If you are one of the blog followers you’ve read about HundrED in the past. HundrED is an organization based in Helsinki, Finland who specializes in K-12 education innovation. Each year they put a call out for innovative ideas to be submitted for review. Some are selected and become part of the HundrED collection that serve as resources for educators around the world.
DEDICATION
“We at HundrED are dedicated to helping every child flourish by giving them access to quality education. We believe that with education innovations we can transform school systems and equip students with the skills to thrive as global citizens.”
MISSION
“The world is full of hardworking educators who are driving innovative, impactful, and scalable approaches in education. Our mission at HundrED is to give them the recognition and visibility they deserve.”
IMPACT
“At Hundred we believe that through identifying, amplifying, and facilitating the implementation of education innovations we can transform education systems and equip students with the skills to thrive as global citizens.”
In fact Hundred has identified 694 Innovations which have impacted 4.77 billion students. To land on the 694 innovations a team of reviewers have read through 24732 innovations. I’ve been fortunate to be part of the review process as a member of Hundred’s Academy. Each July for the past four years I’ve been invited to review the new innovation applications. It is an amazing opportunity. Below are just three that I find interesting.
Global Schools Program – The mission of Global Schools is to create a world where every primary and secondary student is equipped with the knowledge, skills, and values to tackle the problems of the 21st century.
Play Africa – Disrupting the idea of a “museum,” Play Africa developed a flexible museum model to bring transformative learning experiences promoting creativity, innovation and connection to a divided society
Story Arts – Story Arts inspire creativity, critical thinking, communication, and empathy.
The HundrED Innovators represent countries from around the world. Along with the collections of innovations they have several different research reports and resources that are easily accessible on their website. All of the resources are available to the global community at no cost. I invite you to check them out.
The leaves had just started to turn their brilliant colors as I followed the windy road west to Rangeley from my home in the mid-coast. It was a warmish and beautiful day. I haven’t traveled to western Maine in a few years and surprisingly during my 13 years working for the state (Maine Department of Education, 7 years and Maine Arts Commission, 6 years), I didn’t visit the Rangeley Lakes School. (I say surprisingly because during those 13 years I visited about 450 schools.)
Sonja Johnson and Maryam Emami
I’ve know Rangeley art teacher Sonja Johnson and English teacher Timothy Straub for many years. More recently, I met Maryam Emami, graphic arts and history teacher and the 2023 Franklin County Teacher of the Year. I was excited to visit the Rangeley Lakes School and to learn more about Maryam and Sonja’s collaborative project. I shared my recently published book, Catching Fireflies, that I’ve co-authored with poet Jean Feldeisen. I learned about the community project that Sonja and Maryam have had underway for almost 10 years called Words of Wisdom. Students have made beautiful black and white photographs and collected stories from almost 100 community members. We discussed ideas on how they can move forward to complete this comprehensive historical and artistic project this school year. The lessons learned in creating Catching Fireflies have been many and I was happy to share them.
Along with the collaborative project I had a chance to learn about some of the recent engaging curriculum work Maryam had underway with students. You’ll find descriptions below of two units plus Words of Wisdom. It was fun for me to talk with students as they worked in the classroom space and the hall gallery they were creating with the completed work.
Graphics Arts
Retail Design: Part 1. The Logo-Create a fictitious company. Begin by naming it. Once the name has been selected everything else falls into place. Think of who your audience is and the company’s personality. The logo design will be most effective when the spirit of the store is clearly thought through. Keep in mind that you will be using the logo for a broad range of applications. The typographic symbol is usually, but not always, the expression of a unified design for advertising and manufacture. It must be original and simple in form, have a very high degree of memorability, and be easily recognized and noticeable. A symbol either brings letters together to make a new form, or illustrates the product or does both. A symbol is something completely different and of higher importance than a monogram (a sign of identity usually formed by the combined initials of a name). A faulty symbol is far worse than none at all, and a bad symbol can be disastrous to a product.
Humanities II
Historical Exhibit: Students curate artifacts which can include music, visual art, videos, digital media, information about important individuals from the time/culture, and cultural/historical items in their exhibit. Artifacts should be cataloged and given museum tags. And, students should be able to act as a docent to visitors to the classroom exhibit. When designing your exhibit, consider incorporating a mix of artifacts, documents, interactive displays, and multimedia presentations to engage visitors and provide a comprehensive view of your Empire’s history and cultural heritage. The Empires are the Inca, Songhai, Ayuttyha, and the Ottomans.
Words of Wisdom
Sonja and Maryam plan to publish a book with the information below that students have collected from almost 10 years of community members. The information supports the beautiful black and white photos students took and developed. These are older community members, at this point some of them have passed away. One student is the child of a student from 10 years ago when the project first got underway.
what is your full name including nickname
how old or young are you
where do you live in rangeley
what is your connection to rangeley how did you get here how long have you lived here
what was/is your occupation
what do you enjoy doing now
describe your family background
what are some of your interests/hobbies
Last piece: please share with us any additional details about your life or anything else you would like to share with future generations.
There is nothing more wonderful than learning about teachers collaborating in an impactful way. The information is of course, authentic and somewhat raw. I spent a few minutes reading through the answers, looking into the eyes of the portraits. I couldn’t help but wish this project could be carried out in every school in the state. This is a gift to the students who participated in so many ways. They’ve had a chance to learn about the individuals (in some cases relatives), to learn the history through the lives of community members, and to reflect on who they are as young people because of the people who live in their own community. Very, very powerful work! I look forward to holding the book in my hands in the future.
I’ll let you know when the project is complete. Good luck to Maryam and Sonja and to the students as they move to complete this gift to the community!
If you’d like to purchase my book Catching Fireflies it is available at THIS LINK.
During the pandemic I found myself making more art than any other time in my life (other than during my four years in undergraduate school). When a long time poet friend asked about working on a collaborative project, I didn’t hesitate. One thing led to another and before we knew it over the next almost two years our collaboration has turned into a book. I loved the process and now I’m very excited about the results. And, now the book is available for you to purchase! It’s called Catching Fireflies and contains 20 poems and 20 images. In the beginning of the process I started illustrating her poems. That felt too much like ‘frosting on the cake’ to me so we switched and she started responding to my images with a poem. The last one we actually did simultaneously about ‘being grateful’. We are both in touch with the changing of the seasons and the outdoors so the book contains five poems and five images for each session. Below is the press release; you can purchase it at THIS LINK.
MAINE WOMEN COLLABORATE ON BOOK OF POETRY AND ART
Chasing Fireflies was released on September 1st, printed by Downeast Graphics.
UNION, ME, September 3, 2023─ Jean Anne Feldeisen and Argy Nestor are excited to announce the release of their joint work, Chasing Fireflies. Readers will find images and poetry capturing unique snapshots of the seasons: the elusive color of the Maine sky in winter, the unsullied beauty of Pemaquid Point, the quirky way Spring begins before it really begins in Maine, and the creep of a harsh November cutting into the beauty of October. Says Jean, “Fireflies is a product of our long friendship, our love of Maine and the changing seasons here, and a desire to do something unique together. I think this book has fulfilled our dream.” Says Argy, “I think the results are magical. Chasing Fireflies exemplifies collaboration– Jean and I taking turns creating and responding to each other’s work.”
Artist Natasha Mayers says, “Argy’s artwork is rich and experiential, the images look concentrated and elegantly framed, all perfectly lovely and inviting.”
Argy Nestor has dedicated her life to education. She taught middle school in the mid-coast for 32 years and worked at two state agencies advocating for excellent visual and performing arts education and access to it for all learners. She is Maine’s 1995 Teacher of the Year, participated in the Japanese Fulbright Memorial Fund Teacher’s program, and has received awards for her commitment to education. Her art-making has been integrated throughout her work and exhibited in multiple shows. Find her blog at meartsed.wordpress.com.
Jean Anne Feldeisen is a practicing psychotherapist, a grandmother, and a writer. She has written for “Next Avenue,” ” Chicken Soup for the Soul,” and is a host for the Crows Feet: Life As We Age Podcast. Her poetry has been published in “Thimble Literary Magazine,” “The Raven’s Perch,” “The Hopper,” and “Spank the Carp.” Main Street Rag Publishing Company released her first poetry chapbook, “Not All Are Weeping,” in May 2023. Follow her at jeanfeldeisen.com.
As we know the summer is filled with opportunities around the arts. The Farnsworth Art Museum is no exception; they provide exhibits, classes, lectures and other learning situations. Here is some the latest information from the Farnsworth, even a job opportunity.
ARTS@THEINTERSECTION 2023
In its first year, Arts@theIntersection worked with schools in Knox, Lincoln, and Waldo counties, lifting up the voices of midcoast youth. Museum staff start by building trust with students in their own classrooms. They engage with teachers to understand the relationships at play in each class, then build programs and community connections to best meet both teacher and student goals.
“Arts@theIntersection gives students a voice in their education and a choice about how they can engage with it most effectively.” ~Alexis Saba, School Programs Manager at Farnsworth Art Museum.
The Farnsworth’s education staff are all part of the Learning & Engagement Department. They have a job opening for the Academic and Program coordinator.
The Farnsworth Art Museum seeks a creative and collaborative Academic Programs Coordinator to join the Learning & Engagement department. The core responsibilities of this role include supporting arts integration and K-12 programming at the museum, primarily the Farnsworth’s Arts@theIntersection year-long program. The Farnsworth Art Museum is located in Rockland, Maine and the Academic Programs Coordinator role is an on-site position with some travel required throughout the area.
Reporting to the Senior Manager of Academic Programs, the coordinator will provide support for the implementation of our Arts@theIntersection program, a year-long arts integration program working with midcoast Maine area middle and high school students. This position will also work closely with Learning and Engagement staff members to develop core components of K-12 online learning units to align with current education standards and collections-based learning in museum environments. This position supports department program implementation as needed.
The duties, qualifications and application are located at THIS LINK.
PICTURE BOOK: DANIEL MINTER’S BLUE
Join Coretta Scott King and Caldecott Honor winner Daniel Minter for a reading of Nana Ekua Brew-Hammond’s Blue: A History of the Color as Deep as the Sea and as Wide as the Sky, which he illustrated. The book addresses the question, ‘where did the color blue come from-and how did it evolve to be the color we know today?’
Tomorrow, Wednesday, August 23, 10:30-11:30, the Farnsworth Library. For more information CLICK HERE.
I think the video embedded below was a Coca-Cola commercial for this year’s Super Bowl; yup, back in February 2023. I don’t know exactly how it was created but Artificial Intelligence, AI was part of it. This came out about the same time that I started to see more information and reading about AI. Some people closest to my circle were concerned, and still are, about the negative impact AI might have on education, learning (or the lack of), creativity, and originality. I find it difficult to take a stand, for or against. For me there is too much grey area on the topic. Take this commercial, for example. I’m guessing that we can all agree that it is well done on all levels, creative and inspiring. It includes many known art works. An entire lesson could be formed around or built on the idea. An integrated lesson for music and visual art and actually many subject areas.
One comment from someone in the advertising community said: “that’s the proper way to use ai stuff. not to make the entire content, but to work alongside traditional methods”. I do agree!
I dug a little to learn about it and this is what I found: The new campaign from Coca-Cola features a combination of film, 3D, and Stable Diffusion, which is deep learning, text-to-image AI model. Traditional production methods coupled with artificial intelligence will bring the next level of creativity to the advertising industry.
I suggest that as educators responsible for the arts, use this as an example of how we can utilize AI for the expansion of the creative process. What do you think?
Periodically I have learning opportunities that are so pleasurable! I am grateful that I have more flexibility in my schedule at this point in my life to consider options. Last fall I participated in a Book Arts class that took place at a beautiful location, a stones throw from Mussel Ridge Channel, in the mid-coast called 26 Split Rock Cove located in S. Thomaston. 26 Split Rock Cove is owned by artist and poet Sandy Weisman who moved to Maine in 2010 after working at Massachusetts College of Art as the director of museum education.
It was fun to take the class alongside retired Bangor High School art teacher Kal Elmore. It was like a mini-Haystack workshop with a variety of people (artists, educators, and creatives) attending. A pleasant surprise was meeting Gardiner Area High School (GAHS) science teacher Sharon Gallant.
This wasn’t the first book making class that Sharon had taken. In fact, in the summer of 2021 she had taken a week-long bookmaking summer class at the University of Southern Maine. At the conclusion of the class Sharon was so excited that she wrote a grant to Oak Grove for funds to support a school wide book making project. Her goal for the 2021-22 school year was simple but enormous – transition the school/subjects/teachers and students from paper and pencil to creating books. Sharon provided book art training to staff. We all know the value of professional development for teachers and when a staff come together to learn, community is created and expanded upon. In this case Sharon noticed that the staff confidence grew, classrooms opened to possibilities for projects, and conversation was stimulated among staff implementing projects as curriculum options were considered.
“Participants discussed ways they might use the book art samples in their classes in the varying content areas in the upcoming year. Participants were informed of the grant and the opportunities for supplies to be checked out from the library, prep of supplies by students doing community service, and support from us. In November (2021) and in March (2022), 21 staff members across all content areas participated in learning book art creation techniques.”
You might be asking WHAT? and wondering WHY! This is an example of one teacher getting excited about something learned, trying it in her classroom and understanding the potential of student learning all because of making books!
Librarian Debra Butterfield has been incredibly supportive and added so much to the project. A room off of the library was set up to store the materials and provides access for students to check out the materials, the same as library books. The school has a community service component as part of high school graduation. Debra worked with three trained student volunteers and as other students saw volunteers using professional cutting machines and a variety of tools provided by the grant, other students offered to volunteer. The student volunteers have grown to twenty who are not involved in sports or other clubs. The preparation of materials before, during, and after school has connected them to GAHS in a meaningful way. One student stated, “ I love preparing book art materials because I see in classes how much teachers and students appreciate that the supplies are prepped for them.” Volunteers have learned the importance of quality control, deadlines, and school service.
After I met Sharon at the Book Arts workshop we arranged a day for me to visit GAHS. I spent time with students in the social studies class with teacher Susan LeClair. Students were totally engaged in creating accordion books on The Great Depression and New Deal. The approach was structured but flexible, the materials plentiful, the atmosphere was supportive, relaxed and creative. The classroom was set up similarly to a ‘workshop model’. Students are introduced to history material, art materials and techniques at different intervals in the book making process. They work independently understanding their goals using a rubric based on a total of 100 points.
Causes of the Great Depression – 50 points
New Deal Programs – 50 points
Illustration – 25 points
Organization – 25 points
Susan is a veteran teacher having seen many changes during her teaching career. She shared that students had become passive, going through the motions of learning, memorizing for the test and to obtain a good grade. Many immediately forgetting material as soon as information was spit out for the paper and pencil test. Making books provided the opportunity for students to demonstrate learning in an engaging way. Understanding and retention of the material was evident as they created the story using illustrations. Not to mention students were proud of their creations.
As the school year, 2021-22 continued the ideas morphed and grew. Sharon’s description of what followed, thanks to the enthusiasm of teachers and the grant funding:
We have supported a range of projects this year with our support with instruction in classes. Following is a sample of some of the projects implemented this year that replace traditional paper and pencil assessment. A biology teacher created nature journals with compartments for collecting samples. A foreign language teacher had year four students create illustrated children’s literature books and then hosted a student lead reading to other foreign language levels. Social studies teachers have created a variety of projects as they have learned about the founding of our country, abolitionists, immigration, and world cultures. English teachers are currently having students create illustrated poetry selections for National Poetry Month, a showcase for learning from a variety of texts read this school year, and another focused on the exploration of fairy tales. Our library is physically in the center of our school with an English/social studies wing on one side and a science/math wing on the other. Historically students have rarely shared about their assessments for learning from one side of the building to another. Book art, however, has changed the culture. It has been a connecting force with students talking with each other across classes and disciplines. Through these projects, we have had a focus on developing templates as rough drafts and this repeated experience has fostered ahabit of mind focused on quality, planning, and revision that we see transferring to research, the writing process, and scientific inquiry. This has been an unexpected benefit of the grant. Students have been more present in their learning and deepened their own personal expectations for quality. One student stated, “Thank you so much for letting me make a book to show what I know. I don’t test well, and I’ve never felt the teacher knows what I know.”
Beyond projects in the classrooms, we have offered opportunities for students and staff to come together for after school sessions to learn advanced book art making techniques with holiday card making in December and Valentine card making in February. The sessions were intended from 2:00 to 3:30, but because students and staff were in the flow of creating together, the events lasted closer to 5:00 pm. Several students reflected on how amazing it was to be a learner along with their teachers. These experiences, which created amazing positive school energy, showed students the role that book art can play beyond the classroom for personal pleasure and engagement.
Due to such a positive response from students, we quickly realized that students needed a venue to showcase their impressive book art. We approached the art teacher, who has an annual K-12 art show, to feature book art as an added feature to expand the show to an art extravaganza. We have invited all students who have made a book to participate in the show. One student, who struggles academically, exclaimed in shock and delight, “You seriously want to show my book. No one has ever asked to have my work displayed!” This reaction alone exemplifies our belief that students need an alternative form of assessment. Book art fills that space.
No doubt about it, the excitement and impact that one person has made, the collaborative spirit and flexibility of staff and the support from administration has all come together to make a huge difference in teaching and learning at GAHS. Evaluating the program helped determine the next steps for Year 2. And, funding helped again. Sharon’s words describe it best:
During our tremendous success with book art as an alternative form of assessment, we quickly realized that there was still work to be done. We have a large population of students without access to materials at home, a space at school to complete book art projects, and the need for additional after school enrichment experiences.
The first year of Turn the Page funding allowed us to introduce a new form of assessment and purchase materials for multiple classes to simultaneously work on these projects. While several class periods are devoted to time in class for these projects, to ensure the quality of work required to complete a book, students are asking to work on the books at home. With the additional funding, we created supply kits, issued through the school library catalog, with all necessary materials for students to bring home to further work on their books. Not only does this assist students who need more time, but it also makes it easier for those who are economically challenged to have access to all materials not available at home. Through all of the amazing success of year one, we did note the disparity between students who had home access to additional embellishment and those who struggled with the basics. These kits eliminate any barrier for success.
Book art has truly made a significant shift in our attempt to establish learning environments and experiences that feature collaborative relationships, rigorous and meaningful curriculum, and shared instruction. It also addresses various forms of inequity and empowers young adults to thrive at school.
GAHS’s commitment to responding to and making needed changes are exemplary. What an outstanding example filled with possibilities. I am grateful that I had the opportunity to meet Sharon and visit the school to see the project in action! Are they proud of their accomplishments? You betcha; again in Sharon’s words:
We are very proud and grateful for what this grant has allowed us to do for professional development, student engagement, and expanded community connections. We have presented to the Plymouth State art class, at Viles for a pre-service teacher training , and a Saturday Maine Association of School Libraries conference session scheduled. Students have told us that they want to create with their hands, do meaningful projects, and have deep engagement with their learning.
Susan LeClair, Social Studies teacher – Sharon Gallant, Science teacher
Below is an invitation from Maine artist Mike Libby! Mike is a graduate of Bangor High School and is an amazing artist who established INSECT LAB. Now, he’s sharing his ideas with teachers. I encourage you to respond to Mike and join him on zoom during one or all of the sessions. What a super opportunity to consider how Insect Lab could be part of a lesson or perhaps your school curriculum.
Secretary Bellows hosts student artists and their artwork at office
AUGUSTA – On Wednesday, Secretary of State Shenna Bellows hosted student artists from King Middle School in Portland and Sweetland School in Hope, Maine-based artist Rob Shetterly and Assistant House Majority Leader Rachel Talbot Ross of Portland for a viewing of the students’ artwork and poetry on display in the Secretary of State’s main office.
The students made the artwork in partnership with Americans Who Tell the Truth, a non-profit arts and education organization founded to foster and inspire a profound sense of citizenship in students.
“Challenging young people to think deeply about the world and their place in it through art and poetry is a wonderful project and we’re honored to display it,” said Secretary Bellows. “I was delighted to get the chance to meet the students and hear what they learned about themselves through this project.”
Raya Luehman
“These students, some of them immigrants, are all well aware that this country has struggled to live up to its own ideals and struggled to infuse its laws with justice, so for them to meet Shenna Bellows and Rachel Talbot Ross who are dedicated to making those ideals real for everyone and making all of our laws just, was an incredible thrill,” said Shetterly, an artist whose portrait project became Americans Who Tell the Truth. “The students went home with new respect for Maine government and what they can do as citizens.”
“I was honored to spend time with students from King Middle School and Sweetland School alongside Secretary Bellows and Rob Shetterly,” said Talbot Ross, a legislator from Portland who represents the district that includes King Middle School. “I was really inspired by the words, the artwork and the level of engagement from the students in examining the lives of people who have been dedicated to truth and justice. It’s clear these students will carry on our legacy in years to come.”
Several of Shetterly’s portraits hang in both Secretary Bellows’ and Rep. Talbot Ross’s offices in the State House Complex.
The art will be on display on the second floor of the Nash School Building, which houses the Secretary of State’s main office, at 103 Sewall Street in Augusta through next week.
A couple years back I had the opportunity to serve on the selection panel for the Maine Audubon’s Federal Junior Duck Stamp Challenge provided for students in grades K-12. It was a pleasure to help out and I was so impressed with the student artwork. This challenge is a great opportunity for interdisciplinary connections – science and art – for teachers across the state. And, the big winners are the students! Learners can understand how the Federal Duck Stamp Program is one way to conserve our country’s wildlife and wildlife habitat.
Maine Audubon is collaborating with U.S. Fish and Wildlife Service for the 27th annual Federal Junior Duck Stamp Program, and we’re looking for Maine students to submit some creative, innovative, beautiful waterfowl art!
Maine Junior Duck Stamp Best in Show 2019-20: “Watchful Waterfowl” by Saffron Labos, 16, Freeport
The Federal Junior Duck Stamp Conservation and Design Program is a dynamic, multidisciplinary curriculum that teaches wetland and waterfowl conservation to students in kindergarten through high school. The program encourages students to explore their natural world, invites them to investigate biology and wildlife management principles and challenges them to express and share what they have learned with others. This program and curriculum lend themselves to learning in a variety of forms, remote, hybrid teaching and in-classroom instruction.
The winning artwork from a national art contest serves as the design for the Junior Duck Stamp, which the U.S. Fish and Wildlife Service produces annually. This $5 stamp has become a much sought after collector’s item. One hundred percent of the revenue from the sale of Junior Duck stamps goes to support recognition and environmental education activities for students who participate in the program.
This program has a free downloadable curricular guide to help support learning about waterfowl habitat and conservation. The guides provide fun, age-level appropriate activities that will enhance your curriculum and students’ knowledge of wildlife and habitat.
Madison Grimm, a 13-year-old from South Dakota, took top honors in the Service’s National Junior Duck Stamp Art Contest with her acrylic rendition of a wood duck. Her artwork will graces the 2020-2021 Junior Duck Stamp.
Maine Program and Submission Info
Students will be able to submit an entry of approved waterfowl art into the competition. Designs are considered in four grade categories—K-3rd grades, 4th-6th grades, 7th-9th grades, 10th-12th grades—with recognition for first, second, and third places and honorable mentions.
The Maine Best of Show entry will be considered with artwork representing each state in the country. One design will be selected at the national level to create the Federal Junior Duck Stamp. Proceeds from the sale of Junior Duck Stamps (which cost $5 each) support conservation education by providing awards and scholarships for students, teachers, and schools.
You can download the teacher guides here and view the contest rules and entry forms here. For questions and/or curricular support, please contact Maine Audubon’s Lead Educator, Linda Woodard at lwoodard@maineaudubon.org.
On May 21, 2017 I wrote a blog post about artist and scientist Jill Pelto. Jill uses her art to communicate scientific research. As many are well aware, scientific jargon to the rest of the world can be easily misunderstood. As educators we know this happens when we communicate with non-educators using educational jargon that others don’t understand. This is an opportunity to hear from Jill herself talking about incorporating her scientific research and climate change data into watercolor paintings to share stories about what is happening in the environment.
Join Jill Pelto, climate change artist and scientist, as she talks about communicating human-environment connections on Wednesday, Feb. 3, at 6:30 p.m. via Zoom. Her talk will cover how she uses her dual background to incorporate scientific research and data into watercolor paintings, and why interdisciplinary science communication is a powerful way to share environmental stories.
Jill Pelto holding up a watercolor of the landscape at one of the remote campsites she worked at in the Antartica while pursuing her Masters of Science.
Her diverse background has allowed her to create artwork that engages broad audiences with climate change data. Because climate change can be difficult to verbalize and visualize, Pelto hopes her work will encourage open dialogue about human impacts at different scales. She is inspired by her work in Antarctica, and on alpine glaciers in Washington, and by other scientists who are fighting to conserve fractured ecosystems. From the impossible blues of a single glacier to the concentric secrets held across nature, Pelto shares many stories of change.
Measuring Crevasse Depth
Pelto’s work has inspired online features in Smithsonian, PBS News Hour, and National Geographic. It is also being used in K-12 curriculum programs across the U.S. and Canada. Her work also was featured on the cover of the July 2020 Time Magazine. Pelto will be exhibiting at the Friends of Maine Coastal Islands National Wildlife Refuge Art Gallery in Rockland this summer.
Register at http://bit.ly/2M8UNYi or on the Friends of Maine Coastal Islands National Wildlife Refuge website at mainecoastislands.org. For questions, email info@mainecoastislands.org or call 594-0600, ext. 5.
This article is from the Courier-Gazette and Camden herald, and The Republican Journal, January 28, 2021.
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.
me arts ed 