me arts ed

35 Attend Fall Meeting in Richmond

I left my cubby later than I had hoped to at the end of the day because I wanted the chance to have conversations with as many District III music educators as I could before supper. Ahhhhh, the best of plans! As it turned out, I got there just a few minutes before supper. I was greeted by the new Chair, Virgil Bozeman.

I was surprised to see so many teachers when I walked into the room. I have attended District III meetings for the past three years. I appreciate the opportunity to participate and grateful for the time I am given to share information from the Department.

But mostly what I am happy about is the number of teachers, 35, who choose to attend an evening away from their homes to socialize with colleagues, share music education business and learn from each other. Whether it is an informal conversation or a voting matter these people clearly respect one another and the work that each do in their respective schools. It is moments like tonight that I feel proud! My only regret is that I didn’t have my camera to take a picture of the group so I could post it here!

Secretary of Education Speaks

At the Department’s Education Stakeholders Forum Thursday, Secretary Duncan delivered a speech that can be summarized as “ESEA Reauthorization: Why We Can’t Wait.” After visiting approximately 30 states, dozens of schools and meeting with thousands of stakeholders on his Listening & Learning Tour, the Secretary has concluded that the time to move forward, together, on reauthorization is upon us. He believes strongly that we cannot waste a minute of this unprecedented opportunity to improve education in the United States, not just by turning around schools that are poorly serving their students, but by also making America’s many excellent schools even better and more globally competitive.

ON THE ARTS

“Let’s build a law that discourages a narrowing of curriculum and promotes a well-rounded education that draws children into the arts and sciences and history in order to build a society distinguished by both intellectual and economic prowess.”

ON THE PROPER ROLE OF THE FEDERAL GOVERNMENT IN EDUCATION

·         “People want support from Washington but not interference. They want accountability but not oversight. They want national leadership but not at the expense of local control.”

·         “The best solutions begin with parents, teachers and principals working together in the home and the classroom. Our role in Washington is to support reform by encouraging bold, creative approaches to addressing underperforming schools, closing the achievement gap, strengthening the field of education, reducing the dropout rate and boosting college access.”
ON CRITICISMS AND MERITS OF NCLB/ESEA THAT HE HAS HEARD

·         “Teachers complain bitterly about NCLB’s emphasis on testing. Principals hate being labeled as failures. Superintendents say it wasn’t adequately funded. And many parents just view it as a toxic brand that isn’t helping children learn.”

·         “Some people accuse NCLB of over-reaching while others say that it doesn’t go far enough in holding people accountable for results. I always give NCLB credit for exposing achievement gaps, and for requiring that we measure our efforts to improve education by looking at outcomes, rather than inputs.”

·          “I also agree with some NCLB critics: the law was underfunded — it unfairly labeled many schools as failures even when they were making progress — it places too much emphasis on raw test scores rather than student growth — and it is overly prescriptive.”

·         “The biggest problem with NCLB is that it doesn’t encourage high learning standards. In fact, it inadvertently encourages states to lower them. The net effect is that we are lying to children and parents by telling kids they are succeeding when they are not.”

HIS VISION FOR A NEW ESEA

·         “In my view, we should be tighter on the goals – with clear standards set by states that truly prepare young people for college and careers – but we should be looser on the means for meeting those goals.”

·         “We must be flexible and accommodating as states and districts – working with parents and non-profits — develop educational solutions. We should be open to new ideas and we should build on what we know works.”

·         “We don’t believe that local educators need a prescription for success.  But they do need a common definition of success — focused on student achievement, high school graduation and college. We need to agree on what’s important and how to measure it or we will continue to have the same old adult arguments – while ignoring children.”
WHY REAUTHORIZING ESEA IS URGENT

·         “We want to be first in the world again and to get there we cannot waste a minute. Every year counts. Every class counts. Every child counts.”

·         “We’ve had five decades of reforms, countless studies and repeated affirmations and commitments from the body politic to finally make education a national priority. And yet we are still waiting for the day when every child in America has a high quality education that prepares him or her for the future. We’re still waiting to get great teachers and principals into underperforming schools We’re still waiting for a testing and accountability system that accurately and fairly measures student growth and uses data to drive instruction and teacher evaluation. We’re still waiting for America to replace an agrarian 19th century school calendar with an information age calendar that increases learning time on par with other countries. We’re still waiting – and we can’t wait any longer.”

·         “More than any other issue, education is the civil rights issue of our generation and it can’t wait — because tomorrow won’t wait – the world won’t wait – and our children won’t wait.”
CALLING YOUR ORGANIZATIONS AND MEMBERS TO ACTION

·         “This is our responsibility and our opportunity and we cannot allow it to slip away….Education is everyone’s responsibility – and you who represent millions of people across this country with a direct stake in the outcome of reauthorization – have a responsibility as well – to step up and do more.”

·         “Our task is to unite education stakeholders behind a national school reform movement that reaches into every town and city – and we need your help to do it.”

·         “To those who say that we can’t do this right now – we need more time to prepare and study the problem – or the timing and the politics isn’t right – I say that our kids can’t wait and our future won’t wait.”

·          “Let’s build a law that restores the honored status of educators – who should be valued as skilled professionals rather than mere practitioners and compensated accordingly. Let us end the culture of blame, self-interest and disrespect that has demeaned the field of education by recognizing the nobility of teaching and rewarding excellence.”

·         “Let’s build a law that provides real accountability tied to growth and gain in the classroom – rather than arbitrary goals and harsh rhetoric – a law that encourages educators to work with children at every level – and not just the ones near the middle who can be lifted over the bar of proficiency with the least effort.”

Pileated Woodpecker

Each morning around 5:30AM my husband and I go for a walk. It is a tradition we started several years ago to get us away from the details of everyday. About 10 minutes into our walk yesterday morning I heard a tapping above our heads. We searched the trees and spotted a pileated woodpecker. Even with the fall leaf colors surrounding it, the brilliant red head jumped out. We stood there for several minutes watching it use it’s beak as a drill. My husband wondered aloud if we could go back to get the camera and return to take a picture before he moved on to another task.

I suggested that we had nothing to lose so we were pleased to return a few minutes later to see and hear him still at work. We watched him move around the tree working on several holes. Lately when I see or hear or smell something that won’t be around for long I try to stop and live in the moment. Yes, a bit of stop, looking and listening! Of course, this doesn’t always work depending on where I am but when I can, I find I really appreciate those moments.

I am also conscious of my time and conversations with people. Life is to short not to smell the flowers, take in the landscape and reach out to others. During September I have taken a photo each day from the same spot looking at the same landscape at about the same time. What a collection I have! I have noticed the colors and how they change the field, sky, trees, mountain and farmland in my view.

As many of you know on October 8 and 9th we will have our biennial statewide arts education The Arts Connect conference at Point Lookout in Northport. It will be an opportunity to gather with colleagues to learn and network and to pause to reflect on the good work that arts educators everyday in their classrooms, schools and school districts. I hope I will see you there and that we have time for a conversation! If you haven’t registered and would like to please click here.

Camden National Bank donates $500

Mike, Argy, Judy, Jane

Camden National Bank Managers, Jane Pierce and Judy Brogden joined Mike Edgecomb, Chairman for the Maine Alliance for Arts Education and myself last week to present us with a check for $500 that will go towards The Arts Connect conference. Two years we had their support as well by donating the funds to purchase mugs for conference participants. This time their support will help with the Thursday night Celebration at The Summit at Point Lookout in Northport.

We are grateful for their continued support! Registration is still open for the conference but please don’t hesitate to register for the October 8th and 9th biennial event.

Along with Thursday nights celebration we are delighted to have keynote speaker, the 2007 National Teacher of the Year, music educator Andrea Peterson. Many outstanding workshops, information on our statewide arts education census, an artists showcase including several performances. If you have not registered please do so by clicking here. If you have questions please contact me asap by email @ argy.nestor@maine.gov.

Friday night at Point Lookout

AP Studio Art Workshop participants

I  had the pleasure of attending the Advance Placement (AP) Studio Art Workshop last Friday evening. The 11 art educators who attended were from different areas of the state and were there for Friday night and until just after lunch on Saturday. Along with art teachers were teachers of the other content areas as well.

Participants had a variety of experiences in their work with AP Studio artwork and it was a great opportunity to share and learn from each other. I was impressed with their willingness to share and their dedication to the program.

The conversation included what successes and challenges teachers had last year in their individual schools. Here are some of the successes that teachers mentioned:

• Critiquing impacts student work positively
• Going over the rubrics with the students – apply rubric knowledge to their work and to others work moves the thinking to a higher level
• Commitment of students really made an impact on their learning and accomplishments
• Each student had a wall in the “art fest”and the work transformed the exhibit as well as raising the bar for all art students
• Students realizing cost savings when taking a class at college

On Saturday resources were shared, participants viewed and discussed portfolio work, practiced scoring art work using the scoring guide and discussed what the elements are of high quality work.

Thank you to Kal Elmore, Bangor High School and Sheila Bohlin, Mt. Ararat High School for their expertise and leadership in facilitating the AP work and the meaningful discussions at Point Lookout. And thank you to Nancy Lamontagne and Wanda Monthey from the Maine Department of Education for their work on the AP Studio Art program.

In a follow-up email from Kal she made the following statement:

“for me teaching AP Art has made me a better teacher. I am more conscious of what I say and do in my classes and am more likely to set higher expectations for students. In all of my classes I can find evidence that teaching AP has raised the bar for all in a totally good way and has challenged me to be a better teacher for students of all abilities.”

Harrison Middle School Music Educator

Brad Ciechomski

Recently I received an email from Sam Moore-Young, president of the Maine Music Educators Association, that said Brad Ciechomski was published in the Pennsylvania Music Educators News.

I did some research and learned more about the accomplishments of the Harrison Middle School, Yarmouth music teacher. In 2005-06 Brad was named by the Yarmouth district teacher of the year and is one of 51 teachers in the US to receive the 2008 American Star of Teaching.

Brad is the Director of Bands and conducts four of the schools concert bands and three jazz bands. Brad is a freelance drummer and plays in state and New England region. He received his Bachelor’s and Master’s degree from the University of New Hampshire where he studied composition with Andrew Boysen Jr.

He was recognized in the PA journal for his composing. His website explains his philosophy:

“Brad’s compositions are written to engage students as well as apply teaching concepts at every turn. His music covers a vast array of styles and levels, always keeping in mind the needs and interests of the ensemble. Being a veteran educator, Brad’s always mindful of age appropriateness and educational opportunities. When writing, he strives to create music that is engaging for every student in the ensemble, Flute to Percussion.”

And the Jazz Review by Gary Viebranz from the publication:

“This entry-level chart lends itself to a focus on stylistic and textural contrasts, aiding in the development and refinement of basic skills for the novice ensemble. Unison rhythms alternating with clear dialogues between reeds and brasses will generate a lot of interest for player and listener alike, while a harmonically creative solo chorus will give your soloists the room they need to stretch their limits without intimidation.”

Please join me in CONGRATULATING BRAD for his accomplishments! Please click here to read more about Brad and the work he is doing.

By Barri Lynn Moreau

Haystack in September

I used to be a big fan of the summer months, but now as I get older, I find that September is my favorite month.  There is something about the colors of September, the feel of the wind, the blue, blue of the sky with the puffy white clouds zipping by.  But September is also one of the most hectic months of the year for most of us who are parents and educators, it means another school year is upon us.  I find myself gearing up for the stress of the season: the schedules, the changes, the meetings, the planning for the meetings as everything starts to speed up.

September sky

Peaceful reflection time is at a premium; it’s hard to turn down the volume of the details in my head.  But sometimes the universe provides the perfect antidote.  In my case, the Coastal Maine Botanical Gardens has become an antidote to stress and a sanctuary for my sanity.

Of course, driving north up Route 1 during fall foliage is always a treat, even with the hordes of traffic, but once you arrive at the gardens, you are enveloped in a magical place full of sights, sounds, and smells of harmony.  My multi-generational family took an impromptu field trip one Saturday; all of us found inspiration and points of interest.  There is such beauty in the natural world, especially all around here in Maine.  But, at the Coastal Maine Gardens the beauty of nature combined with the unexpected beauty of large and small art installations and garden areas devoted to all the senses just transported me.

An early morning in September

For all who are stressed, consider giving yourself a health day and get yourself up to the gardens.  You won’t be disappointed.  In fact, you might even feel a little bit of grace as your body begins to decompress.  The gardens radiate powerful healing; the art work inspires.

Maine Art Educators Conference

Turning onto the Haystack road brings a smile to my face. Unloading the car, walking up onto the deck, looking down towards the flag pole with the water beyond is so special. Hellos and hugs follow rather quickly and before we know it we’re at work in a weekend studio. Much to fast the weekend is ending with the tour of studios and being amazed at the work that was accomplished in such a short time.

I attended the Primitive Firing workshop at Haystack in Deer Isle, ME this weekend and it was GREAT! My session was conducted by Kathy Hammond with Mia Auger collaborating. Along with a terrific learning opportunity we had beautiful weather.

The 16 participants jumped in enthusiastically, previous experiences varying widely. We learned not only from Kathy and Mia but each other. We started our Friday afternoon session learning the possibilities for pit and barrel firings with an overview of the history and looking at several examples. We quickly went to work creating new work and working on surfaces of bisqueware.

We had a variety of materials to select from to alter the pottery including stickers, glue, wax, salt, copper, iron, Miracle Gro, masking tape, fresh leaves and vegetable and fruit peels to name a few. The more “open” the clay body, the more readily it absorbed color from the firing materials.

We also learned how to burnish or alter the surface with a thousands of year old idea called Terra sigillata that was used on the early Greek pottery.

On Saturday morning we built the large pit for firing many of the pieces. We created the circle with cinder blocks so we didn’t need to dig down, just built up. The first layers were from saw dust, hay/straw. We nestled the pots in the 6 inches of thickness. On top layers of hay/straw, seaweed, horse dung, shredded paper and wood. The firing took about 6 hours.

Saturday evening we fired our barrel’s continuing the learning, exchanging of ideas and experimenting to enhance our knowledge. These took about 2 hours to burn down a fair amount in our trashcans.

In between studio work of course there was time for enjoying the wonderful Haystack cuisine, an early morning walk to the water for the first light of day, viewing the artists slides, bidding in the silent auction which raised $1600.00 for the scholarship fund, chatting with old friends and making new ones.

The opportunities to talk about art education were endless. I can’t think of a better way to spend a beautiful weekend talking about teaching and learning than with a group of art educators who are passionate and dedicated to education!

New Museum Opens in Downtown Portland

Logo by Duncan Hopkins, under the supervision of Loren Coleman

Cryptozoology is the study of hidden animals and has been around since the 1940s. During the last few years more exhibits and museums have been established.On November 1, 2009 the International Cyrptomundo Museum will open at 661 Congress Street just down the street from the Portland Museum of Art.

The mission of the museum is to share as many of the items collected by one person during the last half a century. Special artwork including drawings, bronzes, paintings, and sculpture creations by the world’s leading cryptozoology artists will be featured in the museum.

It’s taken 6 years to make this reality come true. Once open the museum hours will be Tuesday-Saturday, 11AM-7PM and Sunday, 12-5PM. Admission, all ages, $5.00. Please be sure and visit.

Laurie E. Hicks will teach Topics in Art Education: Talent & Giftedness in Art-Spring 2010

On the UMaine campus next Spring Dr. Laurie Hicks will be teaching Topics in Art Education: Talent & Giftedness. The class will be held on Wednesday’s, 4:30-7:00PM. It will be a mixed undergraduate/graduate level course. Graduate students should enroll for AED 574.  They will need to contact CED once the registration process begins unless they are already enrolled in our graduate program.

This is a great opportunity since it has been several years since Laurie offered this class and this could be helpful to art educators involved in planning and implementing a G/T program in schools.