Doctor Theresa Gillis presents visual and performing arts curriculum to school board

The MSAD52 Board of Directors convened on May 1, 2025, to discuss significant updates regarding the visual and performing arts curriculum, presented by Assistant Superintendent Dr. Theresa Gillis. This meeting highlighted the collaborative efforts of local educators to enhance the arts education framework within the district, reflecting a commitment to fostering creativity among students.

Dr. Gillis introduced the visual and performing arts (VPA) curriculum team, which included dedicated art and music teachers from various schools. The team engaged in a series of workshops throughout the academic year, focusing on refining curriculum standards that align with Maine's early learning results. This collaborative approach allowed teachers to contribute their insights and expertise, ensuring that the curriculum meets the diverse needs of students across multiple grade levels.

A key point of discussion was the structure of arts education for pre-kindergarten and elementary students. Dr. Gillis noted that pre-k students currently do not have separate music or art classes, attending school only two full days a week. This limited exposure raises concerns about the adequacy of arts education for younger learners, particularly given the challenges posed by potential school cancellations due to weather or other factors.

For students in grades K-6, the curriculum includes one music and one art class per week, each lasting 40 minutes. However, scheduling conflicts often prevent rescheduling missed classes, particularly as teachers rotate between multiple schools. Middle school students experience a more robust arts education, with one trimester each of art and music during their seventh and eighth grades, allowing for deeper engagement in the arts.

The meeting underscored the importance of arts education in developing creativity and imagination among students, as emphasized in Maine's learning standards. The board's discussions reflect a broader commitment to enhancing educational offerings and addressing the logistical challenges faced by arts educators.

As the board moves forward, the implications of these discussions will be crucial in shaping the future of arts education in the district. The next steps will likely involve further refinement of the curriculum and continued collaboration among educators to ensure that all students have access to quality arts education, despite the challenges presented by scheduling and resource allocation.