We have seen over and over the benefit of Side x Side programs in the classroom. Our goal is for as many students as possible to benefit from an education that incorporates both arts integration and social emotional learning. Accordingly, some of our most important work lies in supporting and training classroom teachers to think and teach using these methodologies.
Much like their students, many teachers believe they are not “artists” or “creative” because they don’t have an arts background, or they have lost confidence in their own education. Side x Side helps teachers overcome this limiting belief through our professional development programs where teachers become students and create their own art under the guidance of professional teaching artists. In this way, teachers have the opportunity to experience firsthand the power of arts-integrated learning and the creative thinking and confidence this environment inspires. In addition, we provide instruction on how to deliver arts-integrated programs and build creative and inclusive environments that allow all students to shine.
Throughout the years, our professional development for teachers has evolved as we’ve learned what works best. We now offer an intensive training program in partnership with USM called the Summer Arts Institute. And we also offer individual professional development workshops throughout the year.
Interested in attending our Summer Arts Institute or engaging in other professional development with Side x Side?
Last year, due to the Covid-19 pandemic, we had to get creative and take our Arts Institute online! Instead of a two-day in-person event in June, we hosted a one-day virtual event in late September.
Side x Side is a leading support system for teaching artists in Maine. We have an incredible team of teaching artists that are integral to both our classroom programs and professional development programs.
If you are a teaching artist looking for opportunities to work with Side x Side or are interested in professional development, please inquire below: