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Arts Integration Menomonie (A.I.M.) offers programs in which pre-service and career teachers have access to hand-on arts learning and teaching opportunities in Menomonie's schools, university, and community. As a focal point for interaction and capacity building, the arts offer new models and modes of teaching via co-creation with students. Collaborative by design, A.I.M.’s programs offer hands-on explorations of arts integration and mindfulness through which emerging and new teachers embrace risk taking as an avenue for growth and understanding.


"Co-Teaching in and through the Arts" (C.I.T.A.)

ARTS INTEGRATION skill building

Teachers explore their instructional practices in new ways, using the arts to engage students in learning.  The teacher does this in collaboration (co-teaching) with a teaching artist and/or pre-service teacher.  Learning to teach in and through the arts, the teacher will build their competence and confidence in teaching; and experience more joy in the career.


Program for Arts Integration for New Teachers (P.A.I.N.T.)

hands on TEACHING practice

P.A.I.N.T. connects the university to school and community organizations through internships, teaching community arts classes. University students (pre-service teachers) teach arts-based classes in the local community and on campus. P.A.I.N.T. interns grow their teaching capacity and confidence through hands-on practice.



Mindfulness training for personal and professional use.

support for WELL-BEING

The demands of today's classrooms continue to increase, as teachers are faced with more expectations and fewer resources. While mindfulness doesn’t reduce the demands of teaching, it provides tools to manage stress and see clearly in the present moment to support problem solving and emotion regulation.  Mindfulness can help teachers weather the joys and challenges of teaching, reducing burnout and emotional exhaustion.



The first part of learning is discovery, and learning to teach is no different.

A.I.M. teachers discover the artists and teachers within themselves through programs that involve exploration, integration, and reflection.


Teachers EXPLORE making and performing artful creations with training, support, and opportunities to practice. Hands-on making and/or performing opportunities expand teachers’ personal capacity to use (and eventually teach) the arts.

Teachers EXPLORE teaching through added practice with students. Practicing how to teach- methods of instruction, student engagement, writing lesson plans, creating instructional materials, and reflecting on one’s teaching- significantly impacts an emerging teacher’s competence and confidence.

Teachers EXPLORE mindfulness as a practice that supports personal well-being amidst the demands of teaching which they may call upon as they transition from the role of student to classroom teacher. Formal training in mindfulness practices gives them real tools they can use to juggle the many demands of school, practicums, family, friends, jobs, etc. and to bring balance into their lives.


Teachers INTEGRATE the arts as process and product for students to problem solve, brainstorm, and communicate content area learning tied to teacher’s curriculum; students learn about both the subject area and the art form, while arriving at an understanding of ideas and values that extend beyond the classroom.

Teachers INTEGRATE skills of mindfulness into their daily lives (and potentially into their classroom practices) as a way to manage stress, regulate emotion, and promote a positive classroom environment.


Teachers REFLECT on the impact of their arts, teaching, and mindfulness experiences in relation to their development as teachers. Through A.I.M.’s programs, new and emerging teachers analyze their competence, confidence, and well-being in the process of becoming a teacher and take ownership in shaping their experience.