Sponsored by the Maine Alliance for Arts Education and the Arts are Basic Coalition, and supported by the Maine Department of Education, this 90-minute plenary session, featuring reports by Governor Janet T. Mills, Education Commissioner Pender Makin, and state arts education association leaders, will report on the impact of this year’s pandemic on arts education. The plenary will kick-off a week of meetings between high school arts advocacy student teams and their state legislators.
Over the last month during the time that I wasn’t blogging 3 deer came to my backyard almost every night munching on the acorns that have piled up under our Oak trees. The time I may have spent blogging, which I often do late or early in the morning, I spent watching the deer. While the moon was bright and we had snow on the ground they stood out quite well and I could watch from one of two windows. They didn’t notice me when I stood perfectly still.
Considering we’re barely one month into the new year we certainly have experienced many BIG events. I’ve received many resources to help us navigate this world as teachers. Instead of going back and including them ‘after the fact’ I will try my best to incorporate them into blog posts moving forward.
I have to say as an art teacher I have enjoyed the enormous amount of very clever memes of Bernie in his mittens made by an elementary school teacher from Vermont. I loved reading an interview where she mentioned how surprised she was by the attention she was receiving because of the mittens she made for Bernie and the teachers at her daughters pre-school. She had sewn them and gifted them in 2017 in her craft room on a machine that her mother gave her when she was 12 years old. She also mentioned that she had no desire to leave teaching to make mittens full time. She has received hundreds of requests for mittens. My heart warmed when I read that sweatshirts with the photo were being sold for $45 on Bernie’s website with all the proceeds going to VT Meals on Wheels. Creativity benefitting a good cause!
I was so impressed with so many of the components of Inauguration Day, especially the performers. This includes the hopeful words of Yo Yo Ma and his cello performance of “Amazing Grace” delivered to President Biden at the Lincoln Memorial. “Throughout the pandemic, Ma has been delivering cello offerings on Twitter, bringing peace through music in a time of pain for many.” (from https://www.classicfm.com/artists/yo-yo-ma/cellist-poignant-amazing-grace-biden-inauguration-concert/). Lady Gaga’s rendition of the National Anthem was stunning and her outfit spoke volumes in its representation of traditions. The gold colored dove that she wore was a dove carrying an olive branch symbolizing her wish: “May we all make peace with each other.” She went on to say “My intention is to acknowledge our past, be healing for our present, and passionate for a future where we work together lovingly. I will sing to the hearts of all people who live on this land. Respectfully and kindly, Lady Gaga”. I read comments from some of my Maine music colleagues that this was the first time I was brought to tears listening to “The Stars Spangled Banner” brought me
Outstanding performances by Garth Brooks, Demi Lovato, Jeff Bradshaw, Jennifer Lopez, New Radicals, Earth, Wind & Fire, John Legend, and Tom Hanks hosting the TV special.
By far, for me, the highlight of the day was Amanda Gorman’s performance of her poem “The Hill We Climb”. Perhaps it is because I was responsible for the Maine Poetry Out Loud program for the six years I worked at the Maine Arts Commission. I loved and admired the high schoolers who participate in the program. Amanda had all of the components of amazing poetry and by far her performance was truly remarkable. Amanda is 22 years old and the youngest inaugural poet in U.S. history, suggested by Dr. Jill Biden to recite. She is an award-winning writer and cum laude graduate of Harvard University, where she studied Sociology. Amanda is the first National Youth Poet Laureate. I love hearing her goal is to become President. I’m sure whatever pathway she is on she’ll continue to inspire and make a difference in this world.
The Hill We Climb
When day comes we ask ourselves, where can we find light in this never-ending shade? The loss we carry, a sea we must wade. We’ve braved the belly of the beast, We’ve learned that quiet isn’t always peace, and the norms and notions of what just is isn’t always just-ice. And yet the dawn is ours before we knew it. Somehow we do it. Somehow we’ve weathered and witnessed a nation that isn’t broken, but simply unfinished. We the successors of a country and a time where a skinny Black girl descended from slaves and raised by a single mother can dream of becoming president only to find herself reciting for one. And yes we are far from polished. Far from pristine. But that doesn’t mean we are striving to form a union that is perfect. We are striving to forge a union with purpose, to compose a country committed to all cultures, colors, characters and conditions of man. And so we lift our gazes not to what stands between us, but what stands before us. We close the divide because we know, to put our future first, we must first put our differences aside. We lay down our arms so we can reach out our arms to one another. We seek harm to none and harmony for all. Let the globe, if nothing else, say this is true, that even as we grieved, we grew, that even as we hurt, we hoped, that even as we tired, we tried, that we’ll forever be tied together, victorious. Not because we will never again know defeat, but because we will never again sow division. Scripture tells us to envision that everyone shall sit under their own vine and fig tree and no one shall make them afraid. If we’re to live up to our own time, then victory won’t lie in the blade. But in all the bridges we’ve made, that is the promise to glade, the hill we climb. If only we dare. It’s because being American is more than a pride we inherit, it’s the past we step into and how we repair it. We’ve seen a force that would shatter our nation rather than share it. Would destroy our country if it meant delaying democracy. And this effort very nearly succeeded. But while democracy can be periodically delayed, it can never be permanently defeated. In this truth, in this faith we trust. For while we have our eyes on the future, history has its eyes on us. This is the era of just redemption we feared at its inception. We did not feel prepared to be the heirs of such a terrifying hour but within it we found the power to author a new chapter. To offer hope and laughter to ourselves. So while once we asked, how could we possibly prevail over catastrophe? Now we assert, How could catastrophe possibly prevail over us? We will not march back to what was, but move to what shall be. A country that is bruised but whole, benevolent but bold, fierce and free. We will not be turned around or interrupted by intimidation, because we know our inaction and inertia will be the inheritance of the next generation. Our blunders become their burdens. But one thing is certain, If we merge mercy with might, and might with right, then love becomes our legacy, and change our children’s birthright. So let us leave behind a country better than the one we were left with. Every breath from my bronze-pounded chest, we will raise this wounded world into a wondrous one. We will rise from the gold-limbed hills of the west. We will rise from the windswept northeast, where our forefathers first realized revolution. We will rise from the lake-rimmed cities of the midwestern states. We will rise from the sunbaked south. We will rebuild, reconcile and recover. And every known nook of our nation and every corner called our country, our people diverse and beautiful will emerge, battered and beautiful. When day comes we step out of the shade, aflame and unafraid, the new dawn blooms as we free it. For there is always light, if only we’re brave enough to see it. If only we’re brave enough to be it.
I am hopeful for 2021 and the future as the artists mentioned above and so many more are given opportunities to let their voices be heard. Another reason why excellent PreK through 12 Arts Education should be afforded to all children no matter their zip code.
Ahhhh… using our hearts while making art, teaching, and decision making. Remember that you’re part of a community of caring and incredible individuals. Thank you for being YOU!
My heart is sending love and warm wishes for a wonderful 2021!
Thanks to a blog reader who shared this very lovely rendition of “Auld Lang Syne” sung by the Scottish folk singer, Dougie MacLean.
I’ve posted about the Global Oneness Project in the past. They continuous are providing amazing resources, food for thought, asking challenging questions, and pushing on educators thinking. Thank you to Executive Director Cleary Vaughan-Lee recently I received an email with the following information. I’m not re-wording the message that Cleary sent since it is ‘spot on’ (as Rob Westerberg would say)!
A good story has the potential to broaden a student’s worldview, providing a foundation to foster empathy and inquiry. I love this description of storytelling from Pulitzer Prize-winning novelist Eudora Welty, who explored the American South. She said, “Long before I wrote stories, I listened for stories. Listening for them is something more acute than listening to them. I suppose it’s an early form of participation in what goes on. Listening children know stories are there. When their elders sit and begin, children are just waiting and hoping for one to come out, like a mouse from its hole.”
We’ve created a collection of our most viewed films of the year. From an ecologist in the church forests in Ethiopia to a Native teenage basketball player in a remote community in Alaska, these stories document the vulnerability and resiliency of life around the world.
I’ve been watching these films and they are thought provoking and they warm my heart – a good thing for the end of 2020!
Kwanzaa is an African-Americans celebration of life from 26 December to 1 January and based on seven principles which are represented by seven candles and Kiswahili words.
unity – umoja
self-determination – kujichagulia
collective work and responsibility – ujima
cooperative economics – ujamaa
purpose – nia
creativity – kuumba
faith – imani
Each family celebrates Kwanzaa in its own way, but celebrations often include songs and dances, African drums, storytelling, poetry reading, and a large traditional meal. Kwanzaa is not a religious holiday, but a cultural one with an inherent spiritual quality.
Dr. Maulana Karenga introduced the festival in 1966 to the United States as a ritual to welcome the first harvests to the home. Dr. Karenga created this festival for Afro-Americans as a response to the commercialism of Christmas. In fact one might say that Kwanzaa has similarities with Thanksgiving in the United States or the Yam Festival in Ghana and Nigeria. The word “kwanza” is a KiSwahili (Kenya, Uganda, Tanzania) word meaning “first.”
Director of vocal music at Thornton Academy, Catherine Murray spent hours learning the program and putting this together for the holiday! Wonderful tribute to her students in the middle of a pandemic.
The annual holiday celebration starring The Windham Chamber Singers from Windham High School and surprise special guests. This year the performance has a Maine theme to celebrate the bicentennial. Thanks to music educator Rick Nickerson for helping to create this opportunity for the participants and those who are viewing this video. Enjoy!
Many of you know Steve Muise, music teacher at Mt. Blue High School in Farmington and the leader of the Franklin County Fiddlers, now it its 22nd year.
Steve made this video to share with his own community and beyond. His own thoughts went to the many people in residential care homes who are unable to have musical programs from outside the facility as often happens during the holiday season. Not to mention how many students are missing the opportunity to offer their love of music to the residents. I’m thinking of all of you music teachers who include this tradition in your December.
This is quite the medley of songs and Steve makes it clear that he does not have the rights to any of the songs and that he is not selling anything. Steve has included traditional holiday tunes; Christmas music, secular winter tunes, a Hanukkah medley, and a medley of tunes from Provence, France. It’s all about sharing – a GREAT BIG THANK YOU to Steve!
This is Part III of a blog post about the Masters in Arts and Teaching (MAT) students at Maine College of Art (MECA). Together with Part I and Part II you can get a snapshot of their program this fall. Students presented their work in an exhibit called “Getting There“, November 28 – December 7 at the college in Portland. The last two days of Maine Arts Ed blog posts include images from the show, their thoughts on visual art education, and their role as artists and future teachers. It also includes their successes and challenges, and their hopes for the future, post pandemic. I hope I am able to have a more personal conversation with this group of people in the near future. They have so much to offer, are is very articulate and thoughtful, and are bright lights during this dark time.
These MAT voices are strong and I’m sure you’ll agree with me that the future is in good hands. I’ve mentioned over the years how important our role is as educators to mentor, encourage and seek out the future teachers to insure that arts education continues moving forward to provide an excellent education for all students. Here is an opportunity for veteran teachers – read and listen carefully and if you’re inclined, reach out to these students.
In the Part I post there are examples of each students work. In Part II you can hear their voices and below are the responses to questions that I asked the students.
What do you see going on or what are you doing right now (in the midst of Covid) that is so dynamic and creative and alive that you hope doesn’t go away once Covid does?
Even though so much of education and the world is in a precarious state, the pandemic is helping me realize how important grounding learning with an arts education is for kids. I’m happy that there’s new energy being channeled into making education more accessible for everyone, and it’s amazing to be in a cohort of teacher candidates as we are all so eager to bring fresh perspectives to classrooms. ~ Philippa Grace, Massachusetts College of Art and Design, Sculpture, 2016
Education and healthcare seem to be never quite completely accessible. During the pandemic, when everything moved online, we evolved in creating tools of still allowing these things to happen and even flourish virtually. Though an end to the pandemic seems to be in the foreseeable future, I hope to see a continued mix of virtual and in person experience. It allows for more voice and choice. School and doctors are more accessible to those without cars through virtual platforms and if we made decent internet connection a necessity, we could be a lot more productive and connected from within our homes where we are most comfortable. ~ Audrey Robidoux, Maine College of Art
Oh gosh great question! I have caught myself noticing the present SO much more- the color of a meadow this fall after a recent rainfall, how this random lady sitting on a bench laughed exactly the same way that my roommate does, the soul settling experience of paddling in a canoe on a lake. I hope to maintain this awe of the moment, (and teach others to do the same!) once quarantining ends. ~Sophie Olmsted, Bates College, Lewison, Studio Art (ceramics), 2018
I don’t think I’m doing anything in my personal life that I hope continues after Covid. I do see a silver lining when it comes to my teaching practice. I was blessed enough to get a teaching job that both supplements my student teaching requirements and my wallet during this time. This type of experience would not have happened if it was not for the circumstances that we are in. ~Cooper Binette, Maine College of Art, Portland ME, BFA in painting 2020
Refining skills as an artist and a teacher is my life’s work. I am grateful for the time and opportunity to study at Maine College of Art even if we work remote. Allowing me to continue to create an enriching environment for Maine’s youth. It is during the epidemic that I am able to work harder than I ever have to make this a career. ~Seth Baron, Maine College of Art, BFA in Illustration 2020
I unfortunately don’t feel that I have achieved anything so dynamic or exciting that it is going to stick around post Covid. I have found myself feeling trapped inside, and uninspired/overwhelmed due to the stressful climate of my surroundings. One positive thing that has come out of the situation is that I have had a lot of time to sit and work inside of my sketchbook, something I usually do despite Covid times but it feels very accomplished to be able to sit and just draw for hours while being stuck inside. These sketchbooks will be reminders of this unexpected situation, and bring a sense of accomplishment to these hard times. I will then be able to share this experience with my future students, so I guess you could say there’s a small sliver of a silver lining there. ~Lauren Ashlee Anderson, Maine College of Art, BFA in Ceramics 2020
I am feeling so inspired by food right now and have been pouring all of my creative energy into cooking and baking. Since the pandemic began, my partner and I have started growing our own vegetables and herbs and have had a lot more time to experiment with new recipes. I never would have guessed I would be so excited about street corn or heirloom tomatoes! ~Madison Mahoney, University of Vermont, Burlington, VT, BA in Studio Art, 2019
Unfortunately as of right now, I don’t have any creative and dynamic practices that will stay with me post Covid. My ceramics practice was cut short due to Covid and I do not have the means to continue it right now. In all honesty, I hope for things to go back to a seminormal if/when Covid is gone. The silver lining for me is that I’m thankful to be in the Master’s of Art in Teaching program to become an art educator. I will be able to share my passion for art to students and hope to inspire them to achieve their dreams. ~Shelby Pyrzyk, Maine College of Art, BFA in Ceramics 2020
When Covid first hit back in March, I didn’t make any art for 4 months. I was newly unemployed, broke, and depressed. However, about a month before I moved to Maine from Kentucky, I started doing all these paintings of retro video game covers for my friends, and it helped me rejuvenate my creative confidence. Throughout the MAT program I have been able to keep doing these video game commissions for friends, on top of many other creative endeavors, and so I have been able to sustain that motivation to create, but it wasn’t easy. I think that being an artist during a pandemic has reminded me that there are always ups and downs, but art will always be there for me when I’m ready. ~Trent Redmon, Transylvania University, Lexington, KY, BA in Studio Art 2016
Storytelling is very important to my life and work as an artist. Traditionally, I tell my stories through comics and graphic novels. Since Covid, however, I’ve invested myself more in the creation of artifacts and life size set pieces from out of my fictional worlds. I’m hoping in the coming years I continue to expand on the idea of bringing the fictional into the real world. ~Sean Dillon, Eastern University 08-12, Exercise Science
What has it been like jumping from student to teacher while continue to nourish your own creative practices?
I audited a porcelain class taught by Cathy Hammond at MECA this fall. When I was a few years younger, I was so afraid of failure, but now that I’m learning about mindfulness and bringing our whole selves to the classroom, I was so eager to show Cathy my failures and ask her “what do I do now?!” I learned so much about the materials just by being in a classroom (albeit masked and distanced!) with BFA students at all levels, and Cathy was always willing to share her decades of ceramics teaching experience with us. It was so powerful to be able to fail in front of her and have that be an empowering experience of growth. ~Philippa Grace (favorite color: orange)
The journey from artist to teacher has expanded my perspective on the world. As a working artist, I often felt isolated, deeply buried in late studio nights and internal thought. I love to create but it wasn’t enough. I couldn’t invest every piece of myself into it. I felt as though it wasn’t a sustainable practice for myself or my well being. As much as I loved it, I needed something different, a different purpose. After four years of focusing on the art world, I felt the pull to come to the teaching program. Despite the pandemic, and the upheaval of the world around me, I knew that it was the right decision. ~Audrey Robidoux(favorite color: red)
I see the role of teacher and student as interchangeable hats- in one moment, I may have the teacher hat on, but I’m wearing the student one in the next. Flipping back and forth informs both experiences. I feel so lucky to be a student in my 800 studio class because it reminds me of the student experience- what it is like to not know what’s next, how uncomfortable it can be to not know, how to navigate teacher expectations and social interactions. The MAT program (so far) has been the perfect bridge between feeling mostly student to feeling mostly teacher (I plan to identify as a partial student for the rest of my life). ~Sophie Olmsted (favorite color: lavender)
Jumping straight from student to Teacher has been a crazy experience. I’ve had to strengthen my time management skills along with prioritizing my school and teaching over my personal practice without allowing it to fizzle out completely. ~Cooper Binette(favorite color:pastel purple)
Starting my practice of teaching has been an incredible new experience. New experiences such as meeting a group of students for the first time will continue to inspire my digital paintings. ~Seth Baron (favorite color: cyan)
Jumping from student to teacher while continuing to nourish my creative practices has been a big challenge for me. Coming out of quarantine to this program has to be the biggest challenge. My semester in undergrad was cut short due to Covid so all of my studio privileges unfortunately disappeared. I found myself in a creative slump with a lack of inspiring materials. I have worked my way out of the slump by creating awesome lesson plans for future students, and being able to create art while making lesson plans is exciting. I haven’t made much art for myself, but no matter what I still continue to doodle, work in my sketchbook, and pull from the world around me to inspire me. ~Lauren Ashlee Anderson(favorite color:terra cotta)
It has been a transition for sure. Some parts of teaching have come easy to me, while others have been harder to grasp. Jumping into teaching after months of uncertainty and quarantine felt like a huge change of pace. But luckily this cohort has been able to offer me amazing support. I’ll admit, at the start of this program I found myself neglecting my creative practice. That quickly shifted when we were given the opportunity to join a BFA class to continue our making. It felt amazing to be back in the studio and since I have gained back more of my creative energy that had been lost in quarantine. ~Madison Mahoney (favorite color: slate blue)
It has been interesting but I like the transition because I am able to apply my knowledge from when I was a student to what I am doing while teaching. It also has been helpful when creating lesson plans to have experience with some of the media. ~Shelby Pyrzyk(favorite color:teal or pink)
It has been challenging to say the least. It requires so much discipline and drive to be able to change gears from academic work, to studio work, and back and forth. It’s taken lots of perseverance. ~Trent Redmon (favorite color: red)
Teaching has gradually become a part of my practice as I’ve become closer with my audience. I started doing art tutorials and live streams for my following a few years ago and educating others has become just another hat I wear. ~Sean Dillon(favorite color:green)
Was there evidence of the teacher as artist or artist as teacher in the show?
Getting There is a time capsule of our cohort on the verge of student teaching with our mentors this winter, in the midst of this pandemic. We are all in different stages of discovering the balance of being a teacher and an artist (for me and some other peers, we have been out of school for a few years and are falling back in love with art and school–others are fresh out of their BFA programs). As we have grown together since August learning about art education, I am so grateful to be able to share this space as artists in our field as well. It is a potent reminder for me to never stop making–even as my creative practice shifts and changes, being an artist is what guides my teaching and grounds me. ~Philippa Grace (pronouns: she/they)
For my exhibit I created a sketchbook and a curriculum map, tying in all of the sketchbook prompts. It’s designed for high school students, based off a curriculum map that I dreamt up. High school education is a difficult experience in the current society, and art can teach the lifelong lessons of creative and critical thinking. Giving a young adult a sketchbook can awake a childhood passion that seemed lost and change their perspective on life. The sense of individuality that is born within a sketchbook can inspire. Art and creativity is what every student needs in this current world, where we have no idea what the next few years looks like, let alone the rest of our lives. I want to equip my students with skills that will stay with them no matter what path they take. And it takes an artist to teach these concepts. There really is an art to teaching. And I’m getting there. ~Audrey Robidoux(pronouns: she/hers)
Yes, absolutely. I made some jars using a technique on the wheel that I had never tried before (or even heard of!). I absolutely plan to make jars in this way again and to teach others to give it a try. The process served as a reminder that you can always learn new ways to do things and you can always teach students to keep looking for those ways of making that spark energy and intrigue. I plan to hold this experience of discovery with me as I step into my role as a teacher. ~Sophie Olmsted (pronouns: she/her)
I think there is evidence about the importance of the teacher as an artist in every piece in the shell. The artwork helps bridge the gap between what we are learning in class and what we are practicing in our studios. This information will only benefit our teaching practice. It will make all of our learnings more accessible to both the audience and the artist. ~Cooper Binette (pronouns: he/him)
The show contains an array of illustrations, paintings, ceramics and sculptures. All of which are created by some incredibly diverse perspectives inspired by pedagogy based readings and studies. I highly recommend everyone follow meca.mat on instagram to see all of the pieces from the show. ~Seth Baron (pronouns: he/him/his)
Getting There is a show depicting each of our individual journeys as artists and future educators. There is both evidence of teacher as artist, and artist as teacher. In my work specifically I have honed in on the idea of “Embracing being a novice”. My work displayed is a variety of new techniques I learned in my BFA class this semester called “The Sculptural Imagination”. As I am learning to be a teacher, I am still continuing to add new tools into my personal tool box that I will carry with me for the rest of my life. These new techniques are now some that I can share with my future students! Embracing being a novice not only means learning new things, but also means that I am learning things I can teach my students in the future. ~Lauren Ashlee Anderson(pronouns: she/hers)
Absolutely. In my work there is evidence of teacher as artist in the way I approach a new material; in this case, porcelain. For this exhibition I focused on play and embracing possibility in a medium that was brand new to me. As a painter, I primarily work 2D, but I wanted to get a feel for how my students might experience a 3D material. I was the only handbuilder in a class of wheel throwers and I wanted my pieces to reflect that. All of my pieces in this show are my firsts and many experiment with balance as well as glazes. ~Madison Mahoney (pronouns: she/her)
Our show Getting There is centered around us as both artists and future teachers. We were tasked with continuing or learning a form of art while being able to tie it back to what we are learning in our program. Many of us have highlighted that in the pieces of our work in the show. I feel this show is important to the program to show us that we can continue our art practices while still being teachers. ~Shelby Pyrzyk(pronouns: she/hers)
There is definitely evidence of that in our show. Just going around reading everyone’s artist statements is evidence that everyone put a ton of thought into what they made. Everyone’s perspective is so different, but all the work is still unified by our dual perspectives as both artists and teachers. ~Trent Redmon (pronouns: he/him/his)
It’s a subtle message, you really have to look into the details of my piece to decode the artist-teacher relationship. For me the piece is more of a physical waypoint in a mostly spiritual journey to become a teacher. ~Sean Dillon(pronouns: he/him)
This is Part II of a blog post about the Masters in Arts and Teaching (MAT) students and along with Part I a snapshot of their program this fall at Maine College of Art (MECA). Students presented their work in an exhibit called Getting There, November 28 – December 7 at the college in Portland. Included in the exhibit was a piece that connects each artist and future teacher together. Called Team Awesome, artist Cooper Binette created ten 6×8 inch portraits, oil on panel, of each student. Included in the piece are statements from each of the ten. Their words, below, say it best.
Cooper Binette
Team Awesome
Cooper Binette
10 6 x 8in Oil on Panel
I’m getting there…
The journey from artist to teacher has changed my outlook on everything I thought I knew about the subjects. Through readings, guest speakers, field work, and our amazing community of teachers and students, we are all bettering ourselves and deepening our knowledge of the practice. The education system is designed to condition students out of their creativity and to discourage mistakes. The only way to combat this is for teachers to encourage exploration while fostering a safe environment where students can not only make a mistake, but learn from it and discover something new.
Through this MAT program, I have developed a completely new outlook on art as a whole. My art has always been inspired by a deep interest in the traditional academic style of painting. I was enveloped in the ideas of “mastery” and obsessed with learning different techniques to accomplish what I was trying to convey. These ideas and techniques work for some people, but I have found that each and every student learns differently. There are so many different tastes, styles, and students. The teacher has to have a wide variety of skills and knowledge to help foster an inclusive environment where all students can learn.
The teacher candidates I work alongside at Maine College of Art have such diverse and creative backgrounds. To capture this I painted each teacher candidate and had them concoct a paragraph describing where each individual is at in their studies. The Masters of Art for Teaching program has introduced me to many incredible new people and ideas. It is my hope that through our study of inclusivity and best practice we can reform not only the future of teaching, but the future of all of our students.
Trent Redmon
“My biggest takeaway from the MAT program is that passion and enthusiasm are contagious. Art is the most important thing in the world to me, and any time I work with a group of students, I try to make that evident to them through my speech and my actions. I believe that demonstrating passion for art can go such a long way towards motivating students to embrace creativity, have fun and grow.”
Seth Baron
“While I have spent the past few months studying best practices in teaching. I have also found myself more and more passionate about becoming a full time educator. Alongside incredible mentors and peers, my understanding of the world has broadened. Constantly tackling new challenges and living outside of my comfort zone for the past few months. Has kept me on my toes and taught me the vitality and emotional intelligence that is necessary for teaching a classroom of any demographic. I am looking forward to becoming employed in Maine and continuing this life long learning process.”
Lauren Anderson
“I entered the MAT program with a surface level understanding of why I want to be a teacher. I simply had hopes of inspiring my students to make art. As this program has progressed I have gained a better understanding as to why I am here today. Each student deserves to be treated as an individual, and to feel comforted in the classroom. Every student has unique abilities to bring to the table that will allow me as the teacher to continue to learn as well. I want to inspire students to create art, but I also want my students to feel cared for, unique, and to teach me new skills as I am teaching them how to find their voice through their artwork.”
Philippa Adams
“The most important thing to me as a future teacher? That my students will feel safe and respected in my classroom. Lessons are only successful if students are ready to learn. I am eager to be a teacher who creates accessible learning environments for all students, and turns the idea of “accessibility” away from something we do for some students into something that benefits all of us.”
Sean Dillon
“Something the MAT program has made me aware of is just how little time you have with your students. They’re with you, and before you know it, they’re gone, with the whole rest of their story ahead of them. As teachers, we have a brief window of time to make a meaningful impression on our students and send them off with something good. I’d like to make sure, as I emerge from MECA a fully certified art teacher, to remain constantly aware that every moment is fleeting and to make the most of my time with my students.”
Audrey Robidoux
“When I first came to the MAT program I had a clear idea of the rest of my life. I wanted to work with elementary kids. But as I learned more, I realized my strengths would be better utilized with high school students. I am excited by art history and complex art projects, by long term sketchbook assignments and critical thinking. I want the opportunity to be a mentor to students about to go off on their own in the world, and equipped with the tools to succeed in adulthood. High School can be the most difficult time during childhood, and I hope that my new knowledge of mindful teaching and the Universal Design for Learning will allow me to best teach them in a meaningful way.”
Shelby Pyrzyk
“My biggest takeaway from the MAT thus far is that I believe I’ve found my life’s calling. This program has made me realize how much I enjoy teaching children art and seeing their excitement when they’ve created something. I’m truly excited to see what the future holds for me after this program!”
Sophie Olmsted
“The MAT program has encouraged me to step into my power as an artist-educator. I have come to believe that art is the answer. Art provides us with connection, beauty, reflection, laughter, honesty, reckoning, healing, and hope. Everyone needs a little more of it in their life! I feel so lucky to have discovered this program and have so much appreciation for my cohort and their creativity. I am excited and ready to jump into student teaching and put theory into practice!”
Madison Mahoney
“In the past 5 months I have developed a teaching philosophy that is centered around Social Emotional Learning and creating a supportive learning environment. In this environment, experimentation and play is not only welcome, but encouraged. Through my BFA course I am reminded of what it is like to be a novice and how frustrating and exciting the making process can be. It is these kinds of experiences that I believe keep us grounded as educators. I can’t wait to keep embracing challenges and growing with this cohort.”
Rachel Somerville
Dr. Rachel Somerville is the Interim Program Chair of Art Education, Assistant Professor at MECA and works directly with each of the ten MAT students.
“I am in awe of ‘Team Amazing.’ This group of ten entered the MAT program with a curiosity and drive to learn how to teach a subject that they love. Their passion for art has sustained them through a rigorous graduate program and during a very uncertain time. Despite the many twists and turns we have had to take due to the safety protocols instituted in partner schools and community organizations; the cohort has remained flexible, positive, and open to the conditions brought forth by the pandemic. Each teacher candidate has remained committed and enthusiastic to their goal of becoming a teacher. I’m quite sure that they are gearing up to change the world, and I’m grateful to be pictured here among the stars. ”
Argy Nestor
Arts Educator, Blogger, Artist, Connector meartsed@gmail.com
https://sites.google.com/view/anestor/
Argy’s Blog
The purpose of this blog is to share stories about people and places; and to celebrate the amazing work (and play) that students, educators, and organizations are doing in and for arts education. In addition, the blog has a plethora of resources and innovative ideas. This forum gives blog readers the opportunity to learn from each other. It is essential that we listen, learn, and collaborate in order to build on teaching practices for the benefit of every learner in Maine and beyond.
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