Head, Heart, and Hands
Life at LWHS
discover
Lick-Wilmerding High School
Founded in 1895, Lick-Wilmerding High School stands apart as a unique educational institution. In the pages to follow, you will learn more about our dynamic and challenging academic program, the way we weave innovation into our curriculum through the study of the technical arts, the opportunities students have to explore their emotional and physical selves through visual arts, performing arts, and athletics, and how we ask students to engage with the world in order to enact positive change. What may be a bit less visible in these pages are the relationships embedded in the fabric of the school that support these many endeavors of our students. At Lick-Wilmerding, students forge life-long connections with their peers, faculty, and the subjects they study. These relationships are born out of a passion shared by all members of our community to be fully engaged with each other and with all that our world has to offer, both locally and globally. Our mission affirms our commitment to developing the head, heart, and hands of our students, “inspiring them to become life-long learners who contribute to the world with confidence and compassion.� This attention to the whole person ensures that a Lick-Wilmerding graduate is an accomplished scholar, a creative thinker, and an agent for creating a better world. I look forward to meeting you at one of our Open Houses and invite you to attend any of our athletics, performing arts, or community events to become acquainted with our school. I appreciate your interest in Lick-Wilmerding, and as you continue to attain a more complete picture of life at LWHS, I hope you, too, will be captivated by our spirit and dedication to helping students succeed in becoming their authentic selves.
Eric J. Temple Head of School
passionate innovative inspired involved fearless joyful
“Nowadays, it’s hard for me to remember what it was like not to go to Lick. One of the things I have enjoyed the most is going to school with people who truly want to be there. At Lick, going the extra mile is a standard, in both the rigorous academics and all the other amazing opportunities. Nowhere else could I have built a floor lamp and choreographed a dance in the same semester that I learned how to write essays in Spanish and graph rational functions into cartoons and landscapes.
Lick’s culture of acceptance, perspective, lifelong learning, and community is truly eye opening. Every teacher cares about a student’s progress and engagement, and does their best to make sure we fulfill our full potential.”
—Eril Smith ’15
“I chose to attend LWHS because I wanted my high school experience to be about more than just academics. I wanted to build a generator, go rock climbing, and manage the lights for the One Acts. Before going to Lick, I wouldn’t have believed I could do any of those things. The administration and teachers believe I will do great things, and provide support for me to achieve my goals. At Lick, you’re put in situations where you
discover that your teachers know your limits better than you do, and where you say hello in the halls to not just your friends, but also your teachers. When you attend LWHS you are also joined by an incredible class. Everyone has something to share or teach, and this contributes to the collaborative, supportive school environment here. ”
—Quinn Donohue ’16
“Coming to Lick is one of the best decisions I’ve ever made, and going to school every day is a privilege. The classes I have taken, things I’ve learned, and relationships I’ve made have led me to be so much more comfortable and confident in myself. Being around enthusiastic, self-motivated people has inspired me to be the best student, friend, and community member that I can be. One
of the best parts about Lick is the diversity of perspectives, classes, and people. It’s always fascinating to learn about my peers’ experiences, passions, and identities that are different from my own. The only downside is not having enough time to do everything I want!”
—Natalie Gable ’15
be yourself
Learn to weld, write a memoir, untangle differential equations, choreograph a
based on the rotating schedule. Athletic team
hip-hop dance routine, study the history of
after school, and most club meetings take place
revolutions in Latin America, sandblast glass and
during lunch.
stone, contemplate Plato’s ideas, conjugate French verbs in the perfect tense, unravel the mysteries of DNA, play the oboe, build your own robot —
practices and performing arts rehearsals are held
Honors and advanced classes are offered across the curriculum as students select their required and elective coursework from the following areas:
our course offerings inspire students to think analytically and creatively and develop physical,
• Body-Mind Education
cognitive, emotional, and aesthetic skills.
• Counseling • English
Our eight-day, rotating, “Tiger Block” schedule with 75-minute classes allows students to take up to seven courses each semester* and delve deeply in their academic pursuits and make connections across disciplines. The school day starts at 8:00am with the exception of Mondays, when it begins at 8:45am. School ends either at 3:15pm or 3:30pm, *9th graders may take up to eight courses, if the eighth course is a Visual or Performing Arts elective.
• History and Social Studies • Mathematics • Performing Arts • Science • Technical Arts • Visual Arts • World Languages
be passionate
academics at LWHS What sets LWHS apart?
The Lick-Wilmerding community is incredibly diverse. Our students come from around the corner and around the globe; from public, private, and parochial schools.
These bright students come to LWHS eager, curious, and excited to learn and challenge themselves. Our supportive and stimulating atmosphere enables
students to take risks, value who they are, and envision unbounded futures.
be innovative
Truly a Bay Area school — our 490
students represent 128 middle schools and reside in San Francisco, the East Bay, Marin, the South Bay, and the Peninsula. Furthermore, 40% of the student body comes from public and parochial middle schools, and students of color make up 59% of the population. LWHS is dedicated to sustaining and strengthening a diverse and truly inclusive community — one that is welcoming, safe, and respectful — where all
life at LWHS
students and families will thrive.
t e c h n i c a l a r ts
foundation in computer science principles and gain
In our 120th year, Lick-Wilmerding is the only
the skills necessary to program processors for motor
independent high school in the nation that, in
control, sensor input, and data storage/retrieval.
addition to its rigorous college preparatory program, also requires extensive work in technical arts and design. LWHS offers a unique collection of shop classes in electronics, wood, metal fabrications, jewelry, and robotics. Students are required to take a minimum of four semesters in the shops exploring one or more of the technical arts disciplines. As a pioneering institution in the technical arts, LWHS students work conceptually and physically with both their minds and hands.
the patterson ethics initiative
Lick-Wilmerding’s Patterson Ethics Initiative engages students in the practice of ethical thinking and discourse, and challenges them to consider various perspectives and implications when faced with moral and ethical dilemmas. For example, the 10th grade English curriculum prompts students to explore terms such as ethics, morality, integrity, and authenticity, during their study of literature. 12th graders attend a series of
art and science of computing program
workshops driven by the essential question, “How
LWHS’ faculty are continuously examining and
do I find purpose and act with compassion and
evolving the curricula to reflect the contemporary
responsibility as a young adult?” A long-term goal
needs and interests of its student body. LWHS
of the Patterson Ethics Initiative is to build an
offers unique technical arts courses that merge
inclusive, ethical community as students complete
the fields of robotics, computer programming, and
their academic coursework through the lens of
physical computing. Courses within this program
ethical reasoning.
give students the opportunity to build a strong
making the future strategic directions 2013–2018 Lick-Wilmerding High School’s focus is to build upon its strengths and refine its curriculum, pedagogy, and practices to continue offering students opportunities to develop the skills and habits needed to navigate an increasingly complex and dynamic world. LWHS must also ensure that the facilities will support the school’s aspirations, and that the financial investment needed to build its learning community is sustainable and beneficial.
This strategic plan builds upon what founding Head of School George Merrill (1895–1939) called ‘Industrial Intelligence;’ that is, the need to educate students so they fully understand the world and are active participants in making the world, not just letting the world impose itself.
This strategic plan is the result of the Board of Trustees’ and the Administration’s work together, as well as conversations within the broader school community over the past several years. LWHS’ major goals over the course of five years are to:
Advance teaching and learning with habits of mind. LWHS will implement schoolwide habits of mind to cultivate in students the skills and habits to build lives of consequence and fulfillment. Using the common language of habits of mind, LWHS will also work to advance the school’s leadership in promoting integrated thinking and to envision the future of civic engagement.
Sustain a vibrant learning community. Plan for a connected campus. LWHS will develop a long-range campus master plan to identify improvements that strengthen the connection of the campus to its educational goals.
LWHS will examine its admission, Flexible Tuition, financial, and fundraising policies and practices to be sure the school continues to build a unique learning community while also ensuring that its investment in access is sustainable.
Foster success. LWHS will leverage the strengths of its diversity to enhance the success of each student and the school community.
they develop a confidence in their ability to learn, to communicate their ideas, to express themselves and to work with people from diverse backgrounds and experiences. LWHS graduates are self-aware, compassionate, and positive contributing citizens of the world.
students at LWHS
be inspired
Something unique happens to LWHS students —
Lick-Wilmerding attracts well-rounded students with high academic potential who are self-motivated, resourceful, respectful of others, and excited about learning. The school empowers students to be self-directed, lifelong learners.
a sampling of lwhs student clubs and activities
A.S.I.A. Black Student Union Community Action Club Computer Science Club Debate Club Drama Productions (Fall and Spring) Gender Sexuality Awareness Global Affairs Forum Film Club Kiva Club Latinos Unidos Lick-Wilmerding Organization of Women LitMag Model United Nations Paper Tiger (school newspaper) Random Acts of Kindness Student Council “The Waves” A Capella Group Ultimate Frisbee Club UNICEF
activities at LWHS
be involved
the center for civic engagement
Lick-Wilmerding is committed to being a private school with public purpose. The Center for Civic Engagement (“The Center”) offers opportunities for LWHS students to participate in programs related to social justice and equity, service learning, and student leadership. In every case, LWHS students are making a difference — both in the lives of those they serve and in their own. The Center is both a vehicle for, and an expression of, the school’s purpose — educating graduates with the capacity and commitment to make the world a better place. Students will grapple with various dimensions of service and philanthropy including responsiveness to communities, theories of change, and the ethical dilemmas that are an integral part of being a steward of one’s community, country, and world.
public purpose program
As a private school with a public purpose, service and community engagement are at the core of an LWHS education. The Public Purpose Program is a way for students to truly live LWHS’ mission and meaningfully engage with local, national, and global communities. This four year program guides students in several ways, from recognizing how to apply their education and unique talents, to ultimately affecting positive change and social justice. LWHS encourages its students to make their voices heard and to make a difference in the world. Whether it is by joining student council, running a school club, or facilitating diversity and educational programs like Walk with a Purpose, LWHS students make a positive impact on the culture of the school and the values it upholds.
athletics at LWHS
be fearless
Beyond the trophies and pennants won in many league, conference, and sectional championships, Lick-Wilmerding values athletics because participation brings out the best in our community. LWHS has been honored by schools and officials in the Bay Counties League with various awards for demonstrating excellent sportsmanship at league contests, including the BCL West Sportsmanship Award.
Lick-Wilmerding’s athletic program offers opportunities for the serious student-athlete as well as the recreational player. Competing on 30 interscholastic teams over three seasons in the Bay Counties League (BCL), LWHS student-athletes gain physical self-confidence and learn the importance of teamwork, sportsmanship, and discipline through athletic competition. Throughout the year, over 75 percent of the student body participates on athletic teams where the emphasis is not winning at all costs, but rather challenging students to excel to the best of their athletic abilities. Lick-Wilmerding has a rich athletic history. From the days of our powerhouse football program vying for the state championship game in 1923 to the present day where not a game goes by without hearing Coach Smith’s patented “Lick” cheer — sports memories are made and cherished at LWHS.
Lick-Wilmerding’s partnership with City College of San Francisco allows our student-athletes access and use of their $75 million state-of-the-art athletic facilities and Community Health and Wellness Center. The athletic complex consists of three levels and is designed to accommodate all levels of fitness — from the competitive athlete to a person solely interested in maintaining a healthy physical regimen. The Fitness Center houses 80+ individual workout and cardiovascular machines, an indoor heated 25 yard swimming pool, and multi-purpose spaces for martial arts, yoga, and dance. LWHS athletic teams also practice and play matches and games on eight lighted tennis courts, an all-weather track, and on soccer and lacrosse fields located directly across the street from our campus.
lwhs athletic teams
Girls Sports • Fall: Cross-Country, Tennis (Varsity and JV), Volleyball (Varsity and JV), Club Sailing, Club Water Polo • Winter: Basketball (Varsity, JV, and Frosh/Soph), Soccer (Varsity and JV), Wrestling • Spring: Badminton, Lacrosse, Swimming, Track & Field, Club Sailing Boys Sports • Fall: Cross-Country, Soccer (Varsity, JV, and Frosh/Soph), Club Sailing, Club Water Polo • Winter: Basketball (Varsity, JV, and Frosh/Soph), Wrestling • Spring: Badminton, Baseball, Lacrosse, Swimming, Tennis (Varsity and JV), Track & Field, Club Sailing
Our mission: To enrich the mental, physical, and emotional well-being of our students through competitive athletics where lifelong lessons of sportsmanship, individual effort, teamwork, integrity, commitment, and self-discipline are emphasized.
being yourself at LWHS
be joyful
“What drew me to Lick was how creativity was cultivated within the curriculum. As the kind of person who wants to try everything, I loved that I would be able to sample each visual and technical arts class in my freshman year. I also loved that I would get more one-on-one time with teachers with the small class sizes. Sports at Lick have been a large part of my life for the past three years. At Lick, I’ve been able to play volleyball and lacrosse, wrestle and be on the track and field team. Being on the sports teams at Lick, I’ve surrounded myself with welcoming, hardworking, and encouraging teammates. I’ve
met some of my best friends and best coaches playing sports at Lick, and I really appreciate how everyone is encouraged to play a sport, regardless of experience.”
—Tatianna Capko ’16
“My time at LWHS has been a dream come true. From the moment I walked into freshman orientation I have been amazed by the diverse and welcoming atmosphere that Lick creates for the entire student body, and by the enthusiasm everyone has for learning. This love of learning among the students is nourished by the amazing faculty and staff of LWHS. All
my teachers have an undeniable passion for their work and create an atmosphere that encourages us to delve deeper into our subjects. They have taught me to not only know the facts and dates of the topics, but to understand the significance those subjects have to our world today. I will never forget the engaging, nourishing, and diverse environment Lick has provided to help me and my fellow students develop our head, heart, and hands.”
—Brian Ebisuzaki ’16
“As an incoming freshman, I thought I knew a lot about Lick-Wilmerding from my brother who was a senior at the time. And yet, even having a brother who led the way before me, Lick has still surprised me. Not only was I able to dive
into new experiences but
I was able to branch out and become exactly who I wanted to be. Lick made it easy to balance sports and school freshman year, and it was during that time that I made lifelong friends on the cross-country team. Lick
allows you to be a renaissance man— to embody the arts, the brains, and the winning attitude that it takes to achieve happiness in life. Between the amazing friends I have made, the amazing food eaten, and the wonderful life I have been able to live due to Lick, I can honestly say that I don’t want to leave.”
—Stephen Page ’15
Lick-Wilmerding is more than a school — it is a community of families from different backgrounds, experiences, and perspectives committed to educating our children in becoming compassionate and confident citizens of the world. The family portraits that follow capture moments and reflections that reveal why families choose Lick-Wilmerding, how they feel about the one-of-a-kind curriculum, and their thoughts about being part of the LWHS community. Their sentiments affirm the educational mission built upon the foundation of a diverse and inclusive community dedicated to developing the qualities of the head, heart, and hands in all LWHS students.
By providing an unparalleled education, promoting leadership and collaboration, and fostering the growth of its students, LWHS has given Corey the tools necessary to carve the future he envisions. He is already a leader poised to take initiative in the real world and live as a civically engaged citizen. Corey ’14 and Rose
A lot of Corey’s growth is heavily attributed to a community norm that many students are encouraged
the Robinson and Bautista family
to follow at LWHS: “Lean into discomfort.” With these words in mind, Corey immersed himself in
When Corey first visited Lick-Wilmerding, he
first-time activities such as: cross-country, dance, and
immediately fell in love with the school and
track and field. By participating in these activities,
its mission. Upon arrival, we noticed students
and many others, during four years, Corey benefitted
were driven, creative, diverse, and dedicated to
from a sense of family that was fostered in every
collaboration. The Faculty are invested not only in
aspect of the school. LWHS is a very special place
their teaching, but also mentoring students toward
where students have the ability to discover a myriad
growth and success.
of passions and thrive.
Financial support of LWHS beyond tuition is yet another way parents are involved in the school community. Every child who attends the school benefits from the generosity of others. LWHS sponsors annual fundraisers that support the financial needs of the school, and parents are at
be together
the heart of these important community events. Each gift, regardless of size, helps ensure the strength and excellence of Lick-Wilmerding for students of today and tomorrow.
L to R: Heidi ’14, John, Tori, Nick ’12, Brooke ’17, Courtney ’16
the Peterson family
families at LWHS
LWHS is so heavily woven into the fabric of our family life, it is impossible to imagine life without Lick. The original appeal of LWHS still holds true — a Head,
Heart, and Hands education reflected in strong academics, a vibrant technical and visual arts program, and values closely aligned with those of our family as they relate to the human spirit, community, and diversity. Eight years at LWHS have brought these words to life in ways we could not have predicted. As the adage goes, the total is far greater than the sum of its parts — that is the magic of LWHS. It’s dynamic and engaging academics built upon faculty who challenge students to be their best. It’s an integrated technical arts program where students learn to problem-solve, innovate, and express themselves. It’s a fundamental orientation towards service and public purpose that permeates the campus. And most importantly, it’s an inclusive and supportive community. For LWHS students, it is safe to go outside one’s comfort zone to explore new activities and thoughts, and to regularly reassess perspective and choice.
lick-wilmerding parents’ association (lwpa)
Lick-Wilmerding depends on the active engagement of all families and provides ample opportunities to get involved. The LWPA connects parents with each other, as well as with entire LWHS community. Parents are invited to attend monthly LWPA meetings and events that spotlight pertinent and meaningful topics. Francisco, Alex ’18, Hilda, Tony ’14
the Martinez family Once Tony stepped through the doors for his “shadow visit” and our family attended an Open House, it was love at first sight! Meeting LWHS students, parents, and faculty felt like stepping through the “looking glass” and entering an amazing wonderland of education and community. The quality of Lick’s academic classes were rewarding, yet challenging, and Tony formed a special personal relationship with almost every single Megan, Esther, William, Emmie, Kevin ’16
teacher throughout his four years. From his English teachers to his Cross-Country coach, they all became
the Hou family Something about LWHS clicked for Kevin during his high school search. It
was a special combination of motivated students, engaging teachers, an inspiring athletic director, and all those shops that helped him see himself as a Lick Tiger. Fast forward to today and Kevin is absolutely loving Lick!
an extended family that Tony could turn to for extra help, guidance, or advice. Equally important is the human element we found at LWHS. The importance of the parent community at Lick cannot be overstated. You are inspired to get involved in school events because they are fun opportunities to meet like-minded individuals who truly care about the education of their children.
all the special events, and basically finds any excuse he
Lick’s “head, heart, and hands” approach to education gave Tony a great education, enhanced his sense of responsibility to his community, and afforded him the opportunity to create beautiful works of art. We are also so gratified that our youngest son,
can to be at school… and we can see why.
Alex, is part of the Class of 2018. Material possessions
Kevin draws energy from LWHS and considers it his home away from home. He commutes on BART from the Peninsula, uses his free periods to work on projects in the Shops, stays after school for sports, tries to make
LWHS provides a wonderful, supportive atmosphere for a diverse student body with passionate teachers nurturing students’ love of learning while developing their critical thinking, character, and leadership skills. What more could parents ask for? LWHS is simply a jewel!
can be lost or taken away, but a Lick education is priceless and the greatest gift we can give our boys.
All freshman participate in two semesters of Body-Mind Education. This credited course incorporates a range of tools for making healthy life choices, combining activity-based sessions with discussion, presentation, journaling, and home exploration. Students will reflect, respond, play, grapple, and experiment, ultimately cultivating practices of body and mind that will sustain them through the many challenges their lives will offer. The Body-Mind Education curriculum includes three distinct areas of study: Climbing, Health & Wellness, and Yoga. Upper grade level students can choose from a range of more specialized Body-Mind Education electives that require varying levels of commitment and offer continued practice and development of skills presented during the freshman year. • Freshman requirement: Health & Wellness, Climbing, and Yoga • Sophomore, Junior, or Senior year electives: Backpacking Basics or Introduction to Meditation (offered every other year), Teaching Assistantship (offered every year)
COUNSELING Growing up in an increasingly complex world is not easy. LWHS counselors provide support in a safe, confidential space where consultation, counseling, and therapy are offered by drop-in or scheduled appointments. Students often self-refer, and may also be referred by parents, faculty, or staff. Also offered are consultation services with faculty, staff, parents, and guardians. The Counseling Department consists of the Co-Directors of Counseling, who are licensed psychotherapists (LMFT). In addition, the Co-Directors of Counseling facilitate the Peer Counseling Program. Students of all grade levels may volunteer to be part of this program. These students learn counseling and facilitation skills, and are then a resource to the community.
ENGLISH Courses in the English Department focus on the reading and interpretation of a diverse set of texts from a variety of genres. Students deepen their knowledge and understanding of these works through small group and whole class activities and discussions. Writing assignments stress the development of literary analysis and reflection and offer students opportunities to stretch themselves creatively. Students are encouraged (and sometimes required) to revise their written work, engendering development of skill, Habits of Mind, and an understanding of writing as a process. • • • •
Freshman requirement: English 1 Sophomore requirement: English 2 – Literature and Ethics Junior requirement: English 3H – Literature of the U.S. Senior requirement: English 4H – Semester Seminars (recent offerings): Shakespeare and Twain, Contemporary American Poetry, Gender and Sexuality in Literature, Literature of the Pacific Islands, Brave New Worlds, Hybrid Narrative: Stories that Break the Rules, The Immigrant Experience in Literature • Junior/Senior electives (semester long): Creative Writing: Fiction, Creative Writing: Nonfiction and Poetry, Journalism (year long)
HISTORY The history program at Lick-Wilmerding High School provides students with a global perspective on how the past has shaped the present. Paying attention to the political, economic, religious, and social forces that have influenced the modern age, students learn through writing, research, document analysis, projects, discussions, and other class activities. The department is committed to teaching critical thinking, stimulating intellectual curiosity, and examining multiple perspectives. History faculty collaborate with the school’s library in order to keep pace with contemporary research methods.
The three-year curriculum begins with World History in the sophomore year and continues with U.S. History in the junior year. The LWHS History Department senior seminar classes are a culmination of the previous two years of survey coursework. They are intended to offer students an array of topic options in both Modern World History and United States History. Inspired by teacher interest and expertise, seminar classes offer a semester-long intensive study that serve as the capstone to the LWHS history program. Seniors take at least two seminars in their final year at LWHS. Despite differing content, the senior courses are united in the common skills taught, practiced, and assessed. • Senior electives (2015-16): The Cold War; U.S.-East Asian Relations; Decolonizing the Mind: Postcolonial Africa; America in the 1960s; Bearing Witness - Understanding the Holocaust and Genocides of the World; Define American – An Exploration of Immigration and Immigrant Experience in the U.S.; The U.S. and the Middle East; Popular Culture and Global Politics; A Fundamental Difference? Race, Class, and Gender; Globalization
MATHEMATICS The beauty and power of mathematics make it a vital component of secondary education. LWHS requires all students to complete at least three years of mathematics, and the vast majority of students opt for four years. Math is approached not just as a body of knowledge, but as a way of thinking. Students learn best, and are best able to apply what they learn, when they have the opportunity to construct their own understanding of mathematical concepts, so the faculty strives at all times to make the students active participants in the learning process. Cooperative investigation and problem solving in small groups are used extensively. Diverse means are used in order to assess student understanding and mastery, and in several classes this includes writing about math concepts. LWHS’ offerings begin with Algebra 1 and include college-level classes in Calculus and Statistics. A test is given to incoming students to help determine appropriate placement. All classes are full-year and UC-eligible. • • • • • •
Algebra 1 Geometry: Inductive and Deductive Algebra 2: Regular and Accelerated Precalculus: Regular and Honors Calculus: Regular and Honors Statistics and Applied Mathematics, Honors Statistics
PERFORMING ARTS In the Performing Arts, students learn to appreciate multiple perspectives and understand the role of performance as a powerful means of communication, expression, and reflection. Our department encourages students to explore their creative potential, provides a supportive environment to take artistic risks, and teaches the importance of persistence in all endeavors. We value a positive spirit of collaboration and also empower students to develop their individual artistic expression. Expectations are rigorous, and assessment is based on students’ progress toward mastery of craft, effective collaboration, and persistent effort. These practices and experiences serve students across the school wide curriculum and beyond. The Performing Arts department consists of four program areas: Dance, Instrumental Music, Theatre Arts, and Vocal Music. We offer introductory through advanced classes for credit within each program. The department also offers all students the opportunity to participate in the after-school Theatre Arts productions. Our performances and programs create strong connections throughout the community and exemplify the core of the school’s mission.
academic program
BODY-MIND EDUCATION
program areas the school
Lick-Wilmerding is a non-profit, independent, coeducational, college preparatory day school serving grades 9-12 with a tradition of integrating demanding academic courses with technical and fine arts. Endowed by San Francisco entrepreneur, James Lick, the California School of Mechanical Arts opened its doors in 1895. Subsequently, the “Lick School” merged with the Wilmerding School of Industrial Arts and the Lux School of Industrial Training. The school’s 490 students reflect LWHS’ strong commitment to cultural, social, and socioeconomic diversity. For example, in a recent self-reported survey, the LWHS student body identifies as 4% African American, 18% Asian American, 42% White, 6% Latino, 2% Middle Eastern, and 28% Multiracial. In 2015, there were 912 applicants for 118 places in the ninth grade; 128 students enrolled from 65 different middle schools. The Flexible Tuition Program awarded over $5 million to 38% of all enrolled students. faculty and administration
Our 70 full and part time administrators and faculty hold 46 Master’s degrees and 7 Doctorates. 51% are faculty and administrators of color. Performing, technical, and fine arts teachers have supplemented their formal degrees with extensive work and performance experience.
DANCE The Dance Program is open to all students interested in dance from the beginner through the advanced dancer. Classes focus on technique, choreography and performance skills. Dance students study Contemporary and Urban techniques, learn the craft of dance composition, and approach the creation of dances as an artistic endeavor. Students choreograph dances and perform in each other’s pieces, as well as in faculty choreography for bi-annual dance concerts. The program strives to meet the individual goals and levels of all students, encourages the development of personal expression and style, and fosters a strong community of dancers through collaboration and group work. • Dance 1, 2 • Dance Ensemble, Dance Company INSTRUMENTAL MUSIC The Instrumental Music Program at LWHS is designed to provide musical opportunities for wind, brass, percussion, keyboard, and string players (guitar and bass included) from the intermediate through the advanced levels. It is a multi-faceted and progressive program that emphasizes instrumental proficiency and ensemble experience. • • • • •
Advanced Jazz Ensemble Big Band Chamber Orchestra Introduction to Instrumental Music 21st Century Ensemble
THEATRE ARTS The Theatre Arts Program is designed to equip students with a solid understanding of the theatrical process in an atmosphere that values exploration, creativity, and collaboration. Students may take classes as electives or may complete many classes with the intention to major in theatre at the college level. Students may choose the Directing Track, and advanced study involving a series of theatre classes that culminate in directing a one-act play for our annual festival of new works. The program also arranges field trips to popular local theatre productions and supplements courses with visiting guest artist professionals. • • • •
Acting Improv Playwrights and Performers Stagecraft
VOCAL MUSIC Through the lens of choral music, students will learn more about themselves, the world around us, and the art of collaboration. The Vocal Music Program encourages students to explore their creativity, develop healthy vocal production, refine the art of music making, reflect on self-created work, and to learn expression through singing. Repertoire will range from Renaissance to Popular and World Music. Students are given the opportunity to sing in small groups and large ensembles, and the Vocal Music Program is aligned with the National Standards for Music Education as developed by the Music Educators National Conference. These standards are the guiding principles for providing a well-rounded music education to students in the Vocal Music Program at LWHS. • • • •
Men’s Chorus Voice 1 Vocal Ensemble Women’s Chorus
SCIENCE Science empowers students to share in the joy of comprehending the natural world. Science is a way of thinking, a process – much more than a collection of facts. Students discover content through inquiry, curiosity, and exploration. Students will ask questions, design experiments, and analyze data. They will also learn to look at concepts from multiple perspectives and to relate science to everyday experiences. Classes offer a mix of discussions, group work, lab experiments, lectures, and projects. Examples, analogies, and lab experiments help students discover and apply concepts. The learning environment is collaborative, enriched by varied learning styles
and life experiences. Students also consider the political, ethical, and social dimensions of the subject matter. In 11th and 12th grades, students can choose among the elective offerings. We encourage students to make a four-year plan and discuss their choices and goals with teachers and advisors. • Freshman requirement: Biology • Sophomore requirement: Chemistry • Junior and Senior electives: Brain and Behavior, Honors Chemistry, Genetics and Evolution: Honors Biology, Anatomy and Physiology: Honors Biology, Marine Ecology, Physics, Honors Physics, STEM Engineering with Physics, and several BlendEd science offerings which vary by semester.
TECHNICAL ARTS The Technical Arts program is a place where the head, heart, and hands converge, providing opportunities to tackle real world design challenges. Remaining faithful to its century old history as an innovative institution in the technical arts, Lick-Wilmerding High School offers a unique collection of shop classes. LWHS students learn to work conceptually and physically, moving from theory to practice in order to bring the designs of the mind into the physical world. Technical Arts department objectives include cross-disciplinary and collaborative learning, skills for engineering, effective problem solving, creative expression, competency in the language of craft and design, and personal empowerment through self-confidence and self-esteem. All courses can be taken multiple times for credit with the permission of the instructor and when space in the course is available. The school requires all students to take a minimum of four semesters in the Technical Arts. Besides taking Design and Technology (DT1) in the ninth grade, students must choose two other semester-long classes that meet in the shops: Electronics, Computing, Metal Fabrications, Jewelry/Metal Art, or Woodworking. • Freshman requirement: Design & Technology (DT1) • Electronics Shop: Circuits and Electronics – Analog and Digital, Circuits and Electronics – Device Invention • Fabrications Shop: Metal Fabrications- Kinetics, Metal Fabrications – Rethinking Furniture, Metal Fabrications – Private Skills for a Public Purpose • Jewelry and Computing Shop: Art and Science of Computing, Jewelry/Metal Art 1, Jewelry/Metal Art 2 • Wood Shop: Wood – Joinery and Turning, Wood – Engineering the Chair, Wood – Private Skills for a Public Purpose
VISUAL ARTS The Visual Arts Department nurtures perception, thinking and expression. According to Spanish philosopher, Jose Ortega Y. Gasset, “Art is creation, renewal, and freedom.” Zen master, D.T. Suzuki asserts that it rises “…from the isness of things, unhampered by senses and intellect.” We believe that it empowers the discovery of creative promise within. Visual Arts teachers encourage students to explore their imagination, tap into their experience and knowledge about the world, and trust their unique vision without fear of failure. We stress visual literacy, conceptual thinking, experimentation, craftsmanship, and commitment. We ask LWHS students to explore, take risks, persevere, and deepen their visual perceptions honestly, reflectively, and carefully. Our intention is to inspire them to be curious, creative, and courageous, but also disciplined and attentive. We hope that through the development of their visual literacy, LWHS students will become more confident in the uniqueness of their vision. Teacher-artists in the Visual Arts Department nurture respect for cultural heritage as well as for contemporary art. Our courses provide more than art foundations; they instill life skills that will serve students beyond the classroom. Through varied course offerings students engage in asking essential questions about the visual world, develop skills in making important artwork, and use artist’s habits of mind in their inquiry and process. We expect that through engagement in our program, students will become active contributors to a culture that values art. We hope that through effort, perseverance, and inquiry,
students will achieve a deeper visual understanding of their world and that they will be inspired to create in the future.
aesthetic perception will be emphasized. Skills in the use of the manual 35 mm camera, as well as darkroom procedures and processes are taught. Topics may include the cultural and historical impact of photography, alternative photographic image making, and digital photography.
program areas CONTEMPORARY MEDIA AND ART Visual Art is the foundation through which students find their own creative commentary about a variety of important social issues. They work with conventional studio art tools and mixed-media, as well as computer applications and video. Class projects are unified through thematic content, but remain interdisciplinary and over a broad set of conceptual and method-based explorations. Students become conversant in the vocabulary and theory of visual design, and learn to apply these skills in the language of art critique. A major goal of this course is to teach for fluency and understanding of the elements and principles of design. Achieving this, students may expand their perceptions of art and better understand messages that surround them, while becoming more discerning consumers and interpreters of media.
• Photography 1, 2
Special Programs independent study/ teaching assistants
• Drawing and Painting • Drawing and Painting the Mural • Mixed Media
Juniors and Seniors may request a semester-long Independent Study or Teaching Assistantship. An Independent Study investigates a topic not taught/covered in detail in a LWHS course. Teaching Assistantships allow students to experience what it means to be a teacher and process the opportunity through thoughtful reflection.
ARCHITECTURAL DESIGN Architectural Design students explore the world of their imagination as they learn principles of architectural composition. They address foundations of the design process such as form, function, proportion, scale, and space. Through a number of individual projects, students learn about specific requirements for the design of private and public spaces. Great emphasis is placed on creativity, graphic presentation, and computer skills. In addition, students practice hand sketching and coloring, as well as model making. Studio work is supplemented by a survey of important monuments in the history of architecture, guest appearances, by local architects, and field trips to design studios.
WORLD LANGUAGES
philanthropy initiative
• Architectural Design • Advanced Architectural Design
Students’ four basic language skills (listening, speaking, reading, and writing) are developed while exploring the cultural contributions of diverse regions united by a common language. Teachers use a dynamic approach that incorporates a broad array of materials, such as up-to–date texts and workbooks, classic and contemporary literature, films and shorts, documentaries, current events, internet sources, music and audio CDs. Class activities (designed to address various learning styles) may include pair and small group work, games, student-led classes, student presentations, skits and role-plays, student-made videos and iMovies, research projects, and exploration of community resources.
STUDIO ART Students learn and refine new techniques, keeping expression and skill at the center of what they create. While a variety of materials and methods will be explored, assignments are structured to encourage thinking through exploration and discovery. Through the further examination of the technical, historical, aesthetic, cultural, and contemporary concerns of art and artists, students will develop their own personal and artistic ways of working.
In an increasingly interdependent world, communication and interaction with people in their native languages helps foster positive relationships. In addition to the practical benefits of speaking other languages, knowledge of another language encourages different ways of viewing the world we share. Lick-Wilmerding is committed to fostering students’ proficiency in another language, as demonstrated by the depth of the curriculum and the length of study required: three years of study in one language, or two years of study in each of two different languages, or in study of one language through level 4 or 4 Honors.
FILM Using the history of film as a context for learning, students will study various techniques and methods and apply this knowledge to their own original projects. Camera and tripod use, cinematography, editing techniques, sound, and the narrative form will be studied. Students also receive the technical training necessary in order to create their own films from inception to creation. Visual problem solving, long term planning, careful attention to process, and other habits of the filmmaker are emphasized, so that students may develop and communicate their individual points of view.
Recognizing that students progress at different rates, the department is sensitive to each student’s unique needs and, when possible, offers accelerated or honors sections for students capable of a more demanding pace. All courses are year-long.
Film courses offered in the past two years include: • Advanced Film Studio, Bay Area Cinema, Film Cinematic Storytelling, Media for Social Change PHOTOGRAPHY Students will pursue self expression and develop their own artistic voice, while examining a variety of photographic methods and processes. Course work considers the particular qualities of photography as a visual art, and as a means of creative communication. Design, composition, and
• French 1, 2, 3, 4/4 Honors • Mandarin Chinese 1, 2, 3, 4 Honors • Spanish 1, 1 Accelerated, 2, 2 Accelerated, 3, 3 Honors, 4, 4 Honors
The LWHS course catalog is available online at www.lwhs.org/coursecatalog.
LWHS GRADUATION REQUIREMENTS Body-Mind Education 1 year 9th
Mathematics (3 years) 3 years required, 4 years recommended
English (4 years) 1 year 9th
Science (3 years) 1 year 9th (Biology)
1 year 10th
1 year 10th (Chemistry)
1 year 11th
1 year 11th or 12th
(1 year)
1 year 12th History and Social Studies (3 years) 1 year 10th 1 year 11th 1 year 12th
Technical Arts (2 years) 1 year 9th (Design & Technology) 1 year 10th, 11th or 12th
Visual and Performing Arts (1 year) 1 year 9th (Contemporary Media
and Art)
World Languages (3 or 4 years)
3 years of the same language or 2 years each of two different languages* Public Purpose Program (4 years)
*A student who places into an advanced level of one of the languages offered and who completes the highest course offered in that language will satisfy the requirement and will not be required to start another. The highest courses offered are Spanish 4 Honors, French 4/4 Honors, and Chinese 4 Honors. A student in this situation must still carry a total minimum course load of 6 courses.
10th through 12th grade LWHS students grapple with questions about social justice, equity, and ethics as it pertains to giving. In this class, an exploration of these topics prepares students to think critically about why they should give and what giving responsibly means. Students directly engage in service learning projects to share their talents, strengths, and resources with the community. The culminating project for the class is to lead a thorough selection process to grant $20,000 to a philanthropic cause of their choice. bay area blended consortium
LWHS students can take elective courses that combine online learning with direct classroom instruction and experiential learning. Course instructors are faculty from the five consortium schools: The Athenian School, The College Preparatory School, Lick-Wilmerding High School, Marin Academy, and The Urban School. By learning through a blended model, LWHS students prepare for the changing methods of instruction they will experience in college, while preserving the core relational culture that lies at the heart of LWHS’ educational mission. BlendEd offerings are full credit, graded courses, and may count as a student’s sixth course. Learn more about the BlendEd program at www.blendedconsortium.org.
CUMULATIVE UNWEIGHTED GPA
SAT SCORES
SAT SUBJECT TEST SCORES
(FIRST SIX SEMESTERS—CLASS OF 2015)
(CLASS OF 2015)
(CLASS OF 2015)
Quintile
1st
Average GPA
3.93
Range GPA
4.0-3.88
average scores
Critical Reading
Math
Writing
SAT Subject
Avg. Test # of Scores Students
SAT Subject
Avg. Test # of Scores Students
Biology Ecology
640
1
Math Level I
653
4
Chemistry
713
29
Math Level II
718
60
2nd
3.81
3.87-3.75
3rd
3.70
3.74-3.64
Chinese w/Listening
747
2
Modern Hebrew
430
1
4th
3.54
3.63-3.45
English Literature
666
48
Spani sh
685
22
5th
3.23
3.44-2.49
French
595
2
U.S. History
545
6
French w/Listening
745
2
World History
540
3
111 Students Mean Cumulative Unweighted GPA: 3.64
664
673
685
middle 50%
Critical Reading
Math
610-740
610-740
Writing
620-730
Over the past four years, 19 students have earned National Merit commendation; 5 have been named Finalists. There have been two Finalists in the National Achievement Scholarship Program and three have been selected for the National Hispanic Recognition Program.
COLLEGE MATRICULATION Each year, 98-100% of our graduates attend four-year colleges or universities; others will take a gap year or attend a community college. Lick-Wilmerding students from the past four years have attended the following schools: American University
4
Columbia University
8
Oberlin College
Amherst College
5
Cornell University
7
Occidental College
Azusa Pacific University
1
Dartmouth College
7
Pitzer College
Babson College
4
Davidson College
1
Bard College
3
Dominican University of California
1
Barnard College
8
Duke University
Bennington College
1
Bentley University
5
University of British Columbia
3
10
University of Chicago
3
6
University of Denver
4
Polytechnic Institute of NYU
2
University of Edinburgh
2
Pomona College
5
University of Hawaii at Manoa
1
3
Pratt Institute
2
Emerson College
2
Princeton University
3
University of Illinois at Urbana-Champaign
1
2
Emory University
1
Reed College
5
University of Kentucky
1
Boston College
1
Franklin and Marshall College
1
Rensselaer Polytechnic Institute
3
University of Maryland, College Park
1
Boston University
7
Georgetown University
5
Rhode Island School of Design
5
Bowdoin College
2
Georgia Institute of Technology
1
Rice University
1
Brown University
12
Hamilton College - NY
3
Rochester Institute of Technology
1
Bryn Mawr College
1
Harvard University
4
Santa Clara University
4
California Institute of Technology
2
Harvey Mudd College
2
Savannah College of Art and Design
1
California Lutheran University
1
Haverford College
2
School of the Art Institute of Chicago 1
University of California Berkeley 15 Davis 3 Los Angeles 9 Merced 4 Riverside 1 San Diego 2 Santa Barbara 7 Santa Cruz 9
Hofstra University
1
Scripps College
3
Howard University
2
Seattle University
1
Indiana University at Bloomington
1
Skidmore College
2
Ithaca College
1
Smith College
4
Sonoma State University
California Polytechnic State University Pomona 1 San Luis Obispo 9
Johns Hopkins University
10
Kenyon College
2
Lehigh University
1
Lewis & Clark College
9
Loyola University New Orleans
2
Luther College
1
California State University East Bay 1 Sacramento 1 San Francisco 7
Macalester College
11
McGill University
4
Carleton College
Middlebury College
7
Mills College
1
Carnegie Mellon University
2 10
Massachusetts Institute of Technology 7
Case Western Reserve University
1
Mount Holyoke College
Clark University
2
New York University
1
Colby College
1
North Carolina State University
1
Colgate University
1
Northeastern University
8
Colorado College
2
Northwestern University
13
22
University of Michigan
8
University of Oregon
6
University of Pennsylvania
4
University of Puget Sound
6
University of Redlands
1
University of Rochester
2
University of San Diego
1
University of San Francisco
8
University of Southern California
15
University of St. Andrews
2
1
University of the Pacific
1
Southern California Institute of Architecture
University of Virginia
2
1
University of Washington
6
Spelman College
1
University of Wisconsin, Madison
1
Vassar College
5
Stanford University
20
Stetson University
1
Washington University in St. Louis
7
Syracuse University
5
Wesleyan University
8
The Cooper Union for the Advancement of Science & Art
4
The George Washington University
7
The New School–Eugene Lang College 1 The University of Texas, Austin
1
Trinity College
1
Tufts University
14
Tulane University
7
University of Aarhus
1
Westmont College
1
Whitman College
3
Whittier College
1
Willamette University
3
Williams College
4
Worcester Polytechnic Institute
1
Yale University
8
Lick-Wilmerding is fully accredited by the Western Association of Schools and Colleges and is a member of the National Association of Independent Schools, the National Association for College Admission Counseling, the College Board and A Better Chance.
Lick-Wilmerding’s Mission Statement A private school with public purpose, Lick-Wilmerding High School develops the head, heart, and hands of highly motivated students from all walks of life, inspiring them to become life-long learners who contribute to the world with confidence and compassion.