Thacher Program Guide

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An Inspiring Learning Environment

the thacher school

A Guide to the Academic Program

c on t e n t s 2

English

5

History

8

Mathematics

11

Science

14

Foreign Language

17

The Arts

21

The Academic Program

22

Faculty

“education is not merely the making of scholars.

It is the making of men and women. It is the training of the younger generation in the art of living for their own greatest good and the greatest good of their fellow citizens.” sh er ma n day th ac her

a

lt h o u g h It n o w b e a r s t h e f o u nd e r ’ s n a me ,

thacher

was originally called casa de Piedra (“house of Stone”).

the School honors its origins by awarding every graduate the designation “cdeP.” Although the School has evolved in ways that would have been unimaginable to Mr. thacher, he would no doubt still recognize it — because the core values upon which it was built have never changed: honesty, kindness, fairness, and truth. those values are embodied in the breadth and depth of our academic program, which we now invite

www.thacher.org

you to explore.

englIsh

the thacher school

English English Department objectives: to provide thorough training in the thoughtful and efficient use of language; to develop the analytical skills needed for a critical appreciation of literature; and to expose students to a variety of works that celebrate the sweep and tradition of literary expression. All English courses require intensive work in reading, writing, critical thinking, and classroom discussion, with the the goal of developing the ability to express complex ideas in prose that is both logical and graceful.

literary impact. Along with participatory class discussions, students write regularly, both in and out of class, on a variety of topics, in order to hone skills in formal written analysis and develop strategies for clear, meaningful expression.

AP Language and Composition: The Power, Politics and Persuasion of America’s Literature covers much of the same literature as the AP Literature class but with a special emphasis on developing writing skills, not only by reading great writers and understanding how they expressed themselves, but also by writing. the focus is on language—expression on the microcosmic level.

Students investigate how the literature of America (novels, plays, essays, speeches, poems, newspapers, advertisements, blogs, tV shows, historical documents and photographs) intersects with culture, history and politics. As they analyze what makes a story or an argument work, they translate their discoveries into thorough, well-supported, and clearly expressed essays.

english I An introduction to essential literary genres: short story, poetry, drama, essay, and novel. Students become more critical readers and better writers as they improve their vocabulary, learn to solve grammatical and stylistic problems, and develop oral skills during class discussions. the literature studied first explores the theme of roots (place, home, family, and the importance of the individual both alone and in relation to others). Later, the course focuses on innocence and experience. Writing assignments give students the opportunity to craft formal, analytical essays, as well as to discover their own less formal styles.

honors english IV the curriculum offerings for senior English change from year to year. the courses are more narrowly defined, to make room for deeper, more complex analysis. Below are examples of recent courses.

Coming of Age: Paradise Lost high school in present-day America is the start of adulthood. has it always been that way? Students explore the trials and tribulations of youths across the ages. the authors range from Shakespeare to Joyce to cisneros. Some of the questions asked and answered: What are the rites one goes through in order to become an adult in any given society at any given time? Is the loss of innocence a prerequisite for adulthood? how much do the issues of race, ethnicity, gender and religion matter? Students also take time to discuss their own coming of age.

english II the sophomore curriculum is informed by the idea that American literature, though unique, is grounded in the principles and philosophies of many cultures. After laying a foundation by studying early American narratives and their themes of self-discovery, individualism, and the desire to create Eden (the “American Dream”), the course expands to include a diversity of voices to see how these themes apply to U.S. subcultures and hyphenated Americans. advanced Placement english (Juniors) these courses are not driven by the AP exams but do focus on the skills and knowledge needed to be prepared for them. Students choose between two courses:

Dante: The Inferno With robert and Jean hollander’s translation as text, students read a canto per night, augmented by individual research, as Dante Alighieri takes them on a guided tour through hell, Purgatory, and heaven.

AP Literature and Composition: A Survey A central emphasis on developing a clear, critical perspective in the approach to literature and an honest, deep analysis of the writer’s art. readings include a diversity of voices and genres, including short fiction, poetry, novel, memoir, drama, rhetoric, and essay. Students focus on the core elements of literary analysis, including character, theme and structure. they are encouraged to explore the historical context of works and their individual

Heroism A thematic investigation of both classic and contemporary portrayals of heroism. Great and bloody deeds of valor contrasted with vulnerability and humanity, successful heroic journeys with colossal failures. texts include selections from the Iliad, the Aeneid, Beowulf, Sir Gawain and the Green Knight, Henry V, Light in August, One Flew Over the Cuckoo’s Nest, and A Clockwork Orange.

2

“walking into mr. Perry’s english class is one of the best parts of my day. whether we are discussing african-american literature, ‘a Portrait of the artist as a young man,’ or life in general, mr. Perry challenges us to look at what we read from the perspective of how it helps us to discover who we are. for the coming of age course, I explored my own rites of passage, and related them to the novels we had read in class. the paper I wrote and the in-depth class discussions about it led me to a greater understanding of both myself and those around me.” e B O n y d a VI s c d e P 2011, SE A TTLE, W A S h I N G T ON , U N I VER SITY OF SOUThERN CALIFORNIA nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

“I

went to thacher, as did my wife and several members

of her family. In many ways, thacher was where I came of age. because I want to work with students to help them find their better selves, as I did, I have devoted my career to teaching and raising my family here. we ask our students to lead full lives and to participate in the school’s many activities, and I believe we teachers must do the same. on a personal level, it is important that they see me in my multiplicity of roles—teacher, coach, father, husband—because I want them to understand that a successful africanamerican male is not just a rapper or an athlete. I believe our students will make a difference in the world, and that’s why I came home again.”

FaVOrIte thacher teachInG mOment: I love helping a student who thinks he or she is talented in only one area of the curriculum see that he/she can expect excellence in all areas.

d e r I c k P e r ry c de P 1 9 83 en G LI s h d eP a r t ment, dOrm head Freshman BOys

mOst memOraBLe thacher camPInG trIP: My wife

Molly and I took several students and a photographer/ videographer on a trip through the Sespe to record for the new Thacher DVD. After five days and nights of near continuous filming, we awaited our small screen debut . . . which consisted of 30 seconds in the new DVD. I can laugh with those students to this day about our “documentary” trip.

B.A., English, Dartmouth College M.A., Education Leadership, Teachers College, Columbia University Number of Years Teaching: 16 (All at Thacher) Courses Taught: AP English, English II Coaching: Track and Field, Girls’ Varsity Basketball

When nOt In the cLassrOOm, yOu can FInd me: FaVOrIte PLace In my ImaGInatIOn: Any of the numerous places where the great people of all time get together and comment on the world as it is now.

Reading; watching sports on TV; enjoying time with the family. recOmmended summer readInG: Our Underachieving

Colleges by Derek Bok; The Road by Cormac McCarthy, The Secret by Rhonda Byrne.

the BOOK, mOVIe, WOrK OF art, Or PIece OF musIc I cannOt ImaGIne LIFe WIthOut:

nIcKname: D-Piddy

Death Of Superman (graphic novel); The Great Gatsby; rap music 1980–1990; The Godfather.

FaVOrIte PLace at thacher/In OJaI: The Outdoor

What I Wanted tO Be When I GreW uP (When I Was ten): A lawyer or a comic book writer.

Chapel; The Arcade.

FaVOrIte PLace On earth: Buzios — a beach town

What I Want tO Be When I GrOW uP (nOW):

outside of Rio de Janeiro.

A comic book writer.

3

the thacher school

englIsh

history Lost: Freedom and Alienation in Early 20th-Century Literature Liberating themselves from the constraints of the Victorian Age, writers and artists in America and Europe dismantled literary conventions and sought to create new forms. this early Modernist period was in some ways defined by the elemental catastrophe of the Great War (WWI), a phenomenon that profoundly altered the Western world’s view of itself. the class studies selected writers of 1900-1940: the so-called Lost Generation and many others who perceived in the 20th century both a new promise and a new sense of alienation—and sometimes an opportunity for humor. Included in the syllabus are hemingway, Eliot, Ellison, Fitzgerald, Joyce, Woolf, Yeats, and other writers and poets who defined one of the richest literary periods in history.

Short Story Over the course of ten weeks, each student writes three short stories, which are then exposed to peer review in a structured and supportive environment.

In addition, students read and discuss a variety of classic and contemporary short stories.

Songs of the South “Southerners have love affairs with words. People sometimes think they speak slowly because they think slower or because they are naturally lazy.

Not so. They speak slower because their love of the words is so great that they can’t stand to part with them.”—Charles Langley. the novels, short stories, plays, poems, and memoirs of Mark twain, William Faulkner, Eudora Welty, Flannery O’connor, robert Penn Warren, tennessee Williams, carson Mccullers, harper Lee, and James Dickey, and narratives of early AfricanAmerican writers.

The Myth of Love through the reading of fiction and poetry, students consider relationships between men and women in a variety of historical and cultural contexts. they negotiate the mazes of emotional and physical intimacy and explore the relationship between love and self-image, in an effort to discover universal truths about the human heart.

The Natural World in Literature through a careful examination of literature and the students’ own experiences in nature (camping, riding, hiking), the class makes connections between the environmental experience and the representation of that experience in literature. they explore the cultural and ideological forces that shape our understanding of nature, and how our perception and value of nature have changed from age to age.

creative, journal and academic writing are expected and encouraged. Students read a variety of poetry, fiction, and creative non-fiction. the primary texts include henry David thoreau’s Walden, Edward Abbey’s Desert Solitaire, Annie Dillard’s Pilgrim at Tinker Creek, Jon Krakauer’s Into the Wild, and t.c.

Boyle’s When the Killing’s Done.

The Golden Door: America’s Immigrant Literature Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tossed to me.

I lift my lamp beside the golden door.—Emma Lazarus So reads the inscription on the Statue of Liberty, promising protection and also judgment for those hoping to make the U.S. their new home. the course covers works from the 19th, 20th and 21st centuries by the “huddled masses” who have arrived on America’s shores—including from India, Ireland, china, Mexico, cuba, russia, Vietnam and Japan— as they illuminate the risks and rewards of walking through that “golden door.” Students delve into the difficult questions surrounding immigration and its history as they attempt to understand both the uniquely personal and the universal elements of the experience of leaving one’s homeland and building a new life in the U.S. Turning Toward Home “It was then,” writes Lorrie Moore in her short story Agnes of Iowa, “that she first felt all the dark love and shame that came from the pure accident of home, the deep and arbitrary place that happened to be yours.” In this course, students read contemporary non-fiction that focuses on the twin themes of family and home, the intertwining of people and place—perhaps particularly timely because they are in their final year of experiencing thacher as home. they write weekly: journal, blog, and personal pieces that culminate first in a “pre-Portfolio” at the end of trimester 1, then in a Portfolio at the end of the twenty weeks. Besides text-based discussion, students also devote one class period a week to a writing lab whose content is determined by their own pieces. they read several memoirs (likely titles: Don’t Let’s Go to the Dogs Tonight by Alexandra Fuller, Where Rivers Change Direction by Mark Spragg, The Glass Castle by Jeannette Walls, Dress Your Family in Corduroy and Denim by David Sedaris, and The Color of Water by James McBride), as well as a selection of personal essays, poems and articles.

history students study what is both universal and unique in the human experience, from two juxtaposed perspectives: an empathetic sensitivity to the fundamental truth that we all share life’s most basic challenges and opportunities, triumphs and frustrations, joys and sorrows; and an acknowledgment of the diverse ways in which peoples from the world’s many cultures have experienced and dealt with the human condition. the students read, discuss, and write, in small classes with close teacher-student interaction.

modern World history the social, cultural, political and economic beliefs, structures and accomplishments of the world’s peoples from 1500 to now. In the second term of freshman year and the first term of sophomore, students study Modern European history; in the winter and spring of sophomore year, they study the culture and modern history of two non-Western societies of their choosing. united states history/ advanced Placement u.s. history From the colonial era to the present, the major issues affecting the birth and development of the U.S. to fulfill the standard U.S. history requirement, students meet four times a week. Any student who chooses to do so may take the course as an AP class by attending a fifth weekly class, by more extensive reading, and by fulfilling more rigorous writing assignments. advanced Placement united states Government and Politics With the federal government running up a debt of over $14 trillion, political rhetoric intensifying, and major issues to be solved such as the possible threat of climate change, spiraling costs of health care,

the solvency of Medicare and Medicaid, and a slow economy, there is no better time to study the role and structure of the U.S. government. this course seeks to introduce students to current political issues and cover essential topics in the AP curriculum. Such topics include a thorough understanding of the constitution and its construction, civil rights and civil liberties, the three branches (executive, legislative, judicial) of government, lobbying groups and political groups outside of government, and the formation of political attitudes and political participation. the aim of the class is to prepare students for the end-of-course AP exams. As such, most assessments include multiple-choice questions and short essays. In addition, there is a variety of presentations and debates, and a mock Supreme court trial. Another goal of the class is to bring students into contact with actual government officials and political actors. the civil War A ten-week course on one of the most intriguing, tragic, and romantic events in United States history. Starting with a survey of the political, social, and economic landscape of the 1850s, students explore the War’s causes, then study the War itself, from the firing on Fort Sumter to Lee’s surrender at Appomattox. this discussion-based course covers the major players (Lincoln, Lee, Grant, Jackson, etc.) through an analysis of relevant books, articles, films, and primary sources.

Political Philosophy I and II A charged walk through war, domination/subordination, ideology, democracy, nationalism, and conflicting loyalties (to state, religion, family, friends, self), with churchill, de chardin, clausewitz, Dostoyevsky, Einstein, Gandhi, huxley, Lincoln, Meade, Nehru, Mussolini, Marx, Locke, Lenin, Stalin, inter alia, as companions and guides. modern mexico From its decade-long fight for independence through the struggles of its current government.

Now the third most populous country in the Western hemisphere, Mexico has had a powerful influence on california and the U.S. Issues surrounding immigration, the border, and drug trafficking make it an important if often misunderstood neighbor. Using a variety of texts that reflect different perspectives on the country’s history and by following current events, students gain a greater understanding of how Mexico’s past influences the modern world views and opportunities of her citizens.

hIstory

the thacher school

“a stumbling block for me when studying and analyzing history has always been the realization that many others have covered the same material and no doubt come up with the same theses I have. dr. del vecchio’s carefully honed, contemporary teaching methods and her contagious passion for history removed that obstacle. she helped me understand that studying history is not about developing or presenting a new idea to the world, but about finding my own connection to the lives and lessons of others, and learning how to express those connections in my own voice.”

imperialism, then studies a wide variety of modern nations, in order to understand their political systems, why they exist as they do, and the implications of the political-economic roads they travel. the arab-Israeli conflict An in-depth look at the history of this seemingly intractable conflict and how religion, natural resources, external influences and political maneuvering shape it and its chances for resolution. civil Wars the American civil War. Sudan. chechnya.

Indonesia. colombia. An analysis of historic and current civil wars and what distinguishes them from revolutions and rebellions.

the holocaust Origins. causes. “Final Solution.” Yehuda Bauer’s text informs. Others amplify. In the second half, students dig deeper, with papers on such issues as the S.S., Auschwitz, the righteous Gentiles, and Wallenberg. aP human Geography Employing spatial concepts and landscape analysis to examine human social organization and its environmental consequences, this course introduces students to the systematic study of patterns and processes that have shaped our understanding, use and alteration of Earth. economics Free and mixed economies . . . supply and demand . . . savings vs. consumption . . . current international economic realities. Each student is given a $100,000 “grant” to invest at the term’s beginning. they manage their “portfolios” throughout the course, applying what they learn, in order to better understand the consequences of individual economic decisions. current affairs/Public speaking Students stay up-to-date on political affairs, with the daily New York Times as their touchstone, by presenting speeches on topics of general and individual interest. comparative Politics Modern global politics is defined by its “winners” and “losers”— the “winners” being those countries that are democratic. Is this a fair assessment? the course first explores pluralism, Marxism and the theory of

ch rIstOPh er dI en st cdeP 2011, SA N FRA N CISCO, C AL I F OR NI A, GE OR GE T OW N UNI VE R S I T Y nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

“h

istory has always been a part of my life, surrounding

me even as a child. I was raised in salem, ma, home of the

witches, and the house I lived in was built by a 17th century shoemaker. because my grandparents had been raised in India, south africa, hong kong, and england, our home

america in the 1950s and 1960s Using primary sources (film, textbooks, readings, literature, music), a comprehensive examination of the political, social and economic aspects of these crucial decades in U.S. history. Divided into two sections: the 1950s (the cold War, civil rights, the Beat movement, women’s issues and, of course, Elvis); and the 1960s (the cuban missile crisis, Vietnam, the student and women’s movements, the environment).

was filled with artifacts from around the globe, including a

sOPhOmOre WOrLd hIstOry eLectIVes:

fortunately for me, thacher students are naturally curious,

south africa After examining traditional southern African society in terms of subsistence, patterns of settlement and leadership, the class explores the challenges raised

by European invasions. the latter part of the course deals with apartheid, its end, and the future of South Africa.

Japan First, a review of the foundations of traditional Japan, the evolution of central control, and the country’s retreat from the rest of the world. then, an examination of its response to Western incursions and the subsequent emergence of modern Japan. the course emphasizes military and economic conflicts and competition, both historically and today. china After looking at “traditional” chinese culture, religion/philosophy and politics, the class explores the degree to which china is able to deal with modern challenges. this thread is followed from the Opium Wars, through the fall of the Qing dynasty, the foundation of the republic, the rise of the chinese communist Party, its relative successes and failures, and the country’s emerging re-engagement with the West.

tiger’s head, a silver african anklet, a russian incense box from the communist revolution, and my favorite, a sharkskin cigarette case once owned by a luxembourg princess! how could I help but become interested in history as I learned the tale behind each of these wonders? I continue to love and be fascinated by history. one of my goals as a teacher is to share this love and fascination with my students.

I want them to marvel at the world and its many stories. and they are great about sharing with me articles they dis-

sar ah d e l ve cch I o

cover on my favorite topics (currently I read anything

h IstO ry d e Par t m e nt c haI r

I can on north korea and china). thus, as my students learn, so do I. I like to think of my classroom as a Petri dish for

B.A., Colby College

the mind!”

M.A., University of Pennsylvania Ph.D., Brandeis University

FaVOrIte thacher teachInG mOment: In honors U.S.

Number of Years Teaching: 17 (15 at Thacher)

history, my students each teach half a class on a subject of their choosing. These are my favorite because I get to appreciate their formidable scholarship. Their presentations never cease to impress me

Courses Taught: history Grades 9, 10, 11 Coaching: Cross-Country, Track

mOst memOraBLe thacher camPInG trIP: The National Park Service had just assumed stewardship of Santa Cruz Island, and we were the first campers to help them clean it up and build camp sites. We saw a herd of wild horses, feral sheep, island foxes, and wild pigs. It felt like we had been transported back to18th century California. We even found some 17th century Chumash middens (trash heaps)!

FaVOrIte PLace On earth: Anywhere my family is.

FaVOrIte PLace In my ImaGInatIOn: India, where my great grandmother and grandmother were born and raised. the BOOK, mOVIe, WOrK OF art, Or PIece OF musIc I cannOt ImaGIne LIFe WIthOut:

There is no such thing for me. That being said, I really couldn’t live long without a nice cup of tea

When nOt In the cLassrOOm, yOu can FInd me:

In a swimming pool, running on the track, or chasing after my children.

What I Wanted tO Be When I GreW uP (When I Was ten): A farmer. Then in graduate school

I actually lived in what I consider the country (any place where you can’t get good Thai or Indian take-out), and I was miserable. I’m a suburban girl at heart.

recOmmended summer readInG: Anything about

China! hIdden taLent: Sadly, it’s useless, but I have an incred-

What I Want tO Be When I GrOW uP (nOW):

ible frog-kick in the pool.

A teacher. I love working with smart, optimistic and creative people, and Thacher students are just that.

FaVOrIte PLace at thacher/In OJaI: The track. It has

a beautiful view of the valley, and I love to run in circles, which is a good thing in my line of work.

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mathematIcs the thacher school

Mathematics the Math program teaches both the concepts and the necessary skills to prepare students for advanced work—and its practical application—in mathematics and the sciences. Virtually all classroom experiences target one or more of the elementary functions: linear, quadratic, polynomial, rational, irrational, exponential and logarithmic, as well as graphical analysis and integrated geometric concepts. Students start at a level based on their ability and background; strong students can complete Advanced Placement calculus before graduation. Post-AP calculus courses are offered, as well as Advanced Placement computer Science. the program also offers statistics as an important alternative to calculus. In connection with most of their work, students are expected to use a graphing calculator—which can be purchased from the School after arrival.

math IV, math IV honors A continuation of Math III, covering subtler methods, results, and proofs in geometry, including triangle trigonometry, circular functions, and analytic trigonometry, conic sections, and topics from discrete mathematics, analysis, and other fields. there is some emphasis on modeling, and one honors section spends the last third of the year starting the calculus AB Advanced Placement syllabus. calculus A year-long course for both those who will go on to study calculus at the university level and those who are completing their mathematics education. Using algebraic, geometric, and trigonometric fundamentals covered in earlier course work, students examine the two central concepts of calculus, the derivative and the integral, in an applied, problem-solving setting, to acquire a sense of the usefulness of calculus in business, economics and science. statistics A descriptive approach to the standard methods of collecting, organizing, and interpreting data. Methods of sampling, experimentation, and measurement are covered, as are the frequency tables, distributions, and graphs used to present data collected in such ways. correlation, prediction, causation versus association, and confidence intervals are presented. Designed to train students to have a critical eye and to give them the language with which to express what they have learned as well as Java and other robotics platforms, students are introduced to tools and skills associated with the control of mechanical systems, as they tackle problems in creating autonomous robotic vehicles and machines. Study includes readings on current approaches to artificial intelligence and theories of animal behavior.

math I Algebra I expanded to include material in statistics and geometry. the course also covers algebraic topics such as variable isolation techniques, factoring, sentence-solving, graphics, first- and second-degree expressions, equations, and inequalities in one and two variables; and geometric formulas for area, proportion, angles, and the Pythagorean theorem. math II Builds on the foundation of Algebra I with an increased emphasis on problems requiring multistep solutions and on reading and writing about mathematics. Some geometric proofs are introduced, as well as aspects of deductive reasoning. Students receive their first exposure to complex numbers, rational expressions, functions, rational and real exponents, logarithms, and trigonometry.

robotics Using the Mindstorms and VEX robotics materials, as well as Java and other robotics platforms, students are introduced to tools and skills associated with present-day computer programming and control of mechanical systems, as they tackle problems in creating autonomous robotic vehicles and machines. Study includes readings on current approaches to artificial intelligence and theories of animal behavior.

math III, math III honors the first of a two-course sequence to prepare students for the study of calculus, an understanding of conjectural and deductive thought (including proofs), and a sense of the variety of mathematical fields and the distinctions and connections among them. Also covered: the basics of the Euclidean geometry of triangles, parallels, circles, and similarity using synthetic and analytic perspectives; the use of a programmable graphing calculator; the analytic geometry of translations and scale changes; the fundamental mathematics of real numbers and functions; and a study of polynomial, rational, algebraic, exponential, and logarithmic functions.

“thacher faculty members don’t just ‘teach’ us, they guide us. mr. meyer is a

perfect example. although the great care and thought he brought to math III and aP computer science made those classes informative and educational, I learned just as much from him outside the classroom. at informal evening gatherings at his house. on conversational walks. I consider mr. meyer a mentor. his wisdom and patience have led me in the right diretion ever since I set foot at thacher.” andreW K Im cdeP 2011, S EO UL , k O REA, J O hNS hO P k IN S U N IV E R SIT Y nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

f

or more than twenty-five years, mr. meyer has been a

mainstay of the mathematics department. he has taught every math course at every level and brought excitement and innovation to the curriculum with the courses he has created: number theory and cryptography, and robotics. he has coached both track and field and girls basketball. his longstanding mentoring of the teach the teachers collaborative, a summer program where teachers spend a week focusing on how to use technology to improve teaching and learning, is one of his many contributions to education that helped earn him ojai’s educator of the year award in 1999. he was also recognized by los angeles mayor richard riordan for his outstanding contribution to students in l.a. county schools.

In recent years, stanford gave him an exceptional teacher

k u r t m ey er

award, and he was nominated as an outstanding teacher

m athem atI c s d e P a rt m e n t ch a Ir

through the white house Presidential scholar Program.

B.A., Bowdoin College

FaVOrIte thacher teachInG mOment: having students

M.A.T., Smith College

discover an important principle or presenting the results of their research as unusual or surprising mathematical ideas—like the Fibonacci sequence, proofs of the Pythagorean theorem, the fairness of voting schemes, or raising 100-digit numbers to 200-digit powers!

Number of Years Teaching: 36 (27 at Thacher) Courses Taught: Computer Science, Robotics, Number Theory, and Cryptography Coaching: Track and Field

mOst memOraBLe thacher camPInG trIP: Being caught in a snowstorm for two days in the Cottonwood Lakes region of the Sierra. We were tented down with the snow blowing sideways, trying not to go stir crazy.

Couldn’t keep a fire lit and all hiking was impossible because the visibility was little more than ten feet. We had to stay at altitude; no retreat to lower ground. Then the third day we awoke to the glisten of fresh snow sparkling against bright blue skies under the warmth of cloudless sun. What a thrill!

FaVOrIte PLace at thacher/In OJaI: Can’t beat the terrace dining at the Ranch house on a fresh spring evening.

FaVOrIte PLace On earth: Lake Winnepesaukee,

New hampshire — rowing on the water in the early morning, loons calling from a far cove.

FaVOrIte PLace In my ImaGInatIOn: Making music with a great band in front of a large crowd.

When nOt In the cLassrOOm, yOu can FInd me:

the BOOK, mOVIe, WOrK OF art, Or PIece OF musIc I cannOt ImaGIne LIFe WIthOut:

On a roadbike somewhere between here and Ventura.

Dave Brubeck or John Coltrane.

recOmmended summer readInG: Dancing at the

Rascal Fair, Ivan Doig.

What I Wanted tO Be When I GreW uP (When I Was ten): Math teacher.

nIcKname: Mr. M.

What I Want tO Be When I GrOW uP (nOW):

hIdden taLent: Jazz piano.

8

In possession of most of my faculties.

9

the thacher school

mathematIcs

Science Java and engineering An introduction to advanced programming algorithms in Java as well as principles of robotics and the programming of autonomous machines. Also studied: exhaustive search backtracking, simulated annealing, genetic algorithms, and exotic data structures that can be combined to solve a variety of problems in computer science. In robotics students look at biological systems as “existence proofs” of sensory and control solutions and search for ways to simulate these in our machines. number theory and cryptography In an “information revolution,” the protection of data and communication is of considerable value. Methods for keeping computer systems, military and manufacturing secrets, and other sensitive data out of the hands of those to whom it doesn’t belong require interesting—and surprisingly beautiful—mathematical ideas. Not just for the computer-oriented; designed for any student who is curious about numbers, as they examine the twists and turns that make up the colorful history of coding and code breaking. advanced Placement calculus aB Follows the cEEB Advanced Placement syllabus for first-level calculus. the topics are the elementary functions, limits, and the derivative and the integral and their applications.

advanced Placement calculus Bc Follows the cEEB Advanced Placement syllabus for second-level calculus. the topics are advanced methods of integration, sequences, series, series of functions and their derivatives and integrals, and the calculus of both parametrically defined and polar functions. the course continues beyond the Bc curriculum to a study of vectors and the geometry of space, as an introduction to multivariable calculus. advanced Placement statistics A mathematical treatment of the subject that demands of the student greater algebraic skills—but no less appreciation for its real-world applications— than is demanded by the basic statistics course.

A careful treatment of correlation, least squares regression, confidence intervals, and statistical significance makes up the backbone of the course. advanced Placement computer science the development of the mathematical foundations and language fluency necessary to produce logically correct, efficient, and readable computer-based solutions to a wide range of problems. Students complete two or three major programming projects, with special attention paid to programming methodology—design, coding, testing and documentation of solutions to problems, development and analysis of sorting, searching, numerical algorithms, recursive algorithms and string processing, and programming in Java.

the Science Department’s goal is to provide a solid foundation in the fundamental sciences and an appreciation for the scientific process, to develop the ability to understand our surroundings and to make wise decisions regarding the natural world, and to provide the opportunity to explore a particular branch of science in greater detail. Every course involves laboratory work that encourages a sense of discovery and employs the basic elements of scientific inquiry, critical observation, measurement, and deductive and inductive reasoning.

Four-year students must take a year of physics and a year of chemistry. Students are also strongly encouraged to take three trimesters of biology in their junior and/ or senior years to further their science education and to assist in the college admissions process.

system formation. the laboratory component includes the desktop planetarium software Starry Night, as well as the VLF radio antenna and 16” Meade telescope in the School’s observatory.

trImester scIence eLectIVes & semInars

Biology: evolution Beginning with Darwin, a journey through the many ways scientists have studied evolution—from fossil records to recent molecular and genetic information— during which students learn about mutation, migration, genetic drift and natural selection. Each student participates in the National Geographic Society Genographic Project to study his or her own family migratory history.

astronomy: stellar A one-trimester course that begins with a detailed examination of the Sun and continues with a discussion of the physical properties of stars, the different kinds of stars and pathways of stellar evolution. the laboratory component includes the desktop planetarium software Starry Night, as well as the VLF radio antenna and 16” Meade telescope in the school’s observatory.

astronomy: Galactic and research A one trimester course that begins with a discussion of electromagnetic radiation, spectroscopy, telescope design, and telescopic imaging techniques before proceeding to the study of galaxies and the largescale structure of the cosmos. the origin, evolution, cOre/requIred scIences and fate of the Universe are also addressed, along with the potential for life elsewhere in the Universe.

Introductory Physics the laboratory component includes the desktop the first science class students take at thacher. A planetarium software Starry Night, the VLF radio scientific exploration of the physical phenomena antenna and 16” Meade telescope in the school’s that shape the students’ world and daily experiences, observatory, and the Smiley radio telescope at the while developing their skills in logic, formal analytiPisgah Astronomical research Institute in North cal thought, data analysis, and experimental design. carolina via remote control.

Beginning with a conceptual approach to Newton’s Laws, the course progresses to momentum and ener- Biology: cellular and molecular Biology gy, quantitative problem solving, circular motion, this introduction to biological molecules, cell strucgravitation, Einstein’s Special relativity, the proper- ture, DNA, protein synthesis, photosynthesis, and celties of solids, liquids, and gases, atomic structure, lular respiration provides a basic understanding of how vibrations and waves, and electricity and magnetism. biological systems work. It is upon this understanding Includes informal laboratory work and several hands- that subsequent biology electives are built. this course on projects. includes weekly laboratory sessions in which students complete work with computer-based data collection, chemistry/honors chemistry microscopy, and Internet-based research.

Introductory courses cover atomic structure, nuclear chemistry, formula and reaction stoichiometry, gas Biology: human anatomy and Physiology laws, equilibrium, electrochemistry, kinetics and A year-long class that focuses on the structure and thermodynamics. chemical principles are discussed functions of select systems of the human body (and in the context of environmental issues and industrial which includes a mammalian dissection), by explorapplications. Weekly labs support and enhance course ing the details of one of two sets of human systems. content. Both courses have a quantitative component, Option A: skeletal, muscular, respiratory, and circulabut honors chemistry is faster-paced and more math- tory systems. Option B: digestive, urinary, and reproematically rigorous. ductive systems.

astronomy: Planetary this one-trimester course begins with an overview of the solar system and a comparison of the motions, structure, composition, and surface features of the planets and their moons. Earth-Sun-Moon relationships (seasons, phases of the moon, eclipses) are covered, then the material between the planets (asteroids and comets), concluding with current theories of solar 11

scIence

Biology: Biology A taxonomic approach, from unicellular organisms (microalgae, cyanobacteria) to the largest (whales).

Ecological connections are highlighted as the habitats and behaviors of example organisms are discussed.

Laboratory work includes dissection, web-based research, and group and individual projects.

Biology: Veterinary medicine the course provides students with a basic knowledge of veterinary science and offers a view of the practice of veterinary medicine through the eyes and experiences of a seasoned practitioner. Both small and large animals are used as examples to provide a real-life look at the varied cases encountered in the profession. hands-on laboratories may include: the art of the patient physical examination, basic emergency triage, injections, bandaging, imaging techniques with X-rays and/or ultrasound, as well as any medical or surgical cases which arise during the course. environmental science: advanced topics In a seminar setting, students research and discuss a selection of critical environmental issues and formulate solutions that can be implemented within the class and/or the thacher community. Potential topics include human population, wildlife conservation biology, climate change, water resources, food production and alternative energy.

the thacher school

year-LOnG aP scIence eLectIVes aP Biology A rigorous college-level course from a molecular and physical perspective which also considers both current and historical inter-connections among organisms, so students can better understand our place in nature and our relationship to the living world.

Major topics include cell biology and genetics, evolution and physiology, and plant and animal physiology. Activities include lectures, discussions, films, field trips, and research, with a significant emphasis on laboratory work. aP chemistry A college-level, comprehensive study of the structure and properties of matter. topics covered include formula and reaction stoichiometry, gases, liquids, solids, solutions, atomic theory and atomic structure, nuclear chemistry, chemical bonding and hybridization, kinetics and equilibrium, acids, bases and acidbase reactions, solubility and precipitation, complex ions, thermochemistry, thermodynamics, oxidationreduction reactions, electrochemistry, transition metals, and organic chemistry.

aP environmental science A course that provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both Independent research in science An outgrowth of the afternoon Independent Projects natural and human-made, to evaluate the relative program, this course gives highly motivated, qualified risks associated with these problems, and to examine solutions for resolving and/or preventing them. students the opportunity to conduct independent research in the sciences. Students may propose their aP Physics B own research topics or participate in established projKinematics, mechanics, simple harmonic motion, ects, including a paleoclimatology research in collabwave motion (including sound and light), fluids, oration with the california Institute of technology. electricity and magnetism, geometric optics, modern atomic physics, and introductory quantum mechanscience and society seminar ics. Laboratory work is extensive and involves a sigthe role of science in contemporary society is comnificant amount of computer-aided data collection. plex and at times confusing. It is therefore increasStrong algebra skills are essential, and familiarity with ingly important for educated people to strive to trigonometry is recommended. understand the science underlying contentious public issues. Such is the premise for this trimester aP Psychology seminar, organized and taught collaboratively by An introduction to the study of human behavior the entire science department. recent topics have from a variety of perspectives: biological, cognitive, included: technological progress, ice core statistics humanistic, psychodynamic, behavioral, and socioculand global warming, population growth, biomimicry, tural. topics covered through reading, experiments, homosexuality, nanotechnology, bioengineering, and study of real-world experiences include sensation and intelligent design. and perception, learning and intelligence, motivation and emotion, personality, growth and development, and abnormal psychology.

“during my time in the envisci classroom with mr. Pidduck and as a member of the environmental action committee (eac), I have learned both intellectually and practically how my day-to-day choices can affect the future of our world and how I might help to make it better. In the classroom, I learned to view the entire world and the challenges it faces. as a member of the eac, I applied that knowledge by working to remove an invasive species in a local creek— establishing a direct correlation between what I learned in the classroom and my daily life.”

JOsePh B eLL ’12, GLOUCESTER, MASSACh USETTS nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

“I

believe in the school’s mission statement: to help our

students to be stewards of the environment and to appreciate the sanctity of the natural world. the outdoor, camping and horse programs are very important to my work at thacher. my special areas of interest are ecology and renewable energy sources. I have a passion for learning about the interconnectedness of environmental issues. helping my students to see those connections is a major motivation for me as a teacher. outside of school, I work to communicate the importance of the natural world, and its fragility, through photography. I believe deeply in the power of imagery, accompanied with words, to inform and inspire people.”

FaVOrIte thacher teachInG mOment: When the

student becomes the teacher.

When nOt In the cLassrOOm, yOu can FInd me:

br Ia n PIdduck cdeP 1 992

Rock climbing, surfing, photographing, playing with our twins.

scIence dePa rtm en t dIrectOr O F ca m PIn G a n d Ou td OOr PrOG ra m s

recOmmended summer readInG: Plan B 3.0 by

Lester Brown, The Places In Between by Rory Stewart.

B.A., Whitman College

nIcKname: Buzz

Number of Years Teaching: 14 (All at Thacher)

hIdden taLent: Is there such a thing?

Courses Taught: Aquatic Ecology, Geology AP Environmental Science, Rock Climbing

FaVOrIte PLace at thacher/In OJaI: Thacher’s back

Outside Photography Project: www.brianpidduck.com

yard — The Los Padres National Forest.

FaVOrIte PLace On earth: The Sierra Nevada and

the Pacific Ocean.

FaVOrIte PLace In my ImaGInatIOn: The Galápagos

Islands.

the BOOK, mOVIe, WOrK OF art, Or PIece OF musIc I cannOt ImaGIne LIFe WIthOut:

Bob Dylan’s Don’t Think Twice, It’s All Right and You’re Gonna Make Me Lonesome When You Go. What I Wanted tO Be When I GreW uP (When I Was ten): A mountain man.

What I Want tO Be When I GrOW uP (nOW):

A father.

13

foreIgn language

the thacher school

Foreign Language “I have always been interested in studying languages, so even though I was taking aP spanish

Graduates must be proficient in a foreign language through the third-year level. they may complete their requirement in either a modern language or Latin. the modern-language program provides students with a practical knowledge of a language spoken throughout the world and insight into the major cultures within which it is spoken, along with an awareness of and an appreciation for the values and ideas of those cultures that will give them perspective on their own. classes are conducted entirely in the target language. the department uses a variety of media-based immersion programs and insists on intensive oral work in class. By the end of the third level, students should possess a reasonable degree of fluency in speaking, reading and writing and should be able to understand the language when it is spoken at a normal rate by a native speaker.

.chinese I An introduction to Mandarin chinese (the official modern language of china and taiwan, also known as Guoyu or Putonghua). Pronunciation, tones, character writing, simple vocabulary, sentence patterns, use of a chinese dictionary and software, and other fundamentals of speaking, reading and writing are taught—in conjunction with studying the history and culture of chinese-speaking countries.

By year’s end, students should be able to actively employ 200 characters. chinese II An accelerated study of vocabulary, grammar and sentence patterns, enabling students to converse, read and write in modern chinese about various real life situations. Written exercises, dictation, oral- and listening-comprehension drills, and shortstory reading accompany assignments. By the end of the year, students should be able to actively use an additional 500 characters. chinese III A continuation of chinese II that emphasizes listening comprehension, speaking, reading and writing, while enhancing cultural awareness. the traditional chinese writing system is introduced, and students are expected to be able to convert simplified characters to the traditional and vice-versa. By the end of the year, students have covered the major grammar rules of modern chinese and should be able to read and write approximately 1,000 characters.

chinese IV Designed to enable advanced students to develop their overall language proficiency through extensive reading of selected texts representing various aspects of chinese culture, society, history, and literary genres. Oral presentation and essay-writing in chinese are assigned regularly. Students are trained and encouraged to solve linguistic as well as cultural problems encountered in their assigned readings.

French I An introductory course using French in Action—a video-based curriculum in “total language teaching through immersion—the presentation of French language and culture in a way that simulates the experience of actually being in France.” At the end of the course, students should be able to communicate comfortably in French, both orally and in writing, in hypothetical everyday situations, in declaratory and interrogatory sentences, and accurately using present and past tenses.

French II Building on the foundation of French I, students study the future, present, past conditional and present subjunctive tenses. In the second semester, they read selected works by Francophone authors.

French III An intensive grammar review in the first semester gives students the tools to take on increasingly challenging reading and writing assignments as the year progresses. the reading list is varied and includes magazine articles, poetry and novels. Students regularly write essays on social issues, literature and personal experience, as they refine their compositional, analytical and interpretive skills. required oral presentations help them gain confidence in their ability to express themselves clearly and correctly in French.

French IV to qualify, students must demonstrate proficient control of the four basic language skills: listening, speaking, reading and writing. they are encouraged to apply their critical thinking skills to the use of their second language, while solidifying their grammatical knowledge through a selective review of the mechanics that enable them to manipulate the language more accurately. In addition, they explore the themes of reflection that French society holds dear.

my senior year, I thought, ‘why not take french I [a freshman course], too? how hard can it be?’ little did I know! as conversant as I was in spanish, I had no idea how to say anything in french except ‘je ne sais pas’ (a phrase I used liberally the first few weeks) —and with a spanish accent, no less! ms. halsey was extremely patient and forgiving. french I was an awesome immersion in french culture and traditions, the language itself, and its proper accents. I was amazed by how much ms. halsey taught me in such a short time. and it went deeper than that. we formed a bond that transcended the classroom, and I was able to go to her with personal matters and look to her as a confidante and role model.” n O eLa n I n a s s e r c d e P 2 0 1 1 , SA N FR A N C I SC O , C A LIF OR NIA, UNIVE R S IT Y OF C AL IF OR NIA, L OS ANGE L E S nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

m

s. halsey has taught at thacher since 1995. three of

her four children attended and graduated from the school. as a teacher, she believes that mastering another language is a vehicle toward the realization of what it means to be human, no matter where you’re from or what language you speak. her other activities at the school—her involvement in the horse program, her tenure as a dorm head—have been as important to her as her work in the classroom. she has been able to build on those rich experiences outside thacher, as a tutor in ventura county’s prison literacy program and, during her sabbatical, as a volunteer in cape town, south africa, with mothers2mothers, a non-profit that offers effective and sustainable care, education, and support for pregnant women and new mothers living with hIv/aIds. mOst memOraBLe thacher camPInG trIP:

Backpacking trip to Zion National Park when I ended up hiking 40 miles in my Birkenstock sandals because the hiking boots I had borrowed turned out to be too small — it’s been horse packing only for me ever since!

katherI ne halsey

When nOt In the cLassrOOm, yOu can FInd me:

Number of Years Teaching: 21 (16 at Thacher)

In yoga class, on my horse, or at my desk.

Courses Taught: French Language and Literature, All Levels

B.A., Stanford University

The horse Program, Faculty Advisor

recOmmended summer readInG: The Pathologies

of Power, by Paul Farmer. hIdden taLent: I make a mean apple pie.

FaVOrIte PLace at thacher/In OJaI: On the trails behind the School or Lulu Bandha’s yoga center.

FaVOrIte PLace On earth: Paris, Provence, La Bretagne,

Italy, Rwanda, Malawi, South Africa, Cape Town, Cape Point and the Cape of Good hope, Ojai, the Sespe, the coast of Maine.

FaVOrIte PLace In my ImaGInatIOn: Anywhere my

children are.

14

FO r e I G n La nG uaG e de Par t me nt

the BOOK, mOVIe, WOrK OF art, Or PIece OF musIc I cannOt ImaGIne LIFe WIthOut:

Dante’s Inferno, Ranier Maria Rilke, anything by Seamus heaney, Amélie, Whale Rider, Bach’s Mass in B Minor, Reggae (among many, many others!).

What I Wanted tO Be When I GreW uP (When I Was ten): Professional competitive skier.

What I Want tO Be When I GrOW uP (nOW):

I am who I want to be.

15

foreIgn language

the thacher school

the Arts French V: Language and Literature A year-long course for students who combine significant oral and written proficiency in French with a keen desire to master the subtler details of grammar, diction and idiom. they study French literature, newspapers, magazines, audio and video recordings, and are required to present short dramatic readings of memorized scenes, as well as write papers in connection with required readings.

speaking, writing, reading, and listening. they review many of the major grammatical points covered in Spanish IIII, present oral reports on current events or assigned readings, read, discuss, and write analytical papers on short stories, plays, and novels, engage in active class discussions on issues of personal, school-wide, or national significance, practice editing their own work, and study specialized, colloquial, and general vocabulary to broaden their own.

spanish I A variety of Spanish from around the world is spoken, as students are introduced to pronunciation, basic grammatical structures, vocabulary and language-study techniques. Using Vista, a video-based program designed to expose students to aspects of hispanic culture, the course develops basic communicative oral and written skills. to be placed above the first level, new students must demonstrate solid mastery of basic language and grammar skills, including mastery of the present and the two past tenses, el pretérito and el imperfecto.

spanish VI: spanish for Bilingual speakers Designed for Spanish speakers who have not had formal education in the language or advanced language learners who are beyond the AP Language level. the course presents different registers of the language in order to build vocabulary and polish the use of formal language. Students develop their Spanish oral and writing skills in accordance with their academic level/age, through use of a variety of expository texts and literary genres (from diverse Spanish-speaking countries) chosen to provoke conversation, provide opportunities for writing, and suggest research topics that will enhance their knowledge of the language, culture and heritage.

spanish II continuing the skills-oriented approach of the first year, now with the Destinos program, increasing emphasis is placed on vocabulary building, complex points of grammar, free conversation, discussion, writing and reading.

Latin I Following a traditional method using Wheelock’s Latin and the Cambridge Latin Book, students learn the fundamentals of grammar by precept while engaging actively in the reading of texts. they conspanish III sider questions such as why the subject and direct the focus is on developing sophisticated communiobject have different endings, and why word order cation skills, increasing vocabulary, and, through the differs so radically from English. A day per week is use of authentic materials (foreign newspapers and devoted to study of the culture and history of the magazines), broadening cultural alertness and familroman legacy. iarity with the Spanish-speaking world.

Latin II spanish III honors continuing with the Cambridge system, passages of the same objectives as Spanish III but at a faster increasing difficulty are read, accompanied by more pace, with more sophisticated structures and intensive drills in grammar. roman culture is now exposure to a broader range of materials (e.g., examined in the context of Greek and Egyptian literary texts and films by contemporary hispanic influences. the class begins to read Ovid and thorfilmmakers). oughly studies the first three acts of Shakespeare’s Julius Caesar, as well as works from medieval culspanish IV ture, e.g., the voyages of St. Brendan.

For students who wish to continue their study of the Spanish language and hispanic culture but Latin III are not ready to go on to the AP level. With the At this stage the student is expected to translate college-level text Imagina as a foundation, there accurately, so the emphasis is on tone and nuance. is heavy emphasis on informal discussion, and St. Jerome’s medieval Latin translations of the major projects (written and oral) are assigned Bible from the demotic Greek are compared with each semester. the King James and modern English versions. More Ovid is read, and weekly written translations of spanish V: advanced Placement Virgil’s Aeneid are assigned. Much time is devoted spanish Language to scansion and chanting, with the year-end goal of A year-long advanced class to give students who students doing so on sight. have near-native language proficiency the opportunity to practice the four major language skills:

the Arts Department provides an education in and exposure to the visual and performing arts.

Introductory courses clarify the relationship of the arts to other traditional academic disciplines and stress their importance as a humanizing force. Specialized classes teach the practical and theoretical aspects of various disciplines and invite students to explore their own unique artistic potential. As a complement to the academic program, the department sponsors monthly thematic and contemporary exhibitions, including semi-annual student shows in the commons Gallery.

It supports the School’s dance and dramatic productions and, in cooperation with the committee on Lectures and concerts, brings professional performing groups to campus throughout the year. On alternate years, the arts faculty organizes a Departmental Weekend, during which students participate in a wide variety of workshops under the direction of professional artists. .

Introduction to the arts A year-long program where freshmen learn to communicate at a basic level in art, music and theater— through both hands-on application and study of exemplary works of art from a variety of cultures, historical periods, and disciplines. studIO arts

ceramics With the goal of producing both utilitarian and sculptural works, students learn a variety of handforming techniques, including pinch-, slab-, and coil-construction, glazing theories and methods, and kiln-loading and firing processes. Intensive wheelthrowing instruction is also taught.

Wood design A full-year elective devoted to learning the design and creation of fine furniture, including theoretical skills (the use of space, scale, proportion, and grain orientation), design skills (sketching, drafting and construction of full-scale mock-ups), and woodworking skills (layout of full-scale drawings, safe and accurate use of hand and power tools, dimensioning and milling lumber, and construction of accurate joints), and the application of appropriate finishes and hardware. musIc chorus the thacher chorus is a long-standing tradition at the School and is a non-audition choral group open to all students. Participants learn the fundamentals of group vocal technique and apply it to a variety of music from different styles and periods. chamber singers An a capella group of 12–16 singers, by audition only. the chamber Singers study a wide range of music from the renaissance to the present day and in several different languages.

Photography the year begins with an introduction to the basic skills of black and white photography (including darkroom work) with special emphasis on the expressive and creative possibilities inherent in the medium, with a complementary focus on learning to talk about composition and intent. In the course’s second half, students begin to broaden their technical skills and work more conceptually. A 35mm camera (SLr or rangefinder) is required.

Intermediate studio art Building upon Introduction to the Arts, this course develops drawing and painting skills, starting with non-linear tonal studies in charcoal and pencil, advancing to work with oils. referencing live models, still lifes and landscapes, students explore the effective use of the elements and principles of design, while producing a portfolio of individual works.

17

the arts

“the leaps and bounds I’ve made in my art work in my time at thacher are enormous, and I credit a lot of that to ms. mahoney. In her class as a freshman, I still didn’t know where I wanted to go with my art or how to improve my skills. she showed me the way. classes with her, as well as a chance to study in spain last year, helped me find direction and inspiration. I wouldn’t be where I am today as an artist if not for thacher and ms. mahoney, and I am extremely grateful.” cynthIa santOs cdeP 2011, UNION CITY, NEW JERSEY, CALIFORNIA COLLEGE OF ThE ARTS nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

“I Jazz Workshop A study of jazz performance, theory and improvisation that includes examination of classic recordings, the students’ own practice, and ensemble performances. Emphasis is placed on the study of scales and arpeggios and their application to improvisation. the thacher chamber choir combining the traditions of the chorus and the chamber Singers, in this year-long course students sing a wide range of choral literature, with an emphasis on teamwork and group vocal technique. there are concert opportunities throughout the year, but the primary performance focus is an invitational festival in the spring. In addition, there are occasional workshops with guest clinicians.

Audition is required. electronic music and composition An overview of the sometimes turbulent history of “electro-acoustic” music and its pioneers, including theremin and Moog. Students learn the basics of synthesis through a review of analogue models, then study programming and the creation of new sounds, as well as discuss MIDI and contemporary applications. they ultimately apply what they have learned in compositions of their own, which are either presented in concert or recorded.

Instrumental chamber ensemble While studying chamber music by master composers, string, wind and brass players learn ensemble techniques. the ensemble performs for the School and the community.

Jazz ensemble An opportunity to learn to play classics of jazz literature, including the study of improvisation and arrangement, augmented by seminars from visiting performers and at least one field trip to a concert.

Open to brass, wind, and rhythm (guitar, piano, bass, percussion) players by audition and consent of the instructor.

theater studIes drama through daily rehearsal, acting exercises and improvisation, students learn the art of acting and character development. the year-long course studies a diverse range of performing arts such as mask, mime, radio, musical theater, film, and television, and culminates in the performance of a full-length classic or contemporary play. adVanced PLacement aP art history the equivalent of a college-level introductory survey, this course teaches the formal elements of art (subject matter, media, style, composition), how to place a piece of art in its cultural context, how theories of art intersect with its practices, and the history of world art, with an emphasis on the European tradition. course work includes class lecture, in-depth writing, oral reports, and trips to museums and galleries. aP studio art For students who wish to develop either the Design or Drawing portfolio in drawing, painting, or photography for the Advanced Placement Exam. Some projects are teacher-assigned; some are generated by the students. Students develop their own styles, while learning to work independently and meet deadlines. aP music theory Designed for instrumentalists, singers and composers. the objectives are to gain and increase audiation skills through sight singing, dictation, and study of harmony. Students then develop writing skills through composition and acquire a broad perspective of music through study of the literature.

have wanted to ride horses and paint since I was able to

form a thought. my connection to thacher is what drew me

to teaching. I returned for my ten-year reunion, and the school had a position open. I knew I would love coming back to thacher, so I took it. I believe art is something anyone can both appreciate and learn to do at some level. In this visual age, I try to bring an understanding of how design works and how it affects communication. I try to create a curriculum that is challenging for those who have always done art, but safe and engaging for those who have no formal art experience.”

FaVOrIte thacher teachInG mOment: I was tell-

ing a story to a group of freshmen about Rubens (Peter Paul) and Marie de‘ Medici. I paused to ask, “You guys know who Rubens is, right?” They all said YES! I couldn’t believe that all these kids knew this Baroque artist but pleased, I continued with the story. A moment later, one of them said, “he has the best burritos in town!”

elIzabeth mahoney cdeP 1988 PhOtOGraPhy, studIO art

mOst memOraBLe thacher camPInG trIP: As a student and an A camper, I took Michael Mulligan on his first horse-packing trip with a group of friends.

We rode in 90-degree weather for a week. Then, on the last day, it snowed (in the Sespe in May!). It was quite a way to break him into Thacher camping.

dIrectOr, enGLIsh rIdInG PrOGram

B.S., Skidmore College Number of Years Teaching: 13 (All at Thacher) Courses Taught: Introduction to Studio Art, Introduction to B&W Photography, Advanced Photography, AP Studio Art

When nOt In the cLassrOOm, yOu can FInd me:

Running, riding, hanging with my three boys. recOmmended summer readInG: Anything by

Barbara kingsolver or The Lecturer’s Tale by James hynes — very funny. nIcKname: Mahon. hIdden taLent: Poker player.

FaVOrIte PLace at thacher/In OJaI: McNell Road, our pasture for the horses downtown, the Outdoor Chapel, or any trail on our hills.

FaVOrIte PLace On earth: Thailand, Yosemite,

anywhere — I love traveling.

FaVOrIte PLace In my ImaGInatIOn: Free time to

the BOOK, mOVIe, WOrK OF art, Or PIece OF musIc I cannOt ImaGIne LIFe WIthOut:

When Harry Met Sally, The Poisonwood Bible, too many paintings to list but Richard Diebenkorn’s Cityscape (Landscape #1), Van Gogh’s Wheat Field with Crows, Michelangelo’s David, Degas’ The Little Dancer Aged Fourteen, Jean-Michel Basquiat’s Charles the First.

What I Wanted tO Be When I GreW uP (When I Was ten): A rider and an artist — it never

changed.

What I Want tO Be When I GrOW uP (nOW):

Same as above but with more (any) time to do both.

read, sleep, or ride.

19

the thacher school

the Academic Program thacher’s graduation requirements are based on the School’s commitment to academic opportunity, rigor, and flexibility. Students must meet the departmental requirements outlined below, take the requisite number of courses each term, and successfully complete their Senior Exhibition. All students, however, go well beyond the minimum graduation requirements in areas of special interest, and the program is designed to allow and encourage the best mix, for each student, of broad, general-background and advanced specialized study.

departmental requirements

English Mathematics Science Foreign Language history the Arts

YEArS

AvErAGE

rEquIrED

YEArS TAkEN

4 3 2 3 2.5 2

4 4 3.5 3.5 3 2.5

senior exhibitions the academic program culminates with Senior Exhibition projects that have both research and presentation components. Each senior works oneon-one with a faculty advisor and an “exhibition coach,” exploring an academic subject of personal interest. In the spring, they demonstrate mastery of their topics to the School community through formal presentations. advanced Placement Program thacher offers a rich array of Advanced Placement courses, covering 16 subject areas. courses are college-level in terms of content, homework, and rigor of evaluation. On average, thacher students annually sit for more than 300 Advanced Placement examinations.

the James G. Boswell Library Our library and its staff are vital components of the academic program at thacher. Located at the center of campus, the library houses a collection of over 26,000 volumes. Its catalogue is accessible through the Internet and is enhanced by several extensive interlibrary loan networks. Additionally, the library subscribes to seventeen reference/research databases. As a result, the library functions, for both our students and faculty, as a global research and outreach center.

Beginning freshman year, students have group and one-on-one instruction where they explore and practice using library resources, as well as those that can be accessed online. By the time students leave thacher, they have developed the skills and strategies they will need for the research and study required in college and beyond. technology at thacher the School maintains a cross-platform, campuswide network that connects classroom to dormitory to office. While most students have their own computers (and they are available for loan to students who don’t), thacher offers a Mac lab, a media lab, and numerous computers in the library and the commons which are available at all times to members of the community. composing music, analyzing geometric constructions, manipulating digital photography, running physics simulations, consulting original documents in history—technology in the thacher classroom is as broad as the creativity of our students and teachers.

the thacher school

faculty

Faculty michael K. mulligan (1986) head of School B.A., M.A., Middlebury college Ed.M., harvard University

rod m. Jacobsen (1991) English Department chair B.A., trinity college M.A., Stanford University

elizabeth r. mahoney cdeP 1988 (1998) Photography, Studio Art Director of the English riding Program B.S., Skidmore college

(In order of appointment to the school)

cameron c. schryver (1991) Director of the horse Program california Polytechnic State University, San Luis Obispo

sanford c. Jensen (2001) Drama the Julliard School tisch School of the Fine Arts, New York University

marvin h. shagam (1958) history holder of the Forest h. cooke chair, 1977 A.B., Washington and Jefferson college Peter G. robinson (1971) Assistant head of School; Art history holder of the J. Franklin Eddy chair, 1980 B.A., college of Wooster M.A., Vanderbilt University roger d. Klausler (1975) registrar; testing coordinator B.A., M.A., University of Washington Joy sawyer mulligan (1978–1981; 1986) English B.A., colby college M.A., Middlebury college Fred coleman (1984–1994; 1995) Mathematics B.S., U.S. Military Academy, West Point Kurt r. meyer (1984) Mathematics Department chair Mathematics holder of the Kendrick Family chair in Mathematics and Logic B.A., Bowdoin college M.A.t., Smith college stephen m. carter (1986) ceramics; Wood Design B.F.A., Kansas city Art Institute h. Boyd manson (1988) English B.A., Ed.M., University of Virginia cecilia Ortiz de howard (1990) Spanish holder of the Morgan Barnes chair in Literature and Language B.A., Instituto tecnologico de Estudios Superiores de Monterey M.A., University of Alabama

Gallia K. Vickery (1991) Mathematics; Dance A.B., Princeton University holder of the Sidney treat Great teaching chair, 2008 michael J. swan (1992) Assistant Director of the horse Program Katherine Vickery halsey (1995) English; French B.A., Stanford University derick s. Perry cdeP 1983 (1995) Director of Annual Fund and Major Gifts B.A., Dartmouth college M.A., columbia University holder of the Bonnie Moon robinson chair, 2008 sarah r. del Vecchio (1996) history Department chair B.A., colby college M.A., University of Pennsylvania Ph.D., Brandeis University Gregory t. haggard (1997) Director of the Music and Arts Program; Music B.A., M.A., University of california at Los Angeles maria morales-Kent (1997) Director of college counseling B.A., Occidental college molly t. Perry cdeP 1985 (1997) Spanish B.A., Brown University M.A., Middlebury college Brian K. Pidduck cdeP 1992 (1997) Environmental Science; Geology; Director of the Outdoor Program B.A., Whitman college

Jason r. carney (2001) history B.A., Villanova University M.A., University of hawaii megan P. carney (2001) Dorm head B.A., Princeton University Ed.M., harvard University theana m. snyder (2001) Mathematics B.A., M.A., colorado college alice e. meyer (2001) Psychology; college counseling B.A., M.Ed., Smith college Jeffrey m. hooper (2002) Language Department chair history; Spanish B.A., trinity University M.A., University of texas, Austin Kara m. hooper (2002) college counseling B.A., colby college M.A., Middlebury college William P. mcmahon (2003) Director of Admission B.A., colgate University M.B.A., columbia University sabina L. mcmahon (2004) Dean of Students, Mathematics B.A., colgate University M.A., columbia University Blossom B. Pidduck cdeP 1992 (1997–1999; 2004) Dean of Faculty; English B.A., Amherst college Ed. M., harvard University

christopher r. Vyhnal (2004) Science Department chair chemistry B.A., colgate University M.A., University of tennessee Ph.D., Dartmouth college christopher J. Land (2005) Director of communications B.A., Kenyon college M.A., Ph.D., Northwestern University Peter sawyer (2005) Biology B.S., University of california at Berkeley M.S., University of california at Davis aaron snyder (2005) English; Latin B.A., Princeton University M.A., Middlebury college Jennifer Finley (2006) Library Director B.A., University of Oklahoma M.L.S., San Jose State University heather Grant (2006) Biology; Environmental Sciences B.A., Mount holyoke college M.S.S.E., Montana State University Pete Fagan (2007) Athletic Director; Mathematics B.S., M.Ed., Plymouth State University david harris (1989–2003; 2007) Physics B.S., Imperial college M.S., cambridge University mike mcGowan (2007) history B.A., University of North carolina, chapel hill M.A., American University William Okin (2007) Mathematics; horse Program B.A., Middlebury college M.A., University of california, Santa Barbara aaron mieszczanski (2008) Senior Associate Director of Admission; coordinator of Multi-cultural Outreach B.A., Williams college

eric shi (2009) chinese B.A., Beijing University M.A., Iowa State University connie hanstedt (2009) Director of Finance and Operations B.S., california State University, Northridge M.B.A, california Lutheran University Brandon doyle (2010) Director of Development B.A, Middlebury college Joel Ballantyne (2011) English B.A., University of Florida M.A., University of Maryland Kim Bastian (2011) Director of Financial Aid B.A., Providence college M.A., tufts University sil Benkovic (2011) English B.A., St. Olaf college M.F.A., University of Minnesota richard harris (2011) Associate Director of Admission B.A., University of North carolina, chapel hill M.A., Stanford University robert st. George (2011) history B.A., trinity college M.A., University of Pennsylvania nicholas Van sant (2011) Spanish B.A., Brown University

anthony Franco college counseling; coach annette Green, r.n.

School Nurse susan hardenbergh horse Program Jerry holden Director of technology donna Jones Advisor Françoise Kasimirowski-Garcia French Julie manson Advisor carolyn mcmahan, r.n.

Director of health Services ann merlini Advisor; horse Program Lori schryver horse Program cameron B. spaulding cdeP 1992 coach; Director of Golden trout camp dana Vancisin thacher Scholar; horse Program William Vickery It technician elizabeth B. White SAt and Act test Preparation richard Winters horse Program

adJunct FacuLty Patricia atkinson Study Skills John Bueti Arts; Wood Shop chuck evans Superintendent of Buildings and Grounds Kristen Finch, d.V.m.

Veterinary Medicine; horse Program

Liz Witmer thacher Scholar; Director of theater technology

the thacher school

The Thacher School is accredited by the Western Association of Schools and Colleges and holds memberships in the National Association of Independent Schools, the Council for the Advancement and Support of Education, the Secondary School Admission Test Board, the School Year Abroad program, the English-Speaking Union, Maine Coast Semester, and the School and Student Service for Financial Aid. The Thacher School admits students of any race, religion, nationality, and ethnic origin to all rights, privileges, programs, and activities generally accorded or made available to students at the School.

It does not discriminate on the basis of race, religion, nationality, or ethnic origin in administration of its educational policies and School-administered programs.

e d I t Or s : Bill McMahon, Christopher Land, Aaron Mieszczanski, J.B. White WrIter:

Joy Sawyer-Mulligan

d e s I G n:

Plainspoke, Portsmouth Nh

P h Ot OG r a P h y : Phil Channing, Michal Czerwonka (cover), Jesse Garrett CdeP 2011, Alice Meyer, Peden + Munk, Timothy Teague

t h e t h a c h er s c h ool 5025 T h A C h E R R O A D OJ A I , C A L I F O R N I A 9 3 0 2 3 805-640 -3210 FAx 805-640 -9377

www.thacher.org