TNCS Primary Classes Engage in Some High Drama!

For the last year, primary teacher Maria Mosby has hosted special drama workshops for her students at The New Century School. Young children are especially keen for experiences that challenge and inspire them in an interactive way, and theatre provides the ideal arena for such activities. Importantly, being on or behind stage also allows children free rein to be creative and to express themselves.

A Year of Acting Out

So, while she was in teacher training, Ms. Mosby met a drama teacher and actor named John Waldron who also teaches preschool and lower elementary children, and they have remained friends in the succeeding years. Last June, Mr. Waldron offered to come to TNCS and do one of his classes as a fun, end-of-year activity for Ms. Mosby’s students. “It lasted over an hour because they were so intrigued,” said Ms. Mosby. “So we decided to invite him back this year to do quarterly classes with the children.”

For the 2018–2019 school year, the quarterly classes expanded to include all primary students, and their enthusiasm for Mr. Waldron’s drama class has not flagged! Says Ms. Mosby: “The children love it! The warm-ups, improvisational games, and opportunities to not only act out stories but also express their creativity really keeps them involved. There is no need to say, ‘Please sit still and pay attention to the presentation.’ They usually ask for more.”

According to his bio, “[Mr. Waldron] specializes and trains in improvisational theatre. The games and activities he includes in his workshops help promote active listening, creativity, team building, and social interaction.”

Although drama/theatre does not a specific connection to the Montessori method per se, it’s a logical fit. “Dr. Montessori did encourage children to use their own imaginations (once they had a solid foundation in reality) to create,” explained Ms. Mosby. “This is what the children are doing in a way.” She also explained that Dr. Montessori observed that children’s creativity and self-expression seems to blossom around the age of 6 or 7 years. However, it’s clear that even the youngest TNCS primary students were fully engaged in Mr. Waldon’s classes. He does capture an audience! And that’s no surprise, given his background. He earned a BFA in theatre from Virginia Commonwealth University and has been involved in teaching, directing, and performing for over 20 years. He currently teaches drama to lower elementary students at a Montessori school in Falls Church, VA. He also teaches students through high school age as well as adults.

For the culminating class that happened May 28th, Mr. Waldron pulled out all the stops. The students performed a play, sang songs, danced, and “wrote” their own play. Ms. Mosby said she especially enjoyed this one. “This presentation was something new that I hadn’t seen him do before, and I am always impressed with how he captures the children’s attention and cooperation without really any need for assistance from me or any disciplinary tactics,” she said.

The play they performed was “The Sixteen Little Pigs,” and if that sounds familiar, it’s because instead of limiting it to 3, each student got to be one of the house-builders in the classic tale.

Guess who played the wolf, to much audience appreciation?

But they liked him crying even better!

In a plot twist, however, empathy and compassion win the day, and everybody gets their “just desserts.”

Sorry, for this next one we have no words . . .

Why did the wolf get a happy ending, again?

Then it was fun-on-stage time!

In “Emotional Orchestra,” a small group each represented “happy,” “sad,” and “surprised.” When pointed to or called on, the group acted out their emotion.

In the student-created play, the children made up stories by each adding a line, after which Mr. Waldron acted out the story the children put together.

TNCS primary students were truly fortunate to have had this experience. Mr. Waldron  has worked with students from ages 3 to 93. His has performed at the International Theatre Festival in Sibiu, Romania with Classika/Synetic Theatre, the Kennedy Center, and National Theatre. He has also performed at Wolf Trap for the International Children’s Theatre. “These experiences have helped him form a unique approach to introducing young performers to theatre and acting,” his bio states

What’s Next?

In the near future, Ms. Mosby reports that Mr. Waldron may soon be directing Maria Montessori, the Musical. We won’t want to miss that—hopefully it’s a traveling show!

For TNCS specifically, Ms. Mosby approached the upper elementary and middle school teachers about possibly doing some Latin and Shakespearean plays next year. Mr. Waldron also holds regular classes at the Little Theatre of Alexandria as well summer camps for 3rd- through 8th-graders. This year’s lineup in include Skits A Rama, Heroes and Villains, Mystery Improv: WhoDunnit?!, Improv-alooza, Screen to Stage, and Mythological Madness.

TNCS Middle School Students Go to Town on Chinese Culture and Communication!

On Monday, May 20th, middle schoolers at The New Century School took a very special jaunt to Washington, D.C.—they went on a Chinese field trip! The trip was organized and led by TNCS Chinese teacher Wei Li (“Li Laoshi”), and middle school student whisperer Adriana DuPrau also accompanied the group.

Culture (and Communication) Club

“I really want students at our school to know more about Chinese culture as well as practice their Chinese in an authentic environment,” said Li Laoshi, and so off to D.C. they went! They first toured the Freer|Sackler Gallery of Asian art and then strolled through Chinatown and had lunch at a Chinese restaurant. Li Laoshi’s twofold objectives of culture and communication were thus perpetually being met.

download.jpgAnd with very good reason. If the point of teaching Mandarin Chinese to non-native students is for them to learn and use the language, those are two big factors in achieving proficiency. According to the American Council on the Teaching of Foreign Languages (ACTFL), The five goal areas of the World-Readiness Standards for Learning Languages establish an inextricable link between communication and culture, which is applied in making connections and comparisons and in using this competence to be part of local and global communities.” The five goal areas are also known as the “5 Cs“; download them here.)

ACTFL characterizes communication as, “. . . at the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through the reading of literature.” At TNCS, Li Laoshi has always made sure that communication occurs in “real-life” situations to emphasize what students can do with language rather than what they know about a language, such as how many vocabulary words.

As for culture, ACTFL says, “Through the study of other languages, students gain a knowledge and understanding of the cultures that use that language and, in fact, cannot truly master the language until they have also mastered the cultural contexts in which the language occurs.” It’s knowledge. It’s not just a cultural event—it’s a connection between the language and another subject. TNCS students regularly engage in everything from Chinese cooking (dumplings, noodles, pancakes) to learning how to use an abacus, to practicing calligraphy. The field trip for middle schoolers brought a lot of these experiences home.

Chinese Art

As the national museums of Asian art at the Smithsonian Institute, “the Freer Gallery of Art and the Arthur M. Sackler Gallery preserve, exhibit, and interpret Asian art in ways that deepen our understanding of Asia, America, and the world.” TNCS students were treated to a private tour of the exhibit Empresses of China’s Forbidden City, 1644–1912, which “provides an insightful look into the public and private lives of imperial women during the Qing dynasty. This first-ever, in-depth exhibition focuses on five empresses to reveal their long-overlooked influence on the arts, religion, politics, and diplomacy of China.”

tncs-middle-schoolers-visit-chinatown-in-dcThe tour was extremely well constructed for students. The guides provided supplemental objects that students could actually touch. The girls in the group got a big kick out of being able to try on the long, gold, talon-like fingernail guards that the empresses used to wear—telling the world that they were far too imperial to work. Boys and girls alike were astonished by the slight size of a pair of silk shoes worn by wealthy Chinese woman who practiced foot-binding, and were equally relieved to learn that the Manchu women of the Qing dynasty did not partake in that cruel custom.

download-1Guides also provided interactive activities at regular intervals. For example, after viewing the empresses’ splendid and very elaborate wedding gowns, students were asked to design their own, incorporating some of the important symbols and colors that they had just learned about: Dragons represent imperial authority, fish represent fertility, and the lotus flower represents purity, to name a few. The phoenix was the most recurring symbol, as it represents empress, or queen. Likewise, the color yellow is the imperial color. Symbols like those shown above were also carved into frames and objets d’art.

 

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There were even clever riddles to solve!

1. What has the claws of a hawk
the horns of a deer
the eyes of a rabbit
the teeth of a tiger
the neck of a snake
the belly of a frog
the head of a camel
the scales of a fish?

Hint: The answer is also the symbol of imperial authority.

“The exhibition was awesome. The tour was very educational, and the tour guide was very knowledgeable,” said Li Laoshi.

2. What has the head of a golden pheasant
the body of a mandarin duck
the tail of a peacock
the legs of a crane
the mouth of a parrot
the wings of a swallow?

Hint: The answer is also the symbol for empress.

Chinatown

After a wonderful time at the museum, TNCS students got to walk around Chinatown a bit in the warm, pre-summer afternoon. So warm, in fact, that the Chinese Rita’s was all anyone could talk about!

 

While in Chinatown, the group stopped at Full Kee Restaurant for lunch. This was their chance to speak Mandarin in a real-life situation, and the middle schoolers were instructed that they had to at least order in Chinese as well as try to use as much additional conversational Chinese as they could. They did great, and even tried some new dishes. “I was very proud and touched when I watch my students use Chinese  for ordering food in the Chinese restaurant,” said Li Laoshi. She had one other request—that her students attempt to eat with chopsticks. Here is her tutorial in Mandarin:

Warning: Do not watch the slideshow below on an empty stomach! Delicious food photos ahead!

 

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Everyone had a wonderful experience, and it was a lovely way to close out the 2018–2019 school year and bid farewell to the graduating 8th-graders (sniff). To them, we say:

lets-get-in-touch_chinese-1

Wait—what? You still don’t know the answers to the riddles??? Okay, okay—here you go: 1. Lóng (龙) 2. Fènghuáng (凤凰). Happy now?

Meet the Art Teacher: Jia Liu Illustrates the Importance of Art at TNCS!

The New Century School got a new art teacher for the 2018–2019 school year. This is Jia Liu’s first year teaching at TNCS, but she has loads of experience both making and teaching art. She is from China, where she graduated from the Central Academy of Fine Arts (CAFA) in Beijing with a BFA in Writing and Illustrating Picture Books in 2013. “There, I got really into picture books,” said Liu Laoshi. “While I was in school, I started teaching at the same time, around 2011, because, if I’m going to write stories for kids, I need to know them better. So, I started teaching at a children’s art center, and it turns out, I really like teaching kids!” At the same time, “teaching always inspires me to write and illustrate more picture books,” she said. A perfect synergy!

Art Student–Cum–Art Teacher

IMG_1737Liu Laoshi came to the United States in 2014 after graduating from CAFA in order to attend Maryland Institute College of Art (MICA), where she majored in illustration with a personal focus on picture books. She also took art education classes to complement her teaching experience with the pedagogy that would allow her to teach here. “After I graduated from MICA in 2016 with an MFA, I started teaching at Baltimore public schools through the nonprofit organization Child First and at Walters Art Museum‘s drop-in weekend classes,” she explained. Although most of her friends moved to New York, she stayed in Baltimore, Hampden to be exact, because she fell in love with the quirky neighborhood. She attributes her excellent English to her time studying at MICA.

This is her first time teaching all grades including through middle school, and she is eager for the challenge. She wanted to teach at TNCS having heard about the school from a friend (TNCS’s former graphics designer Yiyun Chu) and being very interested in the concept of teaching core subjects in other languages. “I felt it’s perfect for me. I will be teaching mainly in English, but I’m looking forward to bringing in some Chinese,” she said.

Bilingual Children’s Book Author and Illustrator

Liu Laoshi has published two children’s books in China (with a group of classmates) in 2012, including “Water Monk”, and one here this past April. In 2019, she has two more coming out, including ““Bedtime for Beasties”, with others following in 2020 and 2021. “The Chinese picture book market is still very new, and most books are imported from other countries, ” she explained. However, if she can locate some copies of her Chinese books, she is excited to share them with her new TNCS students. In the meantime, they can read her English titles.

Check out her website at www.jia-liu.com to seeing more of her beautiful work, such as this lovely example below.A+tribe.jpg

It’s Going to Be a Great Year of Art!

Liu Laoshi has a strong conviction that at is good for children (and adults) and is committed to keeping the love of creativity alive in TNCS students both at school and throughout their lives.

I am really looking forward to getting to know the students at TNCS and inspiring them though my classes and work, and I hope to create a successful school year together. From my very first experience teaching, I noticed that kids gradually lose interest in art as they get older or lose confidence because they think they aren’t good at it. Although some people might have more talent than others, I think art is important for everyone. I always believe art is not only an aesthetic need, but also a very practical way of learning about ourselves and the world.

I have high expectations for each student. My goal is to create a safe learning environment, to keep all students interested in art, and improve their creativity though my class. We will be exploring different materials and art forms, as well as integrating art with STEM classes, to enhance their problem-solving skills, such as by exploring what materials they need to use to realize their vision, and provide them with more ways of understanding the world around us. Art has a lot of possibilities—in other words, I give them the assignment, but they figure out what approach will get them to the end result.

 

Currently, TNCS students are finishing up a paper mâché project that ties into the Global Studies Greek unit. Next, they will move on to projects about Rome that also integrate paper engineering (think mosaics!).

 

To parents and families, Liu Laoshi says: “Please remember that your thoughts, concerns, and questions are always important to me.”

TNCS’s Annual Elementary and Middle School Back-to-School Night: Your Source for Need-to-Know Info for the 2018–2019 Academic Year!

Now that summer has unofficially ended, and school is back in full swing, The New Century School kicked off the 2018–2019 school year with its annual Back-to-School Night. The focus of the evening was to meet your student’s teachers and to present the student’s daily schedule, a curriculum overview, and school policies. In other words, students have had 2 weeks to acclimate—now it’s our turn!

As TNCS enters its 12th year, it’s worth noting how the school and its programs have expanded and grown to what they are today. Changes each year are inevitable, but TNCS has stayed true to its identity and has successfully weathered those changes, transforming would-be obstacles into opportunities and growing the student body to more than 200 children, 117 in the preschool and 88 in the elementary and middle schools.

An overview of tips and policies is given here, and specific documents can also be downloaded at the links provided at the end of this post as well as from the TNCS Parent Hub.

Welcome to Some Great New Enhancements!

The evening began in the gymnasium of building north with Head of School Shara Khon Duncan warmly welcoming parents, new and old: “It’s nice to see all of your faces again—welcome,” she began. She next introduced teachtncs-back-to-school-night-2017ers, who then returned to their classrooms to prepare for the group breakouts by division. Sra. Duncan then addressed the parent audience and presented some important school year expectations.

Just a few things before we get started—that you’ll probably hear the teachers reiterate because these things are really important. First arriving on time to school is very important for all of our students. It gets the day started right, it helps the students feel that they are coming in and ready to go. So, please, as much as possible, arrive on time. That includes preschool. We have to get them modeled right from the beginning. I know from experience how hard it is to get out of the house—I had two girls who did not want to cooperate, so I totally get it.

Next, be sure that when you pull up into the carline rectangles at drop-off and pick-up times that you are actually in the lines and not blocking the crosswalk, so that walkers can cross safely. Also do not walk anywhere but the crosswalk for everyone’s safety. Again, we’re trying to model as best we can what we want our children to do.

Another thing I’d like you to remember is that you have been sent the Parent Guide by Admissions Director Mrs. Sanchies, which is a fabulous resource that breaks down all the essential things you need to know—such as signing up for before and after care or school lunch, what happens when it snows, and so on—so please refer to that often. You also should have received the Family Handbook, so please take some time to look through it and sign the second page.

Yet another exciting new thing this year is that, in addition to receiving weekly emails from your child’s homeroom teacher with pertinent information about what’s going on in the classroom and what’s coming up, we’re moving toward implementing software called Sycamore that will allow teachers to have class web pages. This will be very easy to log in to and use to see class-related information. The weekly emails will be sent every Friday around 5; emails about specials will be sent every other week.

Finally, please remember that we are a nut-free school and are also committed to having a sugar-free environment. So when it comes time to celebrate birthdays, for example, please make sure that you talk to the teacher ahead of time and discuss what kind of treat might be appropriate.

With that, have a lovely evening and a great year!

Elementary and Middle School Breakouts

Once the initial introductions and welcome message concluded, parents moved on to spend time with their child’s teachers. This was the opportunity to learn about what the school day looks like, what the educational goals are for the year, and what the specific class-related expectations are of both parent and child. Upper Elementary and Middle School was jointly hosted by veteran Math and Science teacher Nameeta Sharma and veteran English language arts and Global Studies teacher Ilia Madrazo.

Ms. Madrazo handled many of the practical details, reminding families of the importance of being on time. Class begins promptly at 8:25 am with key information and planner assignments, all things you don’t want your child to miss. She promised parents that any questions or concerns about anything going on in the classroom would be responded to within 24 hours. She also went over the handout that enumerated class and school policies as well as gave a deeper dive into each subject’s curriculum. First up, the fun stuff!tncs-2018-2019-back-to-school-night

Specials

New art teacher Jia Liu will be profiled in an upcoming Immersed “Meet the Teacher” post, and art happens twice weekly. Students also have music taught by the illustrious Martellies Warren twice a week. Physical education now includes 1 day of teacher-led PE consisting of yoga, plus 1 day of regular coach-taught PE each week. Teacher’s Choice is also now considered a once-weekly special, and this 45-minute block can be used for exploring a topic students want to learn more about, an activity the class collectively would like to pursue, or anything different from the usual academics, explained Ms. Madrazo. This might even be making a fun visit to the Ozone Snack Bar!

Ozone Snack Bar

Speaking of “the ‘zone,” students can also visit the snack bar housed in the second-floor Union Box space of Building North, from 8:10 am–8:25 am on Tuesday and Thursday mornings starting the week of September 10th. Teachers will have sent permission slips that allow parents to set a spending limit for their children as well as opt for cash payment or convenient billing through FACTS. Li Laoshi will supervise these morning visits.

Recess

New this year, students will be going outside every day, regardless of weather. “Rain, shine, snow,” said Ms. Madrazo, “whatever happens, we’re going out every day. We’re taking them to Thames Street Park currently, so they have plenty of space to run and have fun.”

Field Trips

At least four trips are planned this year (at least one per quarter). Parents–chaperoning field trips is a fantastic way to not only experience a fun trip with your child but also to rack up some of the obligatory 10 volunteer hours! This quarter, a trip to the Irvine Nature Center is scheduled (9/17). Next up, the ever-popular National Aquarium! Successive trips will be announced as they are confirmed.

Math

Ms. Sharma took over to explain the math curriculum. “We have four rotations,” she explained. “Students will work on the computer on Success Maker, in small groups playing math games, independently in their workbooks, and one on one with me.” The primary resource is Singapore math, which returning students are already very familiar with and probably worked with over the summer to stay in practice. Middle school students will use the Go Math curriculum. TNCS students may also once again opt in to participate in the Math Kangaroo competition in March—TNCS’s third annual!

English Language Arts

Ms. Madrazo took back over for ELA. “I had the pleasure of going to New York this summer,” she began, “to take training in teaching writing. We will continue using the Lucy Calkins writing curriculum.” (See State-of-the-Science Elementary Writing at TNCS for more on Calkins’ acclaimed approach.) “We will use ‘mentor texts’ that are great works of literature that help students figure out what was done really well that they can incorporate in their own writing. They write every day in class for 20 minutes. The biggest indicator of success in high school is the volume of writing they have already done. It is extremely important for them to be able to take notes, to write deep and long, and to develop ideas.”

ELA uses the Daily 5, which consists of: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work.

Wordly Wise 3000 will once again be used for ELA homework. Wordly Wise 3000 focuses on improving students’ vocabulary by furthering their understanding of new words and concepts. By focusing on vocabulary development, students are able to read increasingly challenging texts with fluency and improve their chances for success in school and beyond. Additionally, spelling practice will also help improve student writing. (See more on ELA homework below.)

Science

The major science themes throughout the year that will guide learning and understanding will include Unit 1: Macrobiology and Genetics, Unit 2: Engineering, Unit 3: the Scientific Method (Science Fair), and Unit 4: Astronomy and Weather.

Interdisciplinary learning is a big part of TNCS’s approach, so ELA and world language reading will routinely relate to science and global studies units.

Global Studies

Global studies will comprise both United States history and World history. The Elementary and Middle School programs will focus on the same unit of study but will be differentiated based on grade level:

  • Quarter One, Ancient World Cultures with focus on India, Greece, and Rome
  • Quarter Two, World Cultures and Geography with focus on India and Africa
  • Quarter Three, Civics
  • Quarter Four, American History

Surprise! Ms. Madrazo plans to teach in and incorporate as much Spanish as possible here! (Reinforcement in English will always be available, but learning a subject in another language deepens language fluency exponentially.)

Spanish

Spanish learning will be taught through the use of different games, dances, and songs. I was born in Chile, and this is my third year as lead Spanish teacher,” said Sra. Sanzana. “Spanish class is a little bit of everything—grammar, culture, vocabulary, talking, reading, and listening,” she said. As in other subjects, teaching is differentiated. “I divide students into groups based on levels after making a differentiation plan for each child,” she explained. “Don’t be afraid of whatever comes; I will be here helping them.” Note that, as TNCS has evolved, Spanish class now happens daily, with Friday being reserved for fun and games in Spanish.

Spanish class will adopt a Daily 4: Read to self, read to each other, independent work in their folders, and work with the teacher. Reading comprehension will be a big emphasis. A big addition this year for students who are ready for it will be writing 100-word essays in Spanish. For everyone, learning by teaching will be introduced—the big kids get to read to their smaller compatriots in Spanish and work with them on vocabulary and so on. “They will become the teachers,” said Sra. Sanzana. “They will solve their own problems to do so, such as figuring out how to pronounce an unfamiliar word.” This idea was happily embraced by parents, who well know the benefits of this popular TNCS approach.

Mandarin

Li Laoshi believes Mandarin Chinese is best learned through pursuing various real-life activities that connect to what lesson is being taught. “I really believe that interest is the best teacher,” she explained, “so we cook, do calligraphy, go on trips, and other do other activities that the students really enjoy.” Project assessments are mainly performance based—in other words, she wants to see her students successfully using their Mandarin skills. Like Spanish, Mandarin class now happens daily.

Better Chinese will continue as our backbone curriculum as well as our Daily Four,” said Li Laoshi. In Daily Four, students are divided into small groups and use different levels of books according to their language proficiency. The students rotate among the four centers, which are meet with teacher, computer, reading, and games. “Friday will be the weekly Activity Day featuring various activities that integrate Chinese culture, such as calligraphy, Tai chi, Kung Fu, Chinese games, and cooking Chinese food,” she continued. “On Friday, September, 21st, we will make mooncakes in honor of China’s mid-Autumn Festival, and the students are very excited!”

Li Laoshi got big laughs when she suggested that parents allow themselves to be interviewed by their students as part of homework and thereby begin to pick up some Mandarin themselves! Around the room, parents began counting to themselves (“yī, èr, sān, sì, wǔ, liù, qī , bā, jiǔ, shí . . .”), rightly proud of their Chinese prowess! She suggested the websites Hello World for beginners and Duolingo for other students to get further practice at home.

Students will be assessed the traditional way (pencil and paper); however, the main approach of assessment will be performance based. For every new unit, formative assessment will be used daily and summative assessment will be used at the end of each unit.

Homework

The big question on BTS attendees minds’ was, “what’s up with homework this year?” There’s good news: The bottom line is, homework is necessary but should never be onerous. “Our purpose here is to help the kids to succeed,” said Ms. Madrazo, “not to have unrealistic expectations and make everyone unhappy.”

Homework in math, ELA, and world languages will be assigned each Monday and is due on Friday. Other important points to note are:

  1. Students are expected to record their homework assignments each Monday in their planners, but please check that they are doing so.
  2. Students are expected to complete this work independently with minimal support as needed from parents. This is key—helping your child to an extensive degree will not show teachers where and how they need to adjust assignments and better meet students where they are.
  3. After care participants are given time to complete homework as well as as-needed support from Sra. Sanzana.
  4. Your child’s teachers are flexible. If a student needs more time to complete an assignment well, communicate this, and teachers will work with you to accept it the following Monday.
  5. Mandarin and Spanish alternate weeks for elementary students, whereas middle school students should expect weekly Spanish homework.
  6. Additional Internet research may be assigned when pertinent to, for example, specific global studies or science lessons.
  7. To great applause from parents, weekly science homework will not be assigned, however.
  8. Altogether, weekly homework assignments should take about 2 hours or less, depending on division, apart from daily reading and writing and any music practice (if your child takes instrument lessons).

Here is the breakdown:

  • Math: Homework will consist of ~30 minutes per week of problem solving or Workbook completion (translating to four pages in the workbook for 4th- and 5th-graders and two or three for 6th- through 8th-graders).
  • English Language Arts: Each week, there will be one lesson (~30 minutes) in Wordly Wise per week, which includes a list of vocabulary words to know, and various assignments to complete.
    • In addition, this year, students are expected to spend 20–30 minutes reading independently and at least 10 minutes writing (or mind-mapping, which is a critical part of the writing process) every day.
    • Daily writing should be in cursive and in pen; students will have been given prompts from Ms. Madrazo or can free write. Journals are provided, but separate sheets of writing are also acceptable when a student forgets to bring the journal home.
  • Spanish: Grades 4 and 5 will work on a small packet the 1st and 3rd weeks of the month; 6th- 7th, and 8th-graders will have homework weekly. Homework will be reading-comprehension based.
  • Chinese: Grades 4–8 will work on a small packet the 2nd and 4th weeks of the month.

What Lies Ahead!

Although BTS night is over, know that teachers and administration are always readily available to answer any questions regarding your student’s development. Also know that you’ll be meeting teachers new to TNCS in Immersed profiles throughout the coming year as well as hear more from staff and administration who are adopting new roles and taking the school in new directions.
Finally, expect to hear more about forthcoming parent volunteering opportunities and service learning initiatives. Stay tuned!

To get a look at past year’s back-to-school nights or just to reminisce about the school’s early days, read:

AMS-Baltimore Camp Enjoys Second Amazing Year at TNCS!

At The New Century School, music education is extremely important:

Music instruction has always been an important component of TNCS’s dedication to educating the whole child. Music is a meaningful part of every TNCS student’s academic journey, and music happens throughout the day, including during cultural study. In addition, formal music classes are available both during and outside the school day to elementary and middle school students.

tncs-strings-program-yoshiaki-horiguchi

“Making music should be a communal thing and it should be accessible to everyone.” –Yoshiaki Horiguchi.

As the school has grown, so has the music department and the opportunities it offers. Last summer, TNCS strings instructor Yoshiaki (“Yoshi”) Horiguchi brought the first-ever American Music System (AMS) Camp to Baltimore, and a whole new avenue for music exploration opened up at TNCS. This year, AMC-Baltimore’s second year in existence, kept the music alive and branched out in some great new ways.

What is American Music Camp-Baltimore?

It all started in Charleston, SC—in fact, that’s where TNCS Co-Founders/Co-Executive Directors met Yoshi, then a camp instructor. According to the AMC website:

The purpose of American Music System . . .. is to create and support educational environments and activities that develop and nurture the musical and social skills needed for children to participate meaningfully in the rich culture of musical diversity in the Americas. Our top priority is quality education for all interested students through example, instruction, and mentoring. We strive to make these environments and activities affordable to families of all income levels.

amc-smallAmerican Music Camps have locations throughout the east coast, and AMC-Baltimore is the newest addition to the family (check out American Music System Summer Camp at TNCS! to learn more about its inaugural year last summer). While every American Music Camp has traditional American music at its core, each camp location has its own unique experience to offer. AMC-Baltimore, for example, is proud to include a bucket band and beat boxing in its curriculum, music-making specific to this region. Music that is common to all camp locations includes traditional music from the Appalachian Mountains to Bluegrass and Blues. Much of the music they learn has been passed down through many generations—some, like the Texas Waltzes you can view at the end, had never been transcribed until now but had lived on in the oral/aural tradition.

Students learn from world-class faculty who perform American Music in all parts of the country and get the opportunity to play in ensembles and learn how to improvise. This year’s camp instructor lineup included Emilie Catlett, Rob Flax, Yoshiaki Horiguchi (also Camp Director), and Melissa Tong. (Click their names to learn more about them or download their bios here.) Yoshi, Rob, and Melissa returned to AMC-Baltimore from last year’s camp, and Emilie joined afresh.

To qualify, students needed at least 6 months instruction on violin, viola, cello, bass, piano, or guitar. As many students study music through the Suzuki Method, AMC-Baltimore understands the importance of aligning with this method, offering the chance to hone skills and continue with daily practice while exploring music that is outside the Suzuki Method repertoire.

tncs-amc-baltimore-summer-campYoshi explained that each student received a lanyard at the start of camp that contained the student’s ID as well that student’s itinerary of classes.

 

Above all, students are encouraged to apply their hard work in an engaging and fun musical environment. AMC-Baltimore’s nickname—fiddle camp—says it all!

Making Music Magic

The thing about descriptions of AMC-Baltimore is that, although certainly a starting point, they can’t do this amazing camp justice. What happens during the week of strumming, drumming, picking, and singing is nothing short of magic. Students become receptive to and experience music in a way that formal instruction precludes. Parents report that their children start saying things like, “I didn’t know the notes, but if I closed my eyes, I could see the music.” Although trained from early ages to read music, they start picking up songs by ear. They are encouraged to jam, extrapolate, and improvise, and they are open to doing so because they see how much fun the instructors are having while modeling this approach to music-making. Oh! Music is fun!

So, if seeing (and hearing, in this case) is believing, here are some videos of in-class practice. Videos of the final performance students put on at the end of the week for families can be found below. (Also check out TNCS’s YouTube channel for even more!)

The above three videos show students separated by level (first is students with less experience; bottom two are advanced), but, “depending on the class,” says instructor Rob Flax, “some things are also all-group activities. There are really no rules, so whatever happens, happens. It’s a very carefree and exciting way to get creative.”

We’re Jammin’

A song called “Lobster Socks” grew out of one of these impromptu sessions (as well as Rob’s sartorial choices) but took on chords and a melody as more and more students caught the spirit. Said Rob: “We are looking to take music off the page and explore different stylistic ornamentation. Students learn how the different harmonies work and all the nuts and bolts that make up a song.”

(Rob’s verbal explanations were accompanied by musical demonstrations of what he was describing, which you can listen to here, to get the full experience.)

The way our jam sessions work is, we’re all sitting in a big circle, and anyone can start a song. As soon as I can figure out what the first note is, I can jump on in. Hopefully everybody jumps in. We tell the students, ‘if you’re not sure how this song goes, wait and listen. Maybe try and figure the notes out by ear as we go, or ask a teacher, or look at the chords on the board.’ Everybody find something to do—even if it’s slapping their cellos to a beat, like Yoshi does with his double bass. They can also do solos. A student just comes to the middle of the circle and improvises something that might be completely different from the melody of the song and just be as silly or creative as they want, then step back out and let the group take over again. The way we end a song is by sticking a foot in the air to signal that this is the last time!

There’s magic in that process. The jam sessions is where a great deal of discovery happens. I love to see, at the end of the day after all our other organized chaos, students finishing their day and still playing as they leave the room because they’re so excited. They’re still participating even after the show has ended, so to speak. That means we’re doing something right. That’s my favorite part.

Bucket Band

A perennial favorite among kids, bucket band rose to new levels, thanks to Rob’s instruction in Indian and Persian scales, among other types of music. Each student gets the chance to riff on a theme in “Rufus,” and the other videos show percussion instruction of increasing complexity. The drumstick “rabbit ears” you may see signify that the song is done.

Welcoming New Participants

This year, in addition to camp enrollees, AMC-Baltimore welcomed two students from OrchKids as well as a raffle winner from Patterson Park Public Charter School to join fiddle camp.

“OrchKids is a year-round, during and after school, music program designed to create social change and nurture promising futures for youth in Baltimore City neighborhoods,” according to their website, and Ayanna Wiggins and Isiah Dixon agree with that description. Yoshi was an OrchKids teacher for 8 years and had the “pleasure and privilege” of teaching both Ayanna and Isiah during his tenure there. He reached out to some of the site coordinators for suggestions of students who might be available to attend camp, and out of about 1,000 OrchKids among eight sites, Ayanna and Isiah were chosen to participate.

jnf6iAyanna, entering 10th grade in the 2018–2019 school year, has been playing violin for 7 1/2 years. She got into playing violin at Lockerman Bundy Elementary—the school where OrchKids debuted its program. “I like the sound of the violin—I just fell in love with it,” she explained. “And it was something to keep me productive.” She plans to apply to Harvard and Yale law schools in the next 2 years, but, “If being a lawyer doesn’t work out, I want to go to Julliard,” she said.

QJYm6Isiah, entering 8th grade, has been playing cello for 9 years. “In my 1st-grade year at Lockerman Bundy, I tried the cello and didn’t like it. Then I tried the clarinet and didn’t like that, so I went back to cello. Now I like it,” he said. He plans to pursue a music degree in college, supplemented by basketball.

Both OrchKids students enjoyed AMC-Baltimore very much, calling it “fantastic.” “With younger kids,” said Ayanna, “I get to be a mentor they can look up to. I can show them how enjoyable playing music is and motivate them.”

Final Performance

From “Boil ’em Cabbage Down” to “Elk River Blues,” the tunes delighted the audience and musicians alike. (But, sorry, no “Lobster Socks.”)

Mark your calendars for next year, folks, because AMC-Baltimore’s third year will bring even more of the music-making magic!

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TNCS Debuts New Summer Camp: Musical Theatre!

For summer 2018, The New Century School expanded its already spectacular lineup of fun and exciting summer camps to include some new offerings. One of these was Musical Theatre camp, taught by TNCS’s amazing music director, Martellies Warren.

This camp focused on allowing campers free self-expression through exploration in set design, pairing dialogue with music and movement, and exploring the technical aspects of the performance stage.

Musical theatre is a form of theatrical performance that combines songs, spoken dialogue, acting, and dance. The story and emotional content of a musical—humor, pathos, love, and anger—are communicated through the words, music, movement, and technical aspects of the entertainment as an integrated whole.

Although musical theatre overlaps with other theatrical forms like opera and dance, it is distinguished by the equal importance given to the dialogue, movement, music, and other elements.

Exit Stage Left!

After first learning the all-important jargon–what upstage versus downstage means, for example—campers spent the week practicing a scripted humor piece as well as breaking out into groups to write, direct, stage, act (and even sing!) in their own short plays. They also designed their own playbills, which graced the front of the stage.

Here are two of the younger campers performing the humorous piece, to thunderous applause.

(Stars in the making?) All campers performed this piece. To see more examples of this funny little clip and maybe catch a glimpse of your rising star, visit TNCS’s YouTube Channel and look for “Annie Get Your Gun.”

Without Further Ado!

tncs-musical-theatre-summer-campAnd now for the four plays, which, to put it simply, brought down the house. They are brought to you here, scene by scene. Scene changes in between were handled by the set team of each group, and they did a wonderful job. Mr. Warren emphasized that he intervened as little as possible to let each play troupe own the production from beginning to end. He was called on to help out with some sound effects, however, and played both a very convincing doorbell as well as a rotary phone. Other props were contributed by the players themselves.

The Perfect Slice

First up was “The Perfect Slice”—a compelling food metaphor for what we all seek, deep down. (Or deep dish?)

Murder Mansion

Next up was “Murder Mansion.” tncs-musical-theatre-summer-campWatch out, Agatha—the horror genre apparently has crowned a new queen!

Warning, “Murder Mansion” may not be suitable for all audiences. Use your discretion. (Just kidding.)

One by one . . .

Finding a Pet

tncs-musical-theatre-summer-campThird on the roster was “Finding a Pet,” a delightful romp through the process of welcoming four-legged friends into the family.

It’s one that nearly everyone in the audience found relatable, and kudos to the way the actors really inhabited their roles as animals.

Watch Out for the Witch

tncs-musical-theatre-summer-campThe final performance of the day featured a solo sung by one of the actors.

“Watch Out for the Witch” starts out as a suspenseful nail biter, but, in the end, all is well. This heartwarming tale about witchcraft mixed with sisterly love is sure to have you spellbound!

(Psst—the solo is in Scene 2!)

 

Curtain!

What a wonderful week of musical theatricality and general hijinks upon the stage. Although Friday was the final act, let’s hope that summer 2019 will include an encore of this amazing camp!

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RecyQueen Returns to TNCS!

The New Century School was pleased to host local artist-activist Bridgett Parlato, a.k.a., the “RecyQueen” for a presentation on the dangers of pollution during the 2016–2017 school year. Read about that visit in TNCS Elementary Talks Some Serious Trash!

Last month, TNCS was thrilled to welcome back the Queen of Green for a collaborative art project with TNCS K/1st-graders. Ms. Parlato’s art generally has a social message, and the ocean-themed project she undertook at TNCS was no different. Tying into the oceanography unit the lower elementary students were doing, Ms. Parlato first spoke to the classes about the art they would be creating together and why. “We’ll be making a mandala, which is a special symbol that shows how things are connected. How are we going to use this art to help people, the ocean, and the world?” she asked them. After getting some very thought-provoking audience responses, she thanked them and summed up their ideas: “Your art is going to make people think about why it’s important not to litter.”

Art with K/1st Classes

Ms. DeMatteo’s and Prof. Caceres’s classes launched the project. With the younger students, Ms. Parlato’s focus was on textures. They first discussed different types of textures that might be found in the ocean (“squishy like a jellyfish,” “wiggly like an anemone,” “gooey like seaweed”).

“Now your job is to paint some of these ocean and water textures, using some recyclable materials like cereal boxes and cardboard I have brought in for you,” the RecyQueen explained. “Once you make all of the textures for me, I’m going to make a special kind of collage out of them.”

 

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She also likened their task to that of the Japanese puffer fish, “nature’s great ocean artist.”

Art with 1st/2nd Classes

Mrs. Jenks’ and Sra. Sanchez’s classes took over phase 2, which was making the fish that would swim through the oceans created by the younger group.

Here, the focus was more on ecosystems and the delicate balance ocean life requires to thrive.

 

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La Reina de Reciclaje

After her two visits to TNCS and having accumulated four classrooms’ worth of mandala components, Ms. Parlato put it all together and unveiled the masterpiece at TNCS’s 2018 Art Show on Thursday, May 31st. It speaks for itself.

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“These kids want something else,” commented Ms. Parlato. “They don’t want an environment full of styrofoam and trash. They are speaking change through this art, and kid art is powerful.”