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!

IMG_1653.jpg

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!

tncs-musical-theatre-summer-camp

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.”

 

 

TNCS’s Music Program Crescendoes!

Music education is essential at The New Century School. From classroom informal singing to formal vocal and instrumentation instruction to guest performances by professional musicians, TNCS exposes children daily to music in many forms.

As TNCS has grown and developed over the years, the music program has continued to evolve alongside. It’s time Immersed breaks it all down and shows readers what each piece looks like (sounds like?) and how the individual pieces fit together, well, harmoniously, all year long—including during summer and before, during, and after school.

TNCS’s Maestro: Martellies Warren

IMG_7074Music Director Martellies Warren has always been the linchpin of the TNCS music program. In addition to providing lessons in music history and on specific musicians, he also starts each academic year off with vocal instruction to prepare students for the two annual Winter and Spring Concerts (one each for primary students, one each for elementary and middle school students). These have grown in scope and intensity, with each somehow topping the last. Each show features a variety of songs in Mandarin Chinese and Spanish as well as a themed set of songs.

This year’s Spring Concert theme on May 18th was Dancing in the Streets, and the sound of Motown was prominent. “I’m always trying to make sure the concert is going to be as spectacular as it was the time before,” said Mr. Warren. “The students take great pride in it. From the time I introduce music at the beginning of the school year, I’m already thinking about what the children gravitate to. I played a little Motown, and they absolutely loved it.”

See the gallery below for photos of TNCS art teacher Jenny Miller’s beautiful set design, with album art help from her students. Check out TNCS’s Facebook page and YouTube channel for videos of individual performances.

For more on the limitless talent of Stellar Award–winning and Grammy-nominated Mr. Warren, see Music Is in the Air at TNCS! and TNCS Goes to the Grammys!.

Music Lessons at TNCS

But vocalization is not the only type of music class at TNCS. Instrument lessons are also offered in a variety of settings.

Have you visited the TNCS Music Education page? Click here.

Extracurricular String Lessons

In 2016, TNCS brought on acclaimed bassist Yoshiaki Horiguchi to teach beginning violin, viola, and cello lessons as well as leading more advanced string ensembles. These classes happen before and after school and are a great way for students to first learn the basics and subsequently use their skills to perform together.

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To read more about beloved Mr. Yoshi, visit TNCS Launches Strings Program Yoshiaki Horiguchi!.

Space is always made in the Winter and Spring Concerts for Mr. Yoshi’s students to play a few songs, and their technical proficiency is impressive. Check out TNCS’s Facebook page and YouTube channel for videos of a play set to music and an original composition (yes, original!) by one of the strings students.

Although Mr. Yoshi is classically trained, he is no stranger to music’s funkier sides, which brings a lot of fun to his TNCS classes. He has taught bucket drumming to various groups, for example, and, perhaps unknown to most until today’s Spring Concert, he is also an accomplished beat boxer. Doug E. Fresh and Biz Markie, watch out. (Got a kid who wants to learn beat boxing? Scroll below to Music in Summer!)

Instrument Exploratory

In 2017, TNCS began offering an optional semester-long class each year to allow students in grades 2–8 to explore various instrument groups. Taught by Mr. Warren during music class, woodwind exploratory covers flute for 5 weeks, followed by clarinet for 5 weeks. Brass exploratory, which happened this year, covers trumpet for 5 weeks, followed by trombone for 5 weeks. The instrument groups covered alternate each year.

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Trombone is Mr. Warren’s preferred instrument (apart from his vocal cords), but he started with the saxophone:

As a boy, I was all ready to play the sax, and I thought it looked so cool. I got to the music store in Montgomery, AL, picked up the sax and tried to play it. I knew it was going to take some time, but I got so frustrated because I just could not get it to sound like the guys on TV. So I begged my mom to take me back to the store, and she told me I needed to pick something and stick with it, to give it some time. The salesman suggested the trombone, and I immediately loved it. This was in 7th grade, and I became section leader and first chair all through junior high and high school.

Trombone has been well liked in Instrument Exploratory as well, but trumpet has so far been most popular of all. Mr. Warren thinks this is because kids can readily produce sounds on the trumpet, whereas some struggled last year with the flute (with one very notable exception).

“Flute is not a very easy instrument to play,” explained Mr. Warren. “You have to direct that air just right to get it to produce a sound. But that’s the experience we’re after. We’re not expecting amazing instrumentalists right away, but we want them to at least pick up instruments and see how they feel and how they sound. Maybe they’ll fall in love with something.”

More than one love affair with an instrument has happened already, which makes Mr. Warren “ecstatic.”

“They are doing some really wonderful things with brass and taking off with it. At this age, children are trying to find themselves, and we want to make sure that we’re offering whatever we can to assist them, especially musically. Whatever we can introduce to them now, even though they may not pick up on it right away, we hope that this will help sustain a lifelong love of music. Some may even make careers out of it.

His approach to teaching instruments is to start out with the fundamentals and systematically build on those, bit by bit. First, Mr. Warren “sets the tone” by insisting on good etiquette—musicians must sit up straight with their feet on the floor, and they must not interrupt while a fellow musician is talking or playing. Step two is to get everyone in tune. From there, they practice various exercises, each becoming more complex than the last.

Recorder Instruction

Those students not opting in for Instrument Exploratory receive recorder lessons during music class from Javais Bazemore (“Mr. J.” to students). Mr. J. says, “Recorder is what I grew up on, but I’ll play anything with a pipe. For me, recorder is the first thing that you start with. If you can read recorder music, you can read other music. It opens your eyes up to see exactly how it works.”

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He also sings and plays piano and guitar, but recorder remains his main gig, and he played it in band throughout his school years and even into college at North Carolina State University. “Being in band built a lot of character for me, and we felt like a family. We had a strict instructor who insisted that we respect our instruments and show discipline,” he explained. “Here at TNCS, we just want to show students how to read music because you can start with that and go to anything else, really.”

Mr. J. is from Baltimore and came to TNCS through the suggestions of friends and his mother that he should work with children. He started in the TNCS aftercare program, loved it, and has since added various other roles, including teaching recorder. He demonstrated his musical ability to Mr. Warren, who deemed him a good fit.

IMG_0573“It’s really fun to see where the kids are now, from where they started. I can just play a note like a G, and they know how to play it back with no problem,” said Mr. J. “I gave them incentive at the beginning. I told them that if they showed me they can remember all the notes, I’d give them a 30-minute play break at the end of school.” He didn’t necessarily believe that would happen. “Little did I know, they outsmarted me and became really cohesive, teaching each other,” he laughed.

“This has been really great,” said Mr. J. “I love the kids. They’re just so smart. They’re like sponges—they want to soak up everything, and it’s really good to be around them.”

Band Ensemble

With a solid foundation in place from instrument exploratory or recorder lessons, these young musicians are ready to play together during the last couple of weeks of school. “Students can choose from trombone, trumpet, clarinet, flute, and recorder, said Mr. Warren. “We’ll come together and do somewhat of an ensemble, which should be really fun.” In fact, all students Grade 2 and up participate in band, which was composed of 18 recorder players, 5 clarinetists, 6 trumpet players, 3 trombonists, and 1 brave flautist.

As with Instrument Exploratory, exercises start simply and build in complexity.

Special Guest Performances

Music education doesn’t just take place in front of an audience. Sometimes, experiencing music as part of the audience opens students up to it in new and important ways. A new performance series begins at the end of May, featuring professional guest musicians. “Meet the Musicians” will start with a brief concert by each musician, followed up by a Q&A for students to learn about what it’s like to pursue a career in music.

Louna Dekker-Vargas will play the flute; Osi Atikphh, the tuba; and Mateen Milan, the bassoon, giving TNCS students a break from performing and allowing them to relax and enjoy the music.

Music in Summer

We all know that the saying “No more pencils, no more books” no longer applies to summer break, and playing music is no different. To keep skills sharp, children must continue practicing during the summer months.

TNCS has that covered, too. Back for the second year in a row, American Music Camp students learn from faculty who perform American Music (e.g., old-time music from the Appalachian Mountains to traditional Bluegrass) in all parts of the country. Students have the opportunity to play in ensembles and learn how to improvise—no improvisation experience needed.

Directed by Mr. Yoshi, AMC Baltimore includes a bucket band and beat boxing in its curriculum, bringing a facet of American music that is unique to this region. No matter what his or her experience level is, any student will fit right in. Each class is taught by world-class faculty and performers from Baltimore and throughout the country.

Read about last year’s absolutely amazing inaugural AMC camp: American Music System Summer Camp at TNCS!

But that’s not all. Debuting this year is an all-new musical theatre camp taught by none other than Mr. Warren. This came about, he explains, “because a lot of TNCS students are interested in what happens behind the scenes and are curious about what it’s like to be a working music professional. They’re always asking, ‘Mr. Warren what do you do? How do you feel on stage? What’s the preparation? Do you rehearse a lot? Do you do vocal exercises?’ So my hope for this summer is to give them a taste of what it takes to be a performer on stage, how to channel emotions into theatrical form.”

His plans for theatrical music camp include building sets and doing monologues in addition to musicality. “It should be really fun and, hopefully, maybe spark someone’s interest in theater. That’s my hope,” he says. Parents can attend a performance at the end of the camp week.


Register your child for a music (or any other) camp this summer here. Also plan to enroll your child in a music class for the 2018–2019 school year. Both in-school and extracurricular lessons are affordable and taught by TNCS’s wonderful music instructors.

TNCS Elementary and Middle School Students Visit AVAM!

Last week, Immersed profiled self-taught Baltimore multimedia artist Matt Muirhead’s visit to The New Century School to present his crankie to a rapt group of preprimary students (read TNCS Preprimary Gets Wounds Up for a Very Special Art Show). This week, some of the older students give their inner artists a turn.

Teachers Nameeta Sharma and Jon Wallace escorted the 3rd- through 7th-graders on a field trip to the American Visionary Art Museum (AVAM), a true Baltimore gem. “We wanted to expose the students to Baltimore art as well as make that connection with what [art teacher Jenny Miller] teaches and frequently discusses,” said Mrs. Sharma. “These students love to be hands on, and we try to make opportunities available to them to deepen their understanding and engage them.”

“We are the National Museum for Self-Taught Artisans”

(No really–Congress said so!) It’s a great fit. Like TNCS, AVAM is special in so many ways. AVAM was founded in 1995 by Rebecca Alban Hoffberger who envisioned a “museum and education center that would emphasize intuitive creative invention and grassroots genius.” Rather than displaying specific artists or styles, themed exhibitions circulate through AVAM to complement its permanent installations.
The museum’s 7 educational goals are:

  1. Expand the definition of a worthwhile life.
  2. Engender respect for and delight in the gifts of others.
  3. Increase awareness of the wide variety of choices available in life for all … particularly students
  4. Encourage each individual to build upon his or her own special knowledge and inner strengths
  5. Promote the use of innate intelligence, intuition, self-exploration, and creative self-reliance.
  6. Confirm the great hunger for finding out just what each of us can do best, in our own voice, at any age.
  7. Empower the individual to choose to do that something really, really well.

TNCS’s visit began in the Jim Rouse Visionary Center with an introduction and a run-through of the rules by museum educators Sara and Emily. They explained that AVAM features truly visionary art, which they defined as “art produced by self-taught individuals, usually without formal training, whose works arise from an innate personal vision that revels foremost in the creative act itself.” The visionary artist typically receives an inspirational message or vision that he or she is compelled to manifest, often not considering the manifestation to be actual art. Another key characteristic of visionary art is the use of unusual materials.

To get the most out of this wondrous experience, the large group split into two, with 3rd- and 4th-graders first taking a docent-led tour of the exhibits in the main building, and 5th-, 6th-, and 7th-graders heading upstairs to make some art in The Thou Art Creative Classroom. The groups then switched activities.

The Great Mystery Show

The main exhibit currently is The Great Mystery Show, which “. . .  artfully peels away the veil of the unknown, playfully exploring mystery as that one secret power behind great art, science, and pursuit of the sacred . . . [in a] wildly visual exaltation of the strangeness and wonder of Life itself.” The viewer gets transported to other-worldly realms, lost in the experience. TNCS students deemed it “cool.” 

Planetary Pendants

The group not touring was busy making. In a craft inspired by featured AVAM artist Edward Woltemate and also tying into The Great Mystery Show exhibit, TNCS students created their own wearable planets out of Perler beads. Woltemate and other visionary artists create imaginary worlds or explore the mysteries of the existing universe through their art.
To get their minds spinning, TNCS students were asked to consider whether they would create an imaginary planet or reproduce a known one. Would it have rings? What kind of weather would it have and would the weather be visible in the planet’s atmosphere? Is the planet inhabited? If so, by what or whom? What do the inhabitants eat? 

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TNCS students are incredibly fortunate to not only have this world-renowned museum of “outsider art” (also known as “intuitive art,” “raw art,” or “art brut”) just a couple of neighborhoods away but also to have teachers who understand the importance of taking them there. Visiting museums and engaging with art paves the way for students to live richly and meaningfully. It also connects them with their fellow humans and their humanity, helping them to become responsible world citizens.

More Great AVAM Offerings

The list would be never-ending, but here are some highlights that shouldn’t be missed!