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Copyright Wooster School 2006
10th
Grade
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10TH GRADE
ENGLISH
READING :
Bless Me Ultima (summer reading)
Summer reading optional title
Independent reading (novel)
Anthology Timeless Voices, Timeless Themes (Prentice Hall, Platinum Level)
Poetry unit (taken from the anthology) "The Bridegroom", "Fear", "The Kraken", "Reapers", "Metaphor", "Right Hand", "La Belle Dame sans Merci", "Danny Deever", "The Guitar", "Making a Fist", "Jade Flower Palace", "The Moon at the Fortified Pass", "What Are Friends For?", "Some Like Poetry", "Sonnet 18", "The Waking", "Morte d'Arthur"
Short prose fiction (taken from the anthology): "Contents of a Dead Man's Pockets", "The Monkey's Paw", "How Much Land Does One Man Need?", "Masque of the Red Death", "Two Friends", "By the Waters of Babylon", "Damon and Pythias", "The Open Window", "Hearts and Hands"
Short prose non-fiction (taken from the anthology): "How to React to Familiar Faces", from The Way to Rainy Mountain, "A Child's Christmas in Wales", from Desert Exile: The Uprooting of a Japanese-American Family
Othello
Sonnets
Native Son
Antigone
Pride and Prejudice
QUESTIONS:
How are the characters aligned relative to the work's central themes?
How is the work's central conflict related to theme?
How is a lyric poem different from a narrative poem?
How does a poet develop conflict or tension in a poem?
How are these techniques different from a writer of prose?
What ideas do the elements of fiction invite us to consider?
How do you integrate the ideas of a piece of fiction into a coherent statement of theme?
What kinds of information appear in an essay?
What variations in organization do we find?
What do we learn about character based on the tone they assume when speaking?
How do the characters employ figures of speech to augment their meanings?
How do the minor characters contribute to the plot?
What variations on themes does the play contain? (honor, vengeance, tragedy, loyalty, courage)
What role does culture play in the development of character? (real and imagined)
Who is the central tragic figure in the play?
Do the gods of the mythological pantheon participate in the action of the play?
What is the role of Teiresias?
In what terms do we come to understand Antigone's heroism?
Where are the ideas of pride and prejudices presented in Pride and Prejudice
What are the sources of these perceptions?
How seriously are we to take these biased perceptions and the characters who posses them?
Which characters are able to overcome which of their prejudices during the course of the novel?
What processes seem to accompany their vanquishing their earlier perceptions.
Which characters do not overcome their prejudices?
Is their fate different from those who do?
LITERARY TERMS:
antagonist, protagonist, character,
theme, climax, resolution,
narrative, lyric,
haiku,
theme, symbol, thesis,
substantiation, detail, generalization.
blank verse, iambic pentameter,
monologue, soliloquy, aside,
foreshadowing,
oxymoron,
metaphor, simile,
personification,
irony, dramatic irony,
conceit
conflict, bone of contention
tragedy, comedy, satire
verbal irony, dramatic irony, situational irony,
uses of dialogue,
antithesis.
GRAMMAR
fragments, coordination, subordination, subject/verb agreement, noun/pronoun agreement,
pronoun/antecedent agreement, appositives. wordy sentences, awkward sentences, sentence variety
paragraph organization
WRITING:
comparative essay considering treatment 2-3 works give to a single theme.
a creative conceit: (ex. a letter of complaint from one character to another, a letter of apology from one of the antagonists)
descriptive essay
position paper: Is Othello evil?
compose an original sonnet
discuss in Antigone the way that three details in the plot contribute to a theme and enlarge its meaning.
paper mirroring the oral presentation on Max's speech
comparison paper between Pride and Prejudice and Native Son examining the power of and the extent of prejudices in each
READING SKILLS:
Three column notes --
a) a short précis of an event,
b) the literary elements contained in the event,
c) ideas and themes suggested by the details and events
Margin annotation
SPEAKING SKILLS:
Principles of speech: voice modulation, projection, enunciation, volume, eye contact, pace, thesis, purpose, visual aids, note cards
perform a scene or a soliloquy from Othello
discuss a poem, its content, literary elements and theme.
deliver a review of the movie watched over the winter break.
present a memorized poem or a song lyric (10 lines min.)
deliver a short oral presentation on a segment (2 pp.) of Max's defense speech in Native Son.
present findings on the civil rights research
RESEARCH:
Research skills: use books, magazines, and electronic materials to form a perspective on an unfamiliar topic.
Research project bearing on a civil rights topic:
W. E. B. Dubois
Stephan Foster -- slave songs
Voting Rights, Miscegenation Laws, Grandfather Clauses
Plessy v.
Richard Wright
Brown v. Board of
Education of
Slavery in
Malcolm X
Integration of the armed Forces
George Washington Carver
Integration in Professional Athletics
Martin Luther King, Jr. -- Civil Disobedience
Rosa Parks -- bus boycott
Jim Crow Laws
Incarceration of Japanese Citizens during WWII
The KKK -- its mission and charter
SELECTED MOVIES
Remember the Titans Boyz in the Hood
Amistad In the Heat of the Night
Malcolm X A Family Affair
Do the Right Thing Ghosts
of
To Kill a Mockingbird Crazy in
Driving Miss Daisy A Soldier's Story
The Defiant Ones Guess Who's Coming to Dinner
Walkabout Dances with Wolves
Glory
ENGLISH ELECTIVES AVAILABLE TO 10TH-12TH
GRADERS:
SHAKESPEARE ELECTIVE
This course will look at the life, times, and literature of
Macbeth, The Merchant
of
Language devices:
Oxymorons, Types of Irony, Genre study, Scansion
Writing :
Sonnets
Some research on the Elizabethan Period
Expository writing to include
Comparisons
Character study
Plot analysis
Project on relevancy of Shakespeare to our times.
POETRY ELECTIVE
The design of poetry has changed over the centuries more radically than any other written genre. This course will examine the roots of these designs in the past as well as their sundry manifestations in the present. Students will be asked to complete a selection of independent projects including the presentation to the class of a contemporary writer, the production of their own poetry, and the explication of an established poet's works.
Introduction to poetry
The Top 500 poems
Poetry 180
Poetic devices:
Sound and image devices
Rhythmic devices
Shape
Rhyme scheme
Scansion
Writing:
Poetry
Expository essays
Comparative analysis
Two major projects and one public presentation
Study of an established poet
Study of an unestablished poet
Presentation of our own works
CREATIVE WRITING ELECTIVE
In this semester-long workshop, primarily devoted to student writing, participants will produce, read, discuss, and revise stories and poems. Students will strive for high productivity as well as explore various points-of-view, structures and elements of style. Instruction in creative writing will be augmented by readings of essays on the craft of writing, short stories, and poems by modern and contemporary authors.
Selected essays
Selected short stories
Selected poems
Writing:
Students write everyday.
The semester
culminates with two short fiction works (including one realistic fiction piece)
and assorted poems. Final written work
must meet publication standards for submission into a
THE LITERATURE OF WAR
War, as old as humankind, calls forth some of our greatest virtues - courage, loyalty, mercy, humility. It also reveals our capacity for cruelty, vindictiveness, and brutality. Since the beginnings of western literature, war has been richly represented. After reading selected classical and modern literature, each student will use both print and electronic resources to research and plan an individual course of reading and viewing that will reflect her/his particular historical and literary interests. Class work will consist of student presentations based on individual reading/viewing and discussions led by students. Throughout the course, attention will be paid to the representations, verbal and visual, of the wars, large and small, currently destroying the peace of the world.
LITERATURE OF THE SPIRIT
Frederick Buechner has said that "The word spirit has come to mean something pale and shapeless like an unmade bed.” James Baldwin wrote, "It is one of the greatest impulses of mankind to arrive at something higher than a natural state." Perhaps spirit is in T. S. Eliot's "still point in the turning world" or in the formula spirit = breath = life. This course will explore the representation of spirit within the Western tradition with an emphasis on modern and contemporary literature and film. It will test the idea that spirit rightly understood is "a release from the isolation of egotism, a passion for justice and an invincible conviction that hope and joy can be at home in this universe," and it will examine the oxymoron "evil spirit.”
MODERN WORLD
GOALS
This course picks up where Ancient World leaves off and continues a survey of history and culture throughout the world. Much of the course work is initiated in the text and students are examined from materials generated from the text book. There is extensive evaluation of primary sources as well as the writings and interpretations from notable historians on particular events. Students are challenged to ascertain why certain paths were taken and discuss different alternatives. Throughout the course, students are exposed to cultural artifacts through art, video and music. Students in Modern World are expected to write an in-depth research paper during the spring term.
TOPICS
Middle Ages
Renaissance
Age of exploration
Absolutism and Mercantilism
Enlightenment
The French Revolution
The Industrial Revolution and national unification
Imperialism
World War I
The Russian Revolution
World War II
Modern
Modern
SKILLS:
Students:
develop critical thinking skills about past events and how the past continues to influence today's world
demonstrate the ability to perceive past events with historical empathy
evaluate the credibility and authenticity of historical sources
learn to evaluate different historical interpretations
understand the nature and sources of the various types of political authority
understand how economic activity effects society
understand important events, social movements, and political processes that have shaped modern world history
identify major historical figures
understand the contingency of history
learn the basic facts about the modern world's political systems and constitutional governments
understand that social inequalities are larger than the individual based on a variety of factors
ADVANCED PLACEMENT MODERN EUROPEAN HISTORY
GOALS
In addition to the topics covered in the Modern World class, students in this three semester course will cover the period suggested by the AP exam, 1470 to present. The course emphasizes the importance of critical thinking, analytical writing, acquisition of knowledge, and balanced perspective. Students who opt for this class must commit to it for all of the sophomore year and the first semester of junior year, and will be required to take the Modern European History Advanced Placement test. The textbook is
The Western Heritage, John Merriman.
TOPICS
Renaissance
Reformation
Wars of Religion
Absolutism
Powerful states and their rulers
Scientific Revolution
Enlightenment
French Revolution
Napoleon
Nation-states and nationalism
World War I and alliances
World War II
Post World War II Europe
SKILLS
Students:
are asked to read and prepare notes from their textbook. These assignments ensure that they are covering material on their own, train them to find the salient points and write concisely, and, if done properly, provide revision notes for the course.
are regularly assigned classroom essays. The purpose of these is to train students to build written arguments supported by factual material, and to present them in an organized, clear fashion.
during class, are encouraged to view historical events from different perspectives, and to recognize that it is not always possible to determine what the "right" course of action would be.
evaluate primary and secondary sources to help them read critically and recognize both bias and motive, and also serves to stimulate discussion about the creation and "truth" of history.
Coursework
generally includes French II, French III, Spanish II, Spanish III, or Latin III.
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
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
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
Carnet de correspondance
French grades and report cards
School life in francophone countries
Types of châteaux in
Studying historical figures in school
Buses and trains in
Research and presentations on
Good and bad eating habits
Pharmacies in
Teenagers' exercise habits
Mineral water
Things to see and buy in
Village life in
Ethnic groups in
High school in
Félix Houphouet-Boigny
Game of awalé
The cours Mirabeau
Histoires marseillaises
Paul Cézanne
Roman ruins in
Provençale cuisine
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.
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 +
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
Calendar
Extended family living together
Celsius vs. Fahrenheit
Popular free-time activities among teenagers
Valle de México
Classroom activities
School levels in
Cost of university education in
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
A Chilean folk tale
An Ecuadorean legend
"La Llorona"
FRENCH III
This intermediate French course concludes
The French III course is conducted primarily in French, which continues to emphasize the importance of French as a means of communication. Active class participation is an expectation from all students. By the end of the course students are exposed to French literature and French film. Students do several class presentations in French including one on French films and one on French provinces.
GOALS
To continue to develop the basic language skills of reading, speaking, listening, and writing
To encourage more extensive writing
To use more complex 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 develop an
appreciation for culture of
To develop a sense of confidence in speaking French and to take risks with the language
To begin to think in French, rather than English
COURSE MATERIALS
Allez, viens! - level 3 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 26-40)
"La Parure" by Guy de Maupassant
Films: Cyrano de Bergerac, Les Miserables
TOPICS
Conversation
Renewing old acquaintances
Exchanging information
Expressing indecision
Making recommendations
Ordering and asking for details
Asking for and giving directions
Expressing impatience
Reassuring someone
Expressing enthusiasm and boredom
Favorite comic book characters
Making, accepting, and refusing suggestions
Asking for, granting, and refusing permission
Expressing obligation
Forbidding
Reproaching
Justifying your actions and rejecting other's excuses
Complaining
Pointing out and identifying people and things
Paying and responding to compliments
Asking about and expressing intentions
Expressing conditions and possibilities
Asking about future plans
Expressing wishes and indecision
Requesting information
Writing a formal letter
Giving advice
Making a telephone call
Expressing likes and preferences
Making and accepting apologies
Showing and responding to hospitality
Quarreling
Expressing thanks
Making suppositions
Expressing doubt and certainty
Expressing astonishment
Cautioning someone
Expressing fear
Expressing relief
Asking someone to convey good wishes
Closing a letter
Expressing hopes and wishes
Expressing annoyance
Making comparisons
Agreeing and disagreeing
Expressing indifference
Making requests
Asking for and making judgments
Asking for and making recommendations
Asking about and summarizing a story
Favorite types of movies
Expressing opinions
Summarizing a story
Relating a series of events
Mechanics and Usage
Definite, indefinite, and partitive articles
Question formation
The future with aller
Ne …pas + infinitive
Negative expressions
Question formation with inversion
Using the subjunctive
Si clauses
Intonation
The expression ne…que
Vocabulary
French menu
Sports and activities
Food vocabulary
At the gas station
Adjectives
Household chores
Personal responsibilities
Social responsibilities
Chores
Describing clothing and hairstyles
Fashion and personal style
Clothing vocabulary
Adjectives referring to clothing
Family vocabulary
Future choices and plans
Careers
Planning for a career
Types of job training
Family relationships
Packing for a safari
Travel items
City life
Describing a place
Types of movies
Types of films
Grammar
The imperative
Pronouns and their placement
The interrogative and demonstrative pronouns
The conditional
Irregular subjunctive forms
The comparative
Adjective agreement
The relative pronouns qui, que, and dont
Relative pronouns
Verbs
The passé composé
The imparfait
The verb conduire
The subjunctive
The verb devoir
The causative faire
The future
Reciprocal verbs
The past infinitive
Reflexive verbs
Culture
Traditional regional clothing
Regional specialties
Regional foods
Languages in
Overview of
Swiss work ethic
Overview of
Environmental issues
La minuterie
Clothing and styles
French clothing stores
French sense of fashion
Careers and education in
Overview of
Bargaining in
Values of francophone teenagers
Overview of
Hospitality in
La République Centrafricaine
Rainforest and savannah
African animals
The
Stereotypical impressions of francophone regions
La Tunisie
Traditional life
Traditional and modern life and
dress in
Modernization in francophone countries
Le
Television programming
Multilingual broadcasting in
Overview of
The Canadian film industry
SPANISH III
This intermediate Spanish course concludes
Spanish III is conducted primarily in Spanish, which emphasizes the use of Spanish as a means of communication. The course demands frequent and active participation from students. There are many opportunities to speak Spanish in a variety of contexts.
GOALS
To improve the students ability to speak the language
To communicate ideas effectively in Spanish
To improve the understanding of oral and written Spanish
To foster writing proficiency through directed and creative writing
"To use new vocabulary and grammatical structures in written and spoken Spanish
To recognize and understand the meaning of unknown words through context clues and cognates
To develop a sense of confidence in speaking Spanish and to take risks with the language
To improve basic pronunciation and intonation skills
To understand and develop an appreciation for Spanish and Latin American culture
To begin to think in Spanish, rather than English
To follow a storyline in Spanish (Destinos series) and to be able to discuss and analyze the story
COURSE MATERIALS
¡Ven conmigo! - level 3 series
Student text
Practice and Activity Workbook
Vocabulary and grammar workbook
In class use of audio CD's, video segments
Destinos video series (episodes 19-36)
Films: Don Quijote, Romero, El Norte (varies from year to year)
TOPICS
Conversation
Expressing interest, indifference, and displeasure
Asking for information
Describing yourself and others
Asking for and giving advice
Talking about taking care of yourself
Talking about what has happened
Expressing and supporting a point of view
Using conversational fillers
Talking about future events
Talking about responsibilities
Talking about how food tastes
Talking about unintentional events
Asking for help and requesting favors
Ordering a meal
Giving explanations
Supporting opinions
Expressing qualified agreement and disagreement
Reporting what others say and think
Talking about hopes and wishes
Introducing and changing a topic of conversation
Expressing what needs to be done
Expressing an opinion
Making suggestions and recommendations
Turning down an invitation
Expressing happiness and unhappiness
Comforting someone
Making an apology
Describing an ideal relationship
Expressing doubt and disbelief
Expressing certainty
Talking about possibility and impossibility
Expressing surprise
Talking about your emotional reaction to something
Expressing disagreement
Expressing an assumption
Making hypothetical statements
Talking about accomplishments
Talking about future plans
Expressing cause and effect
Expressing intention and purpose
Grammar
Stem-changing verbs in the present tense
The present tense
The preterit
y and o before vowels
Adjectives
saber vs. conocer
Informal commands
Irregular informal commands
Reflexive verbs
The imperfect
Preterit vs. imperfect
The present perfect
lo que
The future tense
Object pronouns
todavía, ya, alguna vez
Affirmatives and negatives
Comparisons of equality and inequality
vamos a + infinitive
se with unintentional events
por and para
Commands
Pronouns with commands
The suffix -ísimo
Double object pronouns
Impersonal se
The subjunctive to express hopes and wishes
Subjunctive of ir, ser, dar, estar
Verbs followed by an infinitive
Gender of some words ending in -a and -o
The subjunctive after expressions of need
The subjunctive mood with recommendations
Nosotros commands
The use of the infinitive vs. the subjunctive
Formation of the subjunctive
dar, estar, ir, and ser in the present subjunctive
Comparisons
The subjunctive with expressions of feelings
Reflexive verbs for reciprocal actions
The present perfect subjunctive
The subjunctive with the unknown or nonexistent
The present subjunctive of saber
The use of vos
The use of the infinitive vs. the subjunctive
Irregular subjunctive
Past participle form
Affirmative and negative words
Subjunctive forms
The subjunctive after expressions of doubt and disbelief
por in fixed expressions
The subjunctive after impersonal expressions
Uses of se
More on preterit vs. imperfect
The preterit of estar, ponerse, querer, saber and sentirse
The subjunctive with expressions of denial and disagreement
The conditional
The subjunctive
The subjunctive with certain conjunctions
Verbs after prepositions
The subjunctive with para que
The present perfect
Reflexive pronouns
Vocabulary
Question words
Names of sports
Names of hobbies
Words and expressions to describe people
Expressions to tell how you are feeling today
Words and expressions to talk about stress
Expressions to talk about how to relieve stress
Words and expressions related to technology
Words and expressions to talk about changes in the city
Things that may protect the environment
Salads, meat, seafood, fruit, and desserts
Food stores
Repair shops
Words and expressions to talk about war and peace
Words related to the arts
Words and expressions to describe works of art
Words and expressions to talk about friendship
Things that friends might do
Words to talk about television
Words and expressions to talk about information
Sections of a newspaper
Words to describe people's behavior
Words and expressions to talk about prejudice and stereotypes
Words and expressions to talk about achievements and future plans
Words and expressions to talk about your background and ambitions
Culture
Vacation activities of students
Seafood in
Regional
languages of
Work schedules in
Health habits of
people in
Today's technology in the Spanish-speaking world
The role of oil in the Venezuelan economy
The benefits of
technology for
The sobremesa
Getting assistance from emergency service personnel
Foods of
Favorite foods
of typical students from
la "leyenda negra"
Aztec pictographs
The legends "La Llorona" and "La carreta sin bueyes"
The legend of Quetzalcóatl
The legend "El Quetzal"
The murals of Orozco
Murals in
Musical instruments
Mexican pop music star Luis Miguel
Life and works of Frida Kahlo
Cafés
The Organization of American States
The popularity of movies
The popularity of soccer
How Spanish -speaking teenagers solve interpersonal problems
The use of the Internet in
How commercials affect our attitudes and behavior
Newsstands in
Hispanics in the
Impressions
Spanish-speaking people have of the
Spanish language
media in
Hispanics in
How Spanish-speaking students view themselves
LATIN III
Latin enrichment courses are offered in the
Text: Jenney’s Latin series.
Coursework generally includes Algebra
2, Honors Algebra 2, or Honors PreCalculus
ALGEBRA 2
SKILLS MASTERED
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 polynomial
Function notation
Quadratic formula
Definition of matrices
Addition / subtraction of matrices
Solving absolute value equations
Graphing
Linear equations
Solving systems by graphing
Systems of linear inequalities
Problem Solving
Word problems requiring a system of linear equations
Connections
Relationships between graphs, tables and functions
SKILLS PRACTICED
Reasoning & Proof
Justification of steps using number properties
Algebraic proofs
Algebra
Simplifying radical expressions
Solving rational equations
Simplifying rational expressions
Solving rational equations
Solving matrix equations
Solving exponential and logarithmic equations
Writing exponential functions
Inverse functions
Problem Solving
Interpreting linear equations and graphs
Data Analysis and Probability
Definition of probability
Simple probability
Definition of sequences and series
Measures of central tendency, including mean, median, mode, and standard deviation
Normal curve
Data Interpretation
Graphing
Quadratic functions
Conic sections, specifically parabolas and hyperbolas
Calculator
Graphing functions
Curve fitting
Solving
SKILLS INTRODUCED
Algebra
Distance and midpoint formulas
Data Analysis & Probability
Sigma Notation
HONORS ALGEBRA 2
SKILLS MASTERED
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
Solving quadratic equations by completing the square and the quadratic formula
Dividing polynomials
Simplifying radical expressions
Solving radical equations
Pythagorean theorem
Definition of a function and function notation
Graphing
Solving systems by graphing
Systems of linear inequalities
Quadratic equations
Problem Solving
Word problems requiring a system of linear equations
Reasoning & Proof
Concepts of proof
Geometry
Basic geometric definitions and theorems
Formulas for perimeter, area and volume of basic shapes
SKILLS PRACTICED
Numbers
Definition of imaginary and complex numbers
Complex number arithmetic
Algebra
Direct, inverse, joint, and combined variation
Definition of log and exponential functions
Solving log and exponential equations
Definitions of 6 trig functions
Circle trig
Radian measure
Problem Solving
Problem solving strategies
Linear modeling
Graphing
Transformations
Log and exponential functions
Polynomial functions
Trig functions
Geometry
Solving non-right triangles
Connections
Connections between algebra and geometry
SKILLS INTRODUCED
Calculator
Stat Plot
Line of best fit
Solver
Generating Tables
Problem Solving
Exponential Modeling
Algebra
Systems of non-linear equations
Trigonometric identities
Solving trig equations
Inverse
trig functions
HONORS PRECALCULUS
SKILLS MASTERED
Numbers
Definition of imaginary and complex numbers
Complex number arithmetic
Algebra
Direct, inverse, joint, and combined variation
Definition of log and exponential functions
Solving log and exponential equations
Definitions of 6 trig functions
Circle trig
Radian measure
Systems of non-linear equations
Trigonometric identities
Solving trig equations
Inverse trig functions
Problem Solving
Linear modeling
Exponential Modeling
Trigonometric modeling
Graphing
Transformations
Log and exponential functions
Rational functions
Polynomial functions
Trig functions
Geometry
Solving non-right triangles
Connections
Connections between algebra and geometry
Calculator
Solver
Generating tables
SKILLS PRACTICED
Algebra
Definition of sequence and series
Sigma notation
Limits
Definition of continuity
Definition of derivative at a point
Average vs. instantaneous rate of change
Parametric equations
Polar functions
Partial fraction decomposition
In some years...
Algebra - Vectors
Graphing - Polar graphs
SKILLS INTRODUCED
Algebra
Matrices
This introductory course uses observation and experimentation to investigate the structure, function, and behavior of living organisms. Grade 10 Biology 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, developing critical thinking skills, and laboratory activities.
TOPICS
The Science of Biology
Scientific method, application to scientific inquiry, and steps followed by the scientific community
Microscopes
Characteristics of Life
The Chemical Basis of Life
Composition of Matter: elements, atomic structure, chemical bonding, solutions and mixtures
Properties of Water: polarity, hydrogen bonding, cohesion, adhesion, capillary action, high specific heat
Acids and Bases, buffers, acid precipitation
The Molecules of Cells
Properties of carbon
Dehydration Synthesis and Hydrolysis: polymers and monomers
Organic Molecules: carbohydrates, lipids, proteins, enzymes, roles in nutrition
Ecology
Biosphere: biogeochemical cycles and energy flow
Ecosystems and Communities: climate, abiotic and biotic factors, symbiotic relationships, biomes
Population Dynamics: population growth, logistic growth, exponential growth, limits to growth
Humans in the Biosphere: renewable and nonrenewable resources, sustainable use, biodiversity
A Tour of the Cell
Cell Size and Types: measuring cells, prokaryotic and eukaryotic cells
Cell Theory
Cell Structure and Function: cell membrane, nucleus, cytoplasm, organelles in plant and animal cells.
Cell Transport: passive transport, active transport
Harvesting Chemical Energy
Photosynthesis: light reactions and dark reactions
Respiration: glycolysis, fermentation, Krebs cycle and electron transport chain
Cell Growth and Division
Cell Growth: surface area to volume ratio
Cell Division: cell cycle, interphase, mitosis, cytokinesis
Regulating the Cell Cycle: limits to cell growth
Stem Cell Research
Introduction to Genetics
Gregor Mendel's Work: principles of genetics, segregation, independent assortment
Probability and Punnett Squares
Monohybrid and dihybrid Crosses
Exploring Mendelian Genetics
Meiosis: cell cycle, homologous chromosomes, genetic variation
Molecular Biology - DNA and RNA
James Watson and Francis Crick
DNA and replication
RNA
Protein Synthesis: transcription and translation
Biotechnology, human genome
Human Heredity
Genes and gene mutations
Autosomal vs. sex linked
Dominant vs. recessive
Pedigrees
Human Chromosomes
Chromosomal mutations and disorders
Nondisjunction
Karyotypes
Human Molecular Genetics
Human Genome Project
Gene Therapy
Evolution
Charles Darwin's Theory of Evolution
Evidence of Evolution
Genes and Variation
Factors contributing to evolution
Hardy-Weinberg Equilibrium
Microevolution v macroevolution
Speciation including reproductive barriers, geographical isolation
Genetic Diversity in Bacteria
Introduction to Anatomy and Physiology
Cell Hierarchy: tissue types, organ systems
Structure and function of each of the following systems:
Skeletal System: bones and joints
Muscular System: antagonistic muscle pairs
Integumentary System
Reproductive System: birth control, fertilization and development
Digestive System: food and nutrition, process of digestion, anorexia and bulemia
Circulatory System: heart, blood, lymphatic system
Respiratory System: smoking and disease
ADVANCED ART
This is a one-semester elective class offered both first and second semester. It meets twice each week during the school day, once for 40 minutes and once for 70 minutes.
This is a class for students who wish to pursue their skills beyond Intermediate Art or for those whose commitment, motivation, and experience are at a level where they can bypass Intermediate Art with departmental approval; in such cases Advanced Art replaces Intermediate Art as a required class.
In this class, students strengthen their technical and creative thinking skills while working with various drawing and painting media.
Prerequisite: Intermediate Art or the department's permission.
OBJECTIVES
Upon successfully completing the class students should:
be versatile with drawing and painting media
be able to think independently and creatively
be able to perceive carefully
be able to resolve complex creative problems
have good technical control of the media
have a sense of individual expression
understand the value of daily practice outside the classroom
TOPICS
Methods:
Observation
Memory
Imagination
Approach:
Representational
Non-representational
Subject Matter:
Still-life
Landscape
Fantasy
Media:
Pencil
Graphite
Charcoal
Pen
Acrylic paint
Oil pastel
Brushes
Texture tools
Palette knife
Techniques:
Gesture
Contour
Shading
Highlighting
Blending
Layering
Texture
Impasto
Scumbling
Elements of design:
Line
Shape
Form
Value
Color
Space
Principles of Design
Movement
Repetition
Balance
Rhythm
Contrast
Emphasis
Unity
CONTEMPORARY ART
This elective course, which meets twice each week during the school day, once for 40 minutes and once for 70 minutes, combines contemporary art history with corresponding studio projects and field trips to local museums. Students acquire knowledge about contemporary artists through lectures and reading. Field trips give students first-hand exposure to artwork. Studio projects help students build on what they have learned and encourage experimentation and inventiveness.
Prerequisite: Intermediate art
OBJECTIVES
Upon successfully completing this course students should be able to:
identify important art work and artists in contemporary art.
identify various media used by contemporary artists (e.g., video, installation, site-specific work).
incorporate their knowledge of various artists and media in their own work.
complete several projects based on this knowledge.
analyze and critique finished work.
TOPICS
Contemporary artists working in different media will be discussed and projects will incorporate this information. Students will learn about and create work in two and three dimensions using a wide variety of materials. The course should encourage students to work in different media and experiment with new techniques.
ART HISTORY
This course will offer students an opportunity to learn about the history of art from prehistoric to present times. Students will learn to discuss the formal elements of a work of art, two and three dimensional, and of architecture. Students will learn the historical and sociological context of the work.
MATERIALS:
Art, A Brief History by Marilyn Stokstad
OBJECTIVES
Upon successfully completing the course students should be able to:
identify important events and people in the history of art.
identify important paintings, sculpture and architecture in the history of art.
discuss the formal elements of paintings, sculpture and architecture.
prepare formal talks about a specific painting, sculpture or building.
use research methods and sources for art history.
identify some of the social, political and historical events that shaped the creation of the works.
TOPICS
Prehistoric Art:
Megalithic Art
Wall Painting
The Art of
Aegean Art:
Minoan
Mycenaean Civilization
Greek Civilization: Archaic, Early Classical, High Classical, Late Classical
Spread of Greek Art and Culture:
The Etruscans
The Neo-Babylonians
The Persians
The Hellenistic Period
Art of the
Republican Empire
The Early Empire
The "Good" Emperors
The Late Empire
Jewish, Early Christian, and Byzantine Art
Early European and Islamic Art; Early Medieval Art
Romanesque and Gothic Art:
Romanesque Period
Gothic Period
Early Renaissance Art:
The
High Renaissance and Reformation:
Mannerism
Baroque
Baroque and Rococo Art
Art of the
African Art
Neoclassicism and Romanticism
Realism to Impressionism:
Academic Art
Early Photography
Realism
Impressionism
Post-Impressionism through Early Modern Art:
Post-Impressionism
Expressionism
Cubism
Modern Art:
Art after World War I
Abstract Expressionism and the
Architecture
Contemporary Art
AFTER SCHOOL ART CLASSES
Monday Elective art classes are offered on a trimester
schedule from
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.
ART INTENSIVE
Sophomores, juniors, and seniors wishing to pursue further studies in art beyond Intermediate Art and the Monday Electives may take the Art Intensive program five days a week after school. Students may elect to take any of the offerings as an individual class.
Art Intensive courses offer after-school studio time in drawing, painting, paper patterning and printing, collage, photography, and video. Taking all five days of classes gives a student a well-rounded foundation in many visual arts media. These classes are rigorous yet small enough to respond to the needs and interests of the individuals enrolled. They are designed to give students practice in advanced skills and techniques, and to encourage experimentation and independent work. The content of courses varies each trimester to allow students to take consecutive trimesters. Each trimester culminates in an exhibit organized by the participating students.
Fall and Winter:
Monday
Tuesday
Wednesday
Thursday
Friday
Spring:
Monday: Monday elective
Tuesday: Photography
Wednesday: Working the 2-D Surface in Color
Thursday: Video
Friday: Abstract Painting
Art Intensive: PHOTOGRAPHY (Tuesday: Fall, Winter, and Spring)
This photography class for Art Intensive students will offer accelerated beginning instruction as well as the more advanced techniques taught in Photo II. The content will be geared to the interests and levels of experience of the students enrolled.
Prerequisite: Intermediate Art.
For the curriculum outline, please refer to Photo I under Monday Electives.
Art Intensive: WORKING THE 2-D SURFACE IN BLACK AND WHITE (Wednesday: Fall and Winter)
In this class, students learn to draw with both traditional and non-traditional media, with an emphasis on learning to see. Techniques taught range from blind and contour drawing to automatic drawing, and alternative printmaking techniques and collage; the study of master drawings and works on paper of different styles complement the lessons. The content varies according to the abilities and interests of the participating students.
Prerequisite: Intermediate Art and Drawing or the equivalent.
OBJECTIVES
Upon successfully completing the class students will:
understand the importance of careful perception.
draw with a more confident line.
be able to see and work with negative as well as positive space.
be familiar with drawing, alternative printmaking and collage techniques.
know and be comfortable using the basic materials of drawing.
have an understanding of the importance of light and shadow.
understand the possibilities of the black and white palette
appreciate drawings done throughout history
be able to analyze and critique finished work.
TOPICS
Still life: Light and Shadow
Use of light source
Shadow screen
Found shadows
Still life/ figure: Contour
Blind and Contour drawing
Drawing with scissors
Geometric shapes/ organic shapes
Collage: Texture, pattern
Techniques using pencil, charcoal, ink
Paper patterning using rubbing, stamping, stenciling, transfers
Found materials
Proportion/Perspective/Composition
Art Intensive: WORKING THE 2-D SURFACE IN COLOR (Wednesday: Spring)
In this class students explore color, pattern and texture through mixing, blending, stamping, stenciling, and printing. They use paint, pastel, hand-printed papers, and watercolor to create both representational and abstract works on paper. Study of twentieth century painting and collage complements the studio work. The content varies according to the abilities and interests of the participating students.
Prerequisite: Intermediate Art and Drawing/Painting or the equivalent.
OBJECTIVES:
Upon successfully completing the class students will:
understand the importance of careful perception.
be able to see and work with complementary colors, cool/warm colors
be familiar with painting, alternative printmaking and collage techniques.
know and be comfortable using the basic materials of painting
will know how to choose and care for their own materials.
have an understanding of the effect of light and shadow on color and will be able to work with value.
know how to blend, shade, and highlight in different color media.
understand the possibilities of the limited palette.
appreciate paintings done throughout history.
be able to analyze and critique finished work.
TOPICS
Experimentation/exercises
Color experiments
Paper patterning
Quick studies
Sketchbook assignments
Building a painting/collage/ color drawing
Choice of subject matter or concept
Use of light source; natural light, or references to light
Composition and placement of objects or design elements
Drawing, under-painting, use of ground
Palette: limited palette, use of complementary colors, color balance, use of texture
Color mixing, blending, shading and highlighting
Art Intensive: VIDEO (Thursday: Fall, Winter, and Spring)
In this class students learn the basics of how to shoot and edit, write scripts, narrate tapes, and select music and effects. Each student produces or collaborates on an original video. This video class for Art Intensive students is geared to the students' levels of experience.
Prerequisite/Co-requisite: Photography.
For the curriculum outline, please refer to Video I under Monday Electives.
Art Intensive: FIGURE DRAWING (Friday: Fall and Winter)
In this class students learn to draw the figure from a live model. Instruction and progressive exercises focus on enabling the student to see and draw accurately. A nude model will be used.
Prerequisite: Intermediate Art and Drawing
OBJECTIVES
Upon successfully completing this course students will be able to:
Draw the figure from the live model with accuracy.
Complete studies of hands and feet.
Demonstrate knowledge of the skeletal and muscular structure.
TOPICS
Students will work in a variety of drawing media (charcoal, graphite, etc…). Exercises will use various length poses to build students' confidence and ability. Students will work at easels.
Art Intensive: ABSTRACT PAINTING (Friday: Spring)
Students will learn to develop a painting in which the subject matter is not represented realistically, but with geometric precision, different colors, fractured planes and distorted features. Students will also learn about creating paintings without any recognizable objects. The subject matter features colors, shapes, movement, design or action. The painting process combines elements and principles of art with personal expression. Works of various artists will be studied along with the specific steps and processes needed to create abstract art work.
Prerequisite: Intermediate Art and Painting or the equivalent
OBJECTIVES
Upon successfully completing the class students will be able to
find and organize sources for abstract imagery.
explore and experiment with personal methods of painting.
begin to understand ways of developing abstract thinking and expression.
have a greater understanding of the concepts of design, content, and color
TOPICS
Media
Acrylic paint
Brushes and other tools to manipulate paint
Canvas
Techniques
Collage
Color mixing
Viewfinder
Pattern
Subject matter
Nature
People
Still life
Expressionism
Minimalism
Conceptualism
Art Intensive: PORTFOLIO PREPARATION
Juniors and Seniors interested in developing a portfolio may sign up for Portfolio Preparation.
Portfolio Preparation supplements the Art Intensive program and is designed for students applying to art school. The portfolio program is a tutorial scheduled during the school day with a member of the art faculty requiring independent work outside the classroom. Students keep a daily sketchbook as well as work on finished pieces that they bring in for review and critique. Content is determined by the needs of the participating student.
Prerequisite/ Co-requisite: Art Intensive
Art Intensive: OPEN STUDIO
Students may arrange for extra studio time at the discretion of the individual teacher and the department chair.
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:
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.
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.
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:
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.
The librarians provide instruction in grades 10 to 12 as is
required by classroom teachers. This
includes specialized research instruction for a specific project, bibliographic
instruction, and evaluation of resources.
Students learn to apply gathered information to critical thinking
skills..
In tenth 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.
The following Information Technology courses are open to tenth graders as electives.
INTRODUCTION TO WEB DESIGN
In this course, students will learn the fundamentals of web design. Students will begin the term by evaluating a variety of web sites and discussing the elements of excellent design. Students will then learn Hypertext Markup Language (HTML), the programming language used to make documents for the World Wide Web. After gaining a solid understanding of the essential HTML commands, students will move on to Macromedia Dreamweaver, one of the industry's leading Web site design editing tools. As a final project, students will produce a functional web site.
TOPICS
Web Site Evaluation
The students will evaluate effective and ineffective web sites.
HTML Fundamentals
The students will write HTML code with a text editor.
Using html tags, the student will do the following efficiently and effectively:
Format text
Insert images
Use local and remote links
Set body and background attributes
Create and modify tables
Apply appropriate tag attributes
Create line and paragraph breaks
Use headings
Control the appearance and alignment of text and graphics
Use named anchors
Link an email address to a web page
Macromedia Dreamweaver Fundamentals
Using Dreamweaver , the student will do the following efficiently and effectively:
Define a local site.
Use templates
Format text
Insert images
Use local and remote links
Set body and background attributes
Create and modify tables
Apply appropriate tag attributes
Create line and paragraph breaks
Use headings
Control the appearance and alignment of text and graphics
Use named anchors
Link an email address to a web page
Publish his or her site to a web server
AP COMPUTER SCIENCE
The AP Computer Science curriculum is based on the topics covered by the College Board's Advanced Placement Computer Science A test. The cases are noted where the course goes beyond the scope of the AP test.
OBJECT-ORIENTED
PROGRAM DESIGN
The overall goal for designing a piece of software (a computer program) is to correctly solve the given problem. At the same time, this goal should encompass specifying and designing a program that is understandable, can be adapted to changing circumstances, and has the potential to be reused in whole or in part. The design process needs to be based on a thorough understanding of the problem to be solved.
Objectives: Program Design
Read and understand a problem's description, purpose, and goals.
Apply data abstraction and encapsulation.
Read and understand class specifications and relationships among the classes ("is-a", "has-a" relationships).
Understand and implement a given class hierarchy.
Identify reusable components from existing code using classes and class libraries.
Objectives: Class design
Design and implement a class.
Design an interface.
Choose appropriate data representation and algorithms.
Apply functional decomposition.
Extend a given class using inheritance.
PROGRAM
IMPLEMENTATION
The overall goals of program implementation parallel those of program design. Classes that fill common needs should be built so that they can be reused easily in other programs. Object-oriented design is an important part of program implementation.
Objectives: Program Implementation
Recognize programs that effectively use Encapsulation and information hiding
Become proficient with using the following parts of the Java language:
Primitive types vs. objects
Declaration
Constant declarations
Variable declarations
Class declarations
Interface declarations
Method declarations
Meter declarations
Console output (System.out.print/println)
Program Control
Methods
Sequential control
Conditional Statements
Iteration
Recursion
Java library classes (included in the A-level AP Java Subset)
PROGRAM ANALYSIS
The analysis of programs includes examining and testing programs to determine whether they correctly meet their specifications. It also includes the analysis of programs or algorithms in order to understand their time and space requirements when applied to different data sets.
Objectives: Program Analysis
Categorize errors: compile-time, run-time, logic
Identify and correct errors
Understand and modify existing code
Extend existing code using inheritance
Understand error handling
Understand runtime exceptions
Analyze algorithms with respect to comparisons of running times (Using "Big-Oh" notation) [Beyond the scope of the AP Computer Science A test]
DATA
STRUCTURES
Data structures are used to represent information within a program. Abstraction is an important theme in the development and application of data structures.
Objectives: Standard Data Structures
Employ the following data structures in a program
Simple data types (int, boolean, double)
Classes
One-dimensional arrays
Array Lists
Objectives: Advanced Data Structures
[Beyond the scope of the AP Computer Science A test]
Employ Two-dimensional arrays following data structures in a program
Interpret program code that uses a TreeSet structure.
STANDARD ALGORITHMS
Standard algorithms serve as examples of good solutions to standard problems. Many are intertwined with standard data structures. These algorithms provide examples for analysis of program efficiency.
Objectives: Standard Algorithms
Write and interpret programs that perform the following operations on standard data structures listed above
Traversals
Insertions
Deletions
Write and interpret programs that use sequential search.
Interpret programs that employ Binary search. Identify its uses and limitations.
Differentiate between the following sorting methods from algorithmic and efficiency perspectives
Selection
Insertion
Mergesort
GRAPHICAL USER INTERFACES [Beyond the scope of the AP Computer Science A test]
Most modern programs that interface with human users do so with graphic components rather then the terminal based interface taught in the AP Computer Science exam. Using graphical user interfaces (GUIs) with their own developed software forces students to consider external design requirements.
Objectives: Graphical User
Interfaces
Use the following java graphical components to implement a graphical user interface
Applets
Frames
Panels
Buttons
ComboBoxes
ActionListeners
MouseListeners
Graphics draw methods
Use Java documentation resources to learn other graphical components as needed.
DEVELOPMENT PROCESSES [Beyond the scope of the AP Computer Science A test]
The software life cycle includes requirement specification, program design, software implementation, and then system testing. Software can be developed individually or, more commonly, by a team. Building a large software project that takes weeks, rather than hours, allows students to connect all that they have learned throughout the course. It also gives them the experience (and pleasure and pain) of seeing a process from beginning to end.
Objectives: Development Processes
Create specifications for building a software game
Write a design document that includes GUI specification and class relation diagrams.
Design, implement and test the game software
Design, implement and test an "intelligent" opponent software
Manage the development process for:
Individual development projects
Team based projects.
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
TENTH GRADE HEALTH
Maintaining health, both emotional and physical helps us throughout our entire lives. Making healthy, informed choices is vital to maintaining good health. Understanding how your mind and body work and how to keep them functioning at their highest level are elements of this course. Through lectures, discussion, videos and speakers, we will learn ways to achieve this goal.
TOPICS
Introduction
Overall good health and healthy habits
"Life Style" Diseases
Cardiac Disease
Anatomy of the heart
Pathway of Blood
Hypertension
Taking Blood Pressures
Asthma
Cancer
Lung and Breast
Infections
Bacterial
Viral
Healthy Immune Systems
Prevention
Sexually Transmitted Infections
Overview
Symptoms and Treatment
HIV-AIDS
The Importance of Abstinence
Gender Identity
Social Issues of HIV-AIDS
Teen Pregnancy
Healthy Relationships
Sexual Harassment
Dating Violence
Drug Information
Overview
Characteristics of each drug
The disease of Addiction
Club Drugs and safety
The importance of addiction free living
Treatment and Recovery
Problem Solving and Decision Making
UPPER SCHOOL
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