Posts Tagged ‘art educator’

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New Experiences – Raegan’s Story

October 15, 2018

“Winging It” by Raegan Russell

Raegan Russell is a visual art educator at Berwick Academy who was on sabbatical last year. I hope her story inspires you (and perhaps your students) to think about challenging yourself in a new and different way. This is her story…  

This post was written by Raegan Russell for the Berwick Today Magazine, Summer 2018 issue

“View from my window this morning. I’m off to my service site and have butterflies in my stomach. In addition to teaching the young women some printmaking, I’ll be learning their crafts, taking care of babies, pigs, and frogs, gardening, repairing buildings, and whatever else they ask…”

So began the first days of my sabbatical, for which I traveled in Southeast Asia for service, exploration, and art-making. Early on, I joked to my students and colleagues that I was taking a gap year, a semester abroad, or some version of the Eat, Pray, Love journey. For two months, I lived out of a backpack, stayed in hostels or homestays, and sought out local restaurants, cheap digs, and real communities. I traveled to Thailand, where I worked with women and children in crisis outside of Chiang Mai, then on to the temples of Angkor Wat in Cambodia, and later explored the bustling cities and stunning beauty of both the landscape and the people of Vietnam. The trip was an adventure for me, and even though I consider myself a well-seasoned traveler, I knew that it would throw me out of my comfort zone and challenge me.

“Highlights from this weekend’s trek to Ba Panden village in the hills north of Chiang Mai. Eva and I hiked 9km up to the village of the Lahu people. I swam in a cool waterfall, rode a raft down river, hiked through bamboo forests and rubber trees, and was kept up all night by a pack of crowing roosters…”

Throughout my trip, I had my sketchbook by my side. I drew the ancient Bodhi trees in Chiang Mai, the temples of Angkor Wat in Cambodia, and the motorbikes of Hanoi. As I was drawing Ta Prohm, a beautiful temple nearly overtaken by lush trees and moss, a tourist questioned me about why I didn’t just take a picture of it. I answered truthfully that “this is how I notice and experience things. I will remember the heat, the smells, the beauty, and even the discomfort of sitting here on this hard rock when I look back at this drawing.” The sketchbook drawings from my trip became the springboard for the work that I have taken on since I have been home and in my studio in South Berwick. As an educator who has always balanced teaching with studio practice, this sabbatical has given me the rare gift of time to develop new work. The subject matter of my new paintings has pulled closer to home, and the vibe of the work is exploratory and a truthful expression of how I experience the world.

“Yesterday, I made my way to Wat U Mong, where I found the oldest (?) Bodhi tree in Chiang Mai. It took some getting to, but I was able to paint for several hours directly from the tree. This was an experience I will not forget.”

Nearly two days after I took off from JFK on a cold evening in January that made me rethink my choice to travel light (with only a light down jacket that could roll up into the size of a softball), I landed in Thailand. I had specifically sought out a service opportunity that focused on women’s empowerment, and found the perfect project in the northern hills near Chiang Mai.

After a three-day orientation on Thai language and culture, I began my service project at the Wildflower Home, a shelter for single women and their children directed by two intrepid and compassionate women, sisters Anurak and Siripon. My mornings were spent minding the children in the daycare and teaching the mothers printmaking and artists’ books in the afternoons. The artists’ books were a hit, as many of the mothers transformed them into baby books and journals, quickly discovering that they could sell them with the many other handcrafts and goods they make.

All of this work was accomplished without a shared language between us; I learned a little Thai and they learned a little English. We became friends and laughed together while working. They welcomed me into their lives in ways that I never expected. Dao, a mother who headed the kitchen duties, taught me how to make Khao Soi, the region’s sublime dish of coconut milk, chili, and curry noodles over the wood fire stove in the home’s kitchen. The older children knew me as the art-auntie and would join in on our printmaking projects. As I left work every day, Fa, a young mother who has a beautiful daughter SaiSai, would shout to me: “Good-bye! See you tomorrow!” as I rode from the home on the back of Dao’s motorbike to catch the bus back to Chiang Mai.

“Sketchbook Sunday: a collection of sketchbook pages from over the last few months. My sketchbook has been a place for reflection, taking time to understand the world around me, and for gathering resources for work ahead. My sketchbook has always been by my side. It’s feeling kind of precious these days.”

I am lucky to have been able to maintain an art practice beside my work as a teacher. It has taken effort on my part, but it has been made possible with Berwick’s support and professional development opportunities; 20 years of conferences, workshops, and studio sessions have not only recharged me, they have broadened my perspective and provided me with a rich community of artists and art educators as friends and supporters.

My sabbatical has given me the opportunity to push pause in an extended fashion and appreciate the things that are important. I am grateful for this gift, and the adventure is far from over. I am excited to be planning a trip to Thailand over March Break 2019, where I will take students to engage in service projects like mine in Chiang Mai.

Closer to home, I was awarded a fellowship to paint on Monhegan Island in July. I dusted off the red backpack and packed up my paints to head to another place I had never been, where I let new experiences wash over me like the waves that wash over the dark grey rocks at the water’s edge.

Watch for a future blog post describing Raegan’s fellowship opportunity on Monhegan Island. 

www.raeganrussell.com/

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Monhegan Residencies

February 18, 2017

Open to Maine Artists and Teachers – Deadline March 17

Photo by Bradley Beukema; 2016 resident and art teacher Krisanne Baker night painting on Monhegan.

2016 resident and art teacher Krisanne Baker night painting on Monhegan.

MONHEGAN—The Monhegan Artists’ Residency is pleased to announce its 2017 residency programs. Residencies are available to Maine-based visual artists during the weeks of May 27 to June 30, and September 2 to October 7. To accommodate the summer schedule of Maine K-12 teachers, there is also a two-week residency from July 2 to 14 open exclusively to art teachers. Applications are now being accepted online at www.monheganartistsresidency.org through March 17.

Krisanne Baker, art teacher at Medomak Valley High School in Waldoboro, was the 2016 Monhegan Art Teacher Resident. The body of paintings she produced during her two weeks on the island depict land, ocean and expansive skies at night that include planets and constellations.  She often worked outdoors at night wearing small LED lights, with her color palette laid out in consistent, planned manner so as to know what to reach for in partial darkness.

Krisanne Baker Little Spruce Sentinel at Lobster Cove, 2016, Oil on panel, 24 x 24 inches

Krisanne Baker Little Spruce Sentinel at Lobster Cove, 2016, Oil on panel, 24 x 24 inches

In addition to making a body of paintings during her two-week residency, she also did some underwater filming for her next water art activism short.  This continues her way of combining many of her interests through her art practice, her teaching and her environmental work focusing on protecting water sources and water quality.  She is involved with the Medomak Valley Land Trust and engages her high school art students in environmental work. Krisanne is currently showing her work at Husson University in an exhibition titled ‘Water is Life’: Art & Science on behalf of our oceans (January 20 – March 31, 2017). See more about Krisanne at http://www.krisannebaker.com/paintings_drawings__printmaking

Krisanne Baker working on the deck of her Monhegany residency studio, 2016

Krisanne Baker working on the deck of her Monhegany residency studio, 2016

Not just for landscape painters, the Monhegan Artists’ Residency is open to artists working in new media, photography, sculpture, drawing, painting, and multi-media. This year’s jurors include Chris Stiegler, curator, art historian, and chair of the MFA in Studio Art at the Maine College of Art, Portland; Hilary Irons, artist, and co-founder/curator of Able Baker Contemporary, Portland; and Kelly Finlay, a Monhegan Artists’ Residency board member and museum educator at the Farnsworth Museum of Art, Rockland.

Founded in 1989, the Monhegan Artists’ Residency program is a volunteer-run 501(c)(3) nonprofit supported by donors, art galleries, corporate sponsors, and foundation grants.     

Photos taken by Bradley Beukema.  

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I’m a Teacher, An Educator, A Professional!

October 9, 2013

Essential to Education

Screen shot 2013-10-08 at 9.26.05 PMSusan Beaulier, K-12 Art educator from Ashland was honored last year by the Maine Art Education Association as the Middle Level Art Educator of the Year. She served as a teacher leader during the second phase of the Maine Arts Assessment Initiative. Recently she has expressed to colleagues her displeasure with being called and referred to as a “special”.

My question to all of you is this: Since when is something “essential” considered “special”? This post was written by Sue and it is posted here with her permission. My hope is that you think about her words and realize the passion that not only Sue, but many arts educators have for their commitment to being a teacher! Thank you Sue for your contribution to the blog and your dedication to your students providing each of them with a quality arts education.

When asked my occupation by people whom I’ve just met, I reply, “I’m a teacher”. That usually prompts the question, “What do you teach?” I then explain that I am the PreK-12 Visual Arts Teacher and Coordinator of Gifted and Talented Education for our district.  A brief discourse usually ensues regarding my work, and then moves to the life of the person with whom I’m talking. No big deal, just polite conversation.

To people outside the education field, I’m viewed as a teacher, an educator, a professional.

I have never had anyone in the general public question my role as a ”real” teacher”.  That task is left to my colleagues, who refer to me as a “Special”.  Despite my college degrees, years of training and experience, and full certification including several endorsements, many still don’t see me as an educator… and I am not alone. The Music/Performing Arts and Physical Education teachers are viewed as  “Specials” too. To our colleagues, what and how we teach really isn’t that important;  after all, we only do the “fun stuff”. To my regular classroom colleagues, “The Specials” are but a break in their very busy day.  They don’t view our time with students as integral to education. Rather, we provide a respite for them so that they can prepare for the REAL job of educating students. My role is to supplement the important and necessary teaching that they do…the real stuff.  

I guess that I should not, then, find it surprising that they frequently keep students from my class to finish up missed homework, or as a punishment for some misbehavior in the “REAL” classroom. In response to this, I invite my colleagues to step away from the photocopier or the coffee machine, and discover the learning that really happens in the art room, the music room, and the gymnasium. I invite them to join their students for art class, music class, and physical education class. Given the opportunity, we “Specials” might educate our colleagues about the teaching and learning that occurs during the course of OUR very busy day. Perhaps the REAL teachers might garner a few tips on how their classrooms and the content they present could be made “Special” too.

My classroom is special because…

  • Learners are encouraged to meet learning goals rather than finish assignments.
  • Divergent thinking is valued; even mandatory. There can be several solutions to the same problem; much like life.
  • Students are able to express who they really are, define their individuality and embrace those differences rather than try to fit into the same niche as everyone else.
  • Learners talk to each other about their work. Sharing “answers” is not considered cheating.  We call it  reflection and collaboration.
  • Learners perform both independently and cooperatively, everyday.
  • Learning is not rote.  Lectures are few.  Hands-on, authentic experiences allow learners to learn by doing.
  • Those who are often afraid of being judged, feel safe in the art room, because individuality is celebrated. Thinking that appears silly, absurd or off-task often provides a jumping off point for learning.
  • We’re not afraid to make mistakes. We teach and learn from them.
  • Criticism is constructive. Assessment is provided for improvement, not punishment. There are always chances for re-dos until one is happy with his/her work.  
  • Practice doesn’t make perfect…practice makes better. I also recognize that everyone doesn’t get better at the same time, no matter how much they do or don’t practice.
  • A textbook manufacturer does not determine the pace or delivery mode of instruction.
  • The ability to question is considered more important than the ability to answer.  Experimentation, discovery, risk-taking, flexibility, and trial and error are practiced every day.
  • Learner success is measured by individual growth, not their class standing.
  • Differentiation is inherent. The learner dictates it. I facilitate it.
  • I tailor my lessons to address the interests of my students while still imparting content knowledge.
  • And yes…I try to make learning fun… because it is.

I am a teacher, an educator, a professional. My classroom is a reflection of what I’ve learned, experienced, and believe about learners and learning.  Art education is not “special”.  It’s simply good education…

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