Please note: Wooster’s educational philosophy is centered on teaching children not course material.  Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

 

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Reuse, resale, or reproduction of this material outside of Wooster School is prohibited.

 

Copyright Wooster School 2006

 

 

9th Grade

 

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English/Literacy

9th Grade

All entering ninth graders are required to take a grammar placement test to determine whether they need to take a grammar skills course.  Grammar workshops review and remediate grammatical concepts with an emphasis on sentence structure, usage, and effective communication.

 

9th GRADE GRAMMAR SKILLS COURSE

Students will master three sentence types:

                                    Simple

                                    Compound

                                    Complex

Students will practice usage skills

Students will practice punctuation skills

                                    Master: end marks, capitalization

                        Review: commas, semi-colons, colons, hyphens, dashes,

                                        and quotation marks.

Students will practice formats for specific writing tasks:

                                    Title pages

                                    Research--footnotes, citations, bibliographies, etc.

 

Students will demonstrate mastery or proficiency by submitting written work, from various other courses, that accurately proves their competence.

 

9TH GRADE ENGLISH

READING:   

The Princess Bride

Inside the Walls of Troy

Mythology: Cupid and Psyche, Orpheus and Eurydice, Pygmalion and Galatea, Echo and Narcissus, King Midas, Lady Godiva, David and Goliath, The Sword in the Stone, and Lancelot and Guinevere.

Assorted poetry as it relates to mythology (contains allusions to mythology.)

            Oedipus the King

Beowulf  (excerpts from the Raffel Translation)

Romeo and Juliet

A Guide to MLA Documentation

Students read four books independently from an approved list

 

LITERARY ELEMENTS:   

Structure of novel: lyrical, frame, chronological;

Elements of Rhythm: alliteration, assonance, onomatopoeia, repetition, iambic pentameter, dactyls, trochees rhyme;

Figures of speech/Figurative language: metaphor, simile, personification,

Plot: exposition, conflict, rising action, climax, denouement;

Types of conflict: man vs. man, man vs. nature, man vs. himself, man vs. society

Five stages of a hero

Epic poetry, Narrative poetry, Myth

Dialogue, Narration

General Literary devices: allusion, kennings, narrative poetry, tone, antagonist, protagonist, foil, plot, stereotype, mood, propaganda, prologue, epilogue

Point of View: third person omniscient, third person limited, first person

Elements of Shakespearean Drama: monologue, aside, soliloquy, blank verse, oxymoron, pun, wit, hyperbole, paradox, iambic pentameter

Elements of Tragic Drama: great man, tragic flaw (hubris), great fall, catharsis, pity and fear.

 

WRITING:    

Memorandum

            Major project on character, theme, or plot

            Persuasive Essay

Comparison/Contrast Essay

News Article

Short story

Poetry

Speeches

            Script/Dialogue

 

GRAMMAR:

            Comparisons in parallel forms

            Subject and object pronouns

            Non-restrictive clauses 

Pronoun agreement

Subject/verb agreement

 

MECHANICS:

Capital letters

            Numbers under one-hundred

            Spelling of common words

            Underlines vs. italics

MLA Research Format

Suffixes and prefixes

Citations (MLA format)

 

PUNCTUATION:

End marks

Capitalization (nine common rules of)

Commas in a series, commas in non-restrictive clauses, commas in compound

 sentences, commas for clarity

Apostrophes--possession and contraction

Quotation Marks--direct and indirect

Dashes

Colons

 

STYLE:

Coordination, subordination, and parallelism

Formal essay format: Title, Thesis statement, Introductions, Topic sentences, Transitions, Use of powerful details

Subordinating sentences

Sense of Audience

Parallelism

Sentence variety and its power

 

SPEAKING:

Presentation of major project—Voice projection, enunciation, eye contact, pace

Peer editing

Read aloud

Presentation of research

 

LISTENING:            

Appropriate audience behavior

Peer editing     

Questioning skills

Analytical viewing                    

 

STUDY SKILLS:

How to use a rubric

One-Foot voice (editing technique)

Note-taking

Creating and using study guides

Types of test questions

Multi-answer three part questions

Test strategies for multiple choice and short answer

Research

Note taking

Time management

Critical viewing

 

TECHNOLOGY SKILLS:

Computer research

Locating/evaluating credibility of internet and book sources

Computer formatting skills

Six Library Links units with the librarian

Move image and text between documents

Citations from a variety of sources

 

 

History

ANCIENT WORLD

GOALS

Ancient World examines the history and cultures of pre-modern peoples throughout the world.  In addition to a survey of Greek, Roman, and Medieval Europe, the history of China, Japan, and India is closely studied.  Attention is also paid to developments in Africa and the Americas.  Students are encouraged to find cross-cultural patterns and to compare the way institutions developed in different eras and areas.  Geography and its influence on events and individuals and individuals' influence and achievements are an important part of what students learn.  The course uses a variety of audiovisual techniques as well as reading and lecturing.  Students are expected to write a research paper during the second semester. 

 

TOPICS

A brief consideration of prehistory and the distinctions of recorded history

The River Valley Civilizations of Egypt, Mesopotamia, Northern Indian and China

Mayan Civilization

Aztec Civilization

Minoan and Mycenaean civilization

Development of 5th century Sparta and Athens

The Hellenistic achievements of Alexander the Great and his successors

Republican and Imperial Rome; the coming of Christianity

Byzantine Culture and the emergence of Islam

 

SKILLS

    Students:

are provided with a working framework of knowledge so that they will have a context in which they can locate subsequently encountered information, and understand special words and concepts like civilization, dynasty, city-state, Socratic method, diaspora, etc.

develop coherent narrative skills through well-organized note taking and structured essay writing.

develop analytical skills more especially in identifying cause and effect, in comparing and contrasting societies and life-styles as well as in recognizing social change and continuity.

develop evaluative skills when reading and studying sources of information.  In assessing reliability, they learn to consider how well informed was the writer and what were his or her sources of information; for whom the account was written, when it was written, and by whom the writer may have been influenced; they learn to identify bias and propaganda.

inculcate the ability to empathize with societies alien to our own.  They learn to exercise the powers of imagination with a view to a better understanding of worlds and cultures of which we have no personal experience.

 

Beyond developing the skills listed above, we hope that at the end of this course our students will be better citizens.  They will better appreciate the origins from which their own civilization has emerged.  They will be better communicators and have a greater awareness of social structures and the forces that produce them.  They will be better equipped to evaluate the reliability of what they read and hear.  They will be aware that there have been, are and will be human beings who think very differently from themselves.  The course is conceived in the belief that in spite of the huge differences between ancient civilizations and our own, the problems of humanity are also timeless.  An inquiry into such matters as Hammurabi's code, the municipal ideals of Pericles, the expansionist ambitions of Alexander the Great and the tensions between citizens of Gaul and their Roman masters, can only enlighten our understanding of the legal, administrative, military and imperial developments of our own day.

 

 

Foreign Language

Coursework generally includes French I, French II, Spanish, I, Spanish II, or Latin II

 

FRENCH I

This beginning French course starts to build a basis of the French language with a strong emphasis on communicative skills.  The course starts to develop listening and reading comprehension skills, speaking proficiency, writing skills, and an appreciation for the culture of French-speaking countries.

The French I course demands constant and active participation from the students.  The usage of the French language in class increases as the course progresses.

 

GOALS

To acquire the basic pronunciation and intonation skills

To acquire the ability to read and to understand basic French in spoken and written forms

To foster the elements of writing proficiency

To use new vocabulary and grammatical structures in written and spoken French

To begin to communicate ideas effectively in French

To encourage an understanding and appreciation for culture of France and other French-speaking countries

COURSE MATERIALS

Allez, viens! - level 1 series

                        Student text

                        Practice and Activity Workbook

                        Vocabulary and Grammar Workbook

            In class use of audio CD's, video segments

French in Action video program (episodes 1-12)

Films:  Cross my Heart, Touring France

TOPICS

Conversation

Introducing yourself

Greeting people and saying goodbye

Asking how people are

Asking someone's name and age and giving yours

Things you like or don't like ; activities you like or don't like to do

Greetings and goodbyes

Hand gestures

Agreeing and disagreeing

Asking for and giving information

Asking for and expressing opinions

Getting someone's attention

Expressing thanks

Exchanging information

Question formation

Making, accepting, and turning down suggestions

Making and responding to requests

Asking others what they need and telling what you need

Expressing likes, dislikes and preferences about activities

Accepting and turning down a suggestion

Arranging to meet someone

Asking for an opinion; paying a compliment; criticizing

Asking for and expressing opinions

Asking for and giving advice

Asking for and giving people's names and ages

Asking for, giving, and refusing permission

Au téléphone

Conversational time

Expressing likes and dislikes

Expressing need; inquiring

Extending and responding to invitations

Hesitating; making a decision

Information questions

Inquiring about and expressing likes and dislikes

Inquiring about and relating past events

Introducing people

Likes and dislikes

Making plans

Making suggestions, excuses and  recommendations

Making, accepting and turning down suggestions

Offering, accepting, or refusing food

Ordering food and beverages

Paying a check

Responding to compliments

Sharing confidences and consoling others

Telephone call

Telling someone what to do

School life

Understanding classroom instructions

French classroom expressions

School subjects  and school-related words

Class times

Parts of school day

School supplies

Buying school supplies in French-speaking countries

Mechanics

Spelling

Counting

French alphabet, accent marks, and names

French gesture for counting

Numbers for telling time

Avoir besoin de

C'est versus il/elle est

Contractions with à

De with expressions of quantity

Possession with de

The direct object pronouns le, la, les

The object pronouns le, la, les, lui, and leur

The pronoun en

Using le with days of the week

Vocabulary

Colors

Weather expressions

Months of the year

Time expressions

Seasons

Celsius and Fahrenheit

Activities

Adjectives to describe and characterize people

Articles of clothing

Chores

Clothing sizes

Colors

Daily activities

Days of the week

Describing and characterizing people

Expressions of quantity

Family members

Food and beverages

Food served in a café

Food vocabulary

Identifying people

Meals

Numbers 20-100

Places to go

Sports and hobbies

Things to do

Grammar

Ne…pas

The definite articles le, la, l', les

The connectors et and mais

Subject pronouns

Using si instead of oui to contradict a negative statement

The indefinite articles un, une, des

The demonstrative adjectives ce, cet, cette, ces

Adjective agreement and placement

De after a negative verb

The pronoun on

Adverbs of frequency

Adjective agreement

Adjectives used as nouns

Placement of adverbs with passé composé

Possessive adjectives

The imperative

The partitive articles

Verbs

-er verbs

The verb avoir

The verb aimer

The verb avoir

Expressions with jouer and faire

The verb faire

The verb aimer; regular -er verbs

Aller + infinitive

The future with aller

The -ir verb: choisir

The passé composé with avoir

The -re verb: repondre

The verb aller and aller + infinitive

The verb être

The verb pouvoir

The verb prendre

The verb vouloir

The verbs mettre and porter

Culture

The French-speaking world

Famous French-speaking people

Leisure time activities

The French educational system/le bac

L'heure officielle

Curriculum in French schools

The French grading system

Things you might buy for school and fun

Bagging your own purchases

French currency (euros)

Québec

Sports and hobbies

Old and new in Quebec City

Sports in Francophone countries

Abidjan

Arles, France

Dating in France

Family life

Fashion in francophone countries

Food of Côte d'Ivoire

Going out

History of Arles

Mealtimes in francophone countries

Paris

Pets in France

Québec

Shopping for groceries in francophone countries

Telephone habits of French-speaking teenagers

The French telephone system

The Ivorian market

The metric system

Tipping

Waitpersons as professionals

 

FRENCH II

This intermediate French course continues to develop a strong basis of the French language.  The class builds upon the material and goals presented at the beginning level of language learning.  The French II course is conducted primarily in French, which emphasizes the use of French as a means of communication.  The course demands active participation from the students in a variety of ways such as dialogues, presentations, pair activities, and interviews.  Several projects and presentations are included such as a unit on French food, a treasure hunt (giving and following directions), a presentation on Loire valley castles, and an awalé tournament.

 

GOALS

To improve the student's ability to speak the language

To improve the ability to communicate ideas effectively in French

To improve the understanding of oral and written French

To foster writing proficiency through directed and creative writing

To use new vocabulary and grammatical structures in written and spoken French

To recognize and understand the meaning of unknown words through context clues and cognates

To improve basic pronunciation and intonation skills

To continue to develop an appreciation for culture of France and other French-speaking countries

COURSE MATERIALS

Allez, viens! - level 2 series

                        Student text

                        Practice and Activity Workbook

                        Vocabulary and Grammar Workbook

                        In class use of audio CD's, video segments

French in Action video program (episodes 13-25)

Film:  Au revoir les enfants

TOPICS

            Conversation

Describing and characterizing yourself and others 

Expressing likes and dislikes

Asking for and giving advice

Relating a series of events

Welcoming someone and responding to someone's welcome

Asking for and giving directions

Paying and responding to  compliments

Paying and receiving compliments

Making suggestions

Making purchases

Asking for, offering, accepting, and refusing food

Extending good wishes

Giving prices

Asking for information and describing a place

Asking for and making suggestions

Sympathizing and consoling someone

Giving reasons and making excuses

Congratulating and reprimanding someone

Asking for opinions Expressing enthusiasm, indifference, and dissatisfaction

Expressing disbelieve and doubt

Asking for and giving information

Formal and informal phrasing of questions

Expressing satisfaction and frustration

Telling time

Expressing concern for someone and complaining

Giving advice Accepting and rejecting advice

Expressing discouragement and offering

Encouragement

Telling how often you do something

Telling what or whom you miss Reassuring someone

Asking and telling how things were like

Reminiscing

Making and responding to suggestions

Describing places

Wondering what happened

Offering possible explanations

Accepting and refusing explanations

Breaking some news

Showing interest

Beginning, continuing, and ending a story

Explanations and apologies

Sharing a confidence

Asking for and granting a favor

Making excuses

Apologizing and accepting an apology

Reproaching someone

Apologetic actions

Talking about personal problems

Accepting and refusing advice

Mechanics and Usage

The adjective quel

Using tu and vous

Contractions with à

intonation

Contractions with de

Emphasizing likes and dislikes

The reflexive pronouns se and me

The relative pronouns ce qui and ce que

De with adjectives and plural nouns

The phrase c'était

The pronoun en with activities

Figures of speech

Si on + the imparfait

Avoir l'air + adjective

            Pronunciation

Pronunciation: liaison

Pronunciation: e muet

Pronunciation: the nasal sounds

Pronunciation: [y] versus [u]

Pronunciation: the [r] sound

Pronunciation: the [e] sound

Pronunciation: the nasal sound [a]

            Vocabulary

Travel items

Family vocabulary

Clothing and colors

Weather expressions and seasons

Furniture and rooms

Places in town

Places to shop

Food items to buy

Meals

Gift items

Special occasions

Expressions of quantity

Food vocabulary

Places, flora, and fauna

Vacation activities

School day vocabulary

Meals at school

Sports and leisure activities

Weekend activities

Health expressions

Parts of the body

Injuries

Staying fit

Childhood activities

Adjectives of physical traits and personality

Chores

Places in a city

Feelings

Personal happenings

Friendship

School-related mishaps

Accidents and injuries

Party preparations

            Grammar

The imperative

Question formation

Prepositions of location

The object pronoun en

The partitive articles

The indirect object pronouns lui and leur

Recognizing reflexive verbs

Connectors for sequencing events

Introduction to the passé composé with être

Connector words

Question words

Formation of imparfait

Object pronouns and their placement

Direct object pronouns with the passé composé

Object pronouns before an infinitive

            Verbs

The verbs avoir and être

Adjective agreement

Choisir and other -ir verbs 

Future with aller

Regular -er verbs

Adjectives that precede the noun

Courses of a meal

The verbs pouvoir and vouloir

Reflexive verbs

Adverbs of frequency

Daily activities

The passé composé with avoir

The passé composé with être

The verb ouvrir

Verbs that use être in the passé composé

Reflexive verbs in the passé composé

The verb devoir

The verb se nourrir

The imparfait of avoir and être

The passé composé vs. the imparfait

Using être en train de and the imparfait

The passé composé of reflexive verbs

            Culture

Travel documents for foreign countries

Studying abroad

Ethnic restaurants

French teenagers' bedrooms

Notre-Dame de Chartres

Houses in francophone countries

Neighborhood stores

Typical meals in the francophone world

The euro

La ville de Saint-Pierre

Places to visit in different regions

The Creole language

Carnaval

Music and dance in Martinique

Carnet de correspondance

French grades and report cards

School life in francophone countries

Types of châteaux in France

Studying historical figures in school

Buses and trains in France

Research and presentations on Loire Valley castles

Good and bad eating habits

Pharmacies in France

Teenagers' exercise habits

Mineral water

Côte d'Ivoire

Things to see and buy in Côte d'Ivoire

Village life in Côte d'Ivoire

Ethnic groups in West Africa

High school in Côte d'Ivoire

Félix Houphouet-Boigny

Game of awalé

The cours Mirabeau

Aix-en-Provence

Histoires marseillaises

Paul Cézanne

Roman ruins in Aix-en-Provence

Provençale cuisine

 

 

SPANISH I

The Spanish I students are introduced to the four skills of language: listening, speaking, reading, and writing.  Beginning with this level of the Spanish, the program places a strong emphasis on oral communication.  Reading and writing are initially used as a reinforcement of previously learned material.  Gradually, students are able to read stories and write short dialogues.

 

GOALS

To begin to build a strong vocabulary and grammatical base

To develop students' communicative skills

To encourage students' daily participation in class discussions

To develop writing proficiency by means of directed exercises, short dialogues on a variety of topics, and a daily journal

To develop pronunciation skills

To develop listening comprehension skills and ability

To introduce students to Spanish culture and to the Spanish speaking world

To develop in students an appreciation and understanding of Spanish culture through reading, watching videos, and listening to music

COURSE MATERIALS

¡Ven conmigo! - level 1 series

Student text

            Practice and Activity Workbook

            Vocabulary and Grammar Workbook

            In class use of audio CD's, video segments

Destinos video series (episodes 1-6)

Short stories from Diálogos simpáticos, an introductory reader

Practice exercises from the website Learn Spanish (www.studyspanish.com)

TOPICS

Conversation

Introductions

Useful phrases

"Simón Dice" game to review commands

Greetings and farewells

Asking how someone is and saying how you are

Asking and saying how old someone is

Asking where someone is from and saying where you're from

Likes/dislikes

Hellos/goodbyes

Age expressions

"How are you?" and responses

Telling where you're from

Wants and needs

Describing your room

Telling time, being late, being in a hurry

Describing people and things you like

Tag questions

Describing people and things 

Telling where people and things are

How often you do things

Today's date

Getting together with friends

Discussing problems and giving advice

Talking on the phone

Extending,  accepting and declining invitations

Making plans

Telephone conversations

Declining invitations

Telephone expressions

Getting to know someone

Party invitations

Commenting on food

Making polite requests

Ordering dinner in a restaurant

Asking for/paying the bill in a restaurant

Polite requests

Paying the check in a restaurant

Expressing likes and dislikes

Discussing gift suggestions

Asking for and giving directions

Commenting on clothes

Making comparisons

Expressing preferences

Asking prices/paying

Asking for and giving an opinion

Asking for help and responding to requests

Telling a friend what to do

School Life

Classes and sequencing events

School classes

Grade scales in different countries

A typical school day 

Student course loads

School-sponsored activities

Spanish punctuation marks

Mechanics and Usage

Definite articles

Accent marks

Indefinite articles

Plural definite articles

Forming questions

el/los + days of the week

tú and usted

Negation

¿Quién/quiénes?

les, a ustedes, a ellos, a ellas

Frequency of activities

Gender

"personal a"

Diminutives

Hay

Forming questions

Future expressions

Use of estar to say how things taste

Comparisons

Gift suggestions

Describe past events

Informal commands

Direct object pronouns lo and la

Expressions for time in the past

Tú and usted

Vocabulary

Telling time

Alphabet

Colors

Numbers

Sports

School items

Items in your room

Time expressions

Activities

Locations

Days of the week

Activities with friends

Weather

Dates, months, seasons

A typical week

Days of the week

Describing a family

Describing people

Family members

Household chores

Colors

Descriptions of people

Pastimes and hobbies

Personal chores

Talking about meals and food

Meals

Foods

Numbers (0-200,000)

Vocabulary for shopping

Clothing

Family terms

Preparations for a party

Celebrations

Grammar

Subject pronouns: yo, tú 

Noun gender/agreement

Plural nouns

Agreement of cuánto and mucho with nouns

Subject pronouns: él, ella

Subject pronouns: yo, tú

Forming questions with cuántos

Adjective agreement

Possession with de

Noun/adjective agreement

Present tense

Uses of que

Subject pronouns

Present tense

Subject pronouns

Possessive adjectives

Encantar + indirect object pronouns

Expressions with tener

Indirect object pronouns

Es/son de + material/pattern

Demonstrative Adjectives

Present activities

Present progressive tense

Verbs

The verb ser

-ar/-er/-ir verb infinitives

Uses and forms of ser

tener

Necesitar, querer

-ar verbs

con, conmigo, contigo

The verbs estar, ir

tener

-er,-ir verbs

Hacer, salir, deber, poner

e to ie stem-changing verbs

Pensar + infinitive

ir + a + infinitive

Reflexive verbs

Tener expressions

gustar

o to ue stem-changing verbs

Forms of otro

estar and ser

Locations

Preterit tense of ar verbs

Culture

Common Spanish names

An introduction to the Spanish speaking world, including famous Spanish-speakers in sports, the arts, science, and politics

First names and Saints' Days

Greeting customs

Spanish surnames

The school day in Spain and Latin America 

Apartments in Spain

Spanish currency

México

Free time activities:  where you go/what you do

Sports in Spanish-speaking countries

Greetings in Spanish-speaking countries

Florida

Seasons in South America

What a family does together

Privacy in Hispanic culture

La familia

Ecuador

Traveling without a car

La comida de las Américas

Breakfast, lunch, dinner and table manners in Spanish-speaking countries

Common Andean dishes

Tortillas

Texas

Specialty stores in Spain

Fashion

Tamalada

Currency

Festivals and holidays

Saints' Days

Quinceañera

Wedding Celebrations

Las Piñatas

      

 

SPANISH II

The Spanish II students continue to develop the four skills of language:  listening, speaking, reading, and writing.  At this level, the program continues to develop oral communication and place a strong emphasis on vocabulary.  Reading and writing skills continue to be developed and reinforced. Students are expected to prepare for various in-class presentations and dialogues.  Reading short stories is introduced at this level, as well as more focused writing exercises.

 

GOALS

To continue to build a strong vocabulary and grammatical base

To further develop students' communicative skills

To continue to encourage students' daily participation in class discussions

To further writing proficiency through directed exercises, dialogues on a variety of topics, and a daily journal

To enhance pronunciation skills

To improve listening comprehension skills and ability

To continue to expose students to Spanish culture and to the Spanish speaking world

COURSE MATERIALS

¡Ven conmigo! - level 2 series

Student text

            Practice and Activity Workbook

            Vocabulary and Grammar Workbook

            In class use of audio CD's, video segments

Destinos video series (episodes 7-18)

Short stories from Cuentitos simpáticos, an introductory reader

Practice exercises from the website Learn Spanish (www.studyspanish.com)

TOPICS

            Conversation

Introducing yourself and others 

Talking about what you and others do 

Saying what you like and don't like

Description of appearance of Hispanics

Talking about how you're feeling

Making suggestions and responding to them

Saying if something has already been done

Asking for and offering help

Describing your city or town

Expressing feelings

Talking about your daily routine

Talking about responsibilities

Complaining

Talking about hobbies and pastimes

Saying how long something has been going on

Expressions of agreement

Asking for help and responding to questions

Giving explanations

Asking for and giving opinions

Giving advice

Talking about things and people you know

Making comparisons

Making plans

Talking about staying fit and healthy

Telling someone what to do and not to do

Informal commands

Asking for and giving information

Relating a series of events

Talking about what you used to do

Saying what you used to like and dislike

Describing what people and things were like

Using comparisons to describe people

Talking about likes and dislikes using the preterit

Describing a past event

Saying why you couldn't do something

Reporting what someone said

Describing what you did

Asking for help in a store

Talking about how clothes look and fit

Bargaining in a market

Giving directions

Setting the scene for a story

Continuing and ending a story

Talking about the latest news

Reacting to news

            Mechanics and Usage

hace + quantity of time + que + present tense

deberías vs. debes

ser + adjective to describe people

para + infinitive

ser vs. estar

Comparisons: más...que, menos... que

ir + a + infinitive

Reflexives with verbs of emotion

Imperfect of ser to describe people and things

tan + adjective / adverb + como

Comparisons: más/menos + adjective + que

Superlatives

Verbs with prepositions

Formal commands with usted, ustedes

ser + de + material

            Vocabulary

Nationalities

Numbers

Colors

Family members

cafeterías

Calendar expressions

Places around town

Weather expressions

Clothing

Daily activities

Chores

Hobbies and pastimes

Household chores

Daily routines

Verbs of personal grooming

Vocabulary of household chores

Vocabulary for hobbies and pastimes

School and computer terms

Activities around town

After school activities

School subjects

Sports

Fitness activities

Health and fitness terms

Body parts

Injuries and explanations

Ordering in a restaurant

In the city

Places in the city

In the train station

In a restaurant

Birthday celebrations

Food vocabulary

Describing people and places

Conveniences

Descriptive adjectives

In the zoo, the amusement park, and movie theater

Running errands

At a festival

Describing things

In a clothing store

In a market

Clothing/shoe sizes

Expressions for shopping

Clothing material and pattern

Accidents, mishaps, and daily events

Science fiction and fairy tales

The latest news

            Grammar

Indirect object pronouns with verbs like gustar 

Reflexive verbs and pronouns

e to i stem change in vestirse

Direct object pronouns: lo, la, los, las

Question formation

Spelling changes in verbs that end in -car, -gar, -zar

Spelling change of o to u and y to e to avoid vowel repetition

Direct and indirect objects

            Verbs

Present tense of tener

Adjective agreement

Present tense of regular verbs

The verb estar

Preterit of -ar verbs

Present tense of querer and poder

Adverbs ending in mente

estar + adjective to describe location

Present tense of the verb conocer

Preterit of the verb dormir

Preterit of regular -er and -ir verbs

Preterit of poder

Preterit of regular -ar verbs

Reflexive verbs

Present tense of saber

saber vs. conocer

Preterit forms of pedir, servir, traer

Poder

The preterit for listing events

The imperfect tense of -ar, -er, -ir verbs

The imperfect tense of  ir and ver

The imperfect of hay

The preterit

Adjectives with -ísimo/a

Using mientras in the past

Preterit of decir

The imperfect tense

Imperfect of hay

The preterit vs. the imperfect

Preterit of oír, creer, leer, caerse

The preterit and the imperfect to tell a story

The preterit of tener

Preterit of ser

            Culture

el euro

Planning evening activities in Spain

Calendar

Extended family living together

Celsius vs. Fahrenheit

Barcelona

Popular free-time activities among teenagers

Valle de México

Classroom activities

School levels in Mexico

Cost of university education in Latin America

Who is an American?

Student responses about health habits in Spanish-speaking countries

Snack foods in Spanish-speaking countries

Childhood activities

Public services in Latin American cities

el merengue

El Yunque and el coquí

Holidays and festivals in Spanish-speaking countries

el mercado de Otavalo

Mural art

Weather map of Bolivia

A Chilean folk tale

An Ecuadorean legend

"La Llorona"

 

LATIN II

Latin enrichment courses are offered in the Upper School as a continuation of the first year course offered in the Middle School. The second year Latin course meets three times a week. The focus of the program is to further develop comprehension and translating skills from Latin. Translation is tackled systematically, devoting attention to good equivalent English composition rather than merely establishing the literal meaning of passages. The course also aims at enriching students’ appreciation of the crucial role of Latin in the development of English and the Romance Languages. A good deal of time is devoted to etymology and word derivation, together with a consideration of the formative influence of Latin in medieval, renaissance and modern thought and writing.

Text: Jenney’s Latin series.

 

 

Math

Coursework generally includes Algebra 1 or Honors Geometry.

 

ALGEBRA 1

SKILLS MASTERED

Numbers

            Properties of real numbers

            Rules of exponents

Algebra

            Solving multi-step one variable linear equations

            Solving one variable linear inequalities

Graphing

            One variable linear inequalities

            Points on the Cartesian plane

Problem Solving

            Word problems requiring writing and solving one variable linear equations         

 

SKILLS PRACTICED           

Reasoning & Proof

            Algebraic proofs

Algebra

            Solving absolute value equations and inequalities

            Clearing fractions

            Slope of a line

            Writing equations of lines

            Solving systems by addition and elimination

            Compound inequalities

            Factoring quadratics

            Definition of a polynomial

Solving absolute value equations

Function notation

Graphing

Linear equations

Solving systems by graphing

Systems of linear inequalities

Quadratic equations

Problem Solving

Word problems requiring a system of linear equations

Connections

Relationships between graphs, tables and functions       

 

SKILLS INTRODUCED

Reasoning & Proof

Justification of steps using  number properties

Algebra

Quadratic formula

Simplifying radical expressions

Solving rational equations

Simplifying rational expressions

Solving rational equations

Definition of matrices

Addition / subtraction of matrices

Definition of exponential function

Data Analysis and Probability

Definition of probability

Simple probability

 

 

HONORS GEOMETRY

SKILLS MASTERED

Numbers

            Properties of real numbers

            Rules of exponents

Algebra

            Solving multi-step one variable linear equations

            Solving one variable linear inequalities

            Clearing fractions

            Slope of a line

            Writing equations of lines

            Solving systems by addition and elimination

Graphing

            Linear equations

            One variable linear inequalities

            Points on the Cartesian plane

Problem Solving

            Word problems requiring writing and solving one variable linear equations

Geometry

            Pythagorean Theorem

            Definition of trig ratios

            Right triangle trig

            Formulas for perimeter, area, and volume of basic shapes

Connections

            Have not forgotten they have done covered previous topics      

 

SKILLS PRACTICED           

Algebra

            Solving absolute value equations and inequalities

            Compound inequalities

            Definition of polynomials

            Polynomial arithmetic

            Factoring

            Solving polynomial equations by factoring

            Simplifying rational expressions

            Solving linear rational equations

            LCM and GCF with variables

            Simplifying radical expressions

            Solving radical equations

            Solving quadratic equations by the quadratic formula

Graphing

            Solving systems by graphing

            Systems of linear inequalities

Problem Solving

            Word problems requiring a system of linear equations

Reasoning & Proof

            Concepts of proof

Geometry

            Basic geometric definitions and theorems

           

 

SKILLS INTRODUCED

Algebra

            Dividing polynomials

            Definition of a function and function notation

            Direct, inverse, joint, and combined variation

            Solving quadratic equations by completing the square

Graphing

            Quadratic equations

Problem Solving

            Problem solving strategies

Geometry

      Transformations

Connections

            Connections between algebra and geometry

            History of math

 

 

 

Science

CONCEPTUAL PHYSICS

Conceptual Physics is an introductory physics course offered at the grade 9 level.  The course adheres to the American Association of Physics Teachers (AAPT) Guidelines for high school physics programs.  In particular, two of the components that the AAPT identifies as being essential for a quality physics program form the cornerstones of this course:

A broad appealing course in physics, which is not totally dependent on advanced mathematics, should be offered for the average students.

Laboratory activities, in which each student gets hands-on experience, are necessary to enhance higher understanding of physics concepts.

 

Grade 9 Conceptual Physics is also offered at the honors level.  While both courses deal with the same topics, the honors course goes to greater depth and is more demanding in terms of problem-solving, both mathematical and conceptual.

 

TOPICS

Linear  Motion

Vectors and scalars, distance and displacement, uniform motion, speed and velocity, graphing motion. Acceleration. Velocity-time graphs. Equations for motion at constant acceleration. Vector diagrams.  Vector addition.

Falling Bodies and Newton's Laws of Motion

Free fall. Force of gravity. Variations in Gravitational field strength.  Law of Universal Gravitation.  Frictional forces.  Newton's first, second, and third laws of motion.

Work, Energy, and Power

Work, gravitational potential energy, kinetic energy, conservation of energy.  Machines.  The lever.  Power.

Thermal Energy

Heat transfer, conduction, convection, and radiation.  Heat and temperature.  Temperature scales.  Specific heat capacity.  Heat exchange in mixtures.  Change of state and latent heats.

Fluids

Density. Specific gravity. Pressure. Pressure in fluids. Pascal's Law. Buoyancy and Archimedes' Principle.  Bernoulli's Principle.

Waves

Vibrations. The simple pendulum. Definition of a wave, types of waves, transmission of waves.  Interference. The Superposition Principle.

Sound

Nature of sound, speed of sound, transmission of sound, reflection of sound, characteristics of sound - pitch, intensity, quality.  Decibel scale. The human ear. Interference of sound waves.  Standing waves. Beats. Vibrating strings. Resonance in closed and open air columns.

Optics

Transmission of light, pinhole camera, laws of reflection, images in a plane mirror.  Reflection and images in curved spherical mirrors. Ray diagrams. Curved mirror equation.  Speed of light.  Refraction of light, Index of refraction, Snell's law, critical angle and total internal reflection.  Lenses. Images formed by converging and diverging lenses, the thin lens equation, the human eye, defects in vision and their correction.

Additional skills:

using tables and graphs

making accurate drawings

 

 

Art

INTERMEDIATE ART

This is a one-year, required course for 9th or 10th grade students.  It meets twice each week, once for 40 minutes and once for 70 minutes.

 

Students develop and strengthen basic skills covered in individual units in the following order: drawing, collage, painting, sculpture and multimedia.  Each unit begins with exercises in basic skills followed by a more complex project incorporating technical and creative thinking skills. The course ends with a multimedia project-an artist's book-- that requires each student to develop a theme of their choice with the media of their choice.  There is a written evaluation at the end of each unit and a more comprehensive evaluation and self-assessment at the end of the year.  Students are evaluated on the level of innovation, motivation, commitment, and experimentation they invest in their projects.  Students work toward proficiency in thinking, perceiving, responding creatively, evaluating, and discovering new methods to communicate visually.

 

Objectives

Upon successfully completing this class students will be able to:

create 2-dimensional compositions using basic techniques in drawing and painting;

work with collage papers and process to organize 2-dimensional compositions;

use at least one sculptural medium to create a 3-dimensional form;

create an artist's book using a variety of media and techniques;

describe the qualities of their work and other art work in relation to the elements and principles of design;

manipulate the required tools effectively;

solve visual problems related to color, composition, and subject matter;

understand the role of inventiveness, playfulness, experimentation, and spontaneity in their creative expression;

think and work creatively;

understand the relationship of attention to their working process and the successful completion of assignments;

 take risks with new creative methods and ideas. 

 

Topics

 Methods:

Observation

Memory

Imagination

 

  Approach:

Representational

Non-representational

 

  Subject Matter:

Still-life

Landscape

Fantasy

1 and 2 point perspective

 

  Media:

Drawing:

                                    pencil

                                    graphite

                                    charcoal

                                    oil pastel

                                    pen

Collage:

                                    adhesive

                                    pattern papers

                                    hand-made papers

                                    magazine

                                    newspaper

                                    cutting tools

Painting:

                                    acrylic paint

                                    brushes

                                    palette

                                    palette knife

                                    sponges

                                    texture tools

Sculpture and Artists’ Books:

                                    cardboard

                                    wood

                                    plaster

                                    fiber

                                    fabric

                                    clay

                                    wire

                                    plaster craft

                                    recycled and found objects

                                    adhesives

                                    assorted tools

 

 Techniques:

Drawing:

                                    gesture

                                    contour

                                    shading

                                    blending

                                    erasure

                                    rubbing

                                    texture

Collage:

                                    cutting

                                    tearing

                                    gluing

                                    layering

                                    placement

Painting:

                                    mixing

                                    blending

                                    texture

                                    scraping

                                    sponging

                                    layering

                                    Impasto

Sculpture and Artists’ Books:

                                    additive

                                    subtractive

                                    relief

                                    assembling

                                    layering

 

 Elements of design:

Line

Shape

Form

Value

Color

Space

 

 Principles of design:

Movement

Repetition

Balance

Rhythm

Emphasis

Contrast

Unity

 

 

AFTER SCHOOL ART CLASSES

Monday Elective art classes are offered on a trimester schedule from 3:45 to 5:30 or 6:00 on Mondays. Students who are taking or have completed Intermediate Art may choose from a variety of after-school studio electives. Monday is Dedicated Arts Day and students wishing to take a Monday Elective are excused from sports on that day. Courses are designed to be on an introductory level (unless otherwise indicated). Prerequisites may be waived at the discretion of the individual teacher or the Department Chair.

 

 

DRAWING: POWER OF THE LINE

Fall: Still life and Landscape

Winter: Still Life and Figure Drawing

This course is an in-depth introduction to basic drawing concepts and techniques. The instructor gives specific assignments such as drawing exercises for hand-eye coordination and uses individual and group demonstrations and critiques as needed. Students are responsible for set-up and clean-up.

 

OBJECTIVES

Upon successfully completing the class students should:

 have a working knowledge of the fundamentals of drawing.

 know how to transform a two-dimensional line into a three dimensional form.

 be able to work with composition, perspective, and light using a variety of drawing materials.

 

TOPICS

Basic fundamentals of drawing:

 Line

 Basic shapes

 Mass conception

             Value scale

             2-D to 3-D

             Functions of light

             Content

             Juxtaposition

Basic techniques:

             Line techniques

            Perspective drawing

             Human anatomy

             Composition

Materials:

             Newsprint and white drawing paper

             Pencils, charcoal, soft pastels

             Kneaded erasers

             Masking tape, paper towels.

Set-up:

             Paper on boards on tables or easels.

 

 

 

PAINTING: BRUSHWORK BOOGIE (Spring)

This course is an in-depth introduction to basic painting concepts and techniques. The instructor gives specific assignments and uses individual and group demonstrations and critiques as needed. Students will also investigate the work of past and contemporary artists and art movements. Materials are not provided; students are responsible for buying their own materials according to the list provided, bringing them to class, setting-up, and cleaning-up.

 

OBJECTIVES

Upon successfully completing the class students should:

 have a working knowledge of the fundamentals of painting

 know how to care for the materials

 be able to work with color

 be able to develop a painting from conception to completion

 

TOPICS

 Basic fundamentals and techniques of painting:

 Color conception

 Limited palette (primaries, black and white)

 Brush stroke techniques

 Paint application (opaque, transparent, translucent)

 Color grounds

 Under-painting

 Composition

Materials:

 Acrylic paint, gel medium

 Brushes, palette, palette knife

             Canvas paper or board

 Masking tape, paper towels, rags

 Oil pastels

 Set-up:

 Boards on easels and tables for paints

 

 

 

3-D: CONSTRUCTION JUNCTION

Students explore the elements of 3-D design and construction by working with wood, plaster, cardboard, recycled or found objects, wire or cement.  They create assemblages and structures using both additive and reductive techniques and incorporate the study of past and contemporary sculpture.  The assignments and materials are based on the experience level of each student.

 

OBJECTIVES

Upon successfully completing the class students should be able to:

 develop an idea in a sculptural format.

 use specific sculptural media to create a 3-D form.

 appreciate and understand the concepts and elements of sculpture.

 use the tools effectively and safely.

 

TOPICS

 Elements of sculpture:

 Shape

 Form

 Mass

 Scale

 Balance

 Texture

 Space

 Physical properties of materials

 Problem solving

 Use of tools

 Methods of construction

 Subject Matter:

 Forms in nature

 Architecture

                        Organic/geometric forms

 

 

BOOK ARTS

Students will create one-of-a-kind artists' books using a wide variety of materials, creative bindings and multifaceted techniques. Themes will be discussed as well as creative definitions of a page.  Students will learn and use at least one style to create a book which develops a theme of their choice.

Prerequisite:  Intermediate Art

 

OBJECTIVES

Upon completion of this class students will

 understand the processes and techniques used to create artists' books

 be able to develop a theme

 be able to organize and incorporate visual imagery as well as written expression

 know how to create or find relevant materials and objects

 be more skilled in the technical aspects of assembling a book.

 

TOPICS

Creating and representing imagery

 

Form:

            Shape and style

            Binding

            Presentation

 

Materials:

 Paper

 Fabric

 Boards

 Adhesives

 Tools

 

Methods:

 Cutting

 Folding

 Stitching

 Applying adhesive

 Measuring

           

 

EXPERIMENTAL ART

This class provides the space, time, and materials for students to explore their creative process through visual or written expression.  Students choose from specific exercises geared to enrich imagination, inventiveness, and playfulness.  Students may also work on projects of their own design to explore special interests and experiment with a comprehensive theme and materials of their choice.  Projects can be designed for one class or for long term.  The class emphasizes process rather than product.  Exercises adapt to specific interests and experience levels of the students.

 

OBJECTIVES

Upon the completion of this class students will

 understand the process of divergent thinking.

 have greater fluency in producing ideas.

 be less judgmental regarding personal expression.

 be more comfortable taking creative risks.

 be more open to new ideas and new approaches.

 

TOPICS

 Process

 Materials

 Methods of enriching creative thinking

 

 

 

POTTERY: IT'S JUST DIRT (Fall and Winter)

Using the potters' wheel as the primary tool, students will learn basic creative and technical skills needed to produce functional ceramic ware. They will increase aesthetic awareness by creating form and considering design, function, balance and color. The physical coordination that is unique to pottery alone is an excellent tool in developing confidence and personal style. Group demonstrations and independent hands-on work with the teacher will be the methods of instruction used.

 

MATERIALS:

Cone 6 clay-(50lb. per class). Assorted glaze materials. Tools: Sponges, loop tool, cutting wire, wooden tools, brushes, buckets, rubber kidney tools, instruction books.

 

OBJECTIVES:

Upon completion of this course, students will be able to:

throw basic functional ware on the potters' wheel

use the various tools to cut, trim, adhere, and repair the clay

approach problems in an experimental way, by learning to overcome frustration and use mistakes creatively

integrate and use artistic concepts shared by other art media

 

TOPICS:

Learning to work the potters' wheel: The wheel is one of the basic tools used throughout civilization to create decorative and functional pottery. It turns mere mud into works of art that have lasted throughout the ages.

 

Basic control of the wheel: Students will learn to control the potters' wheel. The use of proper speed control, body alignment and pacing are vital to any success and will be addressed through out the class. Proper maintenance of the wheel will also be covered.

 

Centering and throwing techniques:  Keeping the clay properly centered is key to any success and needs a good deal of repetitive practice. It is at this point that throwing techniques can successfully begin. Greater understanding of form and balance also develop naturally during the process.

 

Use of materials and tools:  Students will discover how simple tools will be used to cut, trim, adhere or repair the clay.

 

Creativity and experimentation: Both are vital to the construction of a piece. Students will learn that limitations presented by the clay can be overcome, resulting in unique and attractive results. Satisfaction in creating unique functional items and pride in finding a new way to handle a problem are frequent in pottery and blend well with the repetitive techniques also needed.

  

Integrating skills from other areas of art:  The skills students will use in the creation of a piece of pottery will draw upon those learned in a variety of areas. Three-dimensional concepts learned in sculpture will be expanded upon in the development of a pot.  Drawing and painting skills are used in successful glaze decoration. Knowledge of how light plays off of a form and the ways it effects the mood of the object relates to concepts explored in photography and drawing. Form, balance, pattern, texture, mood, and self-expression, are intrinsic to pottery as they are to other art forms. Manipulation of tools, eye-hand co-ordination, abstract thinking, and focused concentration are also mutually shared.

 

Participation and practice: The course provides demonstrations and methods that build upon each other and need a proper progression. Students need as much time as possible to develop them and must be able to attend weekly and remain for the entire class. Students have access to the pottery studio with the approval of the WSAC office staff, and are encouraged to practice during free periods.

 

           

POTTERY II: MORE DIRT (Spring)

Pottery II continues the development of the creative and technical skills learned in Pottery: It's Just Dirt. Each individual continues from their own particular stage of development. Results will continue to vary greatly. The greater refinement of skills and techniques needed to create a wider variety of forms will be the focus of each student. Hand-building techniques and the use of more advanced techniques of decoration will be introduced as appropriate. Group demonstrations and independent hands-on work with the teacher will continue to be the methods of instruction used.

 

MATERIALS

Cone 6 clay-(50lb. per class). Assorted glaze materials. Tools: Sponges, loop tool, cutting wire, wooden tools, brushes, buckets, rubber kidney tools, instruction books.

 

OBJECTIVES:

Upon completion of this course, students will be able to:

throw a variety of ceramic forms on the potters' wheel

use hand-building techniques

use advanced techniques of decoration

approach problems in an experimental way, by learning to overcome frustration and use mistakes creatively

integrate and use artistic concepts shared by other art media

 

TOPICS

 Refinement of skills and techniques on the wheel

 Hand-building techniques

 Advanced methods of decoration

 Creativity and experimentation: Overcoming frustration and solving problems are a part of the process of working with clay

 Integrating skills from other areas of art:  More control leads to a greater capacity to realize ideas, and the skills students will use in the creation of a piece of pottery  will draw upon those learned in sculpture, painting, drawing, and photography. Form, balance, pattern, texture, mood, and self-expression, are intrinsic to pottery as they are to other art forms. Manipulation of tools, eye-hand coordination, abstract thinking, and focused concentration are also mutually shared.

 Participation and practice: The course provides demonstrations and methods that build upon each other and need a proper progression. Students need as much time as possible to develop them and must be able to attend weekly and remain for the entire class. Students have access to the Pottery Studio with the approval of the WCSC Office Staff, and are encouraged to practice during free periods.

 

 

PHOTOGRAPHY I (Fall or Winter)

With a soft approach to the technical, students will learn the fundamental concepts, techniques, tools and applications relevant to basic photography and the satisfaction of creating a good photograph.  Included in this 10-week course will be an introduction to photographic printing and the workings of the black and white darkroom.  

 

MATERIALS:

Camera: Format: 35MM.  Students are not required to purchase professional level equipment.  This course is taught in such a way to help the student make the best photograph possible using what they can afford to buy, borrow or already own.

Film: Black and White TMAX400, Kodak. Suggested because of its moderately fast speed and good latitude. 

Paper: Ilford multigrade RC

 

OBJECTIVES:

Upon successful completion of this class, students will:

understand the light:  The bottom line in photography is light - the photographer's number one tool and one of the most misunderstood elements of photography.  The word photograph means writing with light. In addition to content and composition, the true understanding of what takes place when light strikes the film is the most important concept in photography. 

be able to find the light:   It's almost always there.  Finding the light often includes walking around the subject, moving the subject slightly or adjusting the camera position. Class demonstrations will be the training ground for seeing the direction of light that will become the foundation for any future photography course or endeavor.

be able to use the light:  Whether it's window light, direct sun or open shade, students will learn to look before pressing the shutter.  Through a variety of course projects, the students will become practiced at "seeing" light that will lead to a better understanding of what makes a good photograph.

be able to expose the film: Using what they own, students will learn how to best use their cameras to create good, printable negatives.  Different films will be discussed and their appropriate applications.

be able to make prints: All students enjoy the excitement of seeing the latent image appear on paper.

 

Students will be taught and guided to produce photographs with the best print quality possible working with their own negatives with repeated emphasis on the proper handling of the negative.

 

TOPICS

The class begins with simple projects dealing with the use of available light.  The subject matter of the photographs will be from a variety of sources such as portraits, pets, landscapes that include barns, old buildings and stone walls and events to tell a story through the use of the photographic image. 

Seeing and finding light 

Basic camera functions

Introduction to printing in the darkroom

Seeing the direction of light

            Measuring and shaping the light

Darkroom techniques: dodging and burning in; the use of  filters to control contrast.

Effective use of window light

Film processing 

Storytelling with photographic images

 

 

 

PHOTOGRAPHY II (Spring)

After a short review of the technical aspects of the camera and darkroom, students in this 10-week course will dive right into assignments in the first class. These assignments draw from four major areas in the photographic industry:  Portraiture, Fine Art, Commercial Art, and Photojournalism.

Emphasis remains on correct use of available light as it pertains to the subject matter and assignment as well as on the ability to compose through the viewfinder and to pre-visualize the shot. Students will learn the refinements of making a good print including the use of filters, spotting, and mounting the finished print for display.

 

MATERIALS:

Camera: Format: 35MM.  Students are not required to purchase professional level equipment.  This course is taught in such a way to help the student make the best photograph possible using what they can afford to buy, borrow or already own.

Film: Black and White TMAX400, Kodak.  Suggested because of its moderately fast speed and good latitude. 

Paper: Ilford multigrade RC

 

OBJECTIVES

Upon successful completion of this class, students will:

understand the light:  The bottom line in photography is light - the photographer's number one tool and one of the most misunderstood elements of photography.  The word photograph means writing with light. In addition to content and composition, the true understanding of what takes place when light strikes the film is the most important concept in photography.

be able to find the light:   It's almost always there.  Finding the light often includes walking around the subject, moving the subject slightly or adjusting the camera position. Class demonstrations will be the training ground for seeing the direction of light that will become the foundation for any future photography course or endeavor.

be able to use the light:  Whether it's window light, direct sun or open shade, students will learn to look before pressing the shutter.  Through a variety of course projects, the students will become practiced at "seeing" light that will lead to a better understanding of what makes a good photograph.

be able to expose the film: Using what they own, students will learn how to best use their cameras to create good, printable negatives.  Different films will be discussed and their appropriate applications.

be able to make prints: The excitement of seeing the latent image appear on paper.

Students will be taught and guided to produce photographs with the best print quality possible working with their own negatives with repeated emphasis on the proper handling of the negative

 

TOPICS

The assigned projects will be executed using available light.  These projects will touch on four major areas in the photographic industry to provide the student photographer with an overview of these types of photography.  Strong emphasis will be on quality as well as quantity of light and composing through the viewfinder.

Seeing and finding light

Using the light. 

            Making prints

Seeing the direction of light

Commercial photography 

Darkroom techniques: dodging and burning in; the use of  filters to control contrast.

Photojournalism as storytelling 

Street photography and single event photography

 

 

COMPUTER GRAPHICS AND IMAGING  (Fall)

This course will offer students an opportunity to create fine art using the computer. Students will study layout and design while manipulating text with layered images. Students will use digital cameras, scanners, the Internet, and graphics software to create a variety of projects including posters, brochures, and CD covers.  

 

Prerequisite: Drawing and/or Photography.

 

OBJECTIVES

Upon successfully completing the course students will be able to:

identify important events and people in the history of computer graphics.

identify the technology components and software used in computer graphics.

incorporate media forms including text, graphics, and images.

design posters, brochures, CD covers, and other projects as assigned.

use computer system, peripherals, and software variables and functions.

apply design concepts and computer skills to manipulate images, objects, text.

prepare completed projects for printing and/or publication.

understand ethical issues related to computer graphics and digital imaging.

evaluate information gathered for timeliness, authority, accuracy, validity and completeness.

analyze and critique finished work.

 

TOPICS

 Introduction to Computer Graphics

 History and uses of Computer Graphics

 Production value

 Computer hardware

 Imaging software

 Composition and Design

 Text

 Introduction to Digital Cameras and Scanners

 Peripheral hardware

 Capturing, acquiring, and importing images

 Storage

 Manipulating Images and Adobe Photoshop

Layers and history

Filters

Tools

Background and lighting

Image modes and color

 Printing and Publication

            Resolution, canvas size, and file size

            Large format printing

                        Electronic display and/or output

 

MATERIALS:   CD-RW for saving finished projects. 

 

 

COMPUTER GRAPHICS AND ILLUSTRATING   (Winter)

This course will offer students an opportunity to create fine art using the computer. Students will explore their creative process as they become familiar with various illustration and graphics software.  Students will learn to create illustrations using the computer as their canvas and tools.

 

Prerequisite: Drawing.

 

MATERIALS: CD-RW for saving finished projects.

 

OBJECTIVES

Upon successfully completing the course students will be able to:

identify important events and people in the history of computer graphics.

identify the technology components and software used in computer graphics.

incorporate media forms including text, graphics, and illustrations.

design posters, brochures, book covers, and other projects as assigned.

use computer system and software variables and functions.

apply design concepts and computer skills to manipulate objects, illustrations, and text.

prepare completed projects for printing and/or publication.

understand ethical issues related to computer graphics and illustrating.

evaluate information gathered for timeliness, authority, accuracy, validity and completeness.

analyze and critique finished work.

 

TOPICS

 Introduction to Computer Graphics

History and uses of Computer Graphics

Production value

Computer hardware

Illustrating/graphic software - raster vs. vector

                        Composition, Design, and Text

 Introduction to Scanners and peripherals

Peripheral hardware

Capturing, acquiring, and importing images

Storage

 Manipulating Images and Adobe Illustrator

Basic concepts of drawing/illustrating programs

Lines and Shapes

Tools

Background and lighting

Color, text, and modes

 Printing and Publication

 Resolution, canvas size, and file size

 Large format printing

 Electronic display and/or output

 

 

ANIMATION  (Spring)

Through flipbooks, claymation, and sequential drawings, students will explore the visual and narrative possibilities of animation.  They will use the computer and digital camera to create short animated films from their artwork.

 

Prerequisite: Drawing, Photography, and/or Computer Graphics

 

MATERIALS:  CD-RW for saving finished projects.

 

OBJECTIVES

Upon successfully completing the course students will be able to:

identify important events and people in the history of animation.

identify the technology components and software used in computer animation.

incorporate drawings, 3D modeling materials, and text.

design flipbooks, thaumatropes, short computer animated sequences, and other projects as assigned.

use computer system and software variables and functions.

apply animation principles and computer skills to manipulate images and create moving pictures.

prepare completed projects for output.

understand ethical issues related to computer animation.

evaluate information gathered for timeliness, authority, accuracy.

analyze and critique finished work.

 

TOPICS

 Introduction to Animation:

 History and mechanics of moving pictures (Flipbooks & Thaumatropes)

 Production techniques

 Cell to Stop Motion to Digital Convergence

 Animation software

 Output

 Technical Issues:

Hardware

Software - raster vs. vector and display options

Image size, resolution, and compression

File formats

Peripheral devices

Capturing, acquiring, and importing images (Clay or Lego'mation)

Storage

 Creating Computer Animation:

Storyboarding and timing

Lines and shapes

Tools

Background and lighting

Modeling and designing linear movement

Camera moves and views

 Multimedia, Web, and Gaming Animation:

                         Interactive scenes and objects

                         File formats

                         Programming and software

 

 

VIDEO PRODUCTION (Fall, Winter & Spring)

Students will learn the basics of editing and camera technique.  Students will be grouped together to make a short video.  The video can be a story with or without dialogue or a music video.  At least 50% of the video must be original footage shot by the group.  Images from other media, such as movies or television can be used.

 

Prerequisite: Photography

 

MATERIALS

Students must supply a tape if they wish to copy their project when it is complete.

 

OBJECTIVES

Upon completion of this course, students will be able to plan, shoot, edit a short video.

 

TOPICS

 Introduction to Pre-Production

                        Come up with an idea.

                        Create a shot list as a guide for shooting.

            Arrange to shoot.

Introduction to Production

Load tape into the camera.

Operate the zoom lens.

Mount the camera onto a tripod.

Pan and tilt the camera.

Hand hold the camera.

Balance the camera for color.

Use camera in manual mode.

Compose shots. (Wide shots, Medium shots and Close-ups)

Introduction to Post-Production

Load tape into tape deck

Record videotape to the computer editing system.

Organize a project in the editing system.

Transfer material on CD into the editing system.

Organize material into bins.

Edit video clips together.

Layout audio to run along with the video.

Create titles in the editing system.

Use effects if desired.

Create transitions between shots.

Transfer finished sequence to videotape.

 

 

Music

 

WOOSTER APPLIED MUSIC PROGRAM

The Wooster Applied Music Program is a highly individualized, one-on-one instructional program in vocal and instrumental music.  Students work with highly qualified musicians over the course of the school year and are guided in both the mechanics of performing on voice or an instrument and in the aesthetics of music.  Music history and music theory may figure prominently in this study, but the primary concern is developing the skills necessary to be an effective and accomplished musician.  These may include, but not limited to:

Reading standard music notation

Developing pitch discrimination

Learning to decipher and count rhythmic patterns

Learning scales and arpeggios

Studying etudes

Studying repertoire

 

The nature of this instruction varies from student to student and from instructor to instructor and is very much determined by the student's inherent talent and their commitment to home practice and improvement.  The voice and each musical instrument pose different problems to the developing musician, and these are addressed by each instructor in a personal, focused and sequential manner.

 

Grading and evaluation is necessarily a subjective matter and is dependent on the instructor's perspective of the student's potential coupled with realistic expectations and evidence of effort to improve.  Encouragement and motivation are always important aspects to the student-teacher relationship in this type of instruction and in many cases may actually outweigh the desire to produce polished musicians.

 

 

WOOSTER SINGERS

Students study repertoire and perform pieces of different periods and styles of music.  The music they perform is written in SAB and SATB form, and students will be tested in order to be placed in the correct vocal range.  Skills, including tonal production, note accuracy, phrasing/breath control, good posture, articulation, pronunciation, intonation, and well balanced ensemble singing, are emphasized.  The rehearsal time frame is basically ½ hour a week.  Due to the limited rehearsal time attendance is stressed, as is cooperation during the rehearsal. Upper School students who participate in Wooster Singers must demonstrate:

An enjoyment in singing

A commitment to singing well

A respect for quality of music

A respect for the skilled performance of music

A commitment to their ensemble

A personal aesthetic response to the music performed and heard

Good concert etiquette.

Wooster Singers give concerts during the year as well as performing for chapel services, and in the community.

 

 

MADRIGALS

Madrigals is a small group of select singers.  In order to be in this ensemble they must be a member of the Wooster Singers, and pass an audition. 

The audition is comprised of the following tests:

Tonality (intonation - singing in tune)

Pitch accuracy

Rhythmic accuracy

Tone quality

Pronunciation

Diction

Breath control.

Sight reading

Most importantly a positive attitude, cooperation, commitment to the group, and good attendance both in Wooster Singers and Madrigals is essential.

 

While in Madrigals students must:

demonstrate good posture and breath control

sing with accurate pitch throughout his/her ranges

sing with correct phrasing and appropriate expression

interpret correctly pitches, rhythms, and other notational symbols through singing

sing with good diction

sing accurately an appropriate part in an ensemble, with our without accompaniment

watch and respond to the directions of the conductor

demonstrate improved skill at reading music and growth in musicianship

 

Music of the traditional English madrigals to music of the contemporary period is performed.  The skills learned in Wooster Singers are also stressed during the Madrigal rehearsals. The Madrigals perform in concerts during the year, and periodically sing for chapel services.  On occasion the ensemble has been invited to sing in the Danbury community.  In 2002, the group auditioned and was selected to sing at Carnegie Hall with the National Youth Choir.  In 2005 the ensemble returned to Carnegie Hall and was again part of the National Youth Choir.  Other auditions for special events are being planned.  The ensemble rehearses one day a week for 40 minutes. 

 

 

ENGLISH HANDBELL CHOIR

It is very important to know that playing in a bell choir is a true team effort.  Each individual has their own part to play and when that part is not there the whole group is affected by the absence.

 

This course introduces the student to the enjoyable art of English Handbell playing and can enhance a student's appreciation of music. Music varying from classical to contemporary will be played.  The ability to read music is an advantage, but during the course of the year they will learn to identify notes and thus learn to read music.  They will learn to count rhythmic structures and to identify key signatures.  Music varying from classical to contemporary will be played.   

 

To be part of this group a student must:

be a dedicated team player/commitment to the ensemble

have a positive attitude

listen and follow directions

            respect and care for the instrument

Most importantly good attendance to all rehearsals and concerts is essential.

 

Space is limited to approximately 12-14 students.  The group rehearses once a week for 40 minutes, but plays for at least 2 concerts a year.

 

 

HISTORY AND APPRECIATION OF MUSIC

This course explores the development of Western music from Medieval times up to the Twentieth Century.  Utilizing a text, lectures, videotapes and audio recordings, the major stylistic periods and representative composers and their works are studied.  Basic elements of music are introduced and compositional forms are explored.  Sociological, societal and economic influences on the art form are also discussed.  History and Appreciation of Music is a prerequisite for the History of Rock and Roll and will prepare the student for the true American music of the 20th Century.  Students are encouraged to continue with the History of Rock and Roll to receive the total history of music.

 

ELEMENTS

In order to more fully understand an art form based on organized sound, some comprehension of the basic elements of music is necessary.  These include:

Pitch - the relative highness or lowness of sound determined by the speed of vibrations.

Dynamics - the relative loudness or softness of sound in music

Tone Color - the quality that distinguishes the sound of a flute from a violin

Rhythm - beat, meter, accent and syncopation, tempo

Melody

Harmony - consonance and dissonance, triads, arpeggios

Tonality/Key - scales, modulation

Musical texture - monophonic, homophonic, polyphonic

Music form - repetition, contrast, variation, binary and ternary song forms

 

PERFORMING MEDIA: VOICES AND INSTRUMENTS

An introduction to the various classifications of voice ranges and the primary musical instruments utilized in Western music.  This includes:

Voice range

Women: Soprano, Mezzo-soprano, Alto (or Contralto)

Men: Tenor, Baritone, Bass

Musical Instruments:

Strings -violin, viola, cello, bass (bowed), harp, guitar (plucked)

Woodwinds - flute, oboe, clarinet, bassoon, saxophone

Brass - trumpet, French horn, trombone, tuba

Percussion - snare drum, bass drum, timpani, cymbals, mallets (xylophone, marimba, vibraphone, orchestra bells) tambourine, triangle, gong (or tam-tam), celesta, chimes

Keyboards - piano, harpsichord, organ, accordion

Electronic - Synthesizers, MIDI instruments

 

THE MIDDLE AGES AND RENAISSANCE (450-1600)

The Influence of the Church

Gregorian chant

Secular music

Organum

Origins of measured rhythm

The Madrigal

 

THE BAROQUE PERIOD (1600-1750)

Characteristics

Unity of mood - Ritornello form

Basso Continuo and figured bass

Terraced dynamics

The Baroque orchestra

Concerto grosso

Trio sonata

Origins of Baroque Opera

Cantata

Baroque Suite

Oratorio

         Composers: Bach, Handel, Vivaldi, Monteverdi

 

THE CLASSICAL PERIOD (1750-1820)

Characteristics of style

Contrast of mood

Dynamics and the piano

The end of the basso continuo

The Classical orchestra

Composers, Patrons, the Public; Social trends

Forms: Sonata-Allegro (Expositon, Development, Recapitulation)

            Theme and Variations

            Minuet and Trio

            Rondo

            Classical Symphony

            Classical Concerto

            Classical Chamber Music - the String Quartet

         Composers: Haydn, Mozart, Beethoven

 

THE ROMANTIC PERIOD (1820-1900)

Characteristics of Romanticism

Individuality of style

Expressive aims and subjects

Nationalism and Exoticism

Program music

Expressive tone color

Harmony in Romantic music

Expanded range of pitch, dynamics and tempo

Forms: miniature and monumental

The Art Song

Opera

The Romantic Symphony

The Tone Poem - Symphonic Overture

The Symphony Orchestra, the Conductor

         Composers: Schubert, Chopin, Liszt, Mendelssohn, Tchaikovsky, Brahms, Verdi, Puccini, Wagner

 

THE TWENTIETH CENTURY/CONTEMPORARY MUSIC (1900 and beyond)

Characteristics - Diversity

Alternatives to the traditional tonal system

Contemporary Composers in society

Impressionism

Neoclassicism

Expressionism

Serialism

Minimalism

The influence of Jazz

Mixed media: Film scores, Dance scores, Performance Art

         Composers: Debussy, Stravinsky, Schoenberg, Bartok, Ives, Gershwin, Copland, Shostakovich, Glass, Reich, John Williams

 

INTRODUCTION TO JAZZ (time permitting)

Characteristics - Improvisation

Roots - Ragtime, Blues, Gospel

Origins: The social contrast of the beginnings of Jazz to the development of "Classical" European music

Basic styles:

            New Orleans

            Swing

            Bebop

            Cool Jazz

            Free Jazz

            Jazz Fusion

         Composers/Performers: Louis Armstrong, Charlie Parker, Miles Davis

 

 

WOOSTER JAZZ ENSEMBLE (MIDDLE AND UPPER SCHOOL)

A new music offering for Middle and Upper School students is the Wooster Jazz Ensemble.  This course will introduce students to the art of jazz improvisation and how to develop and perform jazz repertoire.  Students who have studied an instrument for two years or more, and know the basic fundamentals of music, such as major scales and the ability to read music are encouraged to audition for the group.  The ensemble will use the Jamey Abersold Jazz series as well as published jazz ensemble arrangements.  This course will meet for a full hour 1 day a week.

 

 

HISTORY OF ROCK AND ROLL

This is a course examining the multi-cultural birth, the controversial growth, and the ever-questionable maturity of the music we call Rock and Roll. 

 

In the class we discuss the vast historical influences of the music, especially here in the United States, despite its relatively brief history.  We discuss the political and cultural events that influenced the music and, in turn, the effects this music has on our society.  And finally and most importantly, we listen to, analyze and discuss the music itself, examining elements both poetic and technical, including lyrics, rhythm, melody, harmony and instrumentation.

 

The text used is Rock Music Styles, A History, fourth edition, written by Katherine Charlton, and published by McGraw-Hill.

 

The sequence of study is chronological in concept, beginning with popular music in America, then focusing on the styles already in place in the early 1950's, Jazz, blues, folk, country, pop, gospel, when Rock and Roll was "born".  An ethnomusicalogical approach is particularly important with significant emphasis placed on African and European influences.  A running comparison with the social/political landscape is constant, especially when examining the civil rights and anti-war movements of the '50's and '60's.  The development of technology is also recognized as an important influence.

 

 

MUSIC THEORY 

Music Theory, a one-semester course, is designed for high school musicians who want to have a better general understanding of the language of music.  Ideally it is intended for students who are currently taking private instrumental or voice lessons. The goal of Music Theory is to develop skills in the basic rudiments of music: melody, harmony and rhythm.  The student will be trained in the following areas: music vocabulary, music reading, construction and recognition of all intervals and in ear training in the recognition of melodic and rhythmic patterns.  The student must successfully complete this course to be eligible to study AP Theory.

 

TEXTS

Essentials of Music Theory, Books I, II and III by Surmani, Surmani and Manus,

Music For Sight Singing by Robert Ottman.

 

TOPICS

The Staff, Notes and Pitches

Treble Clef and Staff

Bass Clef and Staff

The Grand Staff and Ledger Lines (the middle notes)

Ledger Lines (low and high notes)

Note Values

Measure, Bar Line and Double Bar

4/4 Time Signature and Note Values

Whole, Half and Quarter Rests

2/4 Time Signature

¾  Time Signature

Dotted Half Note

Ties and Slurs

Repeat Sign, 1st and 2nd Endings

Eighth Notes

Eighth Rests

Dotted Quarter Note

Dynamic Signs

Tempo Marks

Articulation

D.C, D.S., Coda and Fine

Flats

Sharps

Naturals

Whole Steps, Half Steps and Enharmonic Notes

Tetrachords and Major Scales

The Sharp Scales - G and D Major

The Flat Scales - F and Bb Major

Key Signatures - The Sharp Keys

Key Signatures - The Flat Keys

The Remaining Major Scales with Key Signatures

Chromatic Scale

Intervals

Circle of Fifths

Perfect and Major Intervals

Minor Intervals

Augmented and Diminished Intervals

Solfege and Transposition

Sixteenth Notes

Sixteenth Rests

Dotted Eighth Notes

Common Time and Cut Time (Alla Breve)

3/8 and 6/8 Time Signatures

3/8 and 6/8 Time Signatures at Fast Tempos

Eighth Note Triplets

Incomplete Measures (Pick-up Notes) and Syncopation

Triads

Primary and Major Triads

Scale Degree Names

The V7 (Dominant 7th) Chord

Triad - 1st Inversion

Triads - 2nd Inversion

V7 Chord - 1st, 2nd and 3rd Inversions

Figured Bass

Major Chord Progressions

Minor Scales

Natural, Harmonic and Melodic Minor Scales

Minor Triads

Augmented and Diminished Triads

The Primary Triads in Minor Keys

Minor Chord Progressions

Modes Related to the Major Scale:  Ionian, Mixolydian and Lydian

Modes Related to the Minor Scale: Aeolian, Dorian, Phrygian, Locrian

Harmonizing a Melody in a Major Key

Broken Chords and Arpeggiated Accompaniments

Passing and Neighboring Tones

Composing a Melody in a Major Key

Harmonizing a Melody in a Minor Key

Composing a Melody in a Minor Key

12-Bar Blues Chord Progression

The Blues Scale

Basic Forms of Music - Motive and Phrase

AB (Binary) Form

ABA (Ternary) Form

Rondo Form

 

 

AP MUSIC THEORY

This yearlong course is designed for the serious musician.  The ability to read music and play an instrument is assumed and the successful completion of Music Theory is necessary.  This course does not address itself specifically to performance, however, it provides ample opportunity for the developing musician to improve performance skills while gaining analytical, historical, and compositional perspective.  Skills in analysis and evaluation are important because they enable students to recognize and pursue excellences in their musical experiences.

 

At the completion of this course, all students are required to take the AP test.

 

GOALS:

Understand the fundamentals of music.

Explore two-part and four-part voice leading and harmonization.

Study thoroughly melody, rhythm and texture

Learn to sight sing.  This involves the ability to sing, spell and write all major and minor scales; the ability to write all major and minor key signatures, and the ability to recognize the key from the given signature.

Examine music from the Renaissance to the contemporary period.

Study specific compositions.

Foster in class composition and performance of music. 

Promote student interest in developing compositional skills.

 

TEXTS:

AP Theory, Music In Theory and Practice, Vol. 1, by Bruce Benward and Gary White,

Music for Sight Singing, Robert Ottman.

 

TOPICS

THE FUNDAMENTALS OF MUSIC

Notation

            Notation of pitch - the staff

            Letter names

            The clefs

            Octave identification

            Accidentals

            Intervals

            Enharmonic equivalents

            Notation of duration

            The tie

            The dot

            Irregular division of notes

            Meter signatures

            Dynamic markings

History

            Neumatic notation

            Mensural notation

            Present notation

Applications

            Some directions for notation in manuscript

 

Scales, Tonality, Key, Modes

Important concepts

            Scale

            Diatonic scales

            Solfeggio syllables

            Major scale

            Transposition

            Minor scale

            Scale relationships

            Tonality

            Key

            Other scales

History

            Medieval and renaissance periods (800-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

 

Intervals and Transposition

Important concepts

            Intervals and interval numbers

            Perfect, major and minor intervals

            Consonance and dissonance

            Augmented and diminished intervals

            Enharmonic intervals

            Inversion of intervals

            Compound intervals and simple intervals

History

            Tuning systems

Applications

            Fluency with intervals

            Transposition

            Methods of transposition

 

Chords

Important concepts

            Harmony

            Chord

            Triad

            Major triad

            Minor triad

            Diminished triad

            Augmented triad

            Scale degree names

            Primary triads

            Seventh chords

History

            The development of harmony

Applications

            Triads on scale tones

            Triad inversion

            Root position

            First inversion

            Second inversion

            Triad analysis symbols

            Seventh chord analysis symbols

            Figured bass

            Figured bass symbols

            Popular music symbols

            Summary

 

THE STRUCTURAL ELEMENTS OF MUSIC

Cadences and Nonharmonic Tones

Important concepts

            Phrase

            Harmonic cadence

            Rhythmic cadence

            Nonharmonic tones

            Unaccented nonharmonic tones

            Accented nonharmonic tones

            Accented versus unaccented nonharmonic tones

            Nonharmonic tones involving more than three pitches

            Summary

History

            Prior to baroque period (1300-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

 

Melodic Organization

Important concepts

            The motive

            Sequence

            Phrase

            Period

            Modification of the phrase

            Other melodic organization

            Melodic structure

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900_

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

 

Texture and Textural Reduction

Important concepts

            Texture

            Texture types

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            Analysis of texture

            Textural reduction

      

Voice Leading In Two Voices

Important concepts

            Voice leading

            Species counterpoint

            The cantus firmus

            The counterpoint

            Motion between voices

History

Applications

            Characteristics of a good melody

            Writing first species counterpoint

            Principles for voice leading

            Summary of the principles of species counterpoint

 

Voice Leading in Four Voices

Important concepts

            Four-voice texture

            Voice leading in four-voice texture

            First-inversion triads

            Second-inversion triads

History

Applications

            Writing a soprano line above a bass line

            Four-voice writing

            Common chord progressions

            Common errors

            Summary

 

Harmonic Progression and Harmonic Rhythm

Important concepts

            Harmonic progression

            The relationship of chords

            Chord progressions

            Harmonic rhythm

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            How to harmonize a tonal melody

 

The Dominant Seventh Chord

Important concepts

            Dominant seventh chord

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            Resolution of the dominant seventh chord

            Circle progression

            Noncircle progressions with resolution

            Nonresolution of seventh factor

 

The Leading-Tone Seventh Chords

Important concepts

            Leading-tone seventh chord

            Progressions from vii 7 and viio7

            Resolution of tritone and seventh factors

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present

            Jazz and popular music (1900-present)

Applications

            Voice leading and the vil 7 and viio 7

            Some pitfalls to avoid

 

Nondominant Seventh Chords

Important concepts

            Analysis symbols

            Nondominant seventh chords in major and minor keys

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            Nondominant seventh chords in circle progressions

            Noncircle treatment

            Resolution of seventh factor

            Summary

 

Modulation      

Important concepts

            Modulation

            Closely related keys

            Common chord modulation

            Phrase modulation

            Chromatic modulation

            Other modulation types

            Modulations in period construction

            Analytical symbols for modulations

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            Harmonizing melodies that modulate

 

Secondary Dominants and Leading-Tone Chords

Important concepts

            Secondary dominants

            Secondary leading-tone chords

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic period and impressionistic period (1875-1920)  

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Assignments

 

Two-Part (Binary) Form

Important concepts

            Formal divisions

            Open versus closed formal divisions

            Simple versus compound forms

            Two-part form

History

            Medieval period (500-1450)

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

 

Three-Part (Ternary) Form

Important concepts

            Three-part form

            Expanded ternary form

            Rounded binary form

History

            Medieval period (500-1450)

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic, post-romantic, impressionistic and contemporary periods (1875-present)

            Jazz and popular music (1900-present)

 

 

CHAMBER CONSORT

The Chamber Consort is an Upper School instrumental ensemble which rehearses the equivalent of 3 class periods a week and performs at least two concerts during the school year.  Admittance to the group is by audition and every attempt is made to utilize whatever orchestration emerges, the primary criteria for admission being a degree of competence on an instrument and the ability to read standard music notation. 

 

Because the type of ensemble is impacted by the talent and ability of the participants as well as the instruments in the group, every year is different.  The fundamental focus of the ensemble is the artistic process of rehearsing and refining a musical composition for performance.  This involves the basics of playing correct pitches and rhythms, matters of articulation, dynamic contrast, phrasing, stylistic components, and ensemble balance.

 

Teamwork and cooperation with peers is emphasized as is respect for a director.  Various aspects of chamber music, including working without the aid of a conductor are often addressed.  Individual responsibility - bringing instrument and music to class, being properly prepared, being on time - is also stressed.

 

While the primary focus is on "classical" music, improvisation and contemporary music are sometimes addressed, as are various types of folk music.  The overall intent is to produce competent, sensitive musicians who can effectively function in a small ensemble situation.

 

Sometimes composing, arranging, and orchestrating are addressed, depending on the timing of performance obligations and the abilities of the participants.

 

Because individual practice at home is a requirement for being properly prepared for rehearsal, and because the ongoing pursuit of technical improvement is a part of the serious study of music, private instrumental instruction for each participant is absolutely necessary.

 

 

CONTEMPORARY IMPROVISATION ENSEMBLE (CIE)

This all year course is an instrumental rock/jazz group.  The scope and sequence is fairly basic.  The students start by examining the instrumentation.  The number of players and their instruments of choice can have a tremendous influence on repertoire.  Once a tune has been chosen, the process of putting together an arrangement begins.  This always includes learning specific rhythms, chord voicings and extensions, and scales and/or modes that work over the various chords.  Learning to be a team player is extremely important.  Realizing that each part, be it a supporting part or a featured roll, all have equal importance in completing the bigger picture.

 

 

Library Skills

The Library Links Seminars are required of all 9th grade students and are offered in conjunction with the English Department.

 

Seven topics are covered:

 Electronic gathering and recording of research notes, including bibliographic citation.

Selection, use, and characteristics of different internet search tools are studied, to help students make informed search decisions.

Keyword search strategies using Boolean notation to include or exclude terms from a web search.

Detailed look at web search tools, their various functions, and tips for selecting from search results.

Basic skills required in evaluating a web site for accuracy, timeliness, authority, and usefulness are explored in order to learn to identify quality information

Review of the various databases available to students and how to access them from home.

Investigation of primary source material and their usefulness, evaluation, and their many sources.

 

TOPICS

     Each student:

Defining

understands and uses terminology: title, author, illustrator, spine, spine label

develops appropriate questioning techniques to clarify requirements of task

analyzes and clarifies a given task with guidance

selects from a range of topics

draws on prior knowledge to brainstorm and cluster ideas

identifies and interprets key words in task

develops focus questions

prepares a simple search plan which lists:

            headings and subheadings

            key words and possible search terms

            focus questions

            likely sources of information

 

Locating

is aware of layout of library

differentiates between fiction and nonfiction sections of the library

uses the spine label to identify resources

is aware that nonfiction resources are shelved according to classification order

finds resources in school library with assistance:

            fiction

            non-fiction

is aware of primary resources as a source of information, e.g., first-hand experience, people, concrete objects

is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines

begins to use contents and index pages of nonfiction books using key words

follows a search plan using key words and related terms, modifying where necessary

determines the type of resource most appropriate for the topic

identifies and locates book and non-book resources including:

            understanding organization of resources in school and local libraries

using simple and combined terms to search catalog, Internet and database sources

            choosing broader or narrower terms to refine search results

            searching for information using given Internet addresses

accesses periodical indexes

identifies appropriate resources by:

            using skimming and scanning techniques in electronic and print resources

            using contents, index and text headings for all types of resources

with assistance, recognizes the differences in purpose and coverage of:

            magazines, newspaper, pamphlets, film, special reference materials, CD-ROM, Web searches, e-mail

recognizes where currency of information is necessary

recognizes the need to locate a variety of resources representing a range of views

identifies and locates information from both primary and secondary sources

uses special print and non-print reference resources

uses key words, volume, index, and cross-references to find information in print and non-print encyclopedias

uses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera

 

Selecting/Analyzing                              

selects books appropriate to interest and reading ability using browsing techniques

makes selections using simple scanning techniques involving cover, title and illustrations

compares different preselected resources on a topic deciding which is appropriate

interacts with the resources through:

            listening, observing and viewing in response to focus questions

            identifying the main idea and key words

            distinguishing between narrative and information texts

records relevant information by:

            listing key words

            writing sentences using identified key words

selects resources by:

            skimming and scanning

            using contents, index, text headings, key words, and key phrases

evaluates appropriateness of resources

records information by:

            using a note-taking strategy

            clustering notes under subheadings

understands that different accounts of the same event may vary

compares information from different sources

records bibliographic sources of information using author, title, publisher, date, http, date of download

            citing basic sources:  book, encyclopedia, magazine

            citing varied sources: book, encyclopedia, magazine; databases; web pages

            citing complex sources: book, encyclopedia, magazine; databases; web pages; interviews; primary sources

uses a variety of primary and secondary sources

 

Organizing/Synthesizing

uses information from various resources to support an argument

recognizes there may be various interpretations of data

engages in reflective thinking to analyze and clarify a problem

engages in group discussion to analyze and clarify a problem

organizes ideas and information logically

categorizes information according to a framework of headings and subheadings

selectively cuts and pastes information from an electronic source with guidance

            to quote a source

            to make notes

makes notes, e.g., written bulleted points, note-taking template, clipboards, etc.

consolidates the use of word processing skills by:

            selectively cutting and pasting information from an electronic source with guidance

            making notes using word processor or other software

            making notes directly from screen

            using Find function to search for specific criteria

recognizes information deficiencies and locates additional information

decides on an appropriate presentation format

organizes ideas and information logically, e.g., time order, simple cause and effect

presents information using appropriate organizational frameworks with assistance, e.g.

            written and word-processed reports, recounts, procedures and lists

multimedia presentations using scanner, digital camera, video images and sound

 

Creating/Presenting

uses information appropriate to the task and the audience

organizes ideas and information logically

presents a solution to a problem using:

            simple oral and written descriptions

            drawings

            constructions such as models or displays

presents a solution to a problem that:

demonstrates understanding and simple interpretations of information

presents ideas and information logically, e.g., time order, simple cause and effect

makes simple generalizations and draw simple conclusions

uses information appropriate to the task and the audience

creates written and oral reports, graphic, pictorial and dramatic presentations of similar complexity

creates presentations exhibiting synthesis of information

 

Evaluating

respects the rights and opinions of others

considers the quantity, quality and relevance of information

reflects on and evaluates effectiveness of process used

responds constructively to assessment by teachers

evaluates understanding and implementation of the set task criteria

acknowledges personal and group achievements

 

 

Information Technology

In ninth grade, lessons using technology occur during regularly scheduled classes in the five major disciplines.  From these, students gain practical skills in using computers to retrieve, produce, organize, synthesize, and analyze information, and develop solutions to different types of problems.  Word processing, spreadsheets, Internet, and database skills are emphasized.  Students may also have opportunities to use CD-ROMs, DVD players, digital cameras, and scanners.  Computers are available to students at various times throughout the day, after school, and on Saturday mornings in the new computer lab and in the JDV Library.

 

At this time, no Information Technology courses are open to ninth graders.

 

 

 

Health

NINTH GRADE HEALTH

Maintaining health, both emotional and physical, helps us throughout our entire lives.  Making healthy, informed choices is vital to maintaining health.  Understanding how the mind and body work and how to keep them functioning at their highest level are elements of this course. Through lectures, discussions, and videos students learn ways to achieve this goal.

 

TOPICS

Adjusting to High School

            Social Issues

            School Work

 

 Self Esteem Issues

            Self Esteem

            Dealing with anger

            Communication

 

Stress

            Symptoms

            Coping Skills

 

Mental Illness

            Overview

            Symptoms and Treatment

                        Bi Polar Disease

                        Schizophrenia

                        Anxiety Disorders

                        Eating Disorders

                        Obsessive Compulsive Disorder

                        Major Depression

                        Suicide

                        Post Traumatic Stress

                        Borderline Personality Disorder

            Social Issues of Mental Illness

 

Nutrition

            Overview

            Healthy Eating Habits

            Dangers of Fast Foods

            Vitamins and Minerals

            Fitness

 

Drug Abuse

            Overview-Information on Drugs

            Tobacco

            Media Influence

            Prevention

                        Decision Making

                        Peer Influence

 

 

Physical Education

UPPER SCHOOL

Upper School Physical Education takes place as part of our mandatory after school activity requirements.  All students in grades nine through eleven must participate on at least one team sport every year, and must participate in a second activity that is provides physical exercise (either a second team sport or an non-interscholastic athletic activity.)  Wooster does allow students who have serious commitments to athletic pursuits beyond what Wooster provides (e.g. equestrian activities, dance, martial arts)  to apply to pursue an independent athletic activity, but all students are required to continue to get the exercise they need to  develop as healthy individuals.

 

Top

 

Please note: Wooster’s educational philosophy is centered on teaching children not course material.  Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

 

The information contained in these documents is the intellectual property of Wooster School

and intended solely for the use of current and prospective members of the Wooster community

to better understand and anticipate course content.

Reuse, resale, or reproduction of this material outside of Wooster School is prohibited.

 

Copyright Wooster School 2006