19, 2018

Tom Luther

Dagney C. Ernest, writer and friend of arts education wrote about Tom Luther, musician and Maine Arts Commission Maine Arts Leadership Initiative Teacher Leader in the Village Soup. Read about Tom Luther and how is artistry has helped him work his way back from two strokes.

Tom’s Teacher Artist Leader story was published on this blog on April 10. Tom is a member of MACs teaching artist roster.

 

Yup, Tom’s in the middle with teaching artist leaders, Tim Christensen (L) and Brian Evans-Jones (R) at the Mega MALI conference in March at Oxford Hills Regional High School. All three presented sessions!

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Dance Grant Recipient: Prescott School

April 4, 2018

MAC Dance Education Grant – Chrissy Fowler

The Maine Arts Commission (MAC) established the Dance Education grant in 2015 to provide funding for schools to provide a learning opportunity for students in grades PK-12. Four schools, hundreds of learners, and four dance teaching artists from the MAC teaching artist roster have benefited from the funding. This funding is made possible through a dance performance sponsored by several community dance studios and school dance education programs in Maine.

Traditional social dance artist, Chrissy Fowler has been working in Prescott School, Washington this year providing instruction for the school’s K-6 students and staff. This dance residency is made possible from the Dance Education grant.

You can find Chrissy’s teaching artist profile on the Maine Arts Commission roster. The dance education grant is available right now for those interested in obtaining funds for the 2018-19 school year. For more information please go to the blog post called DANCE EDUCATION FUNDING. The deadline is Wednesday, May 2. 

Here’s the story from this year’s grant recipient… Thank you Chrissy for providing it.

Chrissy earned her M.Ed. in 1996 and started calling both community and contra dances in 1999. She has led school residencies for about a decade, and has been an educator for aeons. Leading contra dance residencies lets her combine PK-12 teaching and traditional New England social dance, the dance form which lets her identify as a “dancer” even though she doesn’t feel physically graceful. In this tradition, you work with a partner as well as everyone else in your set. Although there are sometimes roles which can be danced by anyone (e.g. “lady” or “gent”), there is no designated leader or follower. All dancers have equal agency in making the dance work—and we’re all in it together. Chrissy loves that! She’s also on the board of a local non-profit, Belfast Flying Shoes, which has a comprehensive outreach program including support for school dance residencies, such as the one at Prescott School.

RESIDENCY DESCRIPTION

All of my residencies have common goals: everyone participates in the dancing, exhibits pro-social behaviors, and makes connections across grade levels, and the residency culminates with a community dance for students, staff, and families.

At Prescott, we’re trying a few new things. First, my visits are structured in three mini-residencies, each comprised of four weekly visits and a culminating dance. Spreading it out over three seasons (fall, late winter, and late spring) has allowed me to integrate a bit more into the school community.

The residency also specifically connects to local history. Charlie Overlock, who fiddled and called for dances for 66 years, was born in Washington. He led dances all over his hometown and nearby. I’ve shared some of Charlie’s story with the students and I’ve taught dances I don’t usually use in schools – such as the foxtrot, which featured prominently in his program for the Washington High School Class of 1921’s graduation dance.

Finally, I was privileged to meet with the staff before the start of school, to find out what they wanted from the residency. Based on their input, I have made a special effort to articulate ways they can use the dances in their own classrooms (e.g. adapting them for movement breaks) and I’m putting together an annotated bibliography of children’s literature related to dance, especially various forms of traditional social dance. (When complete, the bibliography will be available to others via chrissyfowler.com and belfastflyingshoes.org)

GREATEST BENEFITS 

I lead dance residencies in many schools; some have me back every year. I think students, staff, and families value the chance to connect in a fun and active way… with eye contact, broad smiles, cooperation for all ages, and a lot of moving to music. And I think that’s the same at Prescott. We’ve witnessed a lot of joy and delight, and the best part is that contra dancing is something that they can do in their community for the rest of their lives. Maybe even with their own children.

LANGUAGE

Rather than any specific vocabulary words, I hope the learners take with them the kinesthetic language of moving their bodies through space in particular patterns. Contra dance figures such as “do-si-do” or “allemande left” are very positional, and there is also a tremendously strong left:right, clockwise:counter-clockwise dimension. We know that movement builds cognitive pathways, and contra dance can be a great way to learn, concretely, about equal and opposite forces, patterns, or directionality. The various figures also can support strong proprioceptive and vestibular systems, although that’s certainly not something I’d expect learners to articulate!

I also hope that they experience some social-emotional learning, such as the thrill of positively connecting with someone by dancing with them. Or doing the hard work of getting through a dance that’s challenging—either because the figures are complex or because you have to muster the inner strength to be kind and respectful to someone who’s not your favorite dance partner.

FUTURE REMEMBRANCE

It would be a thrill if anyone remembered the ways that contra dance is part of their own local history in Washington. Beyond that, I hope they internalize that moving – together – to songs and fiddle tunes can be both social and fun for all ages… and at any level of gracefulness!

WHAT PARTICIPANTS ARE SAYING

When students were asked for their response to the opportunity to learn with and from Chrissy, 6th graders said:

  • It is fun to learn to social dance.
  • It’s really different than I thought it would be.
  • I think it kind of feels like country but also feels a little like Scottish dancing.

Grade 6 teacher, Jim Freyenhagen:

I have been amazed at how quickly the students picked up the rhythm and the steps. The dancing makes them interact (in a positive way) with kids they don’t normally interact with.

Not only are they learning to dance but they are practicing their social skills with their peers and younger students.

Principal, Nancy Stover:

I think one of the highlights of this residency has been watching (through Chrissy’s magical techniques) how the students and staff have been able to abandon their inhibitions and try something out of their comfort zone. It has been amazing to observe students who struggle with peer relationships walk up to someone from another grade and ask if they could be their partner. It’s also heartwarming to see how well the older and younger students work together. They help each other learn the dance steps with patience and kindness, laughing and smiling all the way.

The community dance was a huge success! Parents and community members participated and those that initially observed from the audience, joined in and before the evening had ended, everyone was on the dance floor. The word spread throughout the community and we’ve had many people ask when the next community dance is scheduled. This residency has been one of the most rewarding I’ve experienced. It gives everyone a sense of belonging and inclusion while having fun! 

COMMUNITY MEMBER, HAZEL KOPISHKE, HISTORY

Charles E. Overlock was born in Washington in 1870.  His father Samuel played fiddle for kitchen dances. At the age of 6 or 7 Charles was sneaking his father’s fiddle and learning to play.  He played for his first kitchen dance at the age of 11 and continued playing for dances for 66 years. For the first years, most of the fiddle playing was for dances in homes in the neighborhood that could be  walked to. Later he would travel by horse and buggy, and in 1916 in his first automobile, to play at the many grange halls and dance halls in the area often traveling from 5 to 20 miles. Through the years the Overlock Orchestra included his wife Clara and daughter Josephine playing organ and piano and his son E. Burnell  on drums along with local cornet players. His orchestra usually consisted of 2 or 3 people but did grow to 4, 5 and once 6 members. He played for more than 300 dances at Light’s Pavillion located within sight of his home on Rt 220 between Washington village and So. Liberty.

Charles Overlock was a country fiddler that could not read music but kept people dancing for many, many years.

This information was taken from the book Sixty-Six Years A Country Fiddler, Charles E. Overlock  by E. Burnell Overlock, published 1984.

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