Part of The New Century School‘s mission is to nurture the whole child. This means faculty and staff focus not just on academics but also on, among other things, social and emotional learning, physical education, and The Arts.
For the 2021–2021 school year, art class has a brand-new teacher: Meet Devin Martin. She even has “art”in her name!
But that’s not the whole picture. Ms. Devin is a natural fit at TNCS in several ways, as you’ll quickly see. She originally came to Baltimore from Ithaca, New York, where she grew up, to attend Maryland Institute College of Art—which we all know as MICA, of course! She graduated in 2013 with a bachelor’s degree in Fine Art and also did some course work in Art Education.
She found that Baltimore felt like home to her and has been here ever since. “I’ve made great friends here, and I’m never bored in this city. The art community here is so collaborative, and every time I spend time with my friends we come up with something artistic to do together. People are always performing at each other shows and collaborating, and it’s just a really great place to make interesting art,” she explained.
As for what her medium as an artist is, she says that the general Fine Arts degree allowed her to pursue multiple ways to create. “Fine Arts is a little bit of everything, which works well for me because I used to get bored with just one medium. I bounced around from photography to miniature painting to book arts . . . but what all of that ended up coalescing into was shadow puppetry, which became my main thing. It’s cut paper, it’s more theatrical, and I really got into theater arts after graduating.”
Art Meets Montessori
Alongside this passion for art, Ms. Devin also has known that she wanted to teach since she was 16 years old and has worked with children in various capacities since then. After college, she began leading after-school community art programs. Shortly thereafter, she got a job at the Baltimore Montessori Public Charter School, and as you’ve probably guessed, became intrigued with Montessori education. “I was doing after-school things with them and realized that I wanted to be around there all the time! That was also one of the first times I worked with early childhood in the primary classroom. It was a good fit for my personality. Young kids and I have a lot in common in terms of enjoying tactile experiences in nature and art and animals . . . so I feel like I can engage them really easily.” She went on to tie that fascination with small objects to the Montessori tenet of the characteristics of the primary-age child.
So, she started working as a primary assistant (eventually going on to lead a classroom) and decided to pursue Montessori training. She did her assistant Montessori training at Loyola University Maryland’s Center for Montessori Education and her Lead training at the Barrie Institute for Advanced Montessori Studies, where she also worked for a while.
Here at TNCS
And then the pandemic hit, so Ms. Devin had to shift gears. She answered a job listing put up by a group of TNCS families who were interested in finding a Montessori-trained teacher to teach their young children in a home/pod setting. Says Ms. Devin:
It was a wonderful group of seven kids age 2 1/2 through 6 years, and met every day in the guest room one of the families had turned into a primary classroom. We also spent most of the afternoon in Patterson Park learning about nature. We learned all about what kinds of trees grow there, and we extensively studied the cicadas. We learned all about their life cycle, their body parts, and what they do and why they sing. It was a fun way to be able to bring my passion for early childhood science into this wonderful, wonderful park. It was a really great experience, and I think I learned a lot about myself as a teacher during that time.
As will now seem predestined, this is how she ultimately found out about TNCS. She first began long-term substituting in the primary classroom while Señora Salas is out on maternity leave but then saw the art education opening. “A lot of my background is in art education, and it’s definitely a major passion of mine, so I asked if I can do both. In the morning I’m teaching in the primary classroom, and then in the afternoon I’m teaching K through 8 art,” she said.
Although this schedule might sound daunting, it’s easy to see how she blends her various talents and makes it all work. (Puppets in the primary classroom? Match made in heaven! She also makes great use of her skill with miniatures.)
So how is she faring so far this year? Short answer: beautifully in both spheres. In the primary world, she says, “All the primary teachers are kind of new this year, so we were able to figure out how we wanted to run things ourselves. Although I have a lot of experience in primary classrooms, this year is totally different because of COVID. There are all sorts of different considerations for how to stay COVID-safe, from the way we do lunch to the way we do play time. So, there’s a lot of trying new things, but the kids are really adaptable, and I think we’ve fallen into a nice little rhythm and routine.”
As for art . . .
In the afternoon, I’m running around doing art in all the classrooms, and I’ve just been loving it. I think art teaching is really what I’m best at in the world. I’m always smiling so big when I’m walking around the classroom, looking at everyone’s art. They’re all elementary and middle school age and at that point where they haven’t quite decided whether they’re an artist or not. They might say they can’t draw, but they they can and with a bit of encouragement, they’re able to do things that really impress them. For example, we did a geometric tile project looking at Islamic, Moroccan, and Mexican tile-work, and we made simple designs using a straight edge and a circle. At the end of one of the classes, one of the students said, ‘how did you do that?’ and, I replied, ‘you did that.’ They responded, ‘how did you get me to do that?!’ It was funny, and she was so surprised at her own skills.
During the first quarter, students have been focused on building drawing skills through observational drawing as well as imaginative drawing. Recent projects have included drawings based on the colors, compositions, and motifs of Panamanian textiles and a street art–inspired project using bent wire to bring line drawings to life. “I like to take a skill and apply it in a bunch of different ways, but soon we’ll be moving on from drawing into 3D stuff like sewing and clay work. It’s been very fun to figure out what I want to teach and what areas of art I want to delve into.”
Ms. Martin will display student works of art around the two TNCS buildings—get a peek when you can!