Vermont Academy
2012-2013 Course Offerings
2012-2013 Course Offerings English
History
Mathematics
English 9 - The Quest
9th Grade
Algebra I
English 9 - The Quest Honors (W/S)
English 10 - The Individual in Society
Foundations in History
English 10 - The Individual in Society
10th Grade:
English 11 - American Literature
Honors European History (F/W)
Honors
English 11 - American Literature Honors
Modern Comparative Cultures AP US History (S) 11th Grade
12th Grade AP English
Literature and Composition 12th Grade Electives: Senior Writing Seminar (F) - Required
unless in AP English
Fantasy (W)
World Literature 1 (W)
US History
AP US History 12th Grade Art and AP Economics electives:
English for International Students (EIS)
AP Calculus BC
Advanced Mathematics
Kinesiology
Contemporary Issues (F)
Languages (ESOL)
AP Calculus AB
AP Economics (year long)
The Holocaust (F)
AP Statistics
Cellular Biology
Science Fiction (S)
English for Speakers of Other
Finance Mathematics
Field Biology
Modern Art (S)
Public Speaking (W)
Options for International Students:
Pre-calculus
The American Civil War (F)
Literature of Trauma and Survival (S)
Functions
Art History - Smashing Expectations -
12th Grade – Trimester Electives
The Outsiders (S)
Algebra II Honors
Sciences
Madness and Society (W, S)
Writing and Reflection (S)
Algebra II
Art History - Survey (F/W)
Native American Literature (W)
World Literature 2 (S)
Geometry
Comparative Religions (F)
American Indian History I:
Pre-contact to 1830 (F)
Introduction to Microeconomics (F) History of the Middle East (W)
Exploration & First Encounters (W)
The Making of Modern East Asia (W) Senior Research Seminar (W) American Indian History II:
1830 – Present (W)
Introduction to Macroeconomics (W) History of the 1960s (W)
History of the American Wilderness (S)
Leaders and Leadership (S)
The Evolution of Societies (S)
Modern Africa: Challenges and
Opportunities (S)
Applied Economics (S)
History of Latin America (S)
Social and Political Philosphy (S)
Anatomy and Physiology Biotechnology/Bioethics AP Biology Chemistry
Organic Biochemistry AP Chemistry
Environmental Issues Analysis AP Environmental Science
Integrated Physical Science Physics: Project Robotics
Honors Physics: Mechanics
Advanced Physics: Robotics Software
& Engineering
Magnetism
Engineering
Advanced Physics: Electricity and Advanced Physics: Architecture and AP Physics: Mechanics C-level Astronomy
Forensic Science
2012-2013 Course Offerings World Languages French 1 French 2 French 3
French 4 Honors French 5 Honors AP French
Ensemble Offerings – H Period: (Ensembles are all year-long,
with open enrollment at trimesters.) Jazz Ensemble
Vocal Ensemble
Chamber Ensemble
Latin 1
Visual Arts
Spanish 1
Pottery (F, W, S)
Latin 2
Advanced Art (year-long)
Spanish 2
Freshman Arts Program (F, W, S)
Spanish 3
Spanish 4 Honors Spanish 5 Honors AP Spanish Russian 1 Russian 2 Performing Arts Theater Course Offerings:
Studio Art I:
Foundations (F) 3-D (W)
Introduction to Painting (S) Studio Art II:
Advanced Drawing and Design (F) Cardboard Construction (W)
Painting and Printmaking (S)
Advanced Theater Seminar (year long)
Digital Photography:
Acting (F)
Studio and Still Life (W)
Freshman Arts Program (F, W, S) Playwriting (W)
Winter Workshop
(W - afternoon activity)
Directing (S)
Music Course Offerings:
Freshman Arts Program (F, W, S)
Basics (F)
Landscapes and Portraits (S)
Black & White Photography: B&W Applications (F)
B&W Composition (W) B&W Studio (S)
Sound Lab (F)
Filmmaking:
Electronic Instrument
Basic Film (W)
Music Appreciation (W)
Building & Design (W)
Music Theory (S)
Recording Studio (S)
Music lessons (F, W, S)
Advanced Film (F) Stop Motion Animation (S) Computer Studio:
Introduction to Computer Studio (F) Designing for print and
Digital Publications (W)
Fine Art in the Computer Studio (S)
All courses are year-long unless indicated by trimester: F/W/S
2012 2013 Vermont Academy Course Offerings
Welcome to the 2012-2013 Vermont Academy Course
Vermont Academy’s rigorous academic curriculum is
and effort that they have invested in making our aca-
filling in the details) and linked to real—world situ-
Catalog. I am indebted to my colleagues for the time
conceptually based (seeing the “big picture” and then
demic program one of the strongest in New England.
ations. Through process learning, teachers guide stu-
The impressive number of diverse courses we offer
dents on their journey of gathering knowledge. They
and the experience and dedication of our faculty help
demonstrate this knowledge through class participa-
to make the VA experience a rewarding one for all of
tion, writing, projects and presentations, as well as
our students. The one major change for 2012-2013 is
quizzes and tests. Practical applications of the subject
the decision to switch to a trimester based academic
matter provide meaningful work and, in many cases,
calendar. We are confident that this is the right move
career opportunities. Students learn the skills for oral
for our faculty, for our challenging academic program,
and written expression, critical thinking and analysis,
and most importantly for our students. Trimesters will
active listening, and the cultivation of good instincts—
allow us to better balance our unique academic and
intellectual, creative, athletic, and social.
athletic calendar, improve our growing international studies program, and provide our students with more
Vermont Academy reserves the right to change adver-
these changes and hope that this course catalog explains
offered, and to cancel, at any time up to the third day
academic options, not less. We are looking forward to
tised courses, to alter the dates on which courses are
in detail the impressive list of academic offerings here
of classes, any advertised course in which enrollment
at V.A.
is judged to be unacceptably small. Likewise, Vermont Academy has the right to restrict
Vermont Academy, like Vermont
enrollment in any course when
itself, invites its students to get
sign-ups exceed the departmen-
involved. We view challenges as
tally determined course capacity.
opportunities for students to stretch
Students who are enrolled in the
their intellect and discover their
first term of a continuing course
talents. Our program is designed
may have priority in subsequent
for college-bound students who
terms.
enjoy a comfortable combination of structure and support. The struc-
English Courses
and participation as well as grades.
We have two primary goals in Eng-
from both teachers and students
better writers and readers, and to
ture is flexible and based on effort
lish: To help our students become
The support and personal attention
help them sharpen their critical
include a 9:1 student/teacher ratio,
thinking skills. At the same time,
seminar-style classes, an average
we want to convey to them the
class size of ten, a strong advisor
excitement, power, freedom, and
system, and a learning skills cen-
versatility of language through
ter. Vermont Academy’s goal is to
develop confident and indepen-
The Long Walk
their own experience with writing
and through exposure to a wide
dent learners for life.
1
variety of literary works. Through
refine skills acquired in the 9th
ing, our students confront the
the writing process, analytical
literature and in their own writ-
grade. They continue to work on
ideas and issues that complete and
writing, vocabulary, grammar,
enrich life.
and reading skills. Readings may
include: Fahrenheit 451, Macbeth,
English courses at all levels are based
on
individualized
A Long Way Gone, Plainsong, and
and
short stories. No prerequisites.
small-group instruction that challenge students to take responsi-
English 10 The Individual in Society Honors (year long) Stu-
bility for their own learning and to think conceptually. Regular
dents must complete an applica-
frequent classroom discussions,
mental approva
tion process and receive depart-
writing and reading assignments, group workshops, individual student - teacher conferences and
English 11 American Literature
challenge.
on American writers from the 19th
This year long course concentrates
special projects are all part of the
The English Department believes
English Class
and 20th centuries. Students will
read a selection of short stories,
that critical thinking requires an open mind and a safe
non fiction, poetry, and novels covering a variety of lit-
comfortable setting for free exchange of ideas, and we
their writing skills in research, analytical, and creative
erary styles and themes. Students will continue to refine
environment in which to use it. Therefore, we stress a encourage all members of classes to respect the natural
writing assignments. In conjunction with course mate-
variety of opinions and points of view that inevitably
rial and in preparation for standardized tests, this course
flow in class discussion.
continues to emphasize vocabulary building and grammar. Texts will include The Crucible, My Antonia, The Great Gatsby, and The Things They Carried. No prereq-
English Courses
uisites.
English 9 - The Quest In this year long course, students focus on the close
English 11 – American Literature Honors (year long) Students must complete an application
reading of a text, the writing process, vocabulary building, and grammar. They are also introduced to literary
process and receive departmental approval.
novel. Patterns in literature such as the hero journey
AP English - Literature and Composition This year
mythology and The Bible, The Odyssey, The Alchemist,
the Advanced Placement exam in English. Centered on
forms including short stories, drama, poetry and the
long course for seniors will prepare students to take
are also explored. Readings may include: stories from
American and world literature, the course is designed
The Bean Trees, and The Tempest. No prerequisites.
to introduce students to a variety of rhetorical styles
English 9 The Quest Honors Trimesters two and
three
and to increase students’ repertoire of literary works.
Students must complete an application process
Emphasis is placed upon written exercises through
and receive departmental approval.
which students explore how authors work to convey their meanings, and through which students learn to
English 10 The Individual in Society This full year
articulate ideas concisely. Titles may include, but are not
course focuses on how individuals function within the
limited to: Oedipus the King, Hamlet, Cry the Beloved
context of the family and in society at large. Students
Country, Heart of Darkness, short stories by Joyce Carol
2
Oates, Jhumpa Lahiri, Alice Walker, Tim O’Brien, Flan-
World Literature 1 This is a one trimester 12th grade
present. No prerequisites but students must complete an
Isles, Western and Eastern Europe, India, and the Mid-
nery O’Connor, and poetry from the 17th century to the
course designed to explore literature from the British
application process and receive departmental approval.
dle East, with a focus on how that literature-- stories,
essays, myths/folktales and poems-- represents the cul-
ture, philosophies, and issues facing the various societ-
English for Speakers of Other Languages (ESOL) This is a year long credit course which concentrates
ies. Students will write analytical and reflective essays
on teaching English as a secondary language. Students
as well as some creative pieces in response to the read-
acquire listening and speaking skills and study gram-
ings. No prerequisites.
mar, vocabulary, reading, and writing. New students
will be placed in this course based on their performance
Native American Literature
The aim of this course
is to better understand and study the North American
on a placement test given during orientation. No pre-
Indian experience during the 20th century by reading sto-
requisites.
ries and several written works by contemporary Native
English for International Students (EIS) This course
American authors, poets, and musicians. Students will
cannot be taken concurrently with ESOL. This course is designed as the final transition to mainstream English classes. This year long credit course is designed to give students an opportunity to practice the skills needed in mainstream English classes, such as analytical and personal writing, reading, and how to discuss literature. New students will be placed in this course based on their performance on a placement test given during orientation. No prerequisites.
get a chance to explore issues such as the changing face of the American Indian family post contact and why tradition remains a vital part of their experience to this day.
The reading list will include such texts House Made of
Dawn, The Lone Ranger and Tonto Fistfight in Heaven, Yellow Raft in Blue Water, Ceremony, and The Painted
Drum. Students will have an opportunity to learn more about what it means to be an American Indian during contemporary times and get a better sense of the American Indians’ past, present and future existence. No pre-
English 12 electives
requisites.
Fall Trimester Senior Writing Seminar (Required) Using essays
Madness and Society
In many provocative literary
and short stories as models, this course offers an inten-
works, characters are viewed as mad by those around
emphasizing the process approach. Students examine
in various texts (including but not limited to “The Yellow
sive preparation for college level expository writing
them. This course will explore the social norms presented
and practice the rules and principles that underpin
Wallpaper”, selected stories by Edgar Allen Poe, Fight
good writing. Time will be set aside for work on the
Club, In the Lake of the Woods, A Clockwork Orange,
personal college essay. The main text for this class is
and Hamlet) and the reasons why characters are often
The Bedford Reader. No prerequisites.
deemed mad. We will also explore the responses to mad characters – ostracizing, imprisoning, and reforming –
Winter Trimester Fantasy This is a one trimester senior elective explor-
and how those actions affect both the individual charac-
not only as a venue for literary imagination, but also as
a section of the reading. As the course proceeds, essay
ter and the society in which he/she lives. Students will
ing the genre of fantasy fiction and how authors use it
be expected to write regularly, most often in response to
social commentary to explore issues in the real world.
topics will ask students to link texts together. No pre-
The readings will include A Midsummer Night’s
requisites.
Dream by Shakespeare, Magic Street by Orson Scott
Card, The Hobbit by Tolkein, and A Wizard of Earthsea
Public Speaking Public Speaking is a course designed
and analytical essays as well as creative writing based
placed on the application of basic communication theory
to improve oral communication skills. Emphasis is
by LeGuin. Writing assignments will include reflective
to practical communication experiences. Speech tech-
on the literature studied. No prerequisites.
3
nique is bolstered by the study of rhetoric with a focus
oning, and reforming – and how those actions affect
the course, students should have increased confidence
he/she lives. Students will be expected to write
on the development of a unified thesis. By the end of
both the individual character and the society in which
in their public speaking ability, learned the prin¬ciples
regularly, most often in response to a section of the read-
of effective public speaking, demonstrated aspects of
ing. As the course proceeds, essay topics will ask stu-
effective speech preparation, and applied appropriate
dents to link texts together. No prerequisites.
public speaking skills to a variety of speech contexts. No prerequisites.
Writing and Reflection This course focuses on build-
Spring Trimester Science Fiction This is a one trimester senior elective
essays, narratives, persuasive arguments, poetry, and
use it not only as a format for creative expression, but
are invited to experiment as they find their own unique
ing and refining skills involved in writing personal drama. The ultimate goal for the course will be to create
exploring the genre of science fiction and how authors
and maintain a student-run literary magazine. Students
also as a platform for social commentary about real
voice and writing interests. We will read and discuss
world issues. The readings will include The Martian
works in a variety of genres with the emphasis on writ-
Chronicles by Ray Bradbury, and Ender’s Game by
ing as a way to both reflect upon and communicate one’s
Orson Scott Card, as well as works by Adams, Heinlein,
experiences. Students will also learn about formatting
Asimov, and others. Writing assignments will include
and editing for publication. Texts include supplemental
analytical and reflective essays as well as creative writ-
handouts and students’ own work. No prerequisites.
ing based on the literature studied. No prerequisites.
The Outsiders
What happens when mainstream lit-
World Literature 2 This is a one trimester senior elec-
erature doesn’t tell your story? From early Americans
Rim, Africa and the Americas with a focus on how that
bean author Jamaica Kincaid to contemporary authors
tive designed to explore literature from Asia, the Pacific
such as Anne Bradstreet and Sojourner Truth to Carib-
literature--stories, essays, myths/folktales and poems-
of Asian descent such as Amy Tan and Jhumpa Lahiri,
-represents the culture, philosophies, and issues facing
writers have told the stories of the “outsiders” or “the
the various societies. Students
others”. In this course, we will
will write analytical and reflective
read short stories, drama and nov-
essays as well as some creative
els from around the world. We
pieces in response to the readings.
will hear the voices of a woman
No prerequisites.
trying to find her place in a male-
dominated society, of a slave who
Madness and Society In many
wants to learn to read and write,
provocative literary works, char-
of a young girl who wants to
acters are viewed as mad by
escape her mother’s oppression,
those around them. This course
and of immigrants trying to rec-
will explore the social norms pre-
oncile their cultures with Ameri-
sented in various texts (including
can society. Writing will include
but not limited to “The Yellow
short analytical pieces about the
Wallpaper”, selected stories by
literature and personal/ reflective
Edgar Allen Poe, Fight Club, In
responses. Texts could include,
the Lake of the Woods, A Clock-
but are not limited to: The Author
work Orange, and Hamlet) and
to Her Book (Bradstreet), Ain’t I a
the reasons why characters are
Woman (Sojourner Truth), Annie
often deemed mad. We will also
explore the responses to mad
John (Jamaica Kincaid), and The Ready for Formal Meal
characters – ostracizing, impris-
Brief Wondrous Life of Oscar Wao (Junot Diaz).
4
Honors English Information Honors English courses
French 1 This course introduces the language through
are offered for those students who have a desire to go
all four skills: listening, speaking, reading, and writing.
who wants to be considered for honors or AP English,
in using French as a means of communication. Par-
above and beyond in the study of English. A student,
The main goal is to develop the student’s confidence
must receive a grade no lower than a B+ in his/her
ticipants are expected to work effectively in groups, as
write an essay at a specified time and place. The Eng-
notebook for compositions. Breaking the French Barrier,
current English course. Students will also be asked to
well as independently, and to maintain a self-corrected
lish department will meet to screen the candidates and
Beginner is the primary text; there are many supplemen-
determine placement.
tal materials used including a beginner reader, songs, and authentic listening sources found online.
Language Courses
French 2 Intended for students who have acquired a
The World Language Department prepares students
basic knowledge in French, this course offers an equal
to become culturally sensitive and commnicatively
emphasis on written and oral skills. Participants are
competent in a second language. Through spoken
expected to work effectively in groups, as well as inde-
languages as well as the study of Latin, it offers stu-
pendently, and to maintain a self-corrected notebook for
dents an invaluable point of reference into their native
compositions. Breaking the French Barrier, Intermediate
language and global vision of the world. A four year
is the primary text; there are many supplemental materi-
sequence is offered in French and Spanish; a two year
als used including an intermediate level reader, songs,
sequence is offered in Russian and Latin.
film and authentic listening sources found online.
French 3 Conducted entirely in French, this course
The emphasis of the department is on the spoken word, and to that end, the classes are taught with an immer-
introduces students to French literature with Le Petit
media and the latest available technology and tools to
analyze and reflect weekly on the reading in a journal.
Prince by Saint-Exupery. Participants are expected to
sion approach and are constantly filled with music, film,
An in-depth study of one or two films and a complete
support this philosophy.
grammatical review solidify the communicative pro-
ficiency. Breaking the French Barrier, Advanced is the
Languages show how people think, and thus the depart-
primary text; many cultural and supplemental materials
ment strives for accuracy of expression and interpreta-
are used to enhance the class.
tion. Since verbal clues to how people think help define
their cultures, they, in turn, make our own more compre-
hensible. Thus, students become more self-aware, confi-
French 4 Honors Stressing the effective communica-
context of understanding another language.
of political and literary topics, this syllabus includes an
tion of thought and ideas through debate and discussion
dent and independent thinkers and learners within the
in-depth study of Camus’ L�Etranger and the region of Provence. This class also utilizes the grammar text,
Advanced and honors levels 3 and 4 in Spanish and
Breaking the French Barrier, Advanced, but it incorpo-
French require a C+ average during the second term
rates many other materials from advanced texts as well.
of the previous level and a strong commitment to the
Additionally, the students study the cuisine of France
language as they are taught in the target language. The
and many other francophone countries. This course is
transition from level 1 to level 2 requires a C- average
also conducted entirely in French.
during the second semester. French 5 Honors, French AP, Spanish 5 Honors and Spanish AP (requiring depart-
mental approval) are courses for the motivated linguists
French 5 Honors For advanced students who do not
date. All language courses are year long.
course tailored to the interests of the students. It can
want to pursue the AP curriculum, this is an accelerated
and tailored to fit the need and interest of each candi-
take many different forms that range from a cultural
5
and historical study through film to a study of differ-
Spanish 4 Honors Stressing the effective communica-
ent genres of literature to French philosophers. It is con-
tion of thought and ideas through debate and discus-
motivation and a strong interest in culture and ideas.
an in-depth study of Cronica de una muerte anunciada
ducted entirely in French and requires a high level of
sion of political and literary topics, this course includes
by Gabriel Garcia Marquez and the theme of magical
AP French This course follows an AP syllabus that is
realism through other pieces of Latin American litera-
approved by the College Board and prepares students
ture and films. This class also utilizes the grammar text,
for the AP exam. It requires strong motivation and
Breaking the Spanish Barrier, Advanced, but it incorpo-
discipline as well as instructor and department chair
rates many other materials from advanced texts as well.
approval. The AP exam is required for all students at
Additionally, the students study the cuisine from Gali-
the end of the year.
cia, Spain as well as other provinces. This course is also conducted entirely in Spanish.
Spanish 1 This course introduces the language through
Spanish 5 Honors For advanced students who do not
all four skills: listening, speaking, reading, and writing. The main goal is to develop the student’s confidence in
want to pursue the AP curriculum, this is a course tai-
pants are expected to work effectively in groups, as well
different forms that range from a cultural and historical
lored to the interests of the students. It can take many
using Spanish as a means of communication. Partici-
study through film to a study of different genres of lit-
as independently, and to maintain a self-corrected note-
erature to uses of alternative energy in Spain. It is con-
book for compositions. Breaking the Spanish Barrier,
ducted entirely in Spanish and requires a high level of
Beginner is the primary text; there are many supplemen-
motivation and a strong interest in culture and ideas.
tal materials used including a beginner reader, songs, and authentic listening sources found online.
AP Spanish This course follows an AP syllabus that is
Spanish 2 Intended for students who have acquired a
approved by the College Board and prepares students
emphasis on written and oral skills. Participants are
discipline as well as instructor and department chair
basic knowledge in Spanish, this course offers an equal
for the AP exam. It requires strong motivation and
expected to work effectively in groups, as well as inde-
approval. The AP exam is required for all students at
pendently, and to maintain a self-corrected notebook for
the end of the year.
compositions. Breaking the Spanish Barrier, Intermediate
is the primary text; there are many supplemental materi-
Advanced Spanish Conversation Taught in Galicia,
film and authentic listening sources found online.
successfully finished Spanish 1 and Spanish 2 while on
Spain, this course is designed for the students that have
als used including an intermediate level reader, songs,
the Vermont Academy campus and who are accepted
Spanish 3 Conducted entirely in Spanish, this course
into the Vermont Academy Spain program. This course
introduces students to common themes in Latin Ameri-
is taught by teachers in Spain and from Spain and is,
can and Spanish literature through Album, a reader of
therefore, conducted entirely in Spanish.
short stories. Participants are expected to analyze and
The class
explores a weekly theme that focuses on an aspect of
reflect weekly on the readings in a journal. An in-depth
daily life and culture in Spain; it incorporates exercises,
study of one or two films and a complete grammatical
conversations, and new vocabulary, and it develops
review solidify the communicative proficiency. Break-
skills in listening and speaking. This is an eminently
ing the Spanish Barrier, Advanced is the primary text;
practical course that embraces the Vermont Academy
many cultural and supplemental materials are used to
philosophy of “hand-on learning� and helps students
enhance the class. The use of authentic listening sources
put into practice the accumulated knowledge from their
such as radio and internet sites occurs frequently and in
previous study of Spanish.
concert with other materials.
6
Latin 1 This course is an introduction to the student’s
The Mathematics Department recommends that all stu-
cal structure of the language and its relationship to mod-
of Algebra I, Geometry, and Algebra II is required for a
study of Latin beginning with a study of the grammati-
dents take 4 years of mathematics. Successful completion
ern languages. The students will develop a fundamental
Vermont Academy diploma. All mathematics courses
vocabulary for the purpose of written translation with
require that students have a TI-83+ or TI-84 graphing
the aid of a dictionary. There is also a focus on Greek
calculator.
and Roman culture through readings, film and internet
Algebra I This two-semester course emphasizes such
sites.
topics as the properties of the real number system, solv-
Latin 2 This course continues the study of written Latin;
ing first degree equations for one variable, fundamental
broadening the knowledge of the student’s grammati-
operations involving exponents, graphing and inter-
cal structures as well as a significant enrichment of their
preting linear equations, factoring, proportions, basic
vocabulary. There is also a focus on Greek and Roman
properties of quadratic equations and their graphs, and
culture through readings, film and internet sites.
problem solving strategies. This course requires that students have a TI-83+ or TI-84 graphing calculator.
Russian 1 This course is an introduc-
tion for the student’s study of the Rus-
Prerequisites: This course is open
student to a level of proficiency that
others by recommendation of the
sian Language and aims to bring the
to all entering 9th graders and
will allow them to communicate in
department
everyday conversation and to read simple Russian texts with the aid of a dictionary.
Geometry
course integrates material from
The instructor uses a
both plane and solid geometry and
film series to guide the content of the
requires the application of skills
class.
and concepts previously mastered
Russian 2 This course continues the
in Algebra 1. Students will learn
study of oral and written Russian;
inductively using The Geometer’s
broadening the knowledge of gram-
Sketchpad software provided by
matical structures as well as a signifi-
Vermont Academy. Basic compass
cant enrichment of vocabulary.
The instructor continues the use of a
This two-semester
and straight-edge constructions Study time
will also be utilized. The range of
film series to guide the content of the class.
topics covers basic one-, two-, and three-dimensional
Mathematics Courses
tionally, time will be given to the power and method of
shapes, their properties, and their relationships. Addiproof in Euclidean geometry. This course requires that
The Mathematics Department offers a range of courses
students have a TI-83+ or TI-84 graphing calculator.
designed to teach mathematics required for admission to colleges and universities. The goal of the department
Prerequisites: successful completion of Algebra I or by
is to provide our students with the ideas, skills, con-
recommendation of the department.
cepts, and attitudes that are essential for further study
Algebra II This course delves more deeply into all of
in mathematics and other related fields, and to foster an
appreciation for the power and beauty of mathematics.
the topics covered in Algebra I. There is strong emphasis
and Evaluation Standards of the National Council of
analysis of both the real and complex number systems,
on algebraic and transcendental functions, trigonometry,
Our course content is formed by using the Curriculum
arithmetic and geometric sequences, and probability.
Teachers of Mathematics.
7
This course requires that students have a TI-83+ or TI-84
all functions in terms of their graphs, real-world data
graphing calculator.
sets, and the practical interpretation of both. Addition-
ally students will progress in trigonometry through
Prerequisites: successful completion of Algebra I.
multiple angle identities, and explore vectors, paramet-
ric and polar equations, conic sections, and matrices.
Algebra II Honors The content of Algebra 2 Honors
This course requires that students have a TI-83+ or TI-84
is similar to that of the non-Honors section. The Honors
graphing calculator.
section includes additional topic: matrices, sequences, and conic sections. Assessments will give more empha-
Prerequisites: Successful completion of Functions, stu-
than basic mechanics. Students should expect home-
or higher, or by recommendation of the department.
sis to problem-solving and application techniques rather
dents who have completed Algebra II with a B- average
work assignments to include reading and learning new material independently prior to attending class. This
AP Statistics
statistics, students learn the art of distilling truth from
graphing calculator.
data. Students will collect and analyze data from the surrounding community and pre-prepared scenarios,
Prerequisites: Students applying for the Honors section
test hypotheses, and make appropriate conclusions.
must have earned at least a B+ in Geometry and obtain
Students will learn how to properly display and discuss
the permission of the department. Note: Students hop-
statistics and their implications. It is an expectation of
ing to take Algebra 2 and Geometry simultaneously
the course that any student receiving AP credit will take
must have earned at least a B+ in Algebra 1.
Functions
This two-semester course follows the
Advanced Placement Statistics course requirements. In
course requires that students have a TI-83+ or TI-84
the AP exam. This course requires that students have a
This two-semester course develops stu-
TI-83+ or TI-84 graphing calculator.
dents’ critical thinking and problem solving skills that they will apply for the rest of their lives. It makes a con-
Prerequisites: Successful completion Algebra 2 and with
classroom and real world situations, integrating real life
pared to complete college level work.
nection between the theory of mathematics taught in the
permission of the department. Students must be pre-
problems from science, business, and other applications
AP Calculus (AB) This two-semester course follows
while reinforcing and expanding on the student’s exist-
ing skills. The course completes the study of the elemen-
the Advanced Placement Calculus AB course require-
mic, and trigonometric) and includes topics from finite
the integral with emphasis on their applications. It is an
ments. Students are introduced to the derivative and
tary functions (linear, quadratic, exponential, logarith-
expectation of the course that any student receiving AP
mathematics, including basic probability and statistics.
credit will take the AP exam. This course requires that
This class is designed to review topics from previous
students have a TI-83+ or TI-84 graphing calculator.
courses while introducing material that will be given
emphasis in Pre-calculus. This course requires that students have a TI-83+ or TI-84 graphing calculator.
Prerequisites: Successful completion Pre-calculus with
Prerequisites: Successful completion of Algebra II.
pared to complete college level work.
permission of the department. Students must be pre-
Pre-calculus This two-semester course is designed for the mathematics/science student preparing to enter Cal-
AP Calculus (BC) This two-semester course follows
culus and/or advanced science classes. Students will
continue to study algebraic functions through the lens
the Advanced Placement Calculus BC course require-
tal, and trigonometric functions. Students will analyze
plus other topics listed in the Advanced Placement Cal-
ments. It covers the same material as AP Calculus AB,
of the Fundamental Theorem of Algebra, transcenden-
8
culus BC course requirements. It is an expectation of the
Topics include (if time permits): Derivatives, directional
the AP exam. This course requires that students have a
ness, separable equations, linear and nonlinear equa-
course that any student receiving AP credit will take
fields, and integral curves, integrating factors, unique-
TI-83+ or TI-84 graphing calculator.
tions, Euler’s method, 2nd order and higher order equa-
tions, power series, and Laplace Transforms. The texts
Prerequisites: Successful completion of AP Calculus
for this course are being evaluated and will be available
(AB) with permission of the department. Students must
at a future date.
be prepared to complete college level work.
Advanced Mathematics
Science Courses
This is a year long course
with two major divisions in curricula. During first half
Science has been described in numerous ways rang-
ear Algebra. The second half of the year, the students
gained through experience.” At Vermont Academy, it is
ing from “any methodological activity” to “knowledge
of the year, the students investigate the concepts of Lin-
presumed that experience is the key to the study of sci-
will shift their studies to the topics of Multivariable Ordi-
ence and, therefore, students are given as much scientific
nary Differential Calculus. The focus in each of these
experience as possible. The goal of the science curricu-
areas will be the application of the concepts learned in
lum is to help students consider data presented to them
formulating and solving algebraic and differential equa-
and make intelligent, rational, and justifiable decisions
tions to model situations in science and engineering.
based on that data. This approach will give students
The students will further investigate the various ways
the tools they need to explore the scientific concepts
of solve problems using the methods found in each of
they will face in college, and to later pursue rewarding
these disciplines. This course is problem oriented and
careers in the sciences. The normal sequence of courses
focused on the practical use of mathematics in science
for a student begins with Biology, in either the freshman
and technology.
or sophomore year. Science electives and advanced level
Prerequisites: Successful completion of AP Calculus
science classes are offered based on interest and avail-
(AB) and (BC).
ability of faculty.
Linear Algebra Some of the topics covered in this
Cellular Biology Cellular Biology is a yearlong lab
portion of the course are Gaussean reduction in linear
course designed to introduce students to basic concepts
eigenvalues and eigenvectors.
as provide a survey of major themes in biology. This
systems, vector spaces, linear maps, determinates, and
of scientific study, research and experimentation, as well
These topics are pre-
sented in a fashion that poses that the student progresses
Biology course addresses the major themes of Biology
most in mathematics while doing exercises. There are
through the lens of nutrition, medicine, health and fit-
project topics that students may choose from for each
ness. The course will cover the units of chemistry, bio-
chapter that support the concepts in that chapter. Written exams will also be given at the end of each chapter.
The text for this course is being evaluated and will be available at a future date.
Multivariable Ordinary Differential Calculus This
course is an introduction to the techniques used for solving differential equations that model concepts in science and technology. Close study of first order differential equations is the main focus of the term. A survey of the
techniques used for higher order differential equations follows as well as a brief investigation of some more dif-
Science Lab
ficult techniques.
9
chemistry, cells, genetics, evolution, and the human body
class will stimulate students’ interest in medical and
of discussions, lectures, group and individual work. The
(but are not limited to); histology, integumentary sys-
systems. Class time will be utilized with a combination
paramedical related fields. Topics to be studied include
course will meet for one lab block approximately once
tem, musculo-skeletal system, nervous system, endo-
per week, providing the opportunity for supplementary
crine system, cardiovascular system, digestive system
lab and field experimentation. The combination of these
and excretory system. Class time will be utilized with a
methods is designed to encourage observation, critical
combination of discussions, lectures, videos, group and
thinking, attention to detail, and understanding of the
individual work and extensive lab work. Evaluation is
scientific method. Evaluation is based on participation
based on participation and attendance, homework, tests
and attendance, homework, tests and quizzes, lab per-
and quizzes, lab performance and reports, projects, and
formance and reports, and a final exam. Honors credit
a final exam. Lab work will include (but not be limited
may be awarded upon successful completion of an Inde-
to); histological examination of organs, examination of
pendent Research Project.
real skeletons, dissections of a cat, sheep’s brain and heart, and cow’s eye. Each unit will include written and
Prerequisites: Passing a Science Skills Assessment
lab practical assessments.
Advanced Placement (AP) Biology This yearlong
Prerequisites: This course is open to any student who is
and laboratory procedures comparable to college-level
nating academic years.
lab course is designed to introduce students to content
enrolled in or has completed Algebra II. Offered alter-
biology. The course will cover the units of biochemistry,
Biotechnology/Bioethics This yearlong lab course is
cells, genetics, DNA technology, evolution/classification and organ systems. Ecology and botany are covered
an introduction for non-specialists to important concepts
lized with a combination of discussions, lectures, group
on real world applications and their implications to the
in modern DNA and protein science with an emphasis
independently by the students. Class time will be uti-
global society. The course will begin with a review of
and individual work. The combination of these methods
the Central Dogma of molecular biology and a survey
is designed to encourage observation, critical thinking,
of different ethical constructs. Focus will be on major
attention to detail and process, and understanding the
laboratory investigations that embody many of the fun-
scientific method. Evaluation is based on participation
damental techniques and concepts of modern molecular
and attendance, homework, tests and quizzes, lab per-
biology, from basic micropipetting to recombinant DNA
formance and reports, projects, and a final exam. Stu-
technology and gene amplification by PCR. Human
dents are required to take the AP Exam in order to have
reproductive technologies will also be discussed and
AP printed on their transcripts. Students taking the AP
studied. Evaluation is based on participation and atten-
Exam are responsible for reviewing any topic that is not
dance, homework, tests and quizzes, lab performance
covered in class. One lab credit is granted upon satisfac-
and reports, and projects. Students will be expected to
tory completion.
write small formal lab reports after each new biotech concept and they will be expected to write formal and
Prerequisites: Course is open to juniors or seniors who
informal (in the form of reaction papers) papers that
received a grade of B or better in Cell Biology, Chemis-
explore student and teacher generated issues that relate
try and Algebra II. Demonstrated mastery of reading
to each technology. Final exams will include a lab prac-
and writing in English is advised. Offered alternating
tical and a written project.
academic years.
Anatomy and Physiology This yearlong lab course
Prerequisites: Course is open to juniors or seniors who
through the fundamental concepts of human anatomy
taken or are concurrently enrolled in Chemistry. Two
will integrate biology, chemistry, physics, and health
have received a grade of B or better in Biology and have
and physiology. It is hoped that participation in this
years of reading and writing in English is also required.
10
Offered alternating aca-
communication
demic years
Kinesiology
and mathematics.
Explora-
Prerequisites:
tion of the application
seniors who received a
to the study of human
grade of B or better in
motion is covered in this
both Biology and Chem-
course. The concepts are
istry
drawn from the studies
or
concurrently
enrolled in chemistry.
of human anatomy and
and physics. The stu-
Course
is open to juniors or
of scientific concepts
physiology, chemistry,
skills,
End of year awards
Chemistry
Beginning
with an extensive look
dents will have the use of several anatomical skeletal
at the currently accepted model of atomic theory, this
muscles as well as the opportunity to complete labora-
chemical periodicity, the states of matter, stoichiom-
two-semester course uses this theory in discussions of
models to study the architecture of bones, joints, and
etry, reaction mechanisms, reaction kinetics, and acid-
tory activities investigating the actual range of motion,
base theory. Because chemistry concerns itself with the
speed, and strength of selected joint movements. The
finite, quantitative aspects of matter, it utilizes the skills
human nervous system will also be covered. Energy
of advanced algebra and geometry. The approach used
usage and nutrition will be studied in terms of body
is a combination of lectures, problem-solving sessions,
development, growth, conditioning, and repair. The
and laboratory work. Chemistry carries laboratory
students will discuss the mechanism of several bone,
credit and, therefore, requires the students to write for-
joint, and muscle injuries and the mechanics of repair
mal reports and technical analyses of the research per-
and rehabilitation from these injuries. The use and abuse
formed.
of drugs for sport competition may also be discussed. Practical application to athletic exercise prescription will also be covered.
Prerequisites: Students must have successfully com-
Prerequisites: Biology and Chemistry. Laboratory exer-
open to juniors or seniors who received a grade of B or
pleted algebra II or concurrently enrolled. The course is better in Biology. Sophomores concurrently enrolled in
cises regarding aerobic and anaerobic exercise and
honors algebra II and get department approval.
strength training will also be included. Department Approval maybe required.
Organic Biochemistry This yearlong course begins
Forensic Science Forensic Science is a
with an overview of the chemistry and compounds of
yearlong course. Enrollment requirement: Students
carbon (the basis of our life system). The aliphatic and
must have successfully completed or be concurrently
aromatic hydrocarbons are studied, followed by each of
enrolled in biology and chemistry. Physics and human
the major functional groups, concentrating on the chem-
anatomy are strongly recommended.
istry of each group as it relates to structure and composition. Emphasis is placed on reaction mechanisms and
The class is designed around authentic performance
molecular geometry.
assessments with students working in teams to solve
crimes using scientific knowledge and reasoning. It
The class is predominantly lecture, coupled with exten-
chemistry, physics, and physical science with an empha-
expected that each student will maintain a formal labo-
involves all areas of science including biology, anatomy,
sive laboratory research and experimentation. It is
sis in complex reasoning and critical thinking. In addi-
ratory book, which is read and evaluated by the instruc-
tion, students must incorporate the use of technology,
tor at regular intervals.
11
Prerequisites: Students must have successfully com-
is designed to encourage observation, critical thinking,
get department approval. Offered alternating academic
method. Evaluation is based on participation and atten-
pleted a one-year course in introductory chemistry and
attention to detail, and understanding of the scientific
years.
dance, homework, tests and quizzes, lab performance and reports, and a final exam.
Advanced Chemistry The Advanced Chemistry course is designed to be the equivalent of the general chemis-
Prerequisites: Passing a Science Skills Assessment
This course will follow the AP curriculum guidelines to
Environmental Issues Analysis Environmental Issues
in the spring. Students will develop the needed content
in deepening their understanding of the social, political,
try course, usually taken during the first college year.
Analysis is a yearlong course that will engage students
prepare all members of the class to take the AP exam
economic and ecological aspects of today’s most critical
background, laboratory exposure, and science process
environmental issues. Special attention is given to ana-
skill development to be prepared for entrance into sci-
lyzing the sustainability of our industrial food system
ence in college. Course content will include an introduc-
vs. a locally based, organic food system. Students will
tion to the theoretical framework of modern chemistry,
visit a number of local farms and be involved in Vermont
including atomic structure, chemical bonding, phase
Academy’s growing farm to school and sustainability
changes, solutions, chemical reactions, thermodynam-
initiatives. Regular readings will be assigned on top-
ics, kinetics, general equilibria, acid-base equilibria,
ics such as climate change, renewable energy, fossil fuel
electrochemistry, and aspects of inorganic and nuclear
dependency and the social and environmental impacts
chemistry. Approximately five introductory chapters
of economic globalization. Enthusiasm and interest in
will be required as summer work. Emphasis is placed
the field of environmental studies are the only prereq-
on developing problem-solving skills and understand-
uisites for this course. Participation in group discussion
ing the experimental basis of theories. A college-level
is essential! In order to earn an Honors Designation for
text is used. Laboratory work is an integral part of the
Environmental Issues Analysis, students must complete
course. The syllabus of this course is appropriate prepa-
all of their daily and weekly assignments and addition-
ration for the College Board Subject Test. Prerequisites:
ally develop a yearlong project focused on improving
Students must have successfully completed a one-year
sustainability on our campus, or in our community.
course in introductory chemistry and get department
approval. In addition, the recommended mathematics prerequisite for an AP Chemistry class is the success-
Prerequisites: Course is open to students who have
alternating academic years.
approval.
successfully completed Biology and get department
ful completion of a second year algebra course. Offered
Field Biology
Field Biology is a full year lab course
AP Environmental Science The goal of the AP Envi-
that will help students to explore interactions between
ronmental Science course is to provide students with
be on New England flora and fauna, emphasizing time
required to understand the interrelationships of the
living organisms and their environment. The focus will
the scientific principles, concepts, and methodologies
in the field to identify species in the Vermont Academy
natural world, to identify and analyze environmental
forest and interpret the history of our local landscape.
problems both natural and human-made, to evaluate
The course will introduce students to basic concepts
the relative risks associated with these problems, and
of scientific study, research and experimentation and
to examine alternative solutions for resolving and/or
explore major themes including biodiversity, landscape
preventing them. Environmental science is interdisci-
history, evolutionary ecology, and conservation biology.
plinary, embracing a wide variety of topics from differ-
The course will meet for one lab block each week, pro-
ent areas of study. Major themes include: science as a
viding the opportunity for supplementary lab and field
process, our planet as an interconnected living system,
experimentation. The combination of these methods
human population and its influence on the Earth’s bio-
12
diversity, societal dependence on non-renewable energy
and two dimensions, accelerated motion, and circular
and sustaining common resources. Students will spend
tion, and gravity.
sources and the search for alternatives, and managing
motion. Analyze forces in one and two dimensions, fric-
a considerable amount of time doing field work around Vermont and the Academy’s greater campus. An addi-
Robotic skills and applications are integrated into the
for the AP Environmental Science examination given
the traditional physics experiments are being created by
tional objective of this course is to prepare the student
laboratory portion of the course. New ways to conduct
each May.
the students in order for the students to design and build their own experiment that electronically collects data to
Prerequisites: Biology and Chemistry. Offered alternat-
prove or disprove their initial hypothesis for the experi-
ing academic years.
ment. In this way, the students are discovering physics through a high-tech design, build and test process.
Integrated Physical Science Integrated Physical Sci-
ence is a year long laboratory science course, with its
Prerequisites: Completion or concurrent enrollment in
main goal being to instill a strong base of the fundamen-
Algebra II or prior approval from the department.
tals of scientific inquiry. The following concepts will be
Honors Physics: Mechanics The curriculum for this
explored throughout the year: scientific method, setting
up an experiment with variables, collecting and record-
year long course focuses on classical linear mechanics
scientific writing, and scientific language.
ear motion, the Newtonian laws of motion, mechanical
during the first trimester: One and two dimensional lin-
ing scientific data, proper format for laboratory reports,
energy, linear collisions and momentum exchange. Dur-
ing the winter trimester, topics for discussion include
The first trimester tackles geology, answering the ques-
circular motion, rotational dynamics, mechanical vibra-
tion, “what is the earth?” The origins of our planet,
tion, and simple harmonic motion. During the final
geologic time, and field work of local rock will be the
trimester, topics associated with the environment and
topics covered. The second trimester answers the ques-
energy conversion are discussed to provide the students
tion, “How do things work on the earth?” The curious
a basis to complete a major research paper in this area.
world of physics teaches motion, momentum, energy,
The text for this course is Physics, 7th Edition, Vol. I,
and a bit of robotics. The third trimester will explore
Cutnell and Johnson.
what is beyond the earth, touching on such topics as atmosphere, weather, and astronomy.
Prerequisites: Students who have completed secondary school laboratory-based chemistry and are currently
Students will be graded on homework assignments, lab-
enrolled in pre-calculus.
oratory investigation procedure and technique, formal laboratory reports, and a complement of papers, quizzes, tests, participation, and a semester exam.
Advanced Physics: Robotics Software & Engineering The Advanced Physics: Robotics Software and Engineering course is a year long course that is based
Prerequisites: none
on the engineering design process. The course is project
Physics: Project Robotics This year long laboratory
based and the students are tasked to solve the problems
physical science course covers materials from a tradi-
encountered why building a robotic system to fulfill
tional high school Physics curriculum that utilizes basic
certain requirements. The tasks are open-ended and
algebraic and trigonometric techniques to solve prob-
allow for many different solutions. The students work
lems.
in design teams and keep a detailed design log tracking their ideas, successes, and failures with analysis for all.
Topics covered include using vectors to represent and analyze motion and forces.
Each student will be exposed to the three design areas,
Analyze motion in one
electrical, software, and mechanical. They may choose
13
one, two or all three of them to continue working with
est AP test preparation book early in the semester for
regional and national robotics competitions.
additional time spent by the student during the course
for the remainder of the year. They may compete in
review and practice. The preparation for this test will be of the year.
Prerequisites: Honors Physics or Physics: Project Robotics and Algebra II.
Prerequisites: Students who have completed secondary
Advanced Physics: Electricity & Magnetism The
currently enrolled in calculus.
school laboratory-based chemistry and physics and are
Electricity and Magnetism course is designed to follow much of the AP Physics C level course curriculum. Sit-
Advanced Physics: Architecture and Engineering
for the course. This course will review the basic concepts
part artist, designer/engineer, visionary, organizer and
ting for the AP examination in May is not a requirement
This is a yearlong course that looks at the architect as
of wave mechanics prior to the introduction of the con-
master of presentation. In this course, the students will
investigate their own architectural tools of the trade, a
cept of the electron. Electrostatic and magnetic forces
creative mind, artistic talent with paper, pens and pen-
and fields, electrical currents, and potential difference
cils, and research and organizational skills as they are
are thoroughly discussed. Topics in resistivity, capaci-
applied to completing an architectural project.
tance, and inductance are presented for discussion and
experimental investigation. Electric circuitry will also
Topics for research papers and pre-
be covered for both direct cur-
sentations include:
rent and alternating current sys-
tems. This course combines both algebraic and calculus techniques
- Dream House
cepts. Problems and questions are
periods and con
- Differentiating architectural time
applied to the study of these con-
struction techniques
given to help the student develop
problem-solving skills. The text
- Green Architecture
Physics , Vol. II, Halliday, Resnick,
- Planning the village, town, or
- The Smart House
for this course is Fundamentals of
city
and Walker. This text is problem
based and provides multiple levels of difficulty for both questions and
The students will investigate these
will be taken from different sec-
and learn about the entire process
topics, present them to the class
problems. Experiment guidelines
from each other. They may visit
ondary school and college labora-
with some of the types of architec-
tory manuals.
tural firms, and a discussion of the organization and responsibility
In the third term, the students will choose a topic that is related
to their studies of Electricity and
Down Time
of each. To include discussions of the various trades and groups that
would be encountered by the architect in a typical proj-
Magnetism to research and present to the class. It is rec-
ect.
ommended that this topic be one that the student can produce some working model to demonstrate the concept under investigation.
Hand and computer drafting techniques will be pre-
If the student chooses to take the AP Electricity & Mag-
they pertain to progress through a project. The students
sented and used in a variety of small assignments as
will choose an architectural project. This project is to be
netism exam, the student should purchase the new-
14
completed by the end of the academic year. It will be
Prerequisites: A first year course in Newtonian Physics
for a real client. The text for this course is Statics and
permission. Offered alternating academic years.
evaluated through a presentation to a panel as if it were
and Enrollment in AB or BC Calculus and department
Strength of Materials for Architecture and Building Construction, 3rd Edition, Onouye and Kane.
History Courses
Prerequisite: A course in Newtonian Physics and Alge-
The History Department offers a variety of courses
physics that included vector analysis.
tory across time and geographical space after their four
that will leave students with a wide knowledge of his-
bra II. The student should have completed a course in
AP Mechanics C- level
years at Vermont Academy. Beginning in the freshman
This year long course is
year, students gain a firm foundation in key historical
designed to prepare the students for the AP Physics C
themes and develop essential reading, writing, speak-
Mechanics examination given in May of each academic
ing, and critical thinking skills. Subsequent courses in
year. The examination is mandatory for the students
Modern Comparative Cultures, U.S. History, and senior-
who enroll in this course. The Students in the AP course
level electives build upon these skills and historical
must have completed or be enrolled in AB or BC Cal-
approaches throughout a student’s years at VA. In each
culus.
course, there is an emphasis on historical research and writing. Across the history curriculum, we also place
Each week, the AP Mechanics course meets four times
a high premium on learning history by doing history:
for lecture and discussion and one long laboratory block.
students read primary sources to listen in on the voices
The students may find that this is not enough time for
of the past, evaluate those sources, and synthesize them
them to discuss all of the topics to their satisfaction and
into historical arguments. Students are also given ample
therefore they may find the need to request additional
opportunities to speak and engage with their peers in
meeting class time during the evening study hours.
class through interactive classroom activities and presentations.
Reading and homework assignments are given from the
primary text with additional questions and problems
Students are required to complete a minimum of three
which are provided by the instructor, and from practice
is typically taken during the junior year. Students must
assigned from various reference texts, outside readings
credits in social studies, including U.S. History, which
problems taken from previous AP Mechanics Exams. It
take history in grades 9, 10, and 11, but may choose
is recommended that each student obtain one of the com-
whether or not to take a history elective in their senior
mercial AP Physics Test Prep books that are easily found
year. Designated honors/AP sections are available for
in most bookstores. Laboratory exercises are assigned to
grades 10 through 12. Students electing to take honors
compliment the assigned reading and problem sets and
courses will need the approval of the course instructor
are drawn from a variety of sources.
or department head. Not every course is offered every year.
The curriculum for this course focuses on fundamental topics from classical Newtonian Mechanics. These topics
Ninth grade
Newtonian Laws of Motion and Gravitation, mechani-
Foundations in History (year long)
are: Vectors, one and two dimensional linear motion, the
Foundations in
cal energy, linear collisions and momentum, circular
History is a year-long course in which students learn
The text for this course is Fundamentals of Physics, 7th
and organizing – but also the essential skills of history:
not only basic study skills – note-taking, test-taking,
motion, rotational dynamics, and oscillatory motion.
reading, writing, speaking and thinking critically about
Edition, Vol. I, Halliday, Resnick, and Walker. The stu-
the world. The course will be divided into three differ-
dent should purchase the newest AP test preparation
ent thematic segments: The Power of Ideas, Patterns
book early in the first term for review and practice.
15
of Organization and Authority, and Commodities and
cally, students will examine the cultural, social, politi-
students will read primary sources, write argumenta-
course will conclude with a significant research project
Exchange. Within each of these segments of the course,
cal, economic and religious systems in this period. The
tive papers, learn and execute the research process, and
of the students’ choosing.
speak articulately and passionately about these topics.
Each trimester, students will be exposed to both a different historical topic and a different history teacher, simu-
Honors European History( fall and winter trimester) Offered to selected sophomore students who have
will encounter in their years at VA and, later, in college.
two-trimester course covers the history of Europe from
shown exemplary performance in freshman history, this
lating the diverse educational experience that students
the Renaissance through the French Revolution. Top-
ics will include the flowering of art, culture, and new
Foundations in History for International Students (for new international students in grades 9 & 10, full
ideas in Renaissance Italy, the diversification of Chris-
year) This course is designed for students who are new
tianity that accompanied the Protestant Reformation,
to VA and whose first language is not English. The goal
the expansion of Europeans’ worldview in the Age of
of the course is for students to develop their English
Exploration, the rise of secular and scientific ideas dur-
communication and historical thinking skills through
ing the Enlightenment, and the challenges to absolutist
papers, projects, and presentations. As they develop
monarchy that characterized the French Revolution. Stu-
these skills, students will experience the American cul-
dents will learn to work critically with both primary and
ture through the use of literature, historical documents,
secondary sources and will develop their writing skills
documentaries, movies, and music. Class participation
through a variety of writing assignments.
will also be a major part of the course and each student’s
evaluation. The course does not fulfill the American his-
AP United States History (spring trimester) Those
be expected to take United States history in their junior
at the Honors level may enroll in the four-trimester AP
sophomores who would like to continue taking history
tory requirement; students enrolled in this course will
U.S. History series, which begins in the spring trimester
year. Instead, this course is meant to provide them with
of the sophomore year and continues through the junior
the foundation, in terms of both skills and familiarity
year. In the sophomore year, we will cover the earliest
with American culture, that they will need in order to
phase of United States history, spanning from the his-
succeed in mainstream history classes in the 11th and
tory of pre-Columbian American Indians through the
12-grade years.
American Revolution. Topics will include the colonization of North America by competing European empires,
Tenth grade
the development of English colonies in New England
Modern Comparative Cultures ( full year) Modern
and the Chesapeake, the history of colonial slavery,
Comparative Cultures is a year-long course for sopho-
and the American Revolution. Throughout the course,
mores that introduces students to the Western and non-
students will gain experience with the format of the AP
Western world from the early modern era to the pres-
exam. The class will not focus solely on test preparation,
ent. Along the way, students will be encouraged to read,
however, and will continue to emphasize work on criti-
think, speak and write critically and analytically about
cal thinking and writing skills. Students will also write
the histories and cultures we cover in the course. The
a research paper in this segment of the course.
first semester will focus on the Columbian Exchange,
Scientific Revolution, and the Ages of Enlightenment,
Eleventh grade
Revolution, Industrialization and Imperialism. The sec-
United States History This junior level course offers
ond semester will begin with a discussion of the World Wars, the Cold War, and the Age of Globalization and
a survey of American history from the mid-15th century
will pay particular attention to global history. Specifi-
and economic transformations that have characterized
to the present. We will study the major social, political,
end with the War on Terror and the 21st Century. We
16
the past five centuries in what is now the United States.
ers, acting within a market. This micro-level approach
tant people and places of the past, but also on develop-
and the law of diminishing marginal returns, among
Emphasis will be placed not only on learning the impor-
will explore concepts such as scarcity, opportunity cost,
ing critical reading and writing skills to better prepare
others. These topics, along with thorough analysis of
the students for study in college. Assignments include
the role of government within these markets, will be dis-
weekly response papers, midterm and final exams, and
cussed in order to develop a sense of the economy as it
a culminating research paper on a topic of their choice.
applies to individuals on a daily basis. In the second half of the course, many of these concepts will be revis-
AP United States History Those juniors who com-
ited on a more aggregate, or Macroeconomic, level. Top-
pleted the spring trimester of AP U.S. History in their
ics include the study of national income and price-level
sophomore year must enroll in this course in their junior
determination, as well as an exploration of broad eco-
year. In the junior year, we will continue to prepare for
nomic indicators such as gross domestic product, unem-
the AP exam as we study the history of the United States
ployment, and inflation. These topics will be explored
from its infancy as a nation to the present. Throughout
and enriched by discussion of government regulation in
the year, we will study the major social, cultural, politi-
the economy through investigation of current events as
cal, and economic transformations that have character-
well as historical case studies. Students will be expected
ized American history. In addition, students will hone
to take both the AP Microeconomics and AP Macroeco-
their reading, writing, and critical thinking skills, culmi-
nomics exam at the conclusion of this course.
nating in the AP exam in May. All students in the course are required to take the exam.
Fall Trimester
Twelfth grade
The American Civil War This course examines one of the defining moments in American history, the Civil
Art History (full year) This junior/senior level course
War. In addition to looking at the war itself, focus will
is structured to foster in each student a deeper under-
also be placed upon the events leading up to the con-
standing of art and how it is a reflection of the history
flict, the political and social developments during the
of civilization. It covers a remarkable amount of time
war, the questions surrounding slavery, and the culmi-
and material from 35,000 BCE to the present. This is a
nating period of Reconstruction. Students will closely
daunting undertaking. To accomplish the goal, the class
examine the lives of Abraham Lincoln, Jefferson Davis,
is divided into two components – the art itself and the
Robert E. Lee, and William Tecumseh Sherman in addi-
ideas behind it. A key focus of this course is learning
tion to those of everyday people in both the Union and
about what else was happening, socially, politically and
the Confederacy. The students will investigate numer-
in religion, when these works were created. Analysis in
ous primary sources in addition to secondary sources,
the form of PowerPoint presentations and writing allows
film, and photographs to understand what led to this
students to more fully understand specific works. In the
initial period of division, and ultimately, healing.
fall we will build up to writing a careful comparison of several works. In the second semester, the major work
The Holocaust This upper-level elective is for mature
ing. Active class participation and discussion are critical
The course opens with an examination of the historical
students who can handle the difficult subject matter.
will be an analysis of one work of each student’s choos-
context of Nazi Germany and investigates the political,
to full understanding of the nature of the material.
economic and social conditions that allowed for evil to flourish. Although the Holocaust has come to describe
AP Economics (full year) This is a full-year course that
the Nazi extermina- tion of Jews during World War II,
introduces the fundamental concepts of both Microeco-
there are other instances of genocide found throughout
nomics and Macroeconomics. Students will begin the
the world. With that in mind, we will not only study the
year by exploring the economic principles that apply to
genocide of the European Jew, but also the plight of the
individual decision makers, both consumers and produc-
17
First Americans, the Armenians, and other more recent
to retain their way of life in the face of the encroach-
ual in society and the concept of bystanders and rescu-
course begins in pre-Columbian North America and
acts of genocide. We also discuss the role of the individ-
ing colonial desires of Europeans and Americans. This
ers. The course requires a great deal of reading and writ-
continues on through Andrew Jackson’s Indian Removal
ing, and a research paper on a topic relevant to genocide
policies. Note: This is the first segment of a two-trimes-
is mandatory. Graphic evidence of the Holocaust is pre-
ter sequence. However, students may choose to take one
sented through the use of documentaries. A class trip to
or both of the two segments of the course.
the National Holocaust Museum in Washington, D.C. is also required.
Introduction to Microeconomics
Microeconomics
is an introductory course that examines how society
Contemporary Issues This course addresses the cur-
decides to allocate scarce resources. We will study how
rent events and pertinent issues of our rapidly changing
households and firms make decisions and how they
world. It stresses the news events of the day, the histori-
interact in the market. Students will learn how consum-
cal perspectives behind these events, and the importance
ers make decisions on spending, how firms decide on
of geography. The class covers many areas in the news
how much to produce and at what price, and the role
such as Washington, D.C., South Africa, the Middle East,
government can have in influencing these decisions. We
etc. Moreover, Contemporary Issues discusses the role
will read newspaper articles on a weekly basis and try
of the media in today’s society. Emphasis is placed on
to relate the concepts we are learning from the text to
class discussions and critical thinking skills. Students
current economic events.
are required to complete text readings, read the New York Times daily, keep daily journals, and write a num-
Winter Trimester
ber of position papers.
History of the Middle East On December 17th, 2010,
Comparative Religions will
Mohammad Bouazizi, a street vendor in Tunisia, set
greatly influenced by religious ideology and practice.
ruption. Thus began what is called the Arab Spring in
Comparative Religions
develop the students’ understanding that culture is
himself on fire as a protest against his government’s cor-
Students will spend time studying the evolution of
the Middle East, sparking revolutions, protests, and civil
Christianity, Islam, Hinduism, and Buddhism in order
wars in Egypt, Yemen, Morocco, Syria, Libya, among
to cultivate the understanding of symbols and their
others. All of this took place amidst the US wars in
cultural use, as well as the impact of these religions on
Afghanistan and Iraq and the Arab-Israeli conflict. The
world history. The final section of the course will focus
contemporary Middle East is therefore a hot topic of dis-
on religion in the New Age, giving the students a chance
cussion. But history does not happen in a vacuum, and
to research ideologies of religious groups outside of the
the current history of the Middle East did not begin on
mainstream. This course will be a critical examination
December 17th of 2010. Rather, the modern Middle East
of belief systems, rather than an opportunity to prosely-
has a complicated history that, if contextualized, can
tize.
show us how the seeds of revolution, war and conflict were planted long ago. This is not a survey course of the
history of the Middle East. Rather, this course will exam-
American Indian History I: Pre-contact to 1830 The first half of this course, pre-contact to 1830, will sur-
ine a number of case studies in the Middle East by look-
vey the important events and overarching themes sur-
ing at their historical contexts. Specifically, we’ll look at
rounding the original inhabitants of the Americas. The
the Arab Spring, the Arab Israeli conflict, the Iraq and
course will detail American history from the perspective
Afghanistan Wars, Iran-US relations, the War on Terror,
of the original occupants of this continent, the American
among others.
Indian peoples. The goal will be to give students a more
Exploration and First Encounters Throughout human
balanced understanding of American history. Important
history, the urge to explore the unknown has driven
themes will be the struggle of American Indian peoples
18
continue to struggle both economically and politically?
How has the relationship between Asia and the West evolved in recent years and what are the implications of
this change? In addition to nightly reading assignments and response essays, students will be required to write a research paper on a relevant topic of their choice.
Senior Research Seminar The senior research seminar will offer students a chance to explore in depth a
historical topic of their choosing while honing their
research and writing skills before heading off to college. Students will produce a major research paper and sub-
mit the paper in the Vermont History Day competition,
Jazz Ensemble Performance
humanity. This course will examine world history
where their work will compete for prizes. The range
through exploration, paying close attention to the peo-
of potential topics for research is wide open, although
ple and places that drive this desire. We will also look
projects must in some way fit the annual Vermont His-
at the impact of colonialism and politics on the places
tory Day theme, which in 2012-2013 is “Turning Points
that were explored. Students will be required to think
in History: People, Ideas, Events.”
critically about the motivating factors behind explora-
trimester, the class will discuss how to locate and use
tion and the impact that it had on local peoples over
research resources, make a strong argument, and incor-
the past thousand years. Themes examined will include
porate primary and secondary evidence in their paper.
the Golden Age of Discovery, the search for the North-
The trimester will culminate in a field trip to Vermont
west Passage, Polar Exploration, Africa, and the Space
History Day in late March.
Race. Students will then make conjectures as to what the
American Indian History II: 1830 to present This
future holds for exploration.
History of the 1960s
Throughout the
course will survey the changing lives of American Indian
This class will take an in-depth
peoples from the mid nineteenth century through the
look at the major events that helped shape the United
present day, detailing American history from the per-
States in the 1960s. Partic- ular attention will be paid to
spective of the original occupants of this continent, the
the Civil Rights Movement, the Vietnam War, and the
American Indian peoples. The goal will be to give stu-
growing Anti-War Movement. We will also explore the
dents a more balanced understanding of American his-
Women’s Rights Movement, the rise of the countercul-
tory. Important themes will be the struggle for American
ture, as well as several landmark Supreme Court deci-
Indian peoples to retain their way of life in the face of
sions. The events of 1968 will be closely examined.
American expansion and shifting governmental policies. Attention will also be paid to an often-neglected area of
The Making of Modern East Asia This course exam-
American Indian history, the twentieth and twenty-first
ines the roots of the modern political and economic
centuries. Note: This is the second segment of a two-tri-
growth of Asian nations, and will emphasize, in par-
mester sequence. However, students may choose to take
ticular, China, Japan and Korea. We will investigate the
one or both of the two segments of the course.
impact of Western nations and their imperial interests in
Introduction to
Asia. We will then discuss the varied responses to West-
Introduction to Macroeconomics
ity of Mao Zedong and the rise of communism in China.
ries, concepts, and principles of macroeconomics, which
ern influence, and examine the philosophy and popular-
Macroeconomics is designed to introduce the basic theo-
Additionally, we will address questions such as why,
is the study of how the economy works as a whole. We will study the effects of unemployment, inflation,
since World War II, have some Asian nations experi-
money and banking systems, as well as the role of sup-
enced tremendous economic growth, and why do others
19
ply and demand and economic growth. Also, the course
tions that underlie governments and political systems.
will study the effects of macroeconomics on the U.S. and
History of American Wilderness History of the Ameri-
global economies and the long-term and short-term fluctuations in the economy. The students will also compete
can Wilderness is an elective offered in the spring trimes-
tion of the winter semester. Macroeconomics is a con-
Nash’s Wilderness and the American Mind in order to
ter. The class will follow the chronology of the Roderick
in a virtual stock market game that will last for the dura-
develop our understanding of the important role wild
tinuation of the Introduction to Microeconomics course,
spaces have played in the American experience. This
although the completion of Microeconomics is not a pre-
seminal text will be supplemented with primary sources,
requisite for enrollment in Macroeconomics.
films, and selected handouts. Through their studies, students will find that “wilderness” is an ever evolving cre-
Spring Trimester
ation of the mind, as well as an integral element the of
Latin American History ) Few of us know very much
American identity.
about US-Latin American relations. We know little about
Leaders and Leadership is
the fact that between 1846 and 1848, the United States
Leaders and Leadership
dent James Monroe, in 1823, told Western Europe that it
significance of leadership. Students examine case stud-
annexed more than 50% of Mexico’s land. Or that Presi-
designed to cover the concepts, principles, practices, and
could not meddle in Latin American affairs and yet then
ies intended to illustrate and illuminate various characteristics of leaders and their constituencies. Leaders such
the United States meddled in Latin American affairs for
as Atilla the Hun, Abraham Lincoln, Eleanor Roosevelt,
the next century and a half. Or that the CIA supported
Winston Churchill, Joshua Chamberlain, Bill Belichick,
and implemented coups in Guatemala and Chile. Or that,
Ernest Shackleton, and Jack Welch are examples of various
because the U.S. thought communism in Nicaragua an El
leaders that are studied. The class examines how leaders
Salvador would end up in Texas, our nation fought proxy
perform in difficult situations. Whether it be Belichick’s
wars there. Or that a series of Latin American dictators
leadership on the field, Lincoln’s leadership of state, or
waged wars against their own populations with US mili-
Chamberlain’s courage under fire, each situation will be
tary and financial support. Or, in more recent events,
examined and applied to the basic principles learned in
that President Barack Obama, against international law,
class. An overarching goal of the class is to inspire leaders
and what is considered in international circles as a coup,
in all walks of life, and teach them how to apply leader-
supported the removal of Honduran President Zelaya in
ship skills to their daily lives.
2009. These are just a few of the case studies that we will examine in Latin American History. In this course, we
will read, write, think and talk about the sometimes hos-
The Evolution of Societies
This course will exam-
ine the question of how societies develop over time by
tile, sometimes friendly relationship between the United
tracing the broad movement of people and ideas. We will
States and Latin America.
look at specific civilizations on every continent to deter-
Introduction to Social and Political Philosophy This
mine what caused their success and often, what caused
course examines power relations and the concept of the
their failures. Important themes will be the significance
ideal state through reading and discussing Plato, Aristo-
of geography, resources, and disease in the rise and fall
tle, Machiavelli, Hobbes, Locke, Rousseau, Burke, Freud,
of civilizations. Additionally, we will look at their impact
Tocqueville, Thoreau, Lenin, and others. Students will be
on today’s world and attempt to make predictions as to
exposed to a plethora of classic texts and thinkers within
what the future holds for human societies. As a culminat-
the Western tradition. In doing so they will learn how to
ing project, students will research one particular society
make and defend rational arguments that are grounded
in-depth and produce a paper and an oral presentation on
in philosophical thought. This discussion-based class
their findings. Possible texts for the course may include
places a high premium on actively engaging in conversa-
Jared Diamond’s Guns, Germs, and Steel and Collapse
tion through constant debate on the values and assump-
and David Landes’ The Wealth and Poverty of Nations.
20
Modern Africa: Challenges and Opportunities By
A one-year arts’ credit is required for graduation. Sev-
most regions remained so until after World War II. As
and theater. VA students may participate in the musical
1890, 90% of Africa was under European control, and
eral academic courses are offered in visual arts, music,
European powers pulled out of Africa, new, independent
and other annual productions, with most rehearsals held
African nations were formed. However, many questions
in the evening. An intensive dance program is available
remained such as: who should lead these new nations?
for athletic credit during the winter season, and includes
what form of government should each nation adopt?
a variety of dance forms, such as ballet, hip hop, jazz,
how can these new nations resolve cultural differences
modem, and tap. Some art offerings are available as after-
between Africans? how can these nations compete in an
noon activities.
industrialized global economy? This course will investigate these questions and seek to understand the way in
The arts’ facilities include three well-lit studios for drawing,
nomic struggle. Issues that we will discuss in depth are:
studio with six potters’ wheels and a professional-sized
which these questions have led to political, social and eco-
painting, printmaking, and 3-D design; a spacious pottery
the environment and resources, health and AIDS, religion
gas reduction kiln; two photography dark rooms; a large
and gender roles and access to education. Students will be
music room with keyboards and computers, an electronic
required to read primary and secondary sources, exam-
music recording lab, and five practice rooms. Horowitz
ine art and film, maintain a response journal and write a
Performing Arts Center is host to our performing arts
research paper on a topic of their choice
Applied Economics
program, our all-school performances, guest concerts,
and guest speaker series. The center is a 350-seat perfor-
This course is an extension of
mance hall with a full stage with fly space and a set shop.
Microeconomics and MaThis course is an extension of
Microeconomics and Macroeconomics. We will study
Advanced Art This AP style class, with a focus on port-
ory and practice. The course is designed to expand on the
seniors, with approval by the instructor and permission
folio development and gallery presentations, is open to
some of founding principles that deal with Economic the-
of the department chair. Students who plan to focus on
concepts learned in the previous two trimesters by add-
the visual arts in college would benefit from this course.
ing some historical context and analysis. We will study
The first trimester helps the student prepare a portfolio
texts from prominent historical economists such as Adam
for college admissions. The second trimester gives stu-
Smith, Karl Marx, and John Maynard Keynes. Students
dents an introduction to Art History and continued port-
will complete a large research paper and presentation
folio development. The third semester allows for a more
during the trimester. Students will be asked to expand on
independent study according to the student’s goals.
the concepts covered from both the fall and winter, along with the materials covered in this course, to figure out what type of economist they will become. Students must
This class can also be taken as an Advanced Pottery
sites for this course.
of trimester development.
course with the same expectations of the student in terms
take Microeconomics and Macroeconomics as prerequi-
Visual and Performing Arts Courses
Prerequisites: At least two visual arts courses completed with grades of B+ or better.
At Vermont Academy, our faculty recognizes the impor-
Pottery Students learn the basic hand-building tech-
tance of encouraging creativity and respecting different
perspectives and learning styles. The variety of courses,
niques with which they are expected to produce a
excellent environment for students to discover their own
ciency has been demonstrated, the students may choose
required number of pieces. When hand-building profi-
small class size, and individual attention provide an
to learn to use the potter’s wheel or work in sculpture.
creative talents. Our beautiful surroundings offer endless
All work is done in stoneware, which is a high-fire clay
opportunities for both inspiration and contemplation.
of great durability and finished with cone 9 reduction
21
glazes that are mixed in our studio. Motivated students
Studio Art I
permission of the instructor.
Studio I is a basic class that is recommended for all stu-
Freshman Arts All students will rotate through Visual,
to take a general art class or for sophomores interested
are able to take more than one year of pottery, with the
dents (except freshmen – see Freshman Arts) who wish
Performing and Theatre Arts studios, one each trimester.
in pursuing an arts intensive path of study culminating
In this way students will gain experience in a variety of
in participation in Advanced Art. Basic techniques along
arts classes and come to an understanding of how the
with art historical studies and the Elements of Art and
arts function at Vermont Academy. This is required for
Principles of Design are stressed. Each student will make
all incoming freshmen. In the Visual Arts segment, stu-
a Creativity Journal that emphasizes imagination and
dents will work, during the course of one trimester, in
independence in the studio.
the studio, computer studio and the pottery studio.
Foundations (fall) Students will explore a variety of
drawing techniques and media. The focus will be on
Trimester and double trimester courses
working towards improved observational drawing.
Art History 3-D (winter) Students will create several different sculp-
Survey (fall and winter) This junior/senior level
tures based on a range of modern sculptors work. Stu-
course is structured to foster in each student a deeper
dents will work with wire, wood and found objects.
understanding of art and how it is a reflection of the
Introduction to Painting (spring) Students will work
history of civilization. It covers a remarkable amount
with acrylic, watercolor and pastel to make paintings
of time and material from 35,000 BCE to the dawn of
that are based on both observation and fantasy.
the Industrial Revolution. This is a daunting undertaking. To accomplish the goal, the class is divided into two
Studio Art II These classes build on the Studio I experi-
components – the art itself and the ideas behind it. A key
focus of this course is learning about what else was hap-
ence and allow further investigation of the history, tech-
works were created. Analysis in the form of PowerPoint
studio exploration and learning-through-looking at major
niques and ideas that inform the visual arts. Hands-on
pening, socially, politically and in religion, when these
artists are important aspects of the classes. Students are
presentations and writing allows students to more fully
required to keep a sketchbook/journal throughout each
understand specific works. We begin by writing care-
trimester.
ful comparisons of several works which culminate in
the analysis of a major work of each student’s choosing. Active class participation and discussion are critical to
Prerequisites: Studio Art I Foundations and Introduction
Smashing Expectations- Modern Art (spring) This
Advanced Drawing and Design (fall) Drawing and
Industrial Revolution and follows the course of art as
charcoal, and pastels.
to Painting.
full understanding of the nature of the material.
sequel to the Art History Survey picks up from the
design projects are created using pencil, colored pencil,
it experiences a paradigm shift in the perception of the
Cardboard Construction (winter) Students will create
role of the artist from working within the public taste
wall sculpture and sculptural paintings on cardboard.
to becoming an avant-garde creator. Students will augment their understanding of the dramatic shifts in art
by reading current publications as well as by visiting
Painting and Printmaking (spring) Building from Intro-
Survey class will enhance understanding in the Modern
and watercolor painting. Students will also learn several
duction to Painting, this is a deeper exploration of acrylic
galleries and museums. Participation in the Art History
printmaking techniques such as: collograph, monoprint
Art class but is not required.
22
and linocut.
narrative short film (or stop motion animation) for public
Digital Photography These classes encourage students
of time working outside of the classroom is a must.
presentation. Willingness to spend a substantial amount
to fully explore how to use our digital cameras and our computer studio. Basic compositional techniques along
Prerequisite: One semester of Filmmaking.
with art historical studies and the Elements of Art and
Basic Film (winter) - Students will learn the basics of
Principles of Design are stressed in each semester.
visual storytelling and develop a working knowledge of
Basics (fall) Students will learn how to use their cam-
film and video editing practices. Our filmmaking studio
eras to best effect. Camera techniques and composition
allows students to address the main issues surround-
will be emphasized as students take pictures all around
ing linear and non-linear editing, and the practical dif-
campus.
ferences between digital video and film. Students will engage in creating story boards, shooting schedules, and
Studio and Still Lifes (winter) Students will learn how
shot lists. Drawing on classic films, students will learn
to digitally enhance, or alter, their work by using a vari-
the basic shot types, camera movements, and “points of
ety of options available on the computers in our studio.
view.” Willingness to spend a substantial amount of time
Continued emphasis on composition and lighting will
working outside of the classroom is a must.
guide the process.
Stop Motion Animation (spring) – Students will learn
Landscapes and Portraits (spring) – By studying the
the basic techniques of stop motion animation. Work-
Edward Weston; students will develop their own eye as
Monty Python), clay (think Wallace and Gromit) and pen
work of artists such as Julia Margaret Cameron and
ing in a variety of mediums—i.e., photo cutouts (think
photographers and then take those photos one step fur-
and ink (think the classic Disney animations)—students
ther in the lab.
will learn the sometimes painstaking art of stop motion
animation (where 12, 24, and sometimes 30 still photos combine to make just one second of animation).
Black and White Photography (offered every other year/ not offered in 2012-13) This course examines
the historic, aesthetic, and practical roles of photography
Computer Studio
in the modem world. It consists of three equal parts.
Introduction to Computer Studio (fall) - Students
B&W Applications (fall) Students will explore how
will explore their artistic capabilities digitally using
photography developed as a historic process with dark-
primarily Adobe Photoshop, Adobe Illustrator and
room applications and processes being explored.
the scanner. Illustrations will be created by generating imagery in each program (or a combination of both)
B&W Composition (winter) - Photography as an art
or by scanning drawn or found materials as a basis for
will be examined with a focus on taking pictures within
developing illustrations. By juxtaposing the differences
the confines of historic composition.
between “traditional” art techniques and digital art techniques, students will learn how to create art and effective
B&W Studio (spring) Gives students more hands-on
graphic design.
experience in how a camera works and allows for more personal exploration in the field and studio.
Designing for Print and Digital Publications (winter) - Students with experience using Adobe Photoshop
and Illustrator will learn the basics of both layout design
Filmmaking
and typography for print and digital publications (i.e.,
Advanced Film (fall) - Students will spend the trimester
magazines, blogs, the VA Yearbook and basic websites).
writing, producing, directing and editing a 10-15 minute
In this course, students will contemplate how important
23
graphical style, attractiveness and layout are to the effec-
stage. As a group, the class will analyze texts; discuss the
content.
the concepts of focal points and counterpoints – in other
tive communication of both textual and photographic
concepts of mood, atmosphere, and tone; and explore words, where the audience’s eye is drawn on stage. Each
Prerequisite: One semester of Computer Studio.
student will be required to direct a series of scenes rang-
ing from structured improvisations and image-based
Fine Art in the Computer Studio (spring)- Students
works to text-based scenes. All directors will also serve
who have experience with Adobe Photoshop and Illus-
as actors for their classmates and will be required to
trator will focus on producing fine art utilizing digital
complete written assignments.
tools. From abstract art to digital portraiture and layered
Advanced Theater Seminar (Full-Year Course) Stu-
photo manipulation, this course emphasizes free artistic
expression as opposed to the more functional graphic
dents in the advanced theater course will explore a vari-
Publications.
tackling a wide array of acting, directing and playwriting
ety of traditional and non-traditional theater techniques,
design techniques of Designing for Print and Digital
projects throughout the year. In the fall trimester we will focus mainly on performance techniques, ranging from
Prerequisite: One trimester of Computer Studio.
cerebral “method” techniques to physical and imagebased performance techniques. With this training as a
Theater Course Offerings
foundation, we will move onto larger text-based projects
Acting (fall) During this course, students will become
in the winter term, in the form of one-act plays or short
versed in the basic tools and vocabulary necessary to the
multi-act plays. During this section, students will have
actor. Through improvisation, physical technique, and
the opportunity to take on roles both on and offstage.
text analysis, each student will analyze and workshop a
In the spring, the class will hone their dramaturgical
variety of scenes with the final goal of performing for the
skills as well as explore the art of adaptation. This class
class and, at times, for the public. In order to get the most
is open to students who have completed at least one the-
out of this course, students will be required to complete
ater class, or by special permission from the instructor.
moderate amounts of reading, writing and memorization.
Winter Workshop (TII, afternoon activity) Meeting in
Playwriting (winter) Students in this course will find
Workshop is an advanced course where students who are
the afternoons during afternoon activity time, the Winter
and refine their writing voices through a series of exer-
heavily involved and interested in theatre will have the
cises, short scenes and, eventually, a short play. We will
experience of creating, writing and executing their own
explore the similarities and differences between written
play. They will direct, design, manage, act and build this
works of literature and writing for the stage. Students
production, and culminate with multiple performances
will deconstruct classic works in order to analyze and
for the community in late February. The purpose of this
re-create successful examples of action, conflict, charac-
course is to guide students through the experience of
ter, and dialogue. Student plays will be workshopped
conceiving an idea all the way to the time it is struck off
as they are written and revised; the final product will be
of a stage. Students taking this course will earn a 1/3 art
performed for an audience. The students in this course
credit and one team activity credit. This class is open to
will be expected to participate fully in class critiques as
students who have completed at least one theater class,
well as reading and writing assignments.
or by special permission from the instructor.
Directing (spring) Students in this course will develop
FRAP: Theater Intensive (TI,TII, TIII) Students of the
tion skills. As directors, students will hone their ability
putting on a theatrical production. Students will begin
their directorial eye and strengthen their communica-
FRAP Theatre Intensive will learn the fundamentals of
to translate written work from the page to images on the
the trimester working on developing the Actor’s Process
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through warm–up exercises, rehearsal techniques and
Electronic Instrument Building and Design (winter)
in classroom type discussions to introduce new mate-
tion and hands-on experience with musical instruments
games. Throughout the term students will participate
This course provides discussion, application, construc-
rial. This content will help support the Actor’s Process
of an electronic nature. This course begins with the basic
to acting study, students will learn some of the hands-on
basic understanding of instrument design and construc-
the stage, in the scene shop, and in the control booth.
ating circuit, constructing a pitch controller, modifying
and perform in a brief production at the end of each tri-
processing techniques. This lab-based, hand-on course
work which will continue on a daily basis. In addition
properties of sound and electricity as a foundation for
work of stagecraft, working on lighting and scenery on
tion. Major projects include constructing a tone gener-
The aim of the term is to prepare students to implement
a ‘found instrument’, circuit bending, and basic sound
mester.
is an excellent offering for a student who is interested in
Music Course Offerings
trimester elective with open enrollment for any sopho-
music, electronics, or sound production. E.I.B.D. is a one more, junior, or senior.
Sound Lab (fall) Students in this course discover tech-
Music Theory (spring) The goal of this class is to pro-
niques related to all manners of sound projection and
vide students with a comprehensive foundation in gen-
production. The course will focus on the study of the
eral musicianship. Major areas of study include basic
primary hardware associated with sound projection,
musical theory, ear training, analysis, piano skills, and
including mixing consoles, microphones, cables, and
composition. PC based musical notation software is
speakers. Sound Lab class members will serve as ‘Audio
used heavily to aid in associating concepts with sounds.
Proctors’ to offer support at school functions, concerts,
Students learn to compose and harmonize melodies,
sporting events, and productions including our fall the-
which serve as the foundation for a large scale composi-
ater musical production in Horowitz Hall. This course
tion project that serves as the final evaluative tool for
meets in the evening for two weeks prior to the musical.
each student’s success. This is an excellent course for
Sound Lab is a single trimester elective with open enroll-
any student studying instrumental technique, playing in
ment for any sophomore, junior, or senior.
Music Appreciation (winter)
ensembles, or considering a study of music in college. Music Theory is a single trimester elective with open
Music Appreciation
enrollment for any sophomore, junior, or senior.
is a course designed to teach listening skills with the intention of providing historical and culturally relevant
Recording Studio (spring) This class offers its students
information about music throughout history. The course
exposure to all of the materials and principles related
begins with an overview of the basic elements of music
to sound recording. Actual recording processes will be
with a focus on active listening, and continues with units
explored on many types of historical devices, includ-
covering many musical styles and periods including
ing LP, cassette, reel to reel, wax cylinder, and all forms
music from antiquity through the 20th century, including
of digital media. This course presents the opportunity
contemporary pop, rock, and jazz music. Students will
for students to learn about the physical nature of sound
participate in ‘music sharing’ days where they will pre-
recording in an environment that encourages thought-
pare and share information about their personal interests
ful and creative composition. Each student will produce
in music, as well as attend numerous live music events
their own creative music composition using varying
throughout the term. This course offers students the
recording devices. Recording Studio is a single trimester
opportunity to share and explore music from all genres,
elective with open enrollment for any sophomore, junior,
with an emphasis on listening techniques, diverse musi-
or senior.
cal exposure, and the many cultural influences of music. Music Appreciation is a single trimester elective with
FRAP Music Intensive Part I (TI, TII, TII) A segment
open enrollment for any sophomore, junior, or senior.
of the Vermont Academy Freshmen Arts Program, music
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intensive Part I offers students the opportunity to dis-
schedule. The group focuses on ensemble playing of
participate in drumming workshops, learn basic piano
mental technique. The ensemble presents upwards of 6
cover instrumental music of all varieties. Students will
music of all styles, as well as improvisational and instru-
methods, and explore string and wind instruments, all
concerts each year to enthusiastic audiences. All instru-
in an ensemble setting where improvisation and musical
mental students are welcome to enroll, with occasional
investigation are the norm. Exposure to the basic ele-
limitations based on instrumentation. Jazz Ensemble is a
ments of music will serve as the foundation for orga-
year long elective with no prerequisite.
nized music performance. Students entering this course
need no prior experience with music performance. The
Vocal Ensemble (Full year course, open enrollment at TII & TIII) Through ensemble rehearsal, this class
Vermont Academy Freshmen Arts Program is a required
will provide members with the knowledge of and ability
course for all entering freshmen.
to perform music from many genres, including jazz, clas-
sical, madrigal, musical theater, spiritual, and contem-
FRAP Music Intensive Part II (TI, TII, TII) - Description to come
porary literature. Two rehearsals per week make this ½ class an easy addition to a musician’s academic schedule.
FRAP Music Intensive Part III (TI, TII, TII) A seg-
The group also works on vocal techniques. The ensemble
ment of the Vermont Academy Freshmen Arts Program,
presents upwards of 6 concerts each year. In addition,
music intensive Part III gives students the opportunity
students are also eligible for off campus festivals, such as
to explore music’s relationship to sound and electricity.
the All-New England Choral Festival, Vermont All-State,
Experiments that demonstrate the behavior and science
and District Festivals. Vocal Ensemble is a year long elec-
of sound will lead to the creative use of electronic instru-
tive with no prerequisite.
ments for performance and recording. Students will
learn basics of sound recording, electronic instrument
construction, and general sound processing as a part
Chamber Ensemble (Full year course, open enrollment at TII & TIII) This ensemble caters to the musi-
Vermont Academy Freshmen Arts Program is a required
toire. Our group usually carries 10-15 members includ-
cians at VA who are more interested in classical reper-
of this hands-on mini course in electronic music. The
ing strings, winds, brass, and other instruments where
course for all entering freshmen.
appropriate.
Our literature includes arrangements
of well-known classical pieces as well as examples of
Ensemble Offerings – H Period
music from film and popular culture. Two rehearsals per
Jazz Ensemble (Full year course, open enrollment at TII & TIII) Through intensive ensemble rehearsal, this
week make this ½ class an easy addition to a musician’s
ability to perform music from the jazz, funk, latin, and
concert programs featuring Jazz and Vocal Ensembles.
academic schedule. This ensemble presents numerous
class will provide members with the knowledge of and
concerts throughout the school year, adding balance to
contemporary literature. Two rehearsals per week make
Chamber Ensemble is a year long elective with no pre-
this ½ class an easy addition to a musician’s academic
requisite.
26
Vermont Academy Graduation Requirements 2012-2013
Students must satisfactorily complete at least 17 college preparatory course credits to graduate; the majoity of students graduate with 20 or more credits. All courses are awarded a half-credit per semester.
Credits
Courses required
Minimum
Average
English — Four: Eng 9, Eng 10, Eng 11 and
4
4
Mathematics - Three: Algebra 1, Geometry,
3
4
Sciences - Two: one from the biological
2
3+
2
3
3
3+
Arts - One
1
2
Electives - One: any credit from one of the departments above
1
1
Total Credits
16
20+
1/2 credit each semester in Grade 12
sciences and one from the physical sciences
Modern Languages - Two: through level two of one language Social Studies - Three: U.S. History (normally in the junior year) and two additional credits (4 semesters)
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