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Lesson by Fine Arts Council Member, Chelsey Boley Task: Let's start the year by creating a self portrait. That means we are going to be drawing ourselves! You may have made a self portrait before, but since your skills are ever improving, and you are always growing, your portrait this time will probably be very different. Materials: ● Plastic locker mirrors (if possible) ● Pictures of your students (if possible) ● Paper / visual journal ● Markers ● Coloured pencils, etc. ● Pencil ● Eraser Here's what you get to do: Watch the linked video. Draw a self portrait. Try to make sure you do the following: look at a picture of yourself while drawing, or use a mirror! add colour and / or shading to your work. Share your work

Michael Shain, Visual Art Representative There’s just a few more days until the Arts Unleashed Conference in Edmonton and I’m very much looking forward to the learning, the discussions and the ice cream. If you’re reading this and you’re not registered, you still have time. I would love to see you there! Now, I know nothing about breakdancing (I’m a basement studio mole) so hearing and learning about Phil Wizard and his journey is going to be a stretch for me. The performing arts terrify me: I can’t wait. I’m really excited to hear Robin Smith-Peck talk about her story and share her insights into the creative process. If you have not seen her work I recommend having a look because it’s nothing less than inspired. As a mixed media artist myself I find the work full of layered processes that begs meaning-making. The combination of printing techniques, acrylic, drawing media and narrative used to tell a story is really engaging. The other session I’m keen to attend is Ron Wigglesworth’s Oil Pastel session. Oil pastel is so often overlooked or even maligned but in the past three or four years I have been applying painting techniques with oil, using drawing methods to enhance and provide variety and uniqueness to oil pastel paintings and embedding colour theory into my oil pastel art projects for students. One of the best things about oil pastels is their relative economy: it’s a great way to get students at all levels thinking like a painter. This is going to be a great session full of ideas I can take back to the classroom. If you want to find out more, please go to the FAC website: https://www.fineartsata.ca/ . One last note: if you think you might be interested in showcasing a project, lesson or specific media for Art Teachers, send me a quick email ( michael.shain@fineartsata.ca ). I’m looking for presenters for the next series of online (Zoom) workshops. These workshops are fun, easy, no-pressure PD opportunities where Art Teachers get together and play. “We don’t stop playing because we get old, we get old because we stop playing.” George Bernard Shaw See you on October 17th! Mike

Our AGM will be happening on October 18, 2025 at the Fringe Theatre Arts Barns in Edmonton, starting at 12:15PM. Location: Fringe Theatre Arts Barns, 10330 84 Ave NW, Edmonton, AB T6E 4B4 Time: 12:15PM Agenda : The agenda will be available on the conference Sched at least one week prior to the AGM. We are currently accepting nominations for the following positions: President-Elect (elected) Treasurer  (elected) Drama Representative  (elected) Music Representative  (elected) Journal Editor(s) (appointed) Social Media Manager (appointed) Conference Chair (appointed) If you are interested in any of the above positions or would like more information, please download the attached 2025 Nomination Form. The agenda for the AGM can be found at the Conference Sched .

Do you have any tried and true back to school lessons that you use year after year? Share the wealth and send them our way! Art projects? Name games? Community building drama games? Anything else! As a thank you, your lesson / resource may be featured in our September email and a gift card for $50 will be emailed to you. Submit your great Back to School Ideas  here. Submit before August 15, 2025

Happy Summer from the Fine Arts Council! As the days grow longer and the pace slows down, summer is the perfect time to dive into some inspiring reading that fuels your creativity and broadens your artistic horizons. Here's a few of the books from my recent reading list to spark your imagination and enrich your artistic journey : How Music Works  by David Byrne Written by the legendary Talking Heads founder, this book offers a fascinating exploration of music from a true creative visionary. Byrne’s insights into how music shapes and is shaped by culture, technology, and human connection are both profound and accessible. The Creative Act: A Way of Being  by Rick Rubin Legendary music producer Rick Rubin—who’s worked with everyone from the Red Hot Chili Peppers to Johnny Cash—shares his philosophy on creativity as a way of life. This thoughtful book is a guide for artists of all kinds seeking to nurture their creative spirit. What Art Does: An Unfinished Theory  by Brian Eno and Bette Adriaanse Dive deep into the nature and impact of art with this collaborative work by musician and artist Brian Eno and writer Bette Adriaanse. Their unique perspectives invite readers to rethink how art influences us and the world around us. Steal Like an Artist: 10 Things Nobody Told You About Being Creative  by Austin Kleon A modern classic for creatives, Kleon’s book offers practical advice on how to embrace influence, remix ideas, and cultivate originality in your work. The Art of Noticing: 131 Ways to Spark Creativity, Find Inspiration, and Discover Joy in the Everyday  by Rob Walker Rob Walker’s insightful guide encourages us to pay closer attention to the small, often overlooked details that surround us daily. His blog, The Art of Noticing , complements the book beautifully by celebrating the beauty in both the mundane and the extraordinary. I hope these books inspire you to see, hear, and create in new ways this summer. See you at our Fine Arts Conference in October! Michael Shain Visual Arts Representative michael.shain@atafinearts.ca

Hi Dance Educators,  As the school year winds down, I want to send you my warmest wishes. I hope your final classes and showcases have been both fulfilling and joyful. May this summer offer you time to rest, reconnect with nature, and rediscover the simple pleasures that bring you joy.  To send you into the break with a spark of inspiration, I’m sharing two resources that have deeply impacted me. Each reminded me of why I love this work so much—and I hope they ignite some fresh creativity in your own practice as well.  ________________________________________________________________________________ 🎥 Watch: Uprooted: The Journey of Jazz Dance      The story of Jazz Dance is a complex one, it goes to the very heart of humanity. Our aim is to open up a conversation within the dance community to challenge established thoughts and bring to light opinions that may have been overlooked.   https://uprootedfilm.com/     This was filmed in collaboration with Decidedly Jazz Dance Works, right here in our province in Calgary. The easiest place to watch this film is to purchase or rent this film is on Apple TV.  Uprooted: The Journey of Jazz Dance  This film was truly life-changing for me—an absolute must-watch. We viewed it in my high school dance class before beginning our work in jazz movement, and it sparked powerful discussions around codified techniques and vernacular traditions in dance history.  Please preview this content before sharing it with students, as it contains some language and material you may want to review in advance.   ________________________________________________________________________________ 📚 Read: The Creative Act: A Way of Being  by Rick Rubin     The Creative Way of Being - Rick Rubin   I listened to this as an audiobook on a drive to Calgary, and it was fascinating. As Rubin says, some parts will resonate; others may not—but it’s a beautiful companion for a walk in nature or a summer road trip. It left me feeling creatively refreshed and inspired as an artist.   _________________________________________________________________________________ As always, please keep in touch. I’d love to hear from you and support you in any way I can.  Keep shining,  Victoria  victoria.reid@fineartsata.ca

To the incredible Arts Educators across our province, This year has been a lot. I’ve heard it from teachers, students, administrators, parents, and community partners alike: “We’re so close.” “We almost made it.” “Just a few more weeks to get through.” If you’ve felt this way, I wish you a restful, joy-filled summer- a chance to intentionally reconnect with the things that bring you energy, so you can return in September refreshed and inspired. I also offer you this: As educators, we play such an important role in our students’ lives, but in the Arts, that role carries something special. We watch students grow beyond their own expectations; we cheer them on as they break barriers, discover their voices, and transform in ways they never thought possible. We laugh with them, cry with them, and walk alongside them through some of the most defining moments of their young lives. For the first time in nine years, I’m moving to a new school come September. Although I’m excited about the change, I’m also scared of how next year will be different and know I will miss my truly amazing students. But in this transition, I’m reminded of the strength and heart we all bring to our work. Whether you’re moving on to something new or just wrapping up another whirlwind year, take a moment- with your students, your colleagues, your families, and yourself- to reflect not just on how we made it through, with resilience and passion, but on how we showed up. Even on the hardest days, we did our best to remain steady, creative, and compassionate. We led by example. We owned our mistakes. We reminded our students that even amidst the chaos, there is hope, growth, and joy. So instead of simply getting through these final weeks, let’s celebrate the superheroes we are. Let’s honor the strength it took to show up each day, and finish the year with possibility, and joy.  Wishing you all a summer filled with renewal and inspiration. Molly

Hello Friends! Happy summer!  🎶 1. Reflecting on the Year: Wins, Challenges & Growth   It is at this time of year that I start reflecting on the past year and what I want to change for next year. Here are some of my takeaways. I encourage you to reflect as well.  I really need to revamp my recorder karate unit. It takes me too long to get through. I used to do 9 belts to pass for each grade. Through the years I have added to the instruments that I have access to and so now there are more instruments that I want to play throughout the year instead of just recorders and boomwackers. So, that means less time for recorder.  I'm leaning towards a multi-year belt system. For example:   Grade 2- white, yellow, orange.    Grade 3- green, purple, blue  Grade 4- red, brown, black  Grade 5 – restart with harder songs: white, yellow, orange, green, purple  Grade 6- blue, red, brown, black  Speaking of new instruments. I received a grant from Karma Concerts (in Leduc) to purchase instruments. I chose to buy a class set of NUVO instruments . These are plastic band instruments that are smaller, lighter, and more durable, therefore perfect for children. I have about 7-8 of each instrument (flute, clarinet, sax, horn) to make a class concert band. This is great but now I need to revamp my year plans to figure out when, how long and which grades should learn them. Look for a more detailed write up about these instruments and how it goes in next year's newsletters.   I liked having smaller groupings for my multiple concerts per year but I was constantly in concert mode and setting up the stage in the gym so often was a lot of physical labour. I need to re- think this format. I will keep going with not doing a Christmas concert but maybe I do multiple concerts all in one week instead.   Thoughts? What do you do for your concerts? Do you like your format? How do you do your recorder units? Email me and let me know your thoughts and I’ll enter your name into a prize draw for a book resource.      ☀️ 2. Summer Listening & Music Activities for Students   Here are some fun resources and stuff to check out over the summer:  MusicRoomReads  - Books for every month in the music   Advocacy resources-  Band   Choir   Choir Alberta   ATA library - Has so many resources for teachers- not just books! Check out this helpful PDF  on how to login and request items.   My Summer reading list from the ATA library:   Upbeat by Arau  The Accessible Music Classroom for All by Wagner-Yeung  Culturally Responsive Teaching in Music Education by Mckoy and Lind  Becoming an Outstanding Music Teacher by Leigh  Music Cognition the Basics by honing  Music Advocacy by Benham  Count me in! By Ockelford, Gray, Cohen and Mai  Teaching Music to Students with Differences and Disabilities by Hammel and Yee  Dance instruction videos and movement breaks with DJ Raphi   Body Percussions and rhythm practices   Mr Henry’s Music world

A few years ago I found Sunni Brown’s TED Talk on the power of doodling and it really resonated with me. I picked up her book, The Doodle Revolution , and realised that I had been doodling and sketchnoting my way through high school and university. At the time, my teachers just thought I wasn’t paying attention, just doodling because I was bored, but after my test scores were graded, they didn’t say another word. Doodling and manual notetaking in an unconventional way (what Mike Rohde called “Sketchnotes” in 2006) seemed to increase my attention and recall in lecture-format classes that were information-heavy and participation-light. I checked the ATA Library collection and pulled everything I could on sketchnotes and visual thinking. I bought books, read the research, went to sessions at Convention and generally delved into this idea that doodling can be a powerful aid to creativity, engagement, retention and learning in general. Visual notetaking turns out to be a really useful way for some students to engage with content in their classes.   Looking at the Art PoS and beginning with the idea that I wanted students to have another way to engage with and retain course content, I put together an Art unit on sketchnoting for Junior High students. We focused on basic shapes and forms, shading and shadows, quick proportional sketches of the human form (essentially gesture drawing), hand-lettering and printing, note bullets or ding-dongs, arrows and shorthand renderings of everyday objects. Sounds like an Art mini-unit to me.   The research behind this approach to notetaking is clear: manual note takers outperform typing notetakers and students who don’t take notes (except for my friend Mark who never took notes - very clever dude, Dr. Mark).   So here are some of the key take-aways. When we create sketchnotes (using both graphic and textual cues to note key information) we: promote active processing of information and encoding in a kinaesthetic way (hear, see, think, note). improve factual recall over time. deepen conceptual understandings of the material covered. foster a useful balance of main ideas and details and force our cognition to create a structure that fosters better recall. help ourselves develop more robust knowledge organizations and knowledge structures. use visual cues (icons or doodles) to help the brain recall information. aid understanding and recall through visual and textual encoding. The strength of this approach to learning is the sketchnoter’s ability to capture complex ideas in iconic, graphically simple forms. Visual notes are nonlinear: a student can critically connect one idea of a lecture with another from later in the lecture. This forming of relationships and critical thinking about conceptual relationships activates and encourages whole brain activity. Hand-drawn notes are more effective than typing or straight notetaking because they force critical reflection and focus attention on key ideas and concepts, not every word of the meeting or lecture with its distractions and tangents. Sketchnoters must be critically attentive rather than simply scribing the text of the meeting or class at a fast pace. Non-linear notetaking leads to improved learning outcomes over linear notetaking. Graphics, charts and visual organizers foster the selection and organization of information. In other words, the encoding of the important data from a meeting or lecture into a sketchnote format with text, charts, icons and visual organizers leads to improved retention and understanding. OK, you get the idea. Now check out the ATA Library and get a couple of books about visual notetaking or sketchnotes (I have a box of books beside me right now, but I’ll get them back to Edmonton very soon). Look up Mike Rohde or Sunni Brown on the web or check out Jen Giffen’s work on Instagram.   As Art teachers we have the knowledge and skills to connect textual literacy, visual literacy, deeper learning, improved engagement and transferable skills to boost learning outcomes for our students in a way that’s actually a lot of fun. Just one word of advice: be prepared to explain to your Social Studies teacher friend why her kids are doodling in class.   Sketch, draw, create! Mike Shain Visual Arts Rep

Hello fellow dance educators!   I thought I would share what I am currently working on in my ballet unit with my Dance 9 students. I was inspired to change up our usual ballet project, which was feeling stale and decided to create a collaborative ballet choreography piece to be featured in our June Showcase. I wanted to share the vision behind this piece and how I introduced a short choreography task to my students this week, hoping to inspire or spark something in your planning!  After wrapping up our lessons on ballet history and watching the documentary A Ballerina’s Tale  featuring Misty Copeland, we spent three classes focusing on ballet steps and technique. This set the stage for our collaborative neoclassical ballet piece.  This piece is neoclassical in that it will be performed to modern music rather than classical music but will primarily feature classical ballet movements. Students will wear street clothes that resemble their everyday school attire: shorts, leggings, jeans, t-shirts, and hoodies, all in a coordinated color scheme. They will also wear sneakers, embracing the "sneaker ballet" style coined by Jerome Robbins and later popularized by Justin Peck. This neoclassical ballet piece is loosely inspired by the work of Justin Peck, one of my favorite choreographers. Here’s a great example  of both sneaker ballet and neoclassical ballet choreographed by Justin Peck.   Justin Peck's "In the Countenance of Kings" with music by Sufjan Stevens Our ballet piece will be collaborative in that it will be created and choreographed by individual student choreographers, small groups, and myself. The small group sections were created through a choreography task assigned in class, asking them to collaboratively create a short section of choreography. To facilitate this, I allowed students to choose their own groups, as it was a brief choreography task. I then walked them through the following choreography task:    Ballet Composition Task Document Public View Link of Task Document What I love about choreography tasks like this is that they level the playing field for all my students, whether they are highly trained studio dancers or have never done ballet before. In my experience, trained dancers often struggle with creating their own sequences because they are used to following a codified syllabus. On the other hand, students new to ballet draw on the history, videos, and steps we’ve covered in class, making ballet feel accessible to them.  I am really excited about this piece coming together. I hope this choreography task inspires you in your own classes. If you use this task or create something inspired by it, please share or let me know if you have any questions at victoria.reid@fineartsata.ca .    Keep shining!   Victoria Reid

Needle Felting Projects One of my favourite lessons I teach to my grade 8’s is needle felting.  They work through this process quickly and the results are always so fun. Most students are able to complete two projects in our time frame.  Here is the lesson I have come up with that works in my class!    Materials:  Wool roving in various colours  Felting needles  Sponges  Bandaids  Thread  Key-rings  Needle  Procedure:  Students find a reference photo of the project they would like to make after going through their assignment slides and a short instructional video.  They attach the photos to their google classroom so they can refer to it as they work.  They all start with a white coloured wool to create their main body parts and head.  I encourage them to make sure their felting holds its shape but isn’t formed too solid at this stage.    They fluff the wool, then compress into a round shape on a sponge and begin felting by stabbing their needle into the wool.  They have to move the wool often, trying to keep the shape even and keep it from felting into the sponge.  This is easiest through trial and error, and most find it intuitive.    Once they are happy with their main shapes, we get coloured wool and begin attaching the shapes and covering with colour.    They will create smaller body parts, like ears and legs using their coloured wool.  Leaving the ends un-felted will help the limbs attach easier and more securely.  After limbs are attached and don’t pull off, smaller details can be added, such as extra colours and eyes.  Less is more with details, a little wool will go a long way!  After their projects are completed, they can use string and a needle to add a key ring to turn them into keychains.  They push the thread through to the top of their project, loop the ring, and then tie the thread at the bottom of the project.      Tips:  Bandaids are needed because students will poke their fingers at some point!  I keep disinfectant on hand as well.  Make sure to take the needle out the same way it stabs in to avoid breaking the end of the needles.  Especially as they get further into the process, the wool becomes more compacted and breaks happen easier.  Encourage students to start with easy animals or characters for their first try.  I get them to pay attention to the amount of limbs and attachments as each one adds more difficulty and time.      This is such a fun lesson for my students and most say it is their favourite all year.  I hope you get a chance to try it!

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