Posts Tagged ‘creativity’

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Big Magic

January 18, 2016

Looking for a book to read?

I spent some of my weekend reading Big Magic by Elizabeth Gilbert. She is also the author of Eat Pray Love and a handful of other books. I found it very inspirational and it really spoke to me  as an artist and a human being. I strongly recommend it. Elizabeth is a great storyteller (in my opinion) and to focus on creativity the way she does in this book is really wonderful. Below is a chapter called Walk Proudly from the last part of the book that speaks volumes. You may that you might want to take parts of it as inspiration for your students. It would be a good choice for a “read aloud”.

big magic      Twenty years ago, I was at a party, talking to a guy whose name I have long since forgotten, or maybe never even knew. Sometimes I think this man came into my life for the sole purpose of telling me this story, which has delighted and inspired me ever since.

The story this guy told me was about his younger brother, who was trying to be an artist. The guy was deeply admiring of his brother’s efforts, and he told me an illustrative anecdote about how brave and creative and trusting his little brother was. For the purposes of this story, which I shall now recount here, let’s call the little brother “Little Brother.”

Little Brother, an aspiring painter, saved up all his money and went to France, to surround himself with beauty and inspiration. He lived on the cheap, painted every day, visited museums, traveled to picturesque locations, bravely spoke to everyone he met, and showed his work to anyone who would look at it. One afternoon, Little Brother struck up a conversation in a café with a group of charming young people, who turned out to be some species of fancy aristocrats. The charming young aristocrats took a liking to Little Brother and invited him to a party that weekend in a castle in the Loire Valley. They promised Little Brother that this was going to be the most fabulous party of the year. It would be attended by the rich, by the famous, and by several crowned heads of Europe. Best of all, it was to be a masquerade ball, where nobody skimped on the costumes. It was not to be missed. Dress up, they said, and join us!

Excited, Little Brother worked all week on a costume that he was certain would be a showstopper. He scoured Paris for materials and held back neither on the details nor the audacity of his creation. Then he rented a car and drove to the castle, there hours from Paris. He changed into his costume in the car and ascended the castle steps. He gave his name to the butler, who found him on the guest list and politely welcomed him in. Little Brother entered the ballroom, head held high.

Upon which he immediately realized his mistake.

This was indeed a costume party – his new friends had not misled him there – but he had missed one detail in translation: This was a themed costume party. The theme was a “medieval court.”

And Little Brother was dressed as a lobster.

All around him, the wealthiest and most beautiful people of Europe were attired in gilded finery and elaborate period gowns, draped in heirloom jewels, sparkling with elegance as they waltzed to a fine orchestra. Little Brother, on the other hand, was wearing a red leotard, red tights, red ballet slippers, and giant red foam claws. Also, his face was painted red. This Is the part of the story where I must tell you that Little Brother was over six feet tall and quite skinny – but with the long waving antennae on his head, he appeared even taller. He was also, of course, the only American in the room.

He stood at the top of the steps for one long, ghastly moment. He almost ran away in shame. Running away in shame seemed like the most dignified response to the situation. But he didn’t run. Somehow, he found his resolve. He’d come this far, after all. He’d worked tremendously hard to make this costume, and he was proud of it. He took a deep breath and walked onto the dance floor.

He reported later that it was only his experience as an aspiring artist that gave him the courage and the license to be so vulnerable and absurd. Something in life had already taught him to just put it out there, whatever “it” is. That costume was what he had made, after all, so that’s what he was bringing to the party. It was the best he had. It was all he had. So he decided to trust in himself, to trust in his costume, to trust in the circumstances.

As he moved into the crowd of aristocrats, a silence fell. The dancing stopped. The orchestra stuttered to a stop. The other guests gathered around Little Brother. Finally, someone asked him what on earth he was.

Little Brother bowed deeply and announced, “I am the court lobster.”

Then: laughter.

Not ridicule – just joy. They loved him. They loved his sweetness, his weirdness, his giant red claws, his skinny ass in his bright spandex tights. He was the trickster among them, and so he make the party. Little Brother even ended up dancing that night with the Queen of Belgium.

This is how you must do it, people.

     I have never created anything in my life that did not make me feel, at some point or another, like I was the guy who just walked into a fancy ball wearing a homemade lobster costume. But you must stubbornly walk into that room, regardless, and you must hold your head high. You made it; you get to put it out there. Never apologize for it, never explain it away, never be ashamed of it. You did your best with what you knew, and you worked with what you had, in the time you were given. You were invited, and you showed up, and you simply cannot do more than that.

They might throw you out – but then again, they might not. They probably won’t throw you out, actually. The ballroom is often more welcoming and supportive than you could imagine. Somebody might even think you’re brilliant and marvelous. You might end up dancing with royalty.

 

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Critical Value

July 18, 2015

TEDx Talk, Cindy Foley

This information is taken from YouTube accompanying Cindy’s TEDxColumbus

Published on Nov 26, 2014
What is the purpose and value of Art education in the 21st Century? Foley makes the case the Art’s critical value is to develop learners that think like Artists which means learners who are creative, curious, that seek questions, develop ideas, and play. For that to happen society will need to stop the pervasive, problematic and cliché messaging that implies that creativity is somehow defined as artistic skill. This shift in perception will give educators the courage to teach for creativity, by focusing on three critical habits that artist employ, 1. Comfort with Ambiguity, 2. Idea Generation, and 3. Transdisciplinary Research. This change can make way for Center’s for Creativity in our schools and museums where ideas are king and curiosity reigns.

Cindy Meyers Foley is the Executive Assistant Director and Director of Learning and Experience at the Columbus Museum of Art. Foley worked to reimagine the CMA as a 21st century institution that is transformative, active, and participatory. An institution that impacts the health and growth of the community by cultivating, celebrating and championing creativity. Foley envisioned and led the charge to open the 18,000 sq. ft. Center for Creativity in 2011. In 2013, the museum received the National Medal for Museums in recognition of this work. Foley guest edited and wrote chapters for Intentionality and the Twenty-First-Century Museum, for the summer 2014 Journal of Museum Education.

In 2012, Foley received the Greater Columbus Arts Council Community Arts Partnership award for Arts Educator. She was a keynote speaker for the OAEA (Ohio Art Education Association) 2012 Conference. She is on the Faculty of Harvard University’s Future of Learning Summer Institute.

Foley is a graduate of the University of Kentucky and The Ohio State University. Prior to joining the Museum, she was with the Institute of Contemporary Art at the Maine College of Art, the Portland Museum of Art, and the Wexner Center for the Arts.

In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)

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Assessing Creativity

September 4, 2014

Can it be done?

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Kate Smith

Thanks to Central Elementary School in South Berwick and Maine Arts Assessment Initiative Teacher Leader Kate Smith for the following review of an article entitled Assessing Creativity. The article is from Educational Leadership.

This is a fantastic article from Educational Leadership about assessing creativity. I like how the author illustrated the importance of separating the assessment of the content knowledge from creativity. I can remember (as a student) a rubric in which covering the content was “mastered”, or an “A” but if you were creative, you got an “A+”. It always felt wrong. Or how about when you’d ask your teacher for feedback and she’d say, “well… (pause) it was creative.” (Okay, maybe that only happened to me.) And I also like the definition of “creative” in this article. Yup, it was a good article!

To read the article please click here.

 

 

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Creativity: What Do We Really Mean?

February 12, 2013

Blog post series

This summer during the Maine Arts Assessment Initiative Institute we added Creativity to the overarching components of the focus for the professional development opportunity. The reason for this Creativity blog post and others in the future are because of the following question: How do we provide others with the information and opportunity to think deeply about creativity? Maine is fortunate to have Bronwyn Sale and Trudy Wilson offer this educational opportunity on the meartsed blog.

This is the first in a series of blog posts on creativity written by Bronwyn Sale and Trudy Wilson. Bronwyn was a teacher in a variety of grades and settings for fourteen years, seven of those as a visual art teacher at Brunswick High School before joining the faculty at Bates College. Trudy was a professor of art Education at USM and was a member of the Visual and Performing Arts writing team for the Maine Learning Results. Both Trudy and Bronwyn did graduate research on creativity and have much to offer on the topic. 

We hear the terms creativity, creative, creative thinking, and creative problem solving frequently used (and perhaps misused) in the education world today. Assertions include:  the need for schools and students to be more creative because “21st century skills” demand it, that teachers can’t be as creative as they once were due to testing and other mandates, that schools somehow “kill” creativity,  (we prefer to say: some practices in some schools and in some classrooms may not facilitate creativity), that creative processes, artworks and performances created in arts classes can’t be assessed, or that “creative” is at the top of the new Bloom’s taxonomy (it’s not, create is). In this series of blog posts we will describe what creativity researchers say creativity is and unpack some of the terms associated with creativity most often heard in education: creativity, creative thinking, the creative process, and creative problem solving.  Although these terms are all related to creativity, they all have nuanced meanings that are important for teachers to distinguish when designing curriculum and instruction that may encourage creativity.

We hope this blog series inspires teachers to reflect on their own teaching practices and to think about what they do or do not do to cultivate the potential for student creativity in their classes.  We want to encourage teachers to delve more deeply into research around these terms in order to advocate for the creative processes of teaching that promote student learning and that are grounded in creativity research, rather than educational fads or trends. By including links or references to research, teachers can find the sources they need to advocate for the importance of teaching in ways that promotes creativity within their disciplines to colleagues, administrators, students and parents.  In each blog post we will provide a framework of questions or strategies that gives arts educators in particular a way to consider how their teaching practices may facilitate or inhibit students’ creative potential.

So, what is creativity?

Creativity is not a unique “21st century skill” nor is it exclusive to the arts. Creative processes, creativity and the potential for creative solutions are possible in any discipline or domain and a quick study of history reveals how we have always needed creative solutions to problems!  Arts Teachers, however, may be uniquely positioned to facilitate creativity in their classrooms:  the arts, when taught well, immediately engage students in the habits of mind, thinking and problem solving associated with creative processes in arts disciplines. In exemplary Arts programs, students develop “studio habits of mind” that support creativity and facilitate creative processes in the arts.  These habits are listed here: http://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mind and summarized in a recent post on the Maine Arts Education blog by Pam Ouellette:  http://argynestor.com/2013/02/04/habits-of-mind/.

So, what is creativity? Alternatively, what does it mean to say something is creative?  Most researchers (and probably most teachers) do not entirely agree on a definition of creativity and have come up with a variety of theories to explain creativity  (for an extensive text on the subject we recommend Explaining Creativity by R. Keith Sawyer).  However, the most commonly agreed upon definition is originality or uniqueness.  Some would also add appropriateness and/or usefulness.  What is complicated for the arts teacher (or any teacher) is gauging when a student has come up with a unique or original solution to a problem.  Not all arts or classroom products are inherently original or unique. When describing something as creative, point of view and context matter. What may be a unique or a new approach for the student may seem typical from the perspective of the teacher who has experienced the artworks and performances of thousands of students.

In fact, creativity researchers have documented that creative solutions to problems often take years of training, thinking, and “doing” in a domain or discipline before they are realized. So, in order to facilitate creativity in any subject a teacher must teach “domain knowledge” or the content, skills, rules, history and thinking patterns associated with their discipline. Sometimes in arts classes students work on technique or skills: they practice. This practice may actually be one important component of supporting creativity. Although an emphasis on skills and practice may seem counterintuitive at first, it is difficult to be a creative scientist, potter, mathematician, actor, dancer, or musician, if you do not have a solid background and understanding of the techniques, thinking and knowledge associated with these domains. Creativity researchers have documented, with few exceptions, that almost all of the people that we consider “creative” scientists, artists, musicians, poets etc. in our culture, have extensive knowledge and/or training in their respective fields. The type of creative work that alters a domain, field, or history is referred to as “Big C” creativity.

What we are most concerned with facilitating in K-12 classes, however, is often described as  “little c” or personal creativity. Research around “little c” indicates that we all have the capacity for creativity in our lives. It is this education for the “little c,” that may make the “Big C” possible. The dilemma in the classroom, however, remains: how do we know when a student has pushed themselves toward an original or new solution to a creative problem (from the perspective of the student) and when is something a student’s default or common approach? To use language from the book Studio Habits of Mind: How do we know when students “stretch and explore” in their performances, artworks and other assignments? A few strategies may help:

  1. Have students reflect on their personal creativity/originality. You might ask students to describe orally or in writing: How did you arrive at this solution?  Was this a new approach for you? Why or why not? What did you do or think about differently in the work/performance? What have you never done before? Where did you get your ideas? How were you inventive? What skills do you still need to practice in order to realize your vision?
  2. Read and seek to understand the language of the VPA Maine Learning Results that embeds Creative Problem Solving (which is further broken down into understanding the creative process and using creative thinking strategies within the domain of the arts) into the Visual and Performing Arts.
  3. Self-reflect on your approach to teaching: Can students distinguish between technical practice and times when a unique solution is encouraged? Do technical practice and finding creative solutions ever come together for students in my class? Do I strike a balance in my classes between building skills, domain knowledge and problem solving? Do I always provide the solutions for students? Which assignments are open-ended? Closed-ended? Why? Do I always describe in detail how to create every artwork or performance? When do students solve artistic problems for themselves?  When do students find and define the problem for themselves? Do I design some learning experiences for students that allow both problem solving and problem finding?
  4. Balance structure and freedom. Creativity research seems to indicate that too much structure in assignments and classes may decrease creativity but no structure at all also decreases creativity. How do I balance structure and freedom in my classes? What is the “sweet spot” or optimal balance between the two? How can I structure and scaffold learning experiences that allow for student exploration/choice or freedom? What “big” or essential questions are students working toward investigating, exploring and answering in my classes that might help structure and tie curriculum together?
  5. Do I acknowledge or specifically praise inventive and original solutions when they occur?
  6. Teach students about the creative process in your field (model your own process if applicable) and have students document and reflect on their own creative processes. This documentation could occur in sketchbook or process journal. Or, students could videotape/photograph and/or describe the steps they took toward final works and performances.
  7. Teach and model creative thinking strategies (more on this in a future blog post).

For now, to delve deeper we recommend the following:

Explaining Creativity by R. Keith Sawyer  http://ascc.artsci.wustl.edu/~ksawyer/explainingcreativity/

Creativity by Mihayli Cziksaintmihaly

Creativity Research Journal (you may have full access through public/university libraries) http://www.tandfonline.com/toc/hcrj20/current

Art Education (Journal) published by the National Art Education Association has had many issues in the past few years addressing creativity in the Visual Arts. The Publication is Free with NAEA membership: http://www.arteducators.org/

Studio Thinking by Lois Hetland, Ellen Winner, Shirley Veenema and Kimberly M. Sheridan  (Not about creativity directly, but describes the Habits of Mind that are developed in exemplary arts programs that certainly facilitate the potential for creativity in the arts)

Understanding by Design by Grant Wiggins and Jay McTighe offers a useful and impactful methodology for designing instruction using essential questions and deep understanding in ways that often balances structure and freedom in the classroom.  Their methodology is being used in the design and writing of the new National Core Arts Standards.

Next post in this series: What is the creative process? What are ways to promote creative thinking and creative problem solving in your classroom?

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Happy New Year!

January 1, 2013

Reflecting

I have taken some time today to reflect on 2012 and realize how fortunate I am to work with incredible arts educators in Maine and throughout the United States. Educators who are dedicated, passionate, and fully committed to providing an outstanding arts education for every student!

The year has been filled with many successes, some challenges, and sad losses! I wish I had time to go back through all the blog posts that I wrote in 2012 to help me remember all of the successes, challenges, and losses but instead I will provide the highlights.

Successes

The biggest success is the Maine Arts Assessment Initiative (MAAI). The second phase of MAAI officially kicked off in the spring with the identification of 20 teacher leaders. These arts educators joined the 18 teacher leaders from phase one. They participated in a 4-day institute in August at the Maine College of Art (MECA) in Portland where they expanded their knowledge in the areas of assessment, leadership, technology, and creativity. They have created workshops that are being delivered throughout this school year at the regional and mega-regional level. (Registration for the mega-regional workshops is now open – FREE and contact hours are available.) The topics of the sessions are as varied as the individual teacher leaders. I am so grateful for their commitment to the work that is making a difference for arts teachers and in arts classrooms across Maine each day. The impact on students learning is amazing!

And, uniquely the Mega-regional workshops are being co-sponsored with the Maine Learning Technology Initiative (MLTI). At these workshops their will be at least one session that is integrated with an MLTI integrator to provide a first time opportunity for educators!

The MAAI would not be possible without the commitment of the leadership team who have consistently shepherded the work. A GREAT BIG THANK YOU to Catherine Ring, Rob Westerberg, Jeff Beaudry, Bronwyn Sale, Pam Kinsey, and Matt Doiron. Their willingness to lead has made a difference! Close to 1000 arts educators have taken advantage of the professional development opportunities during the last year and a half.

The MAAI is aligned with the Maine Department of Education’s Strategic Plan: Education Evolving: Maine’s Plan for Putting Learners First.

In July Catherine and I flew to Denver for a national conference on arts assessment held at the Rocky Mountain College of Art + Design. I was proud to let others know of the grassroots efforts that Maine arts educators are involved with.

Art educator Chris Milliken, on sabbatical from Wells schools, has been following and doing research on the MAAI during this past year. He will join art teacher Lisa Marin and present a session on their findings at the Mega-regional workshop at Ellsworth High School on March 29, 2013.

Literacy is a statewide focus with the Literacy for ME being launched this fall and arts education has stepped up to become an integral part of the cross content literacy connections. Arts educators Jen Nash, Suzanne Goulet, and Lisa Gilman have been facilitating literacy webinars. Suzanne is also co-facilitating face to face sessions.

We have had 4 wonderful art exhibits at the Maine Department of Education during this past year from Maranacook Community Schools, Bangor Elementary and Middle Schools, Lake Region High School, and Messalonskee High School. Along with the exhibits we had receptions at the Blaine House with music and dance performances from each school/district. Participating and collaborating are First Lady Ann LePage, the Maine State Board of Education, and the Commissioner of Education, Steve Bowen.

First Lady Ann LePage partnered with the Barbara Bush Foundation to create a new baby journal to present to parents at hospitals across Maine when their babies are born. We did a call for K-8 artwork and 867 young artists submitted work. Thirty two pieces were selected to be published in the book which will be completed in June 2014.

The Maine arts education list-serv has grown to 1200 and the meartsed blog is growing as a source of information, not only for arts educators but for all educators. If you are not on the list-serv but would like to be, please email me at argy.nestor@maine.gov. On December 5, 2013 the blog set a record high day of 976 visitors. And a record high week happened during that same time of 2508 visitors. Thank you for taking the time to visit and informing others about what is available on the Maine arts education blog.

Challenges

  • Common Core standards for ELA and Math were released this year and teachers are being asked to incorporate them into their curricula.
  • We are waiting patiently for the next iteration of the national arts standards to be released in March March 2013.
  • Arts education in Maine is underserved. As the economy continues to be a challenge so is providing adequate arts education programs and teachers.
  • Determining how to provide quality arts education to be ready for the “proficiency based graduation requirement” slated for the graduating class of 2018.
  • What will determine “teacher effectiveness” for arts educators (the non-tested content)?

Sadness

In March music teacher Beth Polletto died in a car accident driving to school. Beth taught at Gray New Gloucester and Georgetown Central School. In May art teacher Jackie McTigue died in a car accident on her way to school. Jackie taught at Glenburn Elementary School. Both teachers were amazing arts educators and have left a huge hole. My friend and colleague 2nd grade teacher and Maine’s 2010 Teacher of the Year Kevin Grover died on Thanksgiving day after returning from a run. He is greatly missed by family, friends, and colleagues.

Looking forward

photoBeing forever optimistic, I know that 2013 will be filled with many more successes and that the challenges will be small mountains for us to climb. I invite you to collaborate with your colleagues to face the challenges and enjoy the successes. I hope you will continue to use the meartsed blog for resources and to access information. Many of you have heard me say “none of us is as smart as all of us”. Please continue to share information that I can pass on to others through the blog. I appreciate it!

I am confident that 2013 will be filled with opportunities for arts education to move forward. For example part of phase 2 of the MAAI is videotaping arts classrooms to respond to your request “what does a standards based arts education classroom look like?” So, Debi Lynne Baker (newly retired art teacher) will be visiting arts classrooms in the next few months and creating 4 short videos with examples. This is just one example of resources being developed for arts teachers.

I enjoy the challenges that my work at the Maine Department of Education provides for me. I especially love the opportunity to interact with you, the readers of the meartsed blog. So please take a moment when possible and drop me an email at argy.nestor@maine.gov or make a comment at the bottom of a blog post. You can subscribe to the blog by clicking on “Sign me up!” located on the right side of the front page of the blog.

I hope your year is filled with love and laughter and that you continue to provide outstanding opportunities for your students in arts education! Best Wishes for a wonderful 2013 and THANKS so much for all the good that you do in education!

Only one photo and one quote included in today’s post. Hopefully the photo will put a smile on your face and the quote will provide you with some “food for thought” as we dive into 2013!

The purpose of arts education is not to produce more artists, though that is a byproduct. The real purpose of arts education is to create complete human beings capable of leading successful and productive lives in a free society. – Dana Gioia, Chairman of the National Endowment for the Arts

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MAAI Resources!

September 5, 2012

Maine Arts Assessment Resources

Recently revamping the Maine Arts Assessment Initiative wiki moved to the top of the list of “things to do”. It was prompted by a question from the field, a high school art teacher who emailed asking if the information (“notes and/or minutes”) from the summer teacher leader assessment institute sessions was available. He has been following the work of the Maine Arts Assessment Initiative (MAAI) including the blog posts, webinars, and other resources we have made available on the wiki http://maineartsassessment.pbworks.com and Department assessment webpage http://www.maine.gov/education/lres/vpa/assessment.html. It was as if the teacher had whacked me upside the head. I thought “why don’t we post the handouts, links, and information that we provided in each of the sessions?”

That is when I moved the task up to the top of the “to do” list and Catherine Ring and I skyped to determine who had time to do what, and where we wanted to make changes on http://maineartsassessment.pbworks.com to provide as many resources to all of you as possible from the summer institute.

This is another example of the MAAI transparency. If you want to get to the summer resources page quickly here is how to do that. Go to http://maineartsassessment.pbworks.com read through the front page, and towards the bottom you will see in capital letters INFORMATION AND RESOURCES. Click there for the  Table of Contents. Click on 2012 Summer MAAI Institute Resources which will take you to a TON, I mean MEGA amounts of resources on the four main topics of the summer institute; ASSESSMENT, LEADERSHIP, TECHNOLOGY, and CREATIVITY. The workshop facilitator is listed with the information so you know the sources. Along with the four topics there are many other resources including books, .pdfs, articles, research, and so much more it will take you several rainy days to get through all of it. Is everything included from the summer institute? No, this would be impossible since the Teacher Leaders and other participants shared continuously throughout the 4-day institute held at MECA in July/August. But you know what it is like when you get together with arts educators; the willingness to share is unbelievable! Is it only from the summer institute? No, but most of it is. There are arts education resources that have been shared during other workshops and on the Department site.

My suggestion is to share this page with your colleagues, administrators, and determine what you can use for your local curriculum and assessment development work that you are doing this school year. Please let me know how you use the resources that we’ve provided for all of you!!

A great big THANK YOU goes to the MAAI Leadership Team who facilitated the MAAI summer sessions and our New England colleagues who stepped in and did sessions on the Common Core State Standards and National Arts Standards. I won’t mention any names here with fear of omitting some but please know that it is several amazing arts educators!

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Day 4: Maine Arts Assessment Initiative Institute

August 9, 2012

Presentations, questions, next steps

The last day of the 4-day summer institute gave the teacher leaders from the second phase of the MAAI the opportunity to share their ideas for regional workshops. The opportunity was equally valuable for the leadership team and the first phase teacher leaders to learn from the presentations. The topics varied as much as the 20 teacher leaders do in their learning and teaching.

Part of the afternoon was spent on formative assessment “in action” through MLTIs (Maine Learning Technology Initiative) version of Jeopardy. The game was created by Tim Hart who works for Apple with MLTI and the questions were created by the teacher leaders from the first phase. It was a great fun and an example of how formative assessment doesn’t have to be stressful and serious. The categories matched our work for the week: Assessment, Technology, Leadership, and Creativity.

The day concluded with participants providing feedback including their “takeaways”. I’ve included some of the points so you can get an idea of the opportunity that these teacher leaders had and some of what they will take into their classrooms, schools, and regions.

TAKEAWAYS:

  • The creative process is teachable and assessable.
  • Lots of awesome arts teachers in Maine.
  • The MAAI is growing strong.
  • None of us are as smart as all of us.
  • Some ideas about sparking creativity.
  • There is a broad spectrum of understanding w/regard to standards.
  • Ways of creating digital portfolios.
  • Different methods that can be used to track progress.
  • There are many ways to approach delivery of content.
  • New people and what they’re doing.
  • Bento (data)
  • News: Nationally & State.
  • Creative thinking/problem solving.
  • SCAMPER
  • Where we are with Core and National Standards.
  • How to make the computer talk.
  • How to engage 30+ people in activities that are fun and they can learn.
  • We are all resources and can learn from each other.
  • I’ve learned a better understanding of formative vs. summative assessment.
  • More techniques for meaningful assessments.
  • Numerous resources and where to go for more information on any topic we discussed.
  • New Skills – technology, vocabulary.
  • New colleagues, friends & collaborators.
  • Renewed energy, we can do this.
  • Technology info. i.e. – MTLI minutes – note-share, script, sketch-up, etc.
  • A ton of resources books, online sites.
  • Ideas from discussions w/peers.
  • Activities & Assessments I can use w/my students i.e. consensogram, stickies, games.
  • Become a strong leader.
  • Assessing is important for everyone involved.
  • MLTI!!
  • There are many colleagues out there, willing to help!
  • The arts are Central, not peripheral.
  • Assessments can be straight forward & clear, not as scary as first thought!
  • Maine Learning.Net
  • Connections/Friendships
  • More confidence in myself & the Initiative.
  • Creativity Research
  • A better understanding of Standards-based assessment.
  • Data collection tools.
  • Quantifying, creative thinking/learning.
  • New energy and thinking process.
  • Inspirations.
  • Respect.
  • Using mind maps is very helpful.
  • HOW POWERFUL IS PASSION!
  • Apply what I’ve learned regarding assessment (Just do it).
  • Continue communication and observation of great educational leaders.
  • I can do this!
  • Other educators have problems similar to mine.
  • Arts teachers are really enthusiastic.
  • I know more than I thought I did.
  • I can use new technology and enjoy it!

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Day 3: Maine Arts Assessment Initiative Institute

August 8, 2012

Leadership and Creativity

On day 3 of the MAAI institute teacher leaders participated in two Leadership sessions and a session on Creativity. Brunswick High School Art teacher Jennie Driscoll facilitated the first leadership session through hands-on experiences that led to identifying the characteristics of leaders. Some of those identified were risk taker, communicator, confident, humility, trust, and compassion.

MAAI leadership team member and Executive Director of the New England Institute for Teacher Education Catherine Ring facilitated the second leadership session where participants took a close look at their role as leaders; in their schools, districts, communities and beyond. They looked at the research and explored questions including How do we work with adults to encourage change?

Leadership team member and Bates College instructor Bronwyn Sale facilitated the Creativity session.  Included in the Maine Learning Results: Parameters for Essential Instruction the Visual and Performing Arts include Standard C. Creative-Problem Solving. As arts educators this standard represents creativity, the creative process, creative thinking, and creative problem solving. All of these were examined in this session and should be taught intentionally in the arts classroom.

Teacher leaders continued working on their individual action plans putting together what they were learning during the institute. The plans include their ideas for their regional workshops that they will facilitate throughout the school year. The day ended with a celebration of the good work the teacher leaders are doing at a reception with MECA’s President Don Tuski in the college’s gallery ICA.

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TED Talk: Power of Introverts

May 2, 2012

Susan Cain speaks on what introverts have to offer

A third to one half of the population are introverts and often they have creativity and leadership skills that are misunderstood. Many environments are built for the extroverts and introverts are not honored. Please listen to Susan’s TED talk and think about your students who are introverts.

Thank you to a former student, Lis Janes, who has an MFA in Art and is now teaching and living in the Portland area.

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Atlantic Monthly

July 10, 2011

Recently published a “Culture Special Report” in the Atlantic Monthly

Several American artists including portrait painter Chuck Close, film director Jennifer Yuh Nelson, musician Paul Simon, car designer J Mays, fashion designers Laura and Kate Mulleavy, and others were asked “to discuss the sometimes messy, frequently maddening, and almost always mysterious process of creating something new.” They discuss the first ideas that inspire, creativity, and how some ideas turn into deep, meaningful, completed works of art. I thoroughly enjoyed, not only the interviews, but the images that accompany them. You might want to take components of the piece to share in pieces with your students, parents, administrators, and others.

You can read the stories by How Genius Works.