About

 

Mary Elizabeth Meier facilitates discussion with Pennsylvania Art Education Association Board of Directors April 2011

Mary Elizabeth Meier earned her bachelor of science and master of science degrees in Art Education at Florida State University. She taught art in the public schools of Florida, Connecticut, and Pennsylvania. During her years teaching middle level and elementary art, Mary Elizabeth developed curriculum in art and interdisciplinary content areas. In 2008, she joined the faculty of the Pennsylvania Governor’s School for the Arts where she led interactive professional learning workshops and curriculum writing groups for art, theater, music and dance teachers. In 2009 and 2010 she served on the faculty of the West Virginia Governor’s School for the arts, a prestigious three week summer residency for rising high school juniors. She taught digital media design.

Mary Elizabeth is President-Elect of the Pennsylvania Art Education Association and presents frequently at local, state, and national art education and educational technology conferences. Her term as president of PAEA will begin October 2012. In the photograph at the top of this page, Mary Elizabeth leads the PAEA board in a discussion about how digital technology and social media can support the group’s  mission to actively support and promote visual art education through professional learning, leadership, and service in the commonwealth of Pennsylvania. Meier also serves as a reviewer on the Publications and Materials Committee for the National Art Education Association.

Professional interests include: New technologies and their practical and theoretical implications for learning in the arts classroom, narrative teacher inquiry and practice, professional learning in arts education, social and collaborative pedagogical approaches, qualitative assessment in the arts, curriculum theory and praxis, and multimedia learning design.

Mary Elizabeth’s doctoral research is focused on a multi-year narrative inquiry with arts teachers who are studying their own teaching practice using classroom artifacts and narrative reflection in a community of inquiry.