Virtual TNCS: A School and Its Student Body Continue to Thrive!

On Friday, March 13, 2020, The New Century School shuttered its campus at the end of the school day, closing down along with the rest of Maryland schools, then U.S. schools, then all nonessential businesses, in response to the COVID-19 pandemic. This necessity to try to “flatten the curve” of the spread of the virus disrupted normal life for just about everyone on Earth. With cooperation, collaboration, and community-spiritedness, we’ll get through this. In the meantime, people are adjusting to how to live full lives while staying at home.

For our children, this is especially imperative. Their education and development must continue, but how? Parents across the globe face this dilemma. What, if any, are the expectations and academic requirements for students while school is out? What is the threshold for how much school they can miss before they start to lose ground they might not be able to regain?

TNCS is a success story in this otherwise quagmire of uncertainty. TNCS admin and faculty had already begun working feverishly behind the scenes to prepare for what would become known as “distance learning.” By Sunday, March 15th, a team of student volunteers had been appointed to help transition all TNCS students to a virtual learning environment. In other words, classes would continue, just like every other day, but TNCS students would “attend” from home, meeting up online. On Monday, March 16th, the student volunteers sent messages and made phone calls to the parents of the younger students on their lists to get them set up in Google Classroom, an online platform to “organize assignments, boost collaboration, and foster better communication.” Meanwhile, staff were being trained on the new platform and designing and adapting curricula. By Tuesday, March 17th, nearly 100% of TNCS students were up and running (yes, even preschoolers!), and parents received a very welcome message: “TNCS Virtual School begins tomorrow!” (Read the message in its entirety here.)

TNCS Virtual School

And so began what has been an utterly remarkable experience for TNCS students. As periods of closure extend longer and longer, and social distancing grows wider and wider, these children have not skipped a beat in their education. Classes are synchronous, meaning that students can interact with each other and the teacher, not just with a screen. Using ingenious combinations of Google Hangouts and Zoom, teachers have kept students in their classes connected and engaged. Right from the start, students had a regular school day, signing on at 8:30 and progressing through their class schedule—including language classes and even art and music in addition to core academics—until “dismissal” at 3:30.

At the close of Day 1, March 18th, parents received another encouraging message from the TNCS Virtual School Team:

It was a great start for many, and not-so-perfect for some. There were many wonderful moments worth celebrating—students interacting with one another, connecting with teachers, and dedicating themselves to learning a new routine. Your support of the school in interactions with your children has created a strong foundation and we deeply appreciate it as we embark on this learning journey . . . Grit has a stronger effect on success than IQ and many other factors. Let’s cultivate our students’ grit. Let’s cultivate our own grit and use this experience to become stronger and more capable than ever.

In the days and weeks to come, TNCS Virtual School will emphasize:

  1. Continuing academic growth/readiness for next school year
  2. Supporting student social and emotional and well-being
  3. Showing Virtual School in action

Remember that Immersed promised you adorable photos of TNCS students last week? Well, let’s get to it!

TNCS Virtual Preschool

Here are the littlest learners “showing some TNCS e-learning spirit,” as Señora Salas puts it. Among lots of other great activities below, find her “Arts and crafts of the day: Oruga (caterpillar).”

Another sample preschool activity is as follows:

“En La Casa” (At Home): Matching “Colores” (Colors)
Materials:

  • Pom poms assorted colors
  • Construction paper
  • Scissors
  • Shower mats/shower pads/soap suction pads
  • Kitchen bowls/containers
  • Kitchen utensils (spoons, measuring spoons, etc.)
  • Trays/place mats
  • Tongs/tweezers (optional, for a more challenging activity)

At school, each activity is arranged from left to right, as children work on their hand-eye coordination and fine motor skills. These activities are also placed on a tray or a place mat to create a sense of order, making it inviting and interesting to our “amigos”!

Speaking of hand–eye coordination, what about physical activity? Covered!

Virtual Montessori!

TNCS Montessori teachers nurture order, coordination, concentration, and independence in their students . . . from the computer! Practical Life, Sensorial, Language, Mathematics, and Culture areas of the “classroom” are all intact!

Sample Schedule

  • 9:00 Story or Yoga
  • 10:30 Food Preparation, Making a cucumber sandwich
  • 1:15 Chapter Book
  • 2:00 Math, Bead Stair Lesson
  • 2:30 Language, Rhyming Work

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Virtual Service Learning

Yep, we got that, too. Here’s one example of how a TNCS student is giving back while social distancing. She made bookmarks to encourage children with reduced literacy to hang in there and keep reading.

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She also wrote a letter to TNCS Dean of Service Learning Alicia Danyali:

Hi Ms. Danyali,

Hope you are doing OK. My family and I are keeping busy at home, and schoolwork is a large part of that. My parents are happy that I am still learning.
To answer your questions:
1) I love that books help me to learn.
2) Books help me build my curiosity by learning how to spell new words and by learning about new ideas.
3) Reading is important because it makes you smarter and helps you grow.
4) When I learned to read, it helped me to spell.
5) I hope the student feels joyful.

Thank you for this project!
Best,
Vivian (written with Mom’s help)

Other service initiatives in all divisions can be found here.

From here on, we’ll dispense with the descriptions and just let you feast your eyes.

Virtual Science Class

Virtual Global Studies

Virtual Language Classes

Virtual Math Class


Virtual Art Class

Miscellaneous Elementary & Middle School


As school systems around the country are facing the reality that they will have to devise online schooling, with many, including Maryland’s, hoping to start in April, TNCS students will enter Week 3 of their brave, new education next week. They will have gotten through the adjustment phase, untangled the technical snafus, settled into their routines. And let’s not minimize those challenges. This transition has been overwhelming to varying degrees for all of us. (Read Guest Blog to see how one stalwart TNCS 8th-grader is helping us through it.) But we can be reassured by at least one aspect of this unprecedented circumstance—our children are flourishing, just like usual, thanks to The New Century School.

Also a big thank you to parents who so graciously allowed us to see what TNCS Virtual School looks like at their house. With yesterday’s announcement that MD schools will be closed through April 24th and possibly longer, TNCS Virtual School is a blessing and a marvel—even the next generation is getting in on the act!

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TNCS Reading Buddies Program Expands to “Buddy School,” Wolfe St. Academy!

The New Century School‘s reading buddies program has long been a popular activity on the TNCS campus, uniting younger and older students and enhancing camaraderie among divisions. The social and emotional benefits are enormous; additionally, the mentor–mentee dynamic has other built-in advantages like instilling confidence in participants on both sides as they develop together. The cognitive benefits are likewise tremendous. The increasing confidence in burgeoning readers, for example, allows them to take bigger and bigger risks such as with trying out new words and so on—just believing they can do it is huge. Let’s face it, it’s also just the cutest thing ever. (But don’t take our word for it—check out Cooperative Learning at TNCS: Reading Buddies, Budding Readers for details . . . and adorable photos.)

Image-7With all this wonderful social, emotional, and cognitive magic happening, thought TNCS Dean of Service Learning Alicia Danyali, why not share it on a broader scale? It just so happens that Ms. Danyali has been partnering with Leah Beachley, MSW, LMSW, the Community School Coordinator for Wolfe Street Academy #023. Ms. Beachley is also a Clinical Instructor, Social Work Community Outreach Service (SWCOS) at the University of Maryland School of Social Work.

Together, Ms. Danyali and Ms. Beachley coordinated on a plan to team up TNCS and WSA students for a new Reading Buddies trial. Ms. Beachley explained that many of her students speak English as a second language, and their ELA reading skills can lag behind the expected proficiency for grade level. She has been working on ways to close this gap since she came to WSA 3 years ago. Adult volunteers from the community have come to WSA to practice reading with the students, but Ms. Beachley sensed that a more effective plan was possible. “With adults,” she explained, “WSA students were not as comfortable and would show that by losing focus and disrupting the sessions.”

So, on March 6th, TNCS 5th- and 6th-graders accompanied by homeroom teacher Ms. Sharma took a walk to WSA to try out the new Reading Buddies program. They arrived at 1:30 pm and were given a brief orientation and tour of WSA’s lovely building and grounds by Ms. Beachley.

TNCS students met with WSA 1st- through 4th-grade students until 2:30 pm. They brought along books they thought would make good read-aloud choices and were also given access to WSA’s library. In their 30 minutes of reading, some students had to make multiple trips to the library to re-up!

Interestingly, TNCS students seemed to gauge their particular situation immediately and adapt to what it called for. For example, some WSA students preferred to absorb the experience of being read aloud to, whereas others preferred to take the reins and do the reading themselves but appreciated the ready support.

The initial Reading Buddies trial was an overwhelming triumph, with WSA and TNCS students alike enthusiastically reporting positive feedback. Several WSA children didn’t want the session to end! Said Ms. Beachley, “I am so happy to report that we had such a successful Reading Buddies session today! I spent some time with our Wolfe Street students at dismissal and they were gushing about how much fun they had with their TNCS buddies!” Ms. Beachley also noted how well her initial match-ups of TNCS and WSA students went and has decided to use the same pairings for future sessions. All students wore name tags, too, and became very friendly with each other.

Ms. Sharma was in complete agreement: “Thanks to you, [Ms. Beachley] for making such a perfect arrangement for the reading buddies service opportunity. The TNCS grade 5,6 students were also very satisfied and happy with their experience! They will definitely be bringing more books to read to their buddies next time. We can’t wait to be back to greet our new friends!”

Ms. Beachley summed up the experience perfectly:

The Reading Buddies activity is extremely valuable to the Wolfe Street Academy students. Not only do the WSA students receive literacy support from an older student, but they also have the unique opportunity to form a friendship with a student close to them in age. During the course of the Reading Buddies meetings, I observed Wolfe Street and TNCS students bonding over their favorite books, and I saw the WSA students growing in their confidence to read aloud. After TNCS buddies left, the WSA students already began to ask when they would be back next! We hope that our continued collaboration will grow the bond between WSA and TNCS students so that they can learn from each other, learn about their different school settings, and share their love of reading!

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TNCS 7th- and 8th-graders will also take a turn at this marvelous example of service learning, although that may be delayed due to Baltimore City school closings related to the COVID-19 outbreak beginning March 16th.

Artist Harold Caudio Sweetens Up TNCS’s Black History Month Celebration!

Rounding out the month of February, students at The New Century School put on a first-of-its-kind show at the school. Although celebrating Black History Month has always been a theme in classrooms, this year, at the suggestion of TNCS Parent Council Director Sakina Ligon, it expanded to the stage. (Read about TNCS’s Inaugural Black History Month Celebration and see photos of projects as well as videos of choral and other performances here.) Also note that Head of School Shara Khon Duncan and Curriculum Coordinator Adriana Duprau ensure that African Americans—as well as people from a variety of backgrounds—are represented across the school curriculum throughout the year.

In last week’s post, Immersed hinted at what made the Black History Month celebration extra special even beyond all the wonderful student efforts led by Javan Bowden (aka, “Mr. B”)—the visit by Florida artist Harold Caudio—but this visit warrants a post all of its own. So, it’s time now to meet Mr. Caudio, take a closer look at his one-of-a-kind art, and hear his inspiring message.

Welcome to TNCS, Harold Caudio!

Asked to present at the evening by family friend Ms. Ligon, Mr. Caudio made the 13-hour drive from West Palm Beach to Baltimore in a single day. This huge effort was not lost on the TNCS community, and the audience continuously demonstrated their immense appreciation. Something else elevated his visit to legendary status. . . the date, February 26th. On the same day back in 2012, high school junior Trayvon Martin was fatally shot in Sanford, Florida, by a neighborhood watch captain, launching nationwide protests. Trayvon was unarmed, carrying a bag of Skittles candy and an iced tea. He was 17 years old.

The Colored Collection

That injustice haunts the country, but for Mr. Caudio it was the impetus to create “The Colored Collection,” a series of portraits of iconic black individuals, the first of which was Trayvon Martin titled “Justus.” The medium he uses? Mr. Caudio’s portraits are done in Skittles, in honor of Trayvon. The name of his collection is thus a play on words on many levels: In an artist bio, the author writes, “Harold named the artwork ‘The Colored Collection’ because we, as ‘colored’ people have had a huge impact on society and culture; we color the world. It’s a way of flipping an insult and making it impactful pop art. The idea of the collection is to bring people together, no matter what color or background while spreading unity and peace.” It’s also a nod to the Skittles themselves, which are known for their bright colors that invite us to “taste the rainbow.”

The story of Trayvon resonated with Mr. Caudio personally. As a black (Haitian American) man, it struck him—again, quoting from the bio—“how easily it could’ve been him, or his son, brother, cousin, or friend.” That sense impelled him to do something, to make art, in fact.

Mr. Caudio was not new to the creation of art. “From as far as I can remember,” he says, “I have been making art since I first learned to pick up a crayon and color, doing kiddy stuff like drawing on the walls and getting trouble,” he joked. Although he didn’t necessarily take art seriously at the age of 3, he has since worked with several media, including clay, bronze sculpting, acrylic, pastels, and so on. In addition to his portraiture, he currently has a clothing line called Cultured Revolution that he talks about briefly in this clip.

Back to the “The Colored Collection,” other individuals he has immortalized include Michael Jackson; Tupac; Xxxtentacion; Beyoncé, Rihanna (pictured below, though many mistake this one for Lauryn Hill); Toussaint Louverture (also pictured below; hint, he’s the only one wearing epaulets) Bob Marley; Will Smith; ; Michelle Obama; and, his most recent work, Kobe Bryant, which he débuted at TNCS. That was one powerful moment, with Kobe and his daughter Gianna having tragically died in a helicopter crash only a few weeks prior.

So how does Mr. Caudio choose the people he portrays?

I choose people that I relate to Skittles candy. Those who make people feel good, who move the culture forward. If they have a sweet, positive impact on society, I aim to immortalize that message with my art. When I think of Skittles, I think of the mantra ‘taste the rainbow.’ The different colors represent us as a people. If we come together, we can be beautiful just like the figures I choose to do are doing.

The process he uses to capture these faces so beautifully, he says, is all about lighting. “I maximize seven colors and play with the lights from darks until it makes sense.” He had to borrow white Skittles from the UK, where they were made to celebrate LGBTQ Pride, but otherwise, he buys Skittles by the gallon from Walmart. White Skittles don’t have a special flavor—they taste like another color, but the taster won’t know which one until it’s on the tongue! Even in the white Skittles, though, there is inherent symbolism. Although white is itself achromatic, it reflects all the visible wavelengths of light. According to the “additive color theory,” all the colors of light together create white. Apply that to Mr. Caudio’s art, and you again get his idea that society comprises people of all colors, and their individual contributions are beautiful, as is what those collective contributions create.

Most of Mr. Caudio’s 17 total pieces are on exhibit in South Florida, but he accepts commissions for custom portraits (“dog, cat, bird,” he joked) and is also willing to auction pieces for charity. JUSTUS, for example, was purchased by Queen B’s mom for her WACO (Where Art Can Occur) Theater Center. His works are designed to last, he explains. “They’re coated with resin and mixed materials to last forever, from what I can see. They don’t attract bugs,” he later joked. They take, on average, about 2 weeks to create. JUSTUS, though, his first, took 6 months while he got the hang of his process and absorbed the import of what he was creating.

If you’re detecting an influence from another Haitian American artist whose pop art–esque portraits were also saturated with color, you wouldn’t be off base. Mr. Caudio cites Jean-Michel Basquiat as a primary influence as well as Bob Ross and Roy Lichtenstein in the modern world. He also appreciates many of the Renaissance painters.

Q&A with Harold Caudio

After the student performances on Black History Month night, Mr. Caudio gave a brief presentation about his work, then Ms. Ligon facilitated a question-and-answer session between audience members and the artist.

Ms. Ligon also made sure to give TNCS students a chance to grill Mr. Caudio. (Perhaps not surprisingly, many of their questions are about candy.)

Mr. Caudio’s works remained on display in the auditorium after the student performances so attendees could get a closer look at the portraits and meet the very generous, very warm, and very funny Harold Caudio. His visit will certainly go down in the annals of great moments at TNCS!

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Artist Harold Caudio and TNCS Head of School Shara Khon Duncan are shown here flanking Mr. Caudio’s portrait of François-Dominique Toussaint Louverture, celebrated general of the 18th-century Haitian Revolution.


More From the Artist Bio:
His most recent collection was featured at Art Basel Miami 2018 and Art Palm Beach 2019. Harold created the ‘The Colored Collection’, an emotion-evoking series of portraits made entirely out of Skittles. Word has traveled and continues to spread rapidly about this collection, it’s already been viewed by millions of people, gone viral on social media sites and featured in numerous big publications & networks such as Business Insider, Young Turks, NBC, ABC world news, Palm Beach post, LA Times, Fox News, Wearable Art Gala feat Beyoncé, 60 minutes, and more.

A Day in the Life: Peeking into TNCS Division by Division!

What happens at The New Century School does not stay at The New Century School. Instead, the magic that fills each and every day enriches the lives of the students who experience it far beyond the classroom. Imaginations are sparked, perspectives broadened, values instilled, skills honed, spirits of adventure awakened. All while students pursue rigorous academics in an environment that allows them to learn and progress at their own paces.

Although this last attribute is typically understood to mean that a student who is not ready to work at a standard age level is not forced to try to do so and therefore burn out, and that’s of course the case at TNCS where applicable, it often means the inverse here—students are not asked to wait for anyone to catch up to them but can soar as high as they so desire.

Among the TNCS community, we have watched this magic transform our children lives, but it can be difficult to articulate to someone unfamiliar with the school. Sometimes, it  just needs to be seen to be believed. So, this week’s Immersed is trying something a little different. Throughout the past years, we visited classrooms unannounced to get inside glimpses of what any given day looks like in each division. You can bet there’s almost always something special going on. Maybe that’s because with daily triple language learning, visual and performing arts, an emphasis on service learning, and a pervasive atmosphere of inquiry, there’s just no such thing as quotidian at this school. We invite you to look closely at the montages to follow. There are worlds to see.

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A Day in the Life: Preschool Division

TNCS’s littlest learners in the preprimary classrooms, ages 2–3, focus on social and emotional development. They learn to work in groups and cooperate with their peers. They are immersed in either Mandarin Chinese or Spanish, so, as they cultivate language skills, they do so bilingually. Take a recent visit from Spanish-speaking Clifford the Red Dog and Pete the Cat. In addition to being exposed to language in all forms, making music and art are their main in-class pursuits, and artists are invited to classrooms to present their age-appropriate art. As students are ready, they begin to explore the Montessori materials they’ll see regularly in the primary classroom.

In the TNCS primary Montessori classroom, students ages 3 to 5 develop the ability to concentrate—to start, work through and complete a given task. They use Montessori materials to hone fine and gross motor skills both individually and in small groups. They continue to develop socially and emotionally and begin to refine their language skills in, now three, languages. Art and music are daily pursuits as is an emphasis on peace and kindness.

A Day in the Life: Elementary Division

In elementary grades, K through 5th, academics become more rigorous, but the focus on visual and performing arts, music, and languages also amps up, with dedicated teachers in each subject, making for a truly well-rounded education. Fostering independence while celebrating community, the elementary program encourages students to ask questions then figure out how to find the answers. Field trips to local spots of interest as well as in nearby towns happen at least quarterly.

As elementary students age up, they move to building north, which they share with middle schoolers. Here, service learning expands to include the outside community as well as the campus.

A Day in the Life: Middle School Division

When TNCS students hit the big time, a lot changes for them at school. Academic preparation intensifies, as they ready for high school, but research shows that middle schoolers can flounder socially and emotionally, so TNCS students are given loads of opportunities to try out their burgeoning independence in new ways and develop self-confidence and self-agency.

This peek inside some typical days at TNCS (where a typical day is anything but typical) should make it clear—TNCS students have the world at their fingertips.

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Head of TNCS Lower School Alicia Danyali Attends Maryland Commission on Innovation & Excellence in Education Presentation!

The New Century School cares about nothing so much as quality education, so when the “Kirwan Commission” was established in 2016, TNCS took note. In fact, just last week, Head of Lower School Alicia Danyali, who is involved in advocacy for this initiative, attended a presentation and was motivated to share her thoughts about what she witnessed.

“Dr. Kirwan worked with the National Center on Education and the Economy (NCEE). to identify building blocks of high performing schools around the world for 1 year,” said Ms. Danyali. “During his year with NCEE, he researched gaps in Maryland, which led to the Kirwan recommendations.”

What’s the Kirwan Commission? 

Kirwan 2The Maryland Legislature established the Commission on Innovation & Excellence in Education in 2016 to improve Maryland’s school system to world-class status. This commission has become known as the “Kirwan Commission” after its Chairman, Dr. William E. “Brit” Kirwan, Chancellor Emeritus of the University of Maryland and nationally recognized authority on problems in education. With a long and illustrious career in education, starting in the classroom and working his way up to multiple university presidencies and chancellorships, Dr. Kirwan nevertheless calls this Commission, “the most difficult and important work of [his] life.”

Maryland Association of Boards of Education (MABE) puts it like this: “The Kirwan Commission on Innovation and Excellence in Education is a multi-year initiative to research and develop major funding and policy reforms to improve the quality of Maryland’s public education system to benefit all of the more than 790,000 students, which will in turn benefit the State’s economy and quality of life for all Marylanders.”

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Key Policy Areas

The Kirwan Commission has a two-pronged goal: 1) Make policy recommendations that will improve Maryland schools performance overall, and 2) propose changes to current funding formulas for schools.

KirwanThe Commission has targeted five key policy areas to achieve their goal: Early Childhood Education, High-Quality and Diverse Teachers and Leaders, College and Career Readiness Pathways, More Resources to Ensure Success of All Students, and Governance and Accountability.

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Interim Report

Screen Shot 2020-01-13 at 10.53.36 AMAlthough the Commission was supposed to submit its final report to the legislature by December 2018, it ultimately took another year to work out how to achieve the necessary funding (known as the “Thornton formulas”)—a whopping $4 billion (a small fraction of which will come from casino revenues). The Commission issued a comprehensive Interim Report in January 2019.

Benefits for All Marylanders

That price tag—sounds like a lot to ask? Not when you consider the potential return on investment (ROI) study done by Strong Schools Maryland and the Sage Policy Group. along with David Hornbeck, another Marylander with a stellar career in education. “Mr. Hornbeck is gathering facts and statistics to support getting this bill passed,” said Ms. Danyali. For example, 12% more moms would return to the workforce if preK were more widely available. With a well-educated population, prison expenses as well as Medicaid expenses drop, because individuals are employed. The bottom line is, by 2046 the ROI is projected to be $6.3 billion—that’s a lot more than the initial outlay.

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Educating youth, starting at very young ages, and valuing educators has multiple advantages: individual empowerment; healthy, more sustainable communities; and a robust statewide economy. (Read the full Executive Summary.)

Kirwan’s Presentation

IMG_0949Said Ms. Danyali: “Through his social justice advocacy group, Dr. Kirwan is committed to high-quality schools and especially early childhood education (ECE), with mandatory pre-K4 statewide and expanded offerings for ages 0–3, which is why I got involved. He spoke a lot about Judith P. Hoyer Center Early Learning Hubs, also known as “Judy Centers,” that provide resources and support for ECE in every county in Maryland.”

Some of Dr. Kirwan’s speech really resonated with Ms. Danyali:

This is the right vision and focus to match needs and prepare students for the current work world and for the future. We have to be as good as the best. There are many good schools and superb teachers, but not enough—47% of MD teachers leave the profession after 2 years due to lack of compensation and support. Students need to perform at a grade 10 ELA and have completed algebra 1 to graduate, but only 40% of MD students meet this criteria. We can’t allow this to stand. It’s unacceptable. We need to make education a high-status profession. If we do not shift this point, there is no point.

Want to Take Action?

The 2020 legislative began Wednesday, January 8th, and there will be multiple opportunities to make your voice heard. Here are a few:

Join StrongSchoolsMaryland in Annapolis: http://bit.ly/AnnapolisSignUp
Join the StrongSchoolsMaryland email list: http://bit.ly/ssmsignup
Get your voice counted for fixing the funding gap: https://www.strongschoolsmaryland.org/email-your-leaders

The legislation goes to vote on April 6th, and this is it. Another such commission will not be possible within this decade and maybe even the next. The time is now to stand for great education for all Marylanders. “It doesn’t matter if you’re public or private,” said Ms. Danyali. “This is going to affect every school in some way.”

TNCS Winter Concert 2019: Cold Hands, Warm Hearts, and Hot Chocolate!

Elementary- Middle Winter Concert Program 2019_1At The New Century School, two yearly events are the most anticipated happenings of the year—the Winter and Spring performances. This year’s Elementary and Middle School Winter Concert featured new TNCS Musical Director Javan Bowden. He put together a truly great show and introduced a few new approaches to the format, including having students introduce the songs they were about to sing with an interesting tidbit about its background written by Mr. Bowden.

As always, the show started with TNCS students wowing the audience with their Mandarin Chinese and Spanish prowess.

Songs in World Languages

First up, TNCS Kindergarten and 1st-graders sang “The Face of Happiness” (幸福的脸) by composer Dàjūn Huáng.

Next, students in grades 2 through 8 took the stage to sing “Our Time” (Wǒmen de shídài,我们的时光), by TFBOYS and composed by Mr. Fantastic and Yun Yun Wang.

For the third and final selection of the world languages portion, all elementary and middle school students joined together for “La Bikina,” by Rubén Fuentes.

Strings Ensembles

Next up was the instrumental part of the show. Said TNCS strings instructor Yoshiaki Horiguchi:

Welcome to the strings portion of the Winter Concert at The New Century School. Thank you for all the music teachers and families parents and students who do everything that they do for this community. The wonderful thing about this presentation that we’re about to perform is that the strings program in its fourth year of existence, so I’ve had these kids for a few years now, and it’s such a wonderful pleasure to see them grow and learn and develop as people through instruments. The first couple of years is devoted to learning the actual instrument, but this year, we actually got to explore a lot more of the creative process and learning how to work together through music. This arrangement is something that they put together themselves. I hope you all enjoy “Appalachia Waltz,” by the TNCS Alsop String Ensemble and composed by Mark O’Connor.

The Alsop Ensemble was followed up by the Bernstein Ensemble, who played “Red Wing,” also by Mark O’Connor.

Choral Selections

The final and largest group of songs was put together by Mr. Bowden:

I’m Javan Bowden, and I have the honor of being this year’s music director at The New Century School. It has definitely been a pleasure preparing the students for our Winter Concert. We will be delivering seven selections, the first from our K/1 group, called “Winter Wiggles,” by Teresa Jennings. Here we go!

These songs had wonderful accompaniment by some friends of Mr. Bowden’s—Stephen Moore on bass guitar and Peter Roberts on piano.

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Following the K/1 group, most of the next songs were introduced by TNCS students, as mentioned above. Next up, a TNCS 6th-grader introduced “I Have a Voice”:

Over 70 child actors from Broadway’s School of Rock,  The Lion King, Kinky Boots, On Your Feet, Matilda: The Musical, and more have lent their voices to an emotional and uplifting new anti-bullying charity single. The song “I Have a Voice” is a powerful anthem for any kid who has felt alone among his or her peers. It’s written by Broadway composer Frank Wildhorn and lyricist Robin Lerner and can be found in the newer musical Song of Bernadette. All of the profits from the song go to http://www.nobully.org, through Broadway Kids Against Bullying, a U.S.-based non-profit organization that trains schools how to activate student compassion to stop bullying and cyber bullying.

“Hot Chocolate,” from Polar Express, written by Alan Silvestri and Glen Ballard and arranged by Roger Emerson, needed no introduction!

A TNCS 7th-grader introduced “My Favorite Things”:

“My Favorite Things” is a show tune from the 1959 production musical The Sound of Music, one of the famous Broadway writings from Richard Rogers and Oscar Hammerstein. Rogers wrote the music, and Hammerstein wrote the lyrics to this son. Although first appearing on stage in 1959, most people know the film version, which was released in 1965 and won five Oscars. The film featured actress Julie Andrews of Mary Poppins in her famed role as the musical’s leading protagonist, Maria, who was the governess of the rich Captain von Trappe’s children. This song famously appears in a scene in the film where the von Trappe children Maria look after are frightened and go into her room during a thunderstorm. She sings this tune to comfort them. This piece exemplifies “rounds in music,” where one group starts off a specific song and the next group starts to sing the same song a bit later.

“Dreams of Harmony” was introduced by another TNCS 7th-grader:

This piece derives from a large songbook entitled, Peace Songs for Children. Composer Joanne Hammil writes, “while tucking in my children one night when they were young, I was flooded with knowing that parents all over the world were doing the same. With the same big wishes for their kids’ happiness and safety and well-being and future, but simply saying their loving ‘goodnights’ in different languages. One world full of harmonies from all our glorious differences—that’s my dream. Part 1 sings “goodnight” in nine different languages: English, French, Japanese, Spanish, Swahili, Chinese, Russian, German and Hebrew. Part 2 harmonizes with Part 1, with a wish in English for us to all be ‘one family’ and to fill the world with dreams of harmony,” creating one counterpoint, which is a harmonic relationship between two voices that are independent in rhythm and contour.

A TNCS 5th-grader had the honor of introducing “When We’re Together,” with music and lyrics by Elyssa Samsel and Kate Anderson:

In 2013, Frozen became a smash hit. Part of the reason was due to the movie’s soundtrack full of catchy and memorable songs, chief among them being Let It Go, the movie’s most show-stopping musical number. It remains to be seen whether the upcoming Frozen II will produce such a song on that same level. Nevertheless, Olaf’s Frozen Adventure, Disney’s new holiday featurette that continues the original Frozen story certainly tries, with “When We’re Together.”

Closing out the show was good, old “Jingle Bells,” this version with music and lyrics by James Pierpont and arranged by Betsey Lee Bailey.

tnncs-winter-concertElementary- Middle Winter Concert Program 2019

TNCS 5th- through 8th-Graders Take the Youth Chinese Test!

On Wednesday, November 13th, upper elementary and middle school students at The New Century School accomplished another big first—they sat for the Youth Chinese Test (YCT). The YCT is an international standardized test and was launched by Hanban (Confucius Institute Headquarters) to encourage non-native students to learn Chinese and improve their Chinese language proficiency. It assesses students’ abilities to use Chinese in their daily and academic lives and consists of a writing test and a speaking test, which are independent of each other. The writing test is divided into four levels; the speaking test is divided into Beginner and Intermediate levels.

From a handout that TNCS students were given:

The YCT Speaking Test assesses test takers’ ability to express themselves orally in Chinese. It is the counterpart to the Level I and II Chinese Proficiency Scales for Speakers of Other Languages and A Level of the Common European Framework of Reference (CEF). Test takers who are able to pass the Beginner YCT can understand and use familiar everyday expressions that meet specific needs for communication.

Miss Lily and Miss Jasmine, both from the Confucius Institute at Maryland in College Park, came to TNCS to proctor the tests, which Wei Li (Li Laoshi) had arranged well in advance. Li Laoshi had been preparing TNCS students for the test for weeks. It lasted about 20 minutes and was divided into three parts comprising a total of 25 items:

  • Part I: Listen and Repeat (15)
  • Part II: Listen and Reply (5)
  • Part III: Describe Pictures (5)

See how a select few TNCS students fared (understandably, only a few consented to having a videographer in the room!).

“The students did a great job on the test,” said Li Laoshi afterward. “Our school will get the final results after 1 month, and the certificates will ship to our school from Beijing 2 weeks later!” The maximum score of the YCT is 100, and 60 is considered a passing score. Li Laoshi also offered an explanation about why this test was important:

The reasons why our students need to take the YCT are, first, they can improve their test skills, which is very crucial when they move to middle or high school. Meanwhile, through the test, our students can realize what their current Chinese levels are, which can help them to set a clear learning goal for their Chinese learning in the future.

For practice in the meantime, here are two Chinese websites Li Laoshi uses in class for Daily Three rotations:

Good luck, TNCS students! Zhù hǎo yùn! 祝好运!