Musical Theatre Camp 2019 Welcomed Some Very Special Visitors!

The New Century School is special for a great number of reasons, and several of those reasons come together in this week’s Immersed. To start with, TNCS offers hands-down the city’s most varied and exciting lineup of summer camps, and Musical Theatre camp led by the always marvelous Martellies Warren is a perennial favorite. Then there’s all that goes into what makes such a camp so effective and so wonderful for young learners—the arts, the music-making, the mixed ages collaborating so beautifully! Not to mention skills relating to the camp  theme! But there’s one extra-special aspect to this year’s Musical Theatre camp that elevated it even further: four attendees from China joined the fun!

Meet Mike, Jane, Coco, and Alex!

“Mike” (Zimo Han), age 11, is from Hunan. “Jane” (Xinyi Ma), age 11, and “Coco” (Jiarui Sunn), age 9, both live in Beijing. “Alex” (Qinghua Shang), age 6, is from Tianjin. The group was in Baltimore for 1 week, after which they headed to New York, NY for 4 days of sightseeing (Statue of Liberty, Empire State Building, Times Square, etc.). It was everybody’s first visit to the United States. Mike and Jane were accompanied by their mothers (Aili Mao and Jing Li), and Alex was accompanied by both his mother and grandmother (Yu Zhang and Aixian Zhang). The group also had a “handler” of sorts from the Harvest Company of China to help facilitate activities and make sure everyone was comfortable. They stayed in two furnished Baltimore row houses in the Bolton Hill neighborhood and enjoyed having three spacious floors of living space to run around in. Their evenings after camp were mostly spent relaxing at home, playing chess and other boardgames and watching tv—they even learned the idiom, “to click around” when referring to not watching anything in particular but channel surfing. The adults in their party cooked breakfast for them each day, but they had plenty of opportunity to eat their favorite food—pizza! Lunches and dinners were often enjoyed out at restaurants.

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The kids spoke wonderful English as a result of lessons in school, but they also appreciated the chance to speak Mandarin Chinese with TNCS students. They reported having a great time and made lots of friends at camp. Back at home in China, their hobbies included playing basketball (Mike), drawing (Alex), reading (Jane), and figure skating (Coco). See some of their other talents below! While the kids were in camp, the adults did some sightseeing around town, taking in Johns Hopkins University and the Peabody Library, for example, as well as visiting the Naval Academy in Annapolis and getting some shopping in at Arundel Mills Mall. A Target run was also de rigueur!

Behind the Scenes

Because Peter and the Wolf only has a handful of roles, the 25 total campers took on roles as a group, so, for example, the character of “Duck” was actually four campers. Campers ranged in age from rising 1st-graders to rising 7th-graders, and they hailed not from just China and TNCS but from schools all over the city like Patterson Park Public Charter School, Hampstead Hill Academy, St. Casimir’s, and the School of the Cathedral of Mary Our Queen. Helping Mr. Warren lead camp was intern Carrie, who came to TNCS from China in early July and will stay for 1 year.

They learned important technical skills like stage blocking related to being part of a musical theatre production. Mr. Warren reported that they had the whole performance mapped out on the first day and so were able to devote their remaining days to rehearsing. After each rehearsal, Mr. Warren provided some debriefing notes for each group.

Comments like, “Wolves, wonderful job today! You were in time with the music, and you have amazing music to play off of!” and “Remember AIC? Always in character!” were common. The performers themselves likewise offered suggestions for how to improve a certain scene, like “Grandpa(s) should hang their heads and look disappointed in Peter.”

As per usual, campers made art to decorate the stage front. These are stunning!

They also crafted props and costumes and made great use of the Imagination Playground for set pieces.

The Play Is the Thing!

Mr. Warren introduced the performance and vowed not to interfere but to let his pros handle anything that came up. “They did an amazing job acting and putting up with my silliness,” he said. “It was wonderful!”

And now, we present Peter and the  Wolf, in its entirety!

Farewell, Friends!

On the last day of camp, after the performance of Peter and the Wolf, Mike, Jane, Coco, and Alex treated the audience to some performances of their own.

They were also presented with Certificates of Participation in their English language immersion camp.

The adults who accompanied them were thrilled by the whole experience and were kind enough to share some of their impressions of the program. Alex’s mother is an English translation teacher at a college in Tianjin. Mike’s mother both promotes literacy and runs an Adidas store in Hunan. She also takes her job as mother very seriously and was very happy to be able to spend mornings with her son, here in Baltimore, cooking special meals. Jane’s mother is also in education.

They had various reasons for wanting their children to attend camp at TNCS. They wanted the authentic experience of a customized trip and did not want to be stuck on tours such as what a typical travel agency would offer. They wanted the flexibility to be able to have their possibly changing needs met, as Mike’s mom described it. They also wanted the chance to practice their English. Furthermore, their children tended to be shy, they reported, and they were hoping that an immersion summer camp might bring them out a bit. An ancillary reason is that they were very curious about immersion-style learning itself, which is quite rare in China. “The way you teach students and the way you live so freely is totally different from China. It really impressed me,” said Alex’s mother.

At TNCS Musical Theatre camp, Mike, Jane, Coco, and Alex were doubly immersed, in a sense, because they also had to get comfortable being on stage and making new friends. For this, the adults were beyond grateful. They saw their children bravely trying new things and quickly becoming comfortable doing so. “I still remember the first day Alex went to school,” said his mom, “and when he came back home he told me he didn’t want to go again because he was too nervous. The next day he came back and something had changed. He tried his best to join the class, and he was so happy from then on.”

Jane had a lovely time, too. She wrote a letter to her friends back home completely in English, which made her mother very proud. She was having so much fun with them that she stayed up late to make gifts for them. “She really cherishes the friendships she has made,” said her mom.

Normally very independent Coco experienced some homesickness at first but quickly adapted and returned to her gregarious, social self.

Jane’s mom mentioned that she noticed a big change in all four of the children after their week at camp. At first they were reticent, but they very quickly embraced the experience and were livelier than she had ever seen.

Mike’s mom’s nicest surprise was the Orient Express restaurant owned by a TNCS family. She said the Chinese food there was better than what she can get in China!

Alex’s grandmother was most taken with the arrangement itself. She appreciated being able to learn from the trip on their jaunts, while the children were having such a rich immersion experience. She also enjoyed feeling so welcome and commented on how friendly and thoughtful everyone has been. Monica Li got an especially warm compliment for all she did to make their time comfortable and smooth. Monica is indispensable to TNCS!

On their last evening in Baltimore, they were going to Tokyo Seafood Buffet, where they would be trying their first taste of Maryland blue crab. We miss them all already and hope they remember TNCS and Charm City fondly, as we will hold them dear as well!

 

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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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.

Taking Time Out for Peace at TNCS

“Let us all work together to help all human beings achieve dignity and equality; to build a greener planet; and to make sure no one is left behind.”

— UN Secretary-General, Ban Ki-moon

The quote above is the United Nation Secretary-General’s message for the 2016 International Day of Peace, which took place this past Wednesday, September 21st. The genesis of this special day 71 years ago was an effort to encourage warring parties to observe a global ceasefire, but, as Ki-moon elaborated, peace is about more than disarming: “It is about building a global society in which people live free from poverty and share the benefits of prosperity. It is about growing together and supporting each other as a universal family.”

Peace Day at TNCS

The New Century School began formally honoring this day when Montessori Lead Teacher Maria Mosby joined the Primary staff in 2014. Through her ongoing engagement with the American Montessori Society (AMS), she learned about the movement to “Sing Peace Around the World,” an historical event that first took place on Peace Day in 2009, in which Montessori students from around the world came together in song to celebrate peace and have done so annually ever since.

The song, Light a Candle for Peace, starts on September 21st in New Zealand at 11:00 am precisely and is continuously sung for 24 hours by children in countries around the world until it reaches the Hawaiian Islands. This year, 150,000 participants from 65 countries sang, and TNCS was a part of it—giving voice to Light a Candle for Peace at 10:30 am EST!

Ms. Mosby says that both her and fellow Montessori Lead Teacher Lisa Reynolds were fortunate to participate in that first event back in 2009, and the TNCS community is fortunate to welcome this tradition. A TNCS parent graciously caught and shared footage of TNCS’s school-wide participation this year.

Said Ms. Mosby of this year’s event:

Everyone came together so beautifully. It was especially a treat to have Mr. [Martellies] Warren help out on such short notice and lead everyone so wonderfully. He always inspires the children and staff. I was so happy to see the whole school working together for a common goal.
I was excited to have the opportunity to recreate that moment as well as teach the children about being global citizens. Primary students are studying communities this year. We are beginning with learning about ourselves and working outside to family, neighborhoods, cities, our state, and eventually the planet. They have been talking about what peace means to them, and it was wonderful to share that feeling with everyone.
At the moment we were singing, children around the globe were singing at the same time, and at special designated times so that the song would be sung continuously for 24 hours, making a chain of peace! It was important to let them know that we were all part of a larger community, not just the one that we see every day.

Peace in Education

Peace Day is a not just a lovely tradition at TNCS, however. The concept of peace informs the school’s very identity and is an essential part of every TNCS student’s education. As it turns out, teaching social and emotional learning (SEL) (also known as “emotional intelligence” and “character education”) to school-age children increases their chance of future success in life far more than socioeconomic and even academic factors, according to recent studies*. SEL aims to encourage effective (and peaceful) conflict resolution, kindness, and empathy. It helps children to understand that they share responsibility for the welfare of the communities they are participating in, from the classroom on outward.

In the New York Times article “Teaching Peace in Elementary Schools,” the five goals of SEL are listed as:

  • Self-awareness: The ability to reflect on one’s own feelings and thoughts
  • Self-management (or self-control): The ability to control one’s own thoughts and behavior
  • Social awareness: The ability to empathize with others, recognize social cues, and adapt to various situations
  • Relationship skills: The ability to communicate, make friends, manage disagreements, recognize peer pressure, and cooperate
  • Responsible decision making: The ability to make healthy choices about one’s own behavior while weighing consequences for others

It’s no coincidence that echoes of these goals reverberate through the recently formalized TNCS Core Values of Courage, Compassion, Respect, and Service. The school has always emphasized such “invisible curricula,” to borrow a pet phrase from Head of School Alicia Danyali. Now, even the science shows that there are plenty of reasons to take time out for peace.

 

*To read the studies, see “Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness” and “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysi of School-Based Universal Interventions.”

Goodbye 2015–2016 School Year! It’s Been Great!

Well folks, another school year at The New Century School has just ended. Immersed finds this news bittersweet—grateful for all the good times, learning, friendships, and memories it gave us, but also wistful that it’s over. Sniff.

To cheer ourselves up, let’s take a look at all the special ways TNCS teachers and staff made the end of the school year one big, happy celebration. Overseeing each event with warmth and grace was Head of School Alicia Danyali.

Primary Field Day

Although the scheduled Elementary Field Day got rained out, TNCS Primary students dodged the weather a week before school let out and had a . . . “field day” in Patterson Park! Primary teachers Maria Mosby, Catherine Lawson, Lisa Reynolds, and Martellies Warren pulled out all the stops, with games, snacks, and even a special guest performance by former TNCS Primary teacher, Ms. Laz! (Read more about Ms. Lazarony’s alter ego as Planet Uptune songwriter and vocalist here!)

There were beads, balls, bubbles, balloons, badminton, and bats—and that’s just the b’s! Frisbees, kites, and even baby ducks were also on hand to make this event the perfect send-off for the 3- to 5-year old set. See for yourself in this slide show that will make you wish you were a kid again.

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All-School Picnic

Next up was the chance for parents to join their kids during the annual TNCS outdoor picnic lunch. Initially rained out, the weather cooperated beautifully on Monday, and the playground was full to capacity of happy TNCS community members. Mrs. Duprau brought along a special new guest (and future TNCS enrollee), and Mr. Warren once again got mauled by his adoring fans. (But seemed to be okay with that ;).)

Grade 5 Graduation Ceremony

The following day saw a truly momentous occasion unfolding, not to mention a huge TNCS first. The oldest cohort of TNCS students graduated out of the Elementary program. You can read on their faces the many emotions this inspired. From pensive to elated to quite somber, they are clearly aware of the significance of graduating. This event not only means that this group, whom we have watched grow and mature into fine young ladies and gentlemen over the years under the expert tutelage of Elementary teachers Dan McGonigal and Kiley Stasch, will embark on a whole new scholastic phase—Middle School—but also that TNCS itself has grown and will embark on its own Middle School journey. These are wonderful tidings . . . notwithstanding their undeniable poignancy. Such great things lie ahead.

Kindergarten/Grade 1 End-of-Year Celebration

On the penultimate day of school, another graduation ceremony of sorts transpired. What started as a low-key, in-classroom potluck brunch grew into a full-on TNCS event, courtesy of K/1st teachers Teresa Jacoby and Manuel Caceres. They even had the kids collaborate on a “quilt” of self-portraits that will grace the halls of TNCS in perpetuity.

The Kindergarteners were awarded diplomas to signal their imminent passage grade-school status.

And the first-graders passed on some pearls of wisdom to their junior counterparts to ease their transition to the Big Time.

So thanks for the memories TNCS . . . and for making school such a positive experience for students and their families. What a profound gift this is. Other than being able to share these memories, the only other thing that makes closing out the school year bearable is knowing we’ll be back for 2016–2017 to share more great times :)!

 

TNCS Teachers and Admin Share School Memories, Part 2

As mentioned in TNCS Teachers and Admin Share School Memories a couple of weeks ago, with the 2015–2016 school year almost over, it’s a great time to reflect on all that The New Century School does for its students as well as all that education has given us. Prompted by TNCS Head of School Alicia Danyali’s questions, “What is your fondest memory of school? and What teacher/school event influenced you the most in your educational experience?” here is another round of teacher and staff responses that provide a window into who they are as people, as educators, and as friends.

Emma Novashinski, Executive Chef & Master Gardener

Chef Emma draws on her love of growing things and the importance—and rewards—of practicing environmental sustainability.

My fondest memory at the school was actually this year’s Earth day. I have always wanted to watch a weeping willow tree grow, and I bought one to donate to the school as they are too large for a conventional garden. It was a little bittersweet.
I heard they were going to plant it on Earth day and got a call during lunch to join them. When I got out there the whole school was there! They all clapped and thanked me for the tree! To put roots into the Earth on Earth day was so fulfilling. My heart burst with love for everyone at the school. So thoughtful and meaningful and kind!!

Dan McGonigal, Elementary STEM Teacher

Mr. McGonigal shows us where his drive for protecting the environment began to develop and also that sometimes you just can’t take yourself too seriously.

My most influential teacher was one of my high school teachers, Mr. Shearer. He taught Environmental Issues. I remember him because he was so passionate about what he did, and it really hit home with me. I always had an appreciation for the outdoors, but he made me look at our environment in a different way. He discussed things in his class that came true later in my life, such as climate change, population problems, and even the flooding of New Orleans. It was a very memorable class for me and has impacted my own teaching.
My most memorable school moment was also my most embarrassing. I was called to the foul line during our assembly in the gym to show how I used routine to help me shoot a foul shot for our basketball team. I started my routine and heard some people laughing, and I continued and made the shot. I was asked to do it again, and more people laughed, but I made the shot again. The third time everyone was laughing and I didn’t realize why. But as it turned out part of my routine was sticking my tongue out! It was something that still makes me smile when I think about it.

Johanna Ramos, Pre-Primary Lead Spanish Immersion Teacher

Sra. Ramos gives some well-deserved props to a colleague and probably speaks for many in so doing.

I could say that the teacher that influenced me the most in my educational experience is Mr. Warren because of his hard work and dedication toward the school and the students.

Kiley Stasch, Elementary Language Arts & Global Studies Teacher

In her recollection, Ms. Stasch demonstrates the undeniable value of service learning and of mixed-age activities—two core TNCS elementary values!

One of my fondest memories of school was when my school had what they called “Stewardship Day.” On this day, we were split up into groups from K–12th grade and assigned different tasks to help improve our community. Not only was this a fun time to have the chance to climb on top of school buses to wash them, go on long hikes to pick up trash, and clean up community gardens, but it was also one of the few times
out of the year that we were able to interact with students of all ages that attended our school!

Elizabeth Salas-Viaux, Pre-Primary Lead Spanish Immersion Teacher

Sra. Salas’s takes a different approach and gives a shout out to the awe-inspiringly involved families of the TNCS community.

One of the things that have inspired me as a teacher is to see how families and communities work along with teachers in order to provide the best positive learning experience for our students.

It’s true that the educational environment works best when all stakeholders are invested both internally and externally. The TNCS community is a beautiful synergy in the truest sense of that word, as the students who go on to enter the world as kind, compassionate, caretakers of it will reveal.

TNCS Teachers and Admin Share School Memories

It’s just plain hard to believe that the 2015–2016 school year is almost over, but with only a handful of weeks remaining, this is a great opportunity to reflect on all that The New Century School does for its students as well as all that education has given us. In perhaps a similarly nostalgic frame of mind, TNCS Head of School Alicia Danyali posed the following questions to her staff recently: “What is your fondest memory of school? What teacher/school event influenced you the most in your educational experience?”

It’s interesting to note the various ways the questions were interpreted—some answering from their past school experiences as young students, and others bringing their more recent TNCS experiences to bear. Regardless, Dear Readers, what follows are their heartwarming, often funny, and always insightful responses. You will get to know these wonderful educators in a new way, seeing what particular experiences and moments shaped them into who they have become as well as whence the unique gifts each brings to the art of educating your children.

Tissues handy? Okay, in no particular order, here we go!

Teresa Jacoby, K/1st Math & Science Teacher

Mrs. Jacoby, fittingly, reveals being awed by the power of science.

I think my fondest memory is winning first place in my 8th-grade Science Fair. My father who was a plumber helped me build a water cycle table. My water cycle table actually rained and had thunder and lightning. It showed the path that water follows from the mountains to the ocean. My father being my first and best teacher taught me to weld pipes and install a small water pump, which pumped the water to a showerhead hidden in the clouds. The water then followed a small river from the top of the mountain to the seashore draining into a bucket where the pump pumped it back to the showerhead.

Catherine Lawson, Lead Primary Montessori Teacher

Mrs. Lawson shows us where her compassion for students and her fun-loving side may have begun to develop in earnest.

I have two vivid memories from attending Fernwood Elementary School in Bethesda, Maryland. The first was in the 3rd grade, when my class did a play called “February On Trial,” which was about February not having enough days to be counted as a month.  All of the holidays in February were represented by a character who were called on to defend why February was important to have. I was the bailiff and got to walk the defenses (characters) across the stage and have them say that they would tell the truth and nothing but the truth. These included The Groundhog, Cupid, George Washington, and February 29. I was very proud of my part. As I think back now as an adult, I realize that my teacher, Mrs. Reader, made up this part just for me because I wanted to be in the play so badly. I could not remember lines, so she simply had me have to say the same line over and over: “Do you promise to tell the truth and nothing but the truth?” I love Mrs. Reader for that.

The second activity was 6th grade Outdoor Camp, lasting 3 days and 2 nights. We had to hike to the camp, which was probably only a short hike, but I remember it feeling like miles. Once there, we got to dissect an owl pellet. It was so exciting to open up the pellet and finding the bones of a mouse—even a mouse skull. We slept on bunk beds in sleeping bags. It was very exciting. We had a dance one of the nights and all the boys were expected to ask all the girls to dance. The boy (Ralph Miller) who I liked from afar asked me to dance, and I thought I had died and gone to heaven. I thought nothing could be better than dancing with him. It is so interesting how your prospective changes as you grow up and mature. I know that we must have done more activities on that trip; however, these are the things that I can remember all these years later.

I hope as a teacher that I can make memories that children will remember all their lives. I am thankful for all the teachers that shaped my life and made me who I am today.

Dominique Sanchies, Admissions Director and Assistant Head of School

Mrs. Sanchies proves that teachers truly make a difference in their students lives.

I’ve had three life-changing teachers:

  1. Mr. Carlo Tucci, my childhood guitar teacher who made me sing during each lesson. This taught me that I had a voice.

  2. Mrs. Patricia Brawn my high school French teacher (4 years), who taught me that my voice (point of view and expression) was beautiful.

  3. My college Avant Garde Film instructor Ms. Kathryn Lasky, who taught me how to organize my voice to best be heard and to think outside the proverbial box.

Elisabeth Willis, Elementary Art Teacher

Ms. Willis demonstrates the undeniable value of differentiation in a child’s education and what it can do for self-esteem when teachers give the learner ways to use their strengths to grow!

It’s very hard to pick just one. Growing up, I had art teachers who recognized my abilities at a young age and always encouraged me to do more. Each art teacher, from 1st grade through high school, all played a major roll in how I learned and what I strived to become.  In elementary school, my teacher created an AP art class based on me and a few other students in my class needing more than just one art class a week. It also meant skipping gym for a day, which, for a clumsy kid, was amazing.

In high school, my teachers all encouraged me to take classes outside of just what the school had to offer. I ended up taking classes at the Metropolitan Museum of Art and doing precollege at both Parsons and MICA. Without the teachers I had throughout my life, I’m not sure I would have become who I am now or have experienced all I have been able to experience.

Lisa Reynolds, Lead Primary Montessori Teacher

Mrs. Reynolds’ sense of humor shines through in these funny memories from her tenure at TNCS.

A student and teacher go into the greenhouse to pick grapes. The student walks in first with teacher behind him. They startle two doves sitting in the grapevines, and the only way out is the door that the teacher and student are standing in. The birds swoop toward them, as they both duck so not to get struck by the anxious birds. The student looks up with a serious grin and says, “[Teacher], you have bird___ on your forehead!” The teacher says, “Thank you . . . would you please hand me a leaf?” This always makes me laugh when I think back on it!

Another time, I asked a student if her unique name had a special meaning. She thought for a moment and replied, “I just might be related to poison ivy and [my parents] wanted to mix it up a bit.” LOL!

Yu Lin, Pre-Primary Lead Mandarin Immersion Teacher

Lin Laoshi’s fondest memory of her time at TNCS happened when she saw her hard work paying off in a surprising way and in a brand-new context.

We took a field trip to the Baltimore Zoo last year. I was so surprised that many of our children were able to name the animals using Chinese, and they sang Chinese songs about the animals that they had learned in class. I was so proud of them.

Wei Li, Elementary Mandarin Teacher

Li Laoshi used this opportunity to reflect on the new experience of teaching Mandarin as a second language in this country and how she will use it to inform ongoing improvements—a lifelong learner!

This is my first year at TNCS, and it is also my first job in the U.S. I am so excited to be a member of this big and warm family, and I really enjoyed my job in the past year. I gained tons of practical experience in teaching a second language (Chinese), and I am becoming better in communicating with students who are in various ages and learning styles. I believe with the support from all my friendly colleagues, I will run the Chinese program better and better in the following years.

Maria Mosby, Lead Primary Montessori Teacher

Ms. Mosby shares recollections that show her both coming to terms with the need to persist in the face of possible failure as well as her overcoming obstacles with her newfound resolve.

One memory of mine that had a big impact on me was a poetry reading I was supposed to participate in in high school. Only a few students were selected to read their poetry, and I had worked on it for weeks. At the assembly, my teacher could tell that I was very nervous. She asked me if I would rather opt out, and, without thinking, I said “yes.” Everyone else read their poetry, and I stayed in the audience, wincing. I was angry at myself for not having the courage to go up there. I have always regretted that moment and promised myself that I wouldn’t let fear get in the way of another opportunity.

One of my fondest memories would have to be an accomplishment from middle school French class. I created a model of The Louvre while dealing with pneumonia. Several students suggested that I give up and that I would fail, but I pushed through and did it. I was very proud of that model, and kept it for several years.

Martellies Warren, Lead Primary Montessori Teacher and Elementary Music Teacher

Mr. Warren not only gives us another fascinating peek inside his illustrious career, but he also demonstrates that sometimes “the show must go on” even in the face of unimaginable tragedy to lift spirits and spread some love.

In 2001, Wynton Learson Marsalis “trumpeter, composer, teacher, music educator” asked the Morgan State University choir to record his work “All Rise” and perform it at the Famous Hollywood Bowl. We were scheduled to fly from the Dulles international airport headed to Hollywood California on none other than September 11, 2001. This was a huge deal for all of us, and we quickly told everyone we knew. Three weeks before we were scheduled to leave, Wynton called the late and former head of the Morgan State University music department Dr. Nathan Carter to ask if it would be a problem to move our departure date up to September 9th. Dr. Carter agreed, and this decision probably saved all of our lives.

On September 11, 2001, I awaken in Hollywood, California to several choir friends crying and frantically trying to call loved ones. I looked at the news and saw the first airplane fly into the World Trade Center. It was like something out of a horror movie, except it was really happening. Shortly after, the second airplane flew into the other tower, and we watched in horror as both buildings came crashing down. I had been trying to call my parents to let them know we were safe and that we had already flown out prior to the 11th but could not get through. My family and friends thought I was on the flight that left Dulles and had been calling my parents all day with their condolences.

Shortly after the 11th, Wynton and the producers felt that we should still do the show at the Hollywood bowl. We opened the show with an arrangement of the “Star-Spangled Banner” and sang to a packed stadium of patriotic concertgoers. A day later, we were cleared to fly back across the country to Dulles airport, where we learned we were the first flight allowed back into Washington, D.C. airspace! I’ll never forget being escorted into D.C. by fighter jets that surrounded our aircraft (yikes!). We landed safely and taxied to our gate on a runway lined with pilots waving American flags and cheering.

This experience shaped me as an educator. My life was spared for a reason. I have purpose and a duty to educated and provide the highest quality of education I can provide. It was that experience that helped shape me into the passionate educator and musician I am today!

Alicia Danyali, Head of School

And here’s what it all comes down to. Mrs. Danyali reveals both how important it is to be nurtured as a learner, in this case as a young teacher, as well as how essential to provide a nurturing space for the teachers now in her care as Head of School.

The teacher–mentor dynamic can be life-changing in every profession, especially in education. My most significant mentor, whom I find myself quoting throughout my career, is a 3rd-grade teacher, Mrs. Sharon Bleumendaal. Mrs. Bleumendaal was my first mentor and colleague in my first position after graduating from Florida International University with a BS in Elementary Education. I was given the opportunity to work overseas as a Grade 3 teacher, and my path into the international educational community allowed me to grow as a professional in ways I never expected.

Mrs. Bleumendaal was a veteran teacher who had many degrees. Of all these, the Montessori Philosophy was closest to her heart, even though the school where we taught was not Montessori. She opened my eyes to a community of learners who, under her guidance, were compassionate, intrinsically motivated, and excited about being in her classroom. This was the environment I aspired to create as an educator new to the profession. The key to her student success was her ability to differentiate instruction, meet the students right where they were academically, and challenge those students to tap into their full potential.

I was the luckiest new teacher in the world! I could throw out the traditional views and assessments through standardizing tests in the public domain, a bureaucracy that instilled fear into the generation of teachers from the early 90s and beyond, teachers who were, and are, desperately trying to make a difference, even with many odds against them.

At a recent staff development day in my current role, as Head of School, I quoted Sharon Bleumendaal while discussing the application of differentiating techniques to student needs, and not conforming students by honoring their learning style. Mrs. Bleumendaal was nurturing but held her students accountable. The classroom shined with high self-esteem and teamwork, years before these “buzzwords” were a concern for stakeholders worldwide.

Mrs. Bleumendaal was tapped into her students, and offered her full attention and dedication to them daily. She also trusted her students, which goes a long way in making choices that can guide decisions all the way through adulthood. It would be a big claim to state that if I never had Sharon Bleumendaal to mentor me right out of university, I can’t say if I would have stayed in education. My experiences and opportunities since those early days have undoubtedly shaped my career path and my own intrinsic motivation to stay in the field.

Want more? Never fear, Part 2 of this lovely exercise (thanks Mrs. Danyali!) will be published in future, as more responses come in from those who have not yet had a chance to share. The prospect might just make closing out another great year at TNCS bearable!