CURRICULUM GUIDE 2023-2024
High School
Core Curriculum
ENGLISH
ENGLISH 9
This class will examine how we define identity both personally and socially. We will explore creative and academic commentaries on class, culture, disability, gender, sexuality, religion, race, technology, politics and more. Additionally, we will investigate the timing of these commentaries and their relevance. The goal of this course is to develop and improve writing, reading, and analytical skills. By focusing on the process of editing and revising each piece, students' thoughts and arguments can become more refined while preserving their individual voice.
ENGLISH 10/11
This class focuses on the critical analysis of literature (primarily, but not limited to, fiction, creative nonfiction, poetry and drama). The course will include the close reading of texts by diverse authors, class discussion/debate, research and composition. Students will first learn about the foundational literary elements and poetic devices that will anchor their critical thinking by reading specific texts (centered upon literary elements such as characterization, central theme and so forth), and then hone their critical abilities through a variety of writing exercises, essays, research assignments and the occasional creative writing piece.
This course will also teach and reinforce MLA format, grammatical concepts, mechanics, word choice, language and a variety of rhetorical strategies necessary for persuasive academic writing about literature. Additionally, students will develop their listening and speaking skills (about literature) throughout the year.
ENGLISH 12
Students study literary work, novels, poems, and paintings corresponding to the historical themes and times in the academic research class. This class aims to create an ongoing reading community in which students in groups of four to six study major (mainly fiction) novels throughout the year that connect to the studied history. Reading the same story as a community allows students to expand their discussion ability and develop their interpretive literary skills while exploring fine literary prose, fiction, imagination, symbolism, and metaphor. Furthermore, the practice of reading extended novels expands students' attention spans and develops empathy for those who live very different lives from them. Lastly, the exploration of figurative language is explored in structured formal writing assignments drawn from class discussions.
HISTORY
WORLD HISTORY
World History 9 is organized by themes and addresses the ways leadership, trade, innovation, religion and philosophy impacted ancient and medieval societies. There will be a clear and consistent inclusion of non-western cultures so that the cultural pluralism of our present world can be better appreciated.
US HISTORY
This course explores the historical development of the United States from the founding of European settlements to the present day. Rather than a survey of momentous events, we trace the formation of American society through the lenses of power, institutions, resources, gender, religion, and class. We pay special attention to the role of material scarcity in shaping the long history of the United States.
Politics can be defined as a moment when a group of people comes together to transform an aspect of their society. In Ancient Greece, the philosophers Plato and Aristotle describe humans as essentially political animals. Through living in association with one another and taking concern with the common good, humans gain the attributes of speech, law, action, moral judgment, and ethics. Economics can be defined as the study of how limited (or scarce) resources are distributed throughout a society. In this examination, the economist asks what goods and services and how much of each to produce (how to produce, for whom to produce, and who owns and controls the factors of production). Through the lenses of Economics and Politics, students will aim to discover and articulate their unique perspectives concerning large and sometimes overwhelming structures that dictate their lives and the organization of our society.
ACADEMIC RESEARCH IN MODERN EUROPEAN HISTORY
Why do advanced civilizations fall apart? What patterns led to their destruction? This course, Academic Research in Modern European " traces Modern Europe through its expansion during the later Imperialist period into Africa and Asia, the corresponding nationalistic lead-up to WWI, a brief vibrant cultural renaissance in Berlin between the Wars, the dissolution of this artistic pause into fascist and eventually totalitarian organization, to the aftermath and disillusionment. Through an in-depth look at these periods and places, students will attempt to understand what happened. What economic, political, and cultural forces led Europe to its artistic height to revert to barbarism? What questions can be asked about assumptions about 'progress,' history, and Western Civilization? What can be learned from the thinkers and writers who attempted to understand this history? Students will pursue their research questions and craft college-level Research Essays through these content inquiries in the form of three Academic Research Papers.
MATH (studens place into any of the following courses):
INTEGRATED MATH 1
Integrated Math 1 will focus on the key topics of Algebra 1. We will combine traditional teaching methods alongside project basedlearning in order to reinforce lessons taught in the classroom. There will be five units, each broken down into roughly six week sections to cover the entire year. Each unit will focus on a differentarea of Algebra.
ALGEBRA 1
Algebra is often called a gatekeeper course because it opens the door to all other areas of study in mathematics. This course provides a comprehensive teaching of the fundamental aspects of problem solving. Major topics of study include evaluation of algebraic equations, exponent rules and manipulation, polynomials, solving and graphing linear equations, solving and graphing two variable inequalities, solving systems of equations, radicals, word problems, solving and graphing quadratic equations, and factoring.
GEOMETRY
The foundational math+ course is an introduction to algebraic thinking and a review of fundamental operations. The course helps students develop mathematical study skills, practice new learning strategies, and emphasizes the concepts necessary to be successful in Math throughout their academic careers. Students will practice solving problems with addition and subtraction, gaining foundations for multiplication, understanding place value, estimation, measurements of lengths in standard units, working with money, telling time from analog clocks, representing and interpreting data, geometric measurement regarding perimeter and area, and developing an understanding of fractions as numbers.
As we move through the various topics, students will be provided with all the necessary scaffolding and differentiation needed to succeed in class.
INTEGRATED MATH 2
Integrated Math 2 will focus on the key topics of Geometry. We will combine traditional teaching methods alongside project based learning in order to reinforce lessons taught in the classroom. There will be six units, each broken down into roughly five week sections to cover the entire year. Each unit will focus on a different area of Geometry.
ALGEBRA 2
This course is designed to build on algebraic and geometric concepts. It develops advanced algebra skills such as systems of equations, advanced polynomials, imaginary and complex numbers, quadratics, and concepts and includes the study of trigonometric functions. It also introduces matrices and their properties. The content of this course is important for students’ success on both the ACT and college mathematics entrance exams. Students who complete Algebra II should take Pre-Calculus next.
INTEGRATED MATH 3
Integrated Math 3 will focus on the key topics of Algebra 2. We will combine traditional teaching methods alongside project based learning in order to reinforce lessons taught in the classroom. There will be six units, each broken down into roughly five week sections to cover the entire year. Each unit will focus on a different area of Algebra.
PRECALCULUS
In precalculus, students begin by reviewing algebra concepts such as radicals, solving equations, and inequalities. Then, they’ll move into functions, polynomial and rational functions, and exponential and logarithmic functions. Students will use the calculator more and more as an integral tool to learning and applying mathematics. Further, they’ll learn to express themselves in the language of mathematics and improve their problem-solving skills.
STATISTICS
Students will pursue advancing their understanding of the field of statistics, primarily as applied to direct research projects to achieve high level real world comprehension. This course will have reasonable cohesion with the “Science Research” senior science course, ideally allowing them to work with data sets that they themselves have collected with intentionality as both courses progress. We will be covering all primary components of HS Statistics as well as several collegiate level versions of applied math w/re Stats for individual research elements, as appropriate. Students will present their findings from their research with a Statistically oriented final presentation as well as be held responsible for various other projects along the way.
CALCULUS
A typical problem-solving technique involves formulating a problem, simulating it with a mathematical model, solving it in the context of the model, and then reinterpreting the solution in the original context. Mathematical models often take the form of functions or equations and solutions are often accessible by using the techniques of calculus. The fundamental tools of calculus are the derivative and the definite integral. Derivatives are used to solve problems involving rates of change, e.g., problems dealing with velocity, acceleration, or marginal cost. Definite integrals are used to solve problems involving entities that can be subdivided into infinitesimally small but tractable parts. In this course students are expected to develop a working knowledge of differential calculus, an understanding of the basic principles of integral calculus, and an appreciation of the significance of the surprising relationship that exists between
these two segments of calculus.
CALCULUS 2
The great importance of calculus is quickly noticed by taking a look at the number of fields that use calculus to solve important problems. Calculus is used to solve everything from biology problems to economy problems. Problems monitoring the dynamic changes of biological samples, all kinds of optimization problems, and economic problems involving the interest rate need calculus to be solved. Besides the significant aspect that this part of mathematics helps in development of an analytical mathematical thinking, calculus proves its effectiveness by solving real, practical problems. Calculus II will introduce students to a variety of new techniques of integration, to some applications of integration, and to sequences and series. Students will be expected both to become proficient with basic skills and to demonstrate an understanding of the underlying principles of the subject. Students should expect to make appropriate use of technology in this course. Knowledge of Calculus I will be assumed, in particular knowledge of the rules and concepts behind differentiation and basic integration.
PHYSICAL EDUCATION
Physical education is an integral part of the total education of every student. Physical activity helps develop health-related benefits such as fitness, physical competence, and cognitive understanding of body movement. Ultimately, students learn that they are extremely capable of adopting healthy and physically active lifestyles. Other benefits of physical activity in school include improved mental processes of perception, memory, judgment, and reasoning, as it pertains to the development of physical skills. Being active improves self-confidence and self-esteem, reduces stress, improves judgment, and strengthens peer relationships. In addition, young people generally like physical activity because it is fun; they do it with friends; and it helps them develop skills, stay in shape, and look and feel better.
SCIENCE
CONCEPTUAL PHYSICS
Physics is the most fundamental scientific discipline. It is the rigorous examination of cause and effect. It is the application of mathematical language and theoretical models to the physical world. To that end the explanation of the properties and behavior of all observable or measurable natural phenomena are deduced, induced, and produced. This course will serve as a deep-dive inquiry into the meaning, nature, and practice of physics. This class will be driven by a few simple questions: What is the language of physics, and how are rigorous physical principles and concepts developed, defined, and then used in their respective fields? We will approach this in a couple different ways. Students will read selections from Richard Feynman's famous lectures on physics concerning the nature of science, and begin to learn what it means to think like a physicist. They will be exposed to the conventional practice of learning classical mechanics. Here, they will use and then apply the mechanical definitions of motion and of forces to describe the behavior of moving objects and the causes of their motion. On another front, students will perform investigations into the history of science, ancient and modern, and will examine through their research the process of how theories, laws, and ideas are and have been developed throughout the course of time. One area students will learn about is the history of the field of modern cosmology, and about why this field of research is a perfect case study for the way in which scientific theories and fields advance into from older to newer paradigms of knowledge and understanding. In addition, students will have the opportunity to learn the application of various physics concepts through an assortment of hands-on engineering projects.
BIOLOGY
In this course, we will be investigating the principles of life from the microscopic (cellular), organismal (in-between), and macroscopic (systemic) levels in order to answer fundamental questions about life, cells, evolution, and change. Additionally, we will be monitoring and collecting data daily on our own nervous system function, how it impacts our readiness to learn, and how to modulate nervous system activation so we can retain information in a range of educational environments.
CHEMISTRY
With an emphasis on developing skills in reading, writing, research, and problem solving, students engage with chemistry-focused learning prompts, questions, readings, laboratories, and challenges. The majority of students’ written work is in the form of a reflection upon the learning process with an emphasis on applied chemistry. At least four laboratories are conducted per term in this course. The laboratories are held on Fridays.
INTEGRATED SCIENCE 4
Students will take a research oriented approach towards HS science concepts across the duration of this course, culminating in an original research project of their own design and intentions. We will start by setting a solid foundation; applying the Scientific Method as a reliable backbone for efficient evolutionary progress as well as covering some basic Systems Engineering concepts crucial for appropriately setting lab report writing protocols/ expectations. From there we’ll dig deeply into a Neuroscience/Neuroanatomy unit to provide an engineering based perspective on how to constantly self-optimize learning by understanding the brain itself, as well as studying several useful specific brain/ body interfaces and the underlying systems therein. Many of our fledgling scientific researchers will have the option of engaging in experimentation utilizing live animal subjects later in the course, so we will first cover BioEthics and the consequences therein w/re experimentation outcomes. We’ll then work on several imperative concepts from Science, ideally positioning students to springboard into their own investigations; Logic (as applied to scientific research/experimental design with an emphasis on cause and effect) with focus on two clause claims; aka converse, inverse, and contrapositive; Newtonian Physics lower dimensional kinematic problems and underlying theorems/applied equations, and several topics from Biology, with a particular emphasis on the Central Dogma. Finally, students will wrap up the year focusing on a capstone research project of their own design. Together, we will identify appropriate learning targets for each individual/project as well as mandate a formal final presentation of all findings for each student, ideally resulting in a tangible product they can use to truly further advance their academic and scientific futures.
HONORS PHYSICS
A calculus-based approach to understanding classical mechanics and electricity/magnetism is taken. Students are introduced to applications of derivatives, integrals, and differential equations in problem solving and describing physical phenomena. The topics range from translational kinematics, static and dynamic equilibrium, conservation of energy and momentum to electric forces and fields, basic circuits, and magnetic forces and fields. Laboratories are conducted twice a term on Fridays.
WORLD LANGUAGE
JAPANESE 1
Japanese 1 course is an introductory course for students with little or no background in the Japanese language. The goal of this course is to help students to develop the ability to communicate in Japanese and understand basic Japanese as well as develop an understanding and appreciation of Japanese culture. A strong emphasis is placed on using the language in a practical situation. Students will learn two sets
of alphabets and basic Kanji as well as basic Japanese grammar and vocabulary. The course will focus on content from the textbook Adventures in Japanese 1, covering lessons 1-4.
JAPANESE 2
This course is intended for students who have completed Japanese 1. Japanese 2 is a more challenging course designed for students who are already familiar with two sets of alphabets, basic Kanji, fundamental grammar, and a certain amount of vocabulary. The primary objective of this course is to assist students in developing the ability to effectively communicate in Japanese, comprehend basic Japanese, and cultivate an appreciation for Japanese culture. Students will be provided with opportunities to actively use Japanese, along with the introduction of various self-teaching methods. The course will focus on content from the textbook Adventures in Japanese 1, covering lessons 5-9.
JAPANESE 3
This course is intended for students who have completed Japanese 1 and 2. Japanese 3 is a more challenging course designed for students who are already familiar with two sets of alphabets, 50 or more Kanji, fundamental and advanced grammar, and a good amount of vocabulary. The primary objective of this course is to assist students in developing the ability to effectively communicate in Japanese, comprehend advanced Japanese, and cultivate an appreciation for Japanese culture. Students will be provided with opportunities to actively use Japanese, along with the introduction of various self-teaching methods. The course will focus on content from the textbook Adventures in Japanese 1, covering lessons 10-12, and Adventures in Japanese 2, covering lessons 1-2.
JAPANESE 4
This course is intended for students who have completed Japanese 12 and 3. Japanese 3 is an advanced course designed for students who are already familiar with two sets of alphabets, 100 Kanji, advanced grammar, and a good amount of vocabulary. Class will be mostly in Japanese.The primary objective of this course is to assist students in developing the ability to effectively communicate in Japanese. We will try comprehensive reading, talking or writing about the story we read in Japanese. We will watch news or TV shows and talk about it. Students will be provided with opportunities to actively use Japanese, along with the introduction of various self-teaching methods. The course will focus on content from the textbook Adventures in Japanese 2 covering lessons 3-7.
SPANISH 1
Spanish 1 is an introductory course for students with little or no background in the Spanish language. The goal of this course is to help students to develop the ability to communicate in Spanish and understand basic Spanish as well as fostering an understanding and appreciation of the diversity of the Spanishspeaking cultures of the world. A strong emphasis is placed on using the language in a practical situation, while also helping students to grasp the basics of Spanish grammar, syntax, and morphology. Students will be exposed to basic grammar and vocabulary and cultural facets of Spanish/Latin cultures.
SPANISH 2
Spanish 2 is a class designed for students who are at an early intermediate level or students who have had one year of Spanish classes. The emphasis in this class is on speaking, reading, writing, and understanding Spanish through different hands-on projects and activities. Throughout the school year, students will gain comprehension and practice of basic vocabulary, cognates, sentence formation, and general grammar structure such as regular and irregular verb conjugation and different forms of past, present, and future tenses. In this project-based class, students will be using the Socratic method to share information, learn from each other, and discuss different aspects of the Spanish speaking culture.
SPANISH 3
Spanish 3 is an intermediate to advanced course for students with approximately 2 years background in the Spanish language. The goal of this course is to help students to strengthen the ability to communicate in Spanish, while at the same time continuing to experience the richness of the Hispanic culture. A strong emphasis is placed on using the language in any given practical situation, while also adding more complex grammatical structures to their oral and written speech. Subjunctive and indicative mode will be used interchangeably as well as present, past and future tenses.
SPANISH 4
Spanish 4 is an advanced course open to students who have obtained a B grade in Spanish 3. The course is in the form of literature survey and taught exclusively in Spanish. Students are expected to read fiction, poetry, and non-fiction works noted by Spanish and Latin American authors. It is assumed that they have already learned grammar and have acquired skills in speaking, writing, reading, and understanding Spanish. Therefore, the curriculum for this course is designed to refine, perfect, and enhance these skills as well as to instill in them a love of modern Hispanic literature while aiding them in their very real desire for self-expression.
BADGES/YOUNG EXPERT PROGRAM
The Young Experts Program (Badges) is a highly personalized learning model that invites students to explore a chosen topic as they develop skills in critical thinking, communication, collaboration, and creativity. The scope of all Badges work is interdisciplinary and asks students to: gain comprehensive knowledge of a topic; consider sources; replicate experiments, make logical connections, and verify results; synthesize points of data to create new theories or inventions; generate recommendations.
SEMINARS
FRESHMAN SEMINAR
The 9th Grade Forum is designed to give you the opportunity to develop academic skills that are critical to success in high school. A significant aspect of the forum will be examining ways in which social and emotional wellbeing impact our mental and physical health. Two days a week students will meet and participate in activities that are designed to engage, inform and provide specific strategies.
SOPHOMORE SEMINAR
The Sophomore Seminar is designed to give you the opportunity to develop academic skills that are critical to success in high school. A significant aspect of the forum will be examining ways in which social and emotional wellbeing impact our mental and physical health. Two days a week students will meet and participate in activities that are designed to engage, inform, and provide specific strategies.
JUNIOR SEMINAR
In Junior Seminar, students will earn important life and adulting skills while discovering more about themselves and each other through career exploration, social-emotional guidance, and Socratic discussions. Further, students will begin the college and/or job application process, discuss college essay(s), resumes, and work permits. Lastly, students conceptualize their post-secondary transition, college, and gap year applications.
SENIOR SEMINAR
In Senior Seminar, students are supported in their post-secondary transition, college and gap year applications. They’ll learn important life and adulting skills and discover more about themselves and each other through social-emotional guidance and exploration. Finally, we’ll advance through the college and/ or job application process, completing applications, college essay(s), resumes, and learning to interview.
ACADEMIC SUPPORT + ADVISORY
Academic support and advisory is a daily block when a small group of students gathers with an advisor to catch up on work, meet with teachers, or seek counsel on any issues that have arisen during the day. Advisors are members of faculty, who cultivate both a safe space for decompression and a sense of belonging.
ELECTIVES
ADVANCED COMPUTER PROGRAMMING: VIDEO GAME DEVELOPMENT
Students will learn more advanced programming concepts including Object Oriented Programming (OOP) principles. Students will apply these concepts to several video game projects assigned throughout the course. Students will use Python and the GD script languages for their projects. The Godot game engine will also be used throughout the game development process.
BASIC COOKING
This class is designed to help students develop basic cooking skills in order to shelter future independence. In this inquiry based class, students have a voice on what to cook while having the instructor’s guidance. Special emphasis is placed on planning, prepping, cooking and cleaning. Assigning activities so everyone equally works at making a nutritious meal is essential for the success of this class.
BRIDGES BROADCAST NEWS
In the Bridges Academy Broadcast News elective, students will explore the world of broadcasting through practical hands-on training. This course focuses on foundational filming techniques, sound design, writing, interviewing, and anchoring for broadcast production. Through engaging projects, students will refine their storytelling abilities, enhance communication skills, and gain insights into the Bridges community and broader global perspectives. This course offers a unique opportunity to develop practical skills in broadcasting while fostering creativity and collaboration.
CURRENT EVENTS
This elective course surveys the recent local, national, and global news. The class flows with the current of events and therefore takes a fluid approach to class units and content. Some weeks focus on a theme, like climate change or immigration, but the plan can change depending on the news cycle. The aim is to explore diverse perspectives from classmates, journalists, businesses, politicians and political parties, and nations. Throughout the term, we seek to understand how material scarcity is a root cause of global challenges.
DESIGN PRINCIPLES
The Design Elective, or Design Principles, focuses on a multi-faceted introduction to the types of ideas, processes and skills within a number of the main design disciplines. We will thus develop an understanding of, and skills within, the Graphic Design, Industrial Design and Architectural Design disciplines, respectively, spending approximately one half on 2D study and one half on 3D study. Students
will learn how to think both analytically and creatively within each discipline, utilizing inventive problem solving to come up with unique ideas and unique methods for execution. Though students will build concrete and highly measurable technical skills, a great deal of open-ended design challenges will be posed to them that will require a high level of self-direction, resourcefulness, self-teaching, cognitive flexibility, self- regulation and perseverance. Developing these important social-emotional skills in tandem with the technical and creative ones will form the backbone of the program. The curriculum for the term is subject to adjustment and adaptation as the class progresses.*
DRAMA
Students will be given different tasks to help better their understanding of how tone and emphasis on words differentiate the meaning of what they are saying. We will also add elements to help them get into a different character and sympathize with a character they may be playing. All of this will culminate at the end of our course in a performance of the students’ choosing.
ENGINEERING + 3D DESIGN
Engineering and 3D Design is a yearlong course that introduces students to engineering concepts and teaches problem-solving skills that students apply to real world situations. Many disciplines of engineering are introduced, including Structural, Mechanical, 3D prototyping, Transportation, Aviation, Aerospace, and Electrical. The use of computer-aided drafting is a core skill that is developed in the course, as students prepare presentations of their solutions and designs for engineering problems. Students will be introduced to CAD software common to the engineering disciplines such as Sketchup, AutoCAD, and Solidworks.
EXISTENTIALISM
Are you a lover of wisdom? Do you seek to live a life of inquiry and deeply analyze how to create meaning in the faceof the abyss? Existentialism is a college-level philosophy elective course for students who have already completed an introductory philosophy class and are appropriate to serve as an introduction to philosophy. In the early 19th century, Continental Philosophy (French and German) shifted from a Platonic notion of abstract essences proceeding to life and time-moving abstract essences. In this class, students will discover how this shift radically positioned truth and knowledge in an individual’s ability to make meaning invoked through anxiety and dread. Students will further learn how perception and a relationship between body and world are essential to this branch of Philosophy. Finally, students will apply this method of understanding truth and meaning can be used to Politics, Art, and Technology. The historical and intellectual context will be provided to help students work through these complex texts. Students will also learn how to read and apply philosophy in a way that transforms their thinking. Students will have an opportunity to debate ideas and view the existence of society and perception in a new light.
FASHION DESIGN
This class is designed to help students express themselves through the language of fashion arts. Students will learn the basics of fashion sketching, color theory, value, shape, perspective, and proportions in order to design garments and costumes for school plays and musicals. Also, students will learn to use domestic single-needle sewing machines as well as their functions for different stitches. Each student will create an album with sewing samples of their own work and stitches, including embroidery. With those skills, students can upcycle garments, alter clothing, and cosplay. Guidance will be provided through different projects including making a pillowcase, a tote bag, pajama pants, t-shirts, and other simple everyday pieces as well as upcycling garments.
INTRO TO COMPUTER PROGRAMMING
Students will learn the fundamental concepts of computer programming and software development and how to apply them. The programming language used in the course will be Python. Although Python will be used throughout the course, the concepts being taught apply to all modern programming languages.
INTRO TO RHETORIC
The class will focus on the analysis of comics as a multimodal form of literature that uses its characters as symbols that reflect beliefs, cultural traditions, and political messaging. Additionally, we’ll examine the societal impact of comics as translated through independent works, animated films, and live-action movies.
MATERIALS SCIENCE RESEARCH
The Materials Research class offers students an opportunity to explore the depths of science research with respect to the various applications of materials science: Medical sciences (stents, prosthetics, sensors), Metallurgical sciences (brazing, welding, special alloys), Biologically Inspired structures (wing membranes, porous materials, wood structures), Piezoelectric Materials, Shape Memory Alloys (SMAs), Shape Memory Polymers (SMPs), Thermomechanical Analysis (TMA), and Magneto-Mechanical response. This course exposes students to the ideas of proposing projects, evaluating resources, interacting with peer-reviewed journals, conducting experiments, processing data, presenting ideas, and presenting findings from research.
MUSIC THEORY
Students in this class will study theory, composition, production, engineering, and scoring techniques and approaches. Over the course of this class, students will apply those skills and concepts by writing for and overseeing the production of a wide variety of instrumental, vocal, acoustic, and electronic combinations. Students will explore contemporary concepts and techniques of arranging and sound production and will gain valuable experience by being able to create, arrange, and produce projects using Logic Pro on MIDI workstations in the Music Room. Interpersonal and other situational skills will be developed as the students work with performers and "clients" (i.e., instructors and other students) in a variety of creative settings as music writers and producers.
MUSICAL THEATRE
In this elective, students will engage intensively with the core components of musical theatre: acting, vocals, and dance. Drawing upon intelligence, curiosity and imagination, this course will train students to combine their raw talent with performance techniques. The course integrates renowned acting methods, such as those by Stanislavsky and Strasberg, with vocal training focused on pitch and range, along with foundational ballet and jazz dance techniques. Students will apply these skills in a high school musical, participating in rehearsals, auditions, and live performances. The curriculum is designed to produce well-rounded 'triple threats' — performers proficient in acting, singing, and dancing. The course will foster collaborative dynamics as students work together in ensembles and will also engage in self and peer evaluations, thus honing both their interpersonal, situational, performance, and critical assessment skills. This hands-on and immersive approach ensures that students emerge as well-rounded performers, capable of shining in any performance.
PHILOSOPHY + FILM
Have you ever wondered what the meaning of life is? Why do we exist? What’s real and what’s an illusion? In this “Philosophical Inquiry Through the Movies” class, students will engage in philosophical debates by viewing and discussing the films. Students will examine three central questions. With The Matrix or The Truman Show, students will learn about Plato and what is real. Through Blade Runner or Ex
Machina, students will examine the question of how we know that we exist. With I Heart Huckabees or The 7th Seal, students will discuss Kierkegaard’s question of how we create meaning out of life given the uncertainty about ourselves and the world. While watching the films, students will be guided in seeing the connections between the philosophers and these questions, and they will be able to analyze how these films dramatize these ideas and enrich the conversation. As a product, students will choose one film, perform an analysis of it, and create and publish a podcast that analyzes the film. In “Philosophy and Film,” students will hone their creative thinking skills and their ability to articulate complex ideas, have fun, and share their wonder and curiosity with their peers.
PHOTOGRAPHY
This class is designed to introduce students to a range of foundations in Photography. Students will work with both digital and film cameras, and will learn digital editing and printing as well as darkroom printing and manipulation. Students in this class will learn about photography as it bridges both artistic and scientific disciplines, and they will receive a thorough overview of the history of photography and how it has played an important role in many spheres, ranging from fine arts, to journalism, cinema, and science. We will begin by studying and experimenting with some very early photographic techniques, such as photograms and pinhole cameras, and we will cover all the basics of camera work, lighting, and composition. Later in the year students will have the opportunity to work on independent projects, develop personal portfolios, and to serve as contributing photographers and editors for the school yearbook.
ROBOTICS
Robotics is an introductory course that will explore, via FIRST robotics equipment, relationships between the fields of science, mathematics, engineering, arts, and technology. The class is designed to introduce students to basic concepts in robotics. The class will give students the opportunity to work in small groups of students in lab experiments. In these experiments, students will work together in building and testing a FIRST-based mobile robot by implementing the engineering design process.
ROCKET LEAGUE
This course will be dedicated to studying, analyzing, and training the skills needed to excel in Esports oriented Rocket. League play. Students will engage in consistent disciplined practice advancing all of the skills necessary for measured growth in a competitive environment ranging from daily mindfulness/ patience building exercises to rigorous practice of currently appropriate mechanical skills. We will be studying, practicing, and playing the game in countless ways. We’ll be listening to professional analyses of gameplay, applying physics or neuroscience lessons to gain a permanent edge, learning new mechanical neurological subroutines, analyzing students’ gameplay tapes, designing and creating trainer packs, and of course enjoying some serious competition throughout. We will be teaching the practice of prioritizing informed decision making at all times, prioritizing outcome over ego without exception. We will be facing the truth, as verified by reliable data, and using that clarity to teach our students to hold their performances accountable, creating relentless improvement as an instinctive habit.
SHORT FILMS
In this elective, students create short films, learning every step of filmmaking, from storytelling to editing. They'll explore different roles like director, cinematographer, and editor, collaborating to bring their creative visions to life. Finished films will be showcased at Bridges Academy and can be submitted to film festivals, making this a unique chance for imaginative minds to thrive together.
STRENGTH + CONDITIONING
This course has been designed to help students become more aware of their personal fitness levels and how to make small changes in their lifestyle to promote better overall health/wellness. Taking a scientific approach, participants should view their body as a laboratory and that trying new workout protocols are experiments loaded with many variables. Not every trial produces results that we were looking for, but with proper documentation we all can build a meaningful, repeatable experiment that can support our hypothesis, or in this case achieve a measurable goal. Being well rounded is not only something we focus on physically, but mentally as well. Looking at the approach from fitness professionals shows there isn’t just one road and inevitably there will be a detour. Actively engaging with new exercises leads to having a full pantry of exercises to choose from and will help identify what works for them. It is beneficial to have an open mind to try something new and embrace the idea of “being comfortable while being uncomfortable” because growth requires a willingness to expand beyond the normal demands. However, there is more to this elective than just working out. In addition to the daily physical component, the class will be presented with topical lessons throughout the year to educate students about muscle groups, the skeletal system, and the physiological adaptations the body goes through when we challenge ourselves. I encourage students to learn and utilize proper fitness terminology when asking questions/responding and when we have open discussions about their program design. The content has been built from over 15+ years of teaching courses such as Anatomy/Physiology, Athletic Training and Adapted Therapeutic Exercise and is modified yearly based on the interests of each class.
STRENGTH OF MATERIALS
Strength of Materials is a course that delves into the various properties of solid matter. An overview of stress analysis and experiment design is treated. Crystal structure and its effect on large scale deformations is explored in detail. In addition to the intrinsic behavior of different solids, the production of structural members (bars, beams, membranes, shells, and strings) and the processes used to fabricate them determine their strength. Simple structural components are explored under 1D loading conditions as well as combinations of these components in mechanisms and supports.
STUDIO ART
High School Studio Art introduces students to a variety of artistic media, and is designed to increase a student’s observational skills as well as their abilities to imagine and create imagery from a variety of sources. This class provides a strong foundation in drawing, painting, three-dimensional art, and it encourages explorations of other media and techniques, including printmaking, photography, digital art, installation art, etc. Within each unit, students will have the opportunity to learn and discuss relevant topics and art examples from art history and theory, helping each student to take a more informed and critical approach to the arts and visual communication.
THEATRE TECH
In this class we will focus on the backstage portions of a show. We will build, paint, laugh, cry, and overall build trust with one another as we will have lots to do in little time. You will learn how to use power tools for building the set and your everyday life. The number one priority of the class will be safety. Always.
YEARBOOK
This course helps produce the annual yearbook for Bridges Academy. In this course, students will gain skills in the following areas: graphic design, editing, photography, record keeping, time management, and teamwork. Students will be tasked with individual assignments designed to teach them design principles and well as how to use the yearbook 360 software, photoshop, and InDesign. As a group we will be producing a publication which will record our school’s community, memories and events.