MANDARIN CHINESE COURSE SEQUENCE

College Preparatory Honors And Ap

• Mandarin Chinese I

• Mandarin Chinese II

• Mandarin Chinese III

• Mandarin Chinese IV

Mandarin Chinese Courses MANDARIN CHINESE I

In this course, students will learn Pinyin, a romanization system used to pronounce Chinese characters. Students will then study basic conversational skills as well as character reading, writing, and typing skills in areas like greeting, asking prices, bargaining in a market, introducing oneself and family members, making phone calls and appointments, and asking for directions. Cultural awareness is raised through research projects on important events and figures in Chinese culture, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

Mandarin Chinese I Course Standards

1. Students can understand the Chinese language and familiar with basic Chinese pronunciation.

2. Students can know basic information about the Chinese writing system and use common expressions in the classroom and daily life.

3. Students can use Chinese to exchange basic greetings, request a person’s last name and full name, and ascertain someone’s nationality.

• Mandarin Chinese II Honors

• Mandarin Chinese III Honors

• Mandarin Chinese IV Honors

• Mandarin Chinese V Honors

4. Students can use Chinese to describe a family photo, ask about someone’s profession, and say some common professions.

5. Students can use Chinese to tell and speak about time and dates, invite someone to dinner, and arrange a dinner date.

6. Students can use Chinese to write the terms for basic personal hobbies, ask friends out to see a movie, and set up plans for the weekend.

7. Students can use Chinese to introduce one person to another, ask for beverages as a guest at someone else’s place, and briefly describe a visit to a friend’s place.

8. Students can use Chinese to answer a phone call and initiate a phone conversation, set up an appointment with a teacher on the phone, and ask someone to return the call.

Mandarin Chinese Ii

After a review of basic grammar concepts from Mandarin Chinese I, students will learn more complex grammar concepts as well as more vocabulary to carry out more daily conversations, such as discussing rental property, weather, food, making friends, and giving suggestions. Cultural awareness is raised through research projects on important events and figures in Chinese culture, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

Mandarin Chinese II Course Standards

1. Students can use Chinese to comment on one’s performance on an exam, talk about one’s experience in learning Chinese, and remark on typical scenes from one’s language class.

2. Students can use Chinese to describe the routine of a student’s life on campus, write a simple diary entry, express their modesty in terms of their foreign language ability, and invite friends to go on an outing.

3. Students can use Chinese to speak about the color, size, and price of a purchase, recognize Chinese currency, pay bills in cash or with a credit card.

4. Students can use Chinese to common about several of transportation, explain how to travel from one station to another, and express their gratitude after receiving a personal favor.

5. Students can use Chinese to describe simple weather changes, compare the weather of two places, and present a simple weather forecast.

6. Students can use Chinese to ask if there are seats available in a restaurant, order Chinese dishes, tell the waiter their dietary preferences and restrictions.

7. Students can use Chinese to ask the restaurant to recommend dishes, rush their order pay for their meal, and get the correct change after their payment.

8. Students can use Chinese to identify locations by using landmarks as references, describe whether two places are close to or far away from one another, and state where they are heading and their purpose for going there.

Mandarin Chinese Ii Honors

Mandarin Chinese II Honors will delve more into the material and move at a faster pace. Honor students are expected to work more difficult exercises, read more short passages, and write more paragraphs and dialogues. Cultural awareness is raised through research projects on important events and figures in Chinese culture, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

Enrollment is based upon departmental consent.

Mandarin Chinese II Honors Course Standards

1. Students can use Chinese to comment on one’s performance on an exam, character writing, talk about one’s experience in learning Chinese, study habits, and remark on typical scenes from one’s language class.

2. Students can use Chinese to describe the routine of a student’s life on campus, write a simple diary entry, write a brief letter in the proper format, express their modesty in terms of their foreign language ability, and invite friends to go on an outing.

3. Students can use Chinese to speak about the color, size, and price of a purchase, recognize Chinese currency, pay bills in cash or with a credit card, and ask for a different size and color of merchandise.

4. Students can use Chinese to common about several means of transportation, explain how to travel from one station to another, describe a traffic route, and express their gratitude after receiving a personal favor.

5. Students can use Chinese to describe simple weather changes, compare the weather of two places, talk about what they may do in nice or bad weather, and present a simple weather forecast.

6. Students can use Chinese to ask if there are seats available in a restaurant, order Chinese dishes, tell the waiter their dietary preferences and restrictions.

7. Students can use Chinese to ask the restaurant to recommend dishes, rush their order pay for their meal, and get the correct change after their payment.

8. Students can use Chinese to ask for and give directions, identify locations by using landmarks as references, describe whether two places are close to or far away from one another, and state where they are heading and their purpose for going there.

Mandarin Chinese Iii

After a review of main grammar concepts from Mandarin Chinese II, students will focus on building vocabulary skills and word usage in order to have in-depth discussions including moving, dining out, shopping, choosing a major, and some social phenomena. Cultural awareness is raised through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

Mandarin Chinese III Course Standards

1. Students can use Chinese to ask a friend to go to a party with them,suggest things to take to a get-together, offer someone a ride and arrange a time and place to meet, thank people for their gifts.

2. Students can use Chinese to describe a duration of time, talk about the year of their birth and their Chinese zodiac sign, and give a simple description of someone’s facial features.

3. Students can use Chinese to talk about basic symptoms of their illness; describe common symptoms of allergies; understand and repeat instructions on when and how often to take medications; talk about why they do or don’t want to see the doctor, and urge others to see a doctor when they are not feeling well.

4. Students can invite someone to go on a date. They will be able to describe how long they’ve known someone, make the necessary arrangements to go out with friends, accept a date courteously; decline a date politely, and end a phone conversation without hurting the other person’s feelings.

5. Students can describe their current and ideal living quarters, name common pieces of furniture, state how long they have been living at their current residence, comment briefly on why a place is or isn’t good for someone, discuss and negotiate rent, utilities, and security deposits.

6. Students can use Chinese to name some popular sports, talk about their exercise habits, discuss their feelings about various sports, and make a simple comparison between how soccer and American football are played.

7. Students can use Chinese to talk about their plan for summer vacation, describe their travel itinerary, ask for discounts, compare airfares and routes, and book an airplane ticket, ask about seat assignments and request meal accommodations based on their dietary restrictions or preferences.

8. Students can use Chinese to check in at the airport, wish departing friends a safe journey and remind them to keep in touch, ask about someone’s health, and remind people to move on to the next event.

Mandarin Chinese Iii Honors

Mandarin Chinese III Honors will delve more into the material and move at a faster pace. They are also expected to read and write long paragraphs or short essays. Cultural awareness is raised through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

Enrollment is based upon departmental consent.

Mandarin Chinese III Honors Course Standards through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, news, games, calligraphy, and cooking.

1. Students can use Chinese to ask a friend to go to a party with them, suggest things to take to a gettogether, offer someone a ride and arrange a time and place to meet, thank people for their gifts.

2. Students can use Chinese to describe a duration of time, talk about the year of their birth and their Chinese zodiac sign, and give a simple description of someone’s facial features.

3. Students can use Chinese to talk about basic symptoms of their illness, describe common symptoms of allergies, understand and repeat instructions on when and how often to take medications, talk about why they do or don’t want to see the doctor, and urge others to see a doctor when they are not feeling well.

4. Students can use Chinese to describe how long they have known someone, invite someone to go on a date, make the necessary arrangements to go out with friends, accept a date courteously, decline a date politely, and end a phone conversation without hurting the other person’s feelings.

5. Students can describe their current and ideal living quarters, name common pieces of furniture, state how long they have been living at their current residence, comment briefly on why a place is or isn’t good for someone, discuss and negotiate rent, utilities, and security deposits.

6. Students can use Chinese to name some popular sports, talk about their exercise habits, discuss their feelings about various sports, and make a simple comparison between how soccer and American football are played.

7. Students can use Chinese to talk about their plan for summer vacation, describe what kind of city Beijing is, describe their travel itinerary, ask for discounts, compare airfares and routes, and book an airplane ticket, ask about seat assignments and request meal accommodations based on their dietary restrictions or preferences.

8. Students can use Chinese to check in at the airport, wish departing friends a safe journey and remind them to keep in touch, greet guests at the airport, compliment someone on his or her language ability, ask about someone’s health, and remind people to move on to the next event.

Mandarin Chinese IV Course Standards

1. Students can use Chinese to explain how to write one’s Chinese name, say where one was born and grew up, discuss the pros and cons of living on and off campus, and express politely a dissenting opinion.

2. Students can use Chinese to name basic pieces of furniture in a house, describe one’s living quarters, comment on someone’s living quarters, and disagree tactfully.

3. Students can use Chinese to name four principal regional Chinese cuisines, order food and drinks, talk about what flavors one likes or dislikes, make one’s dietary restrictions or preferences known.

4. Students can use Chinese to name basic clothing, bedding, and bath items, describe one’s shopping preferences and criteria, disagree with others tactfully, present one’s arguments with rhetorical questions.

5. Students can use Chinese to state one’s major area of study/academic department and some required general courses one has taken, explore what will enhance one’s future job opportunities, explain whether one’s family members have an influence on one’s choice of major and career path, and share tips on how to save money for one’s education.

6. Students can use Chinese to say if one has an upbeat personality, state if one shares the same interests or hobbies with others, inquire if everything is OK and find out what has happened.

7. Students can use Chinese to describe typical behaviors of a forgetful person, give a simple description of what one looks for in a boyfriend/ girlfriend, and tell what makes one anxious or angry.

Mandarin Chinese Iv

After a review of main grammar concepts from Chinese III, students will move on to the intermediate level and continue to focus on vocabulary building and word usage in order to have discussions on various topics including education in China, Geography, looking for jobs, networking and some social phenomena. Business Chinese is implemented in the course. Cultural awareness is raised

8. Students can use Chinese to find out if others are angry with one and apologize if so, reduce potential tension in a conversation by changing the subject, let people know about the trouble one had to go through because of their thoughtlessness or carelessness, name one’s activities on the internet and discuss how one makes use of the internet, discuss the pros and the cons of using the internet.

Mandarin Chinese Iv Honors

Mandarin Chinese IV Honors will delve more into the material and move at a faster pace than Level IV. Students are also expected to read and write long paragraphs or short essays. Business Chinese is implemented in the course. Cultural awareness is raised through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, news, games, calligraphy, and cooking.

Enrollment is based upon departmental consent.

Mandarin Chinese IV Honors Course Standards

1. Students can use Chinese to explain how to write one’s Chinese name, say where one was born and grew up, discuss the pros and cons of living on and off campus, and express politely a dissenting opinion.

2. Students can use Chinese to name basic pieces of furniture in a house, describe one’s living quarters, comment on someone’s living quarters, and disagree tactfully.

3. Students can use Chinese to name four principal regional Chinese cuisines, order food and drinks, talk about what flavors one likes or dislikes, make one’s dietary restrictions or preferences known.

4. Students can use Chinese to name basic clothing, bedding, and bath items, describe one’s shopping preferences and criteria, disagree with others tactfully, present one’s arguments with rhetorical questions.

5. Students can use Chinese to state one’s major area of study/academic department and some required general courses one have taken, talk about what one plans to do after graduating, explore what will enhance one’s future job opportunities, explain whether one’s family members have an influence on one’s choice of major and career path, and share tips on how to save money for one’s education.

6. Students can use Chinese to say if one has an upbeat personality, state if one shares the same interests or hobbies with others, inquire if everything is okay and find out what has happened.

7. Students can use Chinese to describe typical behaviors of a forgetful person, give a simple description of what one looks for in a boyfriend/ girlfriend, and tell what makes one anxious or angry.

8. Students can use Chinese to find out if others are angry with one and apologize if so, reduce potential tension in a conversation by changing the subject, let people know about the trouble one had to go through because of their thoughtlessness or carelessness, name one’s activities on the internet and discuss how one makes use of the internet, discuss the pros and the cons of using the internet.

Mandarin Chinese V Honors

The main objective of Mandarin Chinese V Honors course will be to delve more into the material and move at a faster pace. They are also expected to read and write long paragraphs or short essays. Business Chinese is implemented, and there is more cultural information in the course. Cultural awareness is raised through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, news, games, calligraphy, and cooking.

Enrollment is based upon departmental consent.

Mandarin Chinese V Honors Course Standards

1. Students can use Chinese to review one’s monthly income and spending patterns, talk about how one balances one’s personal budget, name some possible reasons to work part-time while in school, discuss the pros and cons of working part-time while in school, and describe what one dislikes or what bothers one.

2. Students can use Chinese to comment if one had a stress-free childhood, name some typical classes offered in after-school programs, indicate agreement or disagreement, present one’s opinions, and talk about parents’ aspirations for their children.

3. Students can use Chinese to locate major Chinese cities, provinces, and rivers on the map, give a brief introduction to the geographic features of China, compare some basic geographic aspects of China and the United States, describe features that may attract one to or deter one from visiting a tourist site, plan a trip to China.

4. Students can use Chinese to name the major traditional Chinese holidays and explain when they occur, name the food that is most associated with each of the major traditional Chinese holidays, express New Year’s wishes, describe the festivities during the Chinese New Year period, wish others success or good health.

5. Students can use Chinese to describe the sights and sounds of a major city, and describe in basic terms some features of a historic tourist site.

6. Students can use Chinese to give a simple account of the growth of a city from the past to the present, express surprise at an unforeseen turn of events.

7. Students can use Chinese to describe what costs may be covered in a package tour, and give a brief description of a Chinese sleeper car.

8. Students can use Chinese to describe natural objects such as mountains, rivers, trees, and rocks, and discuss some things that tourists may expect to see or experience at a tourist site.

Spanish Courses

The Spanish program uses a proficiency-based, integrative approach in which students use the language creatively from the outset. Classroom interaction is based on tasks that simulate real-world situations. Teaching techniques are student-centered and grammar is presented to promote effective communication. The four skills – reading, writing, listening, and speaking – and culture reinforce one another. The goal of the program is to make students independent users of Spanish through the development of language and critical thinking skills. All classes are conducted primarily in Spanish.

Spanish I

This class is a proficiency-oriented course that helps students attain a Novice-High Level* of proficiency through integrative, student-centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. Students learn basic conversational skills such as greeting people, introducing themselves and others, talking about the weather, describing personality traits, talking about schedules and daily activities, and giving opinions. To support these tasks, students learn grammatical structures and concepts such as subject-verb agreement, gender, the present tense (what they regularly do or are doing), the near future (what they are going to do), and one past verb tense (what they did). Students increase confidence and competence in speaking, listening, reading, and writing, while acquiring an awareness of cultural differences and concepts of Spanish-speaking countries through readings, videos, projects, and other oral and written activities. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

Spanish I Course Standards

1. Students can recognize key words and detect the main ideas in authentic texts from familiar and/or highly contextualized sources such as schedules, menus, bills, signs, and announcements, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can recognize key words and determine the main ideas in sentence-length speech from familiar and highly contextualized sources such as ads, announcements, and individual utterances.

3. Students can use a variety of high-frequency words, rote phrases, and practiced sentences to negotiate simple communicative tasks and straightforward social situations related to family, origin, school, sports, weekend activities, and clothing in culturally appropriate ways.

4. Students can ask rote and formulaic questions related to familiar and practiced topics such as weekend activities, school, family, food, sports, and clothing.

College Preparatory

• Spanish I

• Spanish II

• Spanish III

• Spanish IV

5. Students can respond to simple, direct questions and/ or requests related to familiar topics such as weekend activities, school, family, food, sports, and clothing.

6. Students can greet and introduce themselves and say good-bye in the target language using culturally appropriate greetings, gestures and behaviors in various social situations.

7. Students can produce lists, short notes, and post cards, as well as provide basic information such as name, age, birthday, origin, telephone number, etc., on forms, surveys and/or other documents.

8. Students can present information about themselves and familiar topics through lists of words, rote phrases, and simple practiced sentences related to weekend activities, school, family, food, sports, and clothing in the present tense.

9. Students can begin to recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

Honors And Ap

• Spanish II Honors

• Spanish III Honors

• Spanish IV Honors

• Spanish V Honors: Composition & Conversation

• AP Spanish: Language & Culture

• Spanish VI: Language Through Film (AP credit)

Spanish Ii

This class is a proficiency-oriented course that helps students attain an Intermediate-Low Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. After a review of grammatical concepts and basic themes from Spanish I, students expand vocabulary to include such topics as family and friends, health, sports, entertainment, vacation, daily routine, technology, and personal likes and dislikes. They learn to express what they are doing, have done, used to do, and are going to do. They develop greater ease in communicating their needs and opinions. Students increase confidence and competence in speaking, listening, reading, and writing, while acquiring an awareness of cultural differences and concepts of Spanish-speaking communities through readings, videos, projects, and other oral and written activities. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language during class.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

Students who take this course must have successfully completed Spanish I or the departmental placement exam.

Spanish II Course Standards

1. Students can recognize key words and phrases and comprehend the main ideas as well as some supporting details in paragraph length texts related to familiar and/or contextualized sources such as schedules, labels, recipes, bills, flyers, advertisements, forms, and catalogs, especially when supported with visual cues, prior knowledge and cognates.

2. Students can recognize key words and phrases and determine the main ideas in paragraph-length speech related to familiar and contextualized sources such as ads, announcements, and individual utterances.

3. Students can convey meaning through a variety of high-frequency words, rote phrases, and original simple sentences when responding to uncomplicated communicative tasks and straightforward social situations related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

4. Students can ask and respond to simple questions and requests for information in familiar and straight forward social situations related to familiar topics such as family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

5. Students can produce simple messages, letters, requests for information, descriptions, and notes through strings of simple sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs in the present, near future, and simple past.

6. Students can begin to be able to provide short practiced descriptions about past events related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

7. Students can recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

8. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

Spanish Ii Honors

This class is a proficiency-oriented course that helps students attain an Intermediate-Low Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. Spanish II Honors works with the same material as regular Spanish II, but moves at a faster pace and delves more deeply into the material. The classroom activities, homework assignments, and proficiency assessments reflect the more intense and more in-depth nature of the honors class environment and expectations. Instructors will work to meet the ACTFL recommendation of using 90 percent- plus of the target language in class.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

Students who take this course must have successfully completed Spanish I or the departmental placement exam. Enrollment is based upon departmental consent.

Spanish II Honors Course Standards

1. Students can recognize key words and phrases and comprehend the main ideas as well as some supporting details in paragraph length texts related to familiar and/or contextualized sources such as schedules, labels, recipes, bills, flyers, advertisements, forms, and catalogs, especially when supported with visual cues, prior knowledge and cognates.

2. Students can recognize key words and phrases and determine the main ideas in paragraph-length speech related to familiar and contextualized sources such as ads, announcements, and individual utterances.

3. Students can convey meaning through a variety of high-frequency words, rote phrases, and original simple sentences when responding to uncomplicated communicative tasks and straightforward social situations related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

4. Students can ask and respond to simple questions and requests for information in familiar and straightforward social situations related to familiar topics such as family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

5. Students can produce simple messages, letters, requests for information, descriptions, and notes through strings of simple sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs in the present, near future, and simple past.

6. Students can begin to be able to provide short practiced descriptions about past events related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

7. Students can recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

8. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

Spanish Iii

This class is a proficiency-oriented course that helps students attain an Intermediate-Mid Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. Beginning with a review of major elements of Level II, this course helps students continue to build vocabulary and deepen their understanding of Spanish grammar. They learn to talk about themes that include professions, technology, history, life events/emotions, the press/news, politics/ government, environmental issues, travel, and the arts. They continue to develop their ability to express emotions, opinions, needs, and wishes in Spanish. Grammatical structures help students express what they did, used to do, will do, would do, will have done, would have done, etc. Students increase confidence and competence in speaking, listening, reading, and writing, while acquiring an awareness of cultural differences and concepts of Spanish- speaking communities through readings, videos, projects, and other oral and written activities. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language during class.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

Students who take this course must have successfully completed Spanish II or the departmental placement exam.

Spanish III Course Standards

1. Students can recognize key words and understand the main ideas and relevant supporting details, as well as infer some meaning in short authentic paragraph-length discourse.

2. Students understand and interpret authentic written and oral texts such as short descriptions, ads, articles, announcements, correspondence, stories, and websites, especially when supported with visual cues, prior knowledge and cognates.

3. Students can begin to analyze texts to derive meaning.

4. Students can respond to direct questions or requests for information related to family, daily routines, weekend activities, personal preferences, shopping, and food.

5. Students are able to ask simple questions and make simple requests in familiar and practiced social situations related weekend plans, childhood, travel, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

6. Students can convey meaning through recombining a variety of vocabulary words and rote phases to create original sentences related to personal information, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, and lodging.

7. Students can present information through strings of simple but cohesive sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

8. Students can report a simple event or actions in the past using a variety of past aspects.

9. Students can begin to use authentic sources critically and make some basic comparisons/contrasts between cultures.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

Spanish Iii Honors

This class is a proficiency-oriented course that helps students attain an Intermediate-Mid Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. Spanish III Honors works with the same material as regular Spanish III, but moves at a faster pace and delves more deeply into the material. The classroom activities, homework assignments, and proficiency assessments reflect the more intense and more in-depth nature of the honors class environment and expectations. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

Students who take this course must have successfully completed Spanish II or the departmental placement exam. Enrollment is based upon departmental consent.

Spanish III Honors Course Standards

1. Students can recognize key words and understand the main ideas and relevant supporting details, as well as infer some meaning in short authentic paragraphlength discourse.

2. Students understand and interpret authentic written and oral texts such as short descriptions, ads, articles, announcements, correspondence, stories, and websites, especially when supported with visual cues, prior knowledge and cognates.

3. Students can begin to analyze texts to derive meaning.

4. Students can respond to direct questions or requests for information related to family, daily routines, weekend activities, personal preferences, shopping, and food.

5. Students are able to ask simple questions and make simple requests in familiar and practiced social situations related weekend plans, childhood, travel, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

6. Students can convey meaning through recombining a variety of vocabulary words and rote phases to create original sentences related to personal information, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, and lodging.

7. Students can present information through strings of simple but cohesive sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

8. Students can begin to use authentic sources critically and make some basic comparisons/contrasts between cultures.

9. Students can report a simple event or actions in the past using a variety of past aspects.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

Spanish Iv

This class is a proficiency-oriented course that helps students attain an Intermediate-Mid to Intermediate High Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication and is not the sole focus of the course. While applying previous and working knowledge of the language, students are led through daily activities that help develop their ability to better employ the grammatical and lexical features of the language in order to more effectively communicate in Spanish through writing and speaking. Unlike grammar-based programs, which tend to focus more on what the student knows about the language, Spanish IV helps students strengthen their ability to respond to real-world situations in spontaneous and non-rehearsed contexts through speaking, writing, listening, and reading. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

Students who take this course must have successfully completed Spanish III or the departmental placement exam. Enrollment is based upon departmental consent.

Spanish IV Course Standards

1. Students can follow the main ideas and identify some supporting details in various time frames in straightforward, and sometimes narrative, para graph-length discourse, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can understand and interpret authentic written and oral texts such as articles, announcements, websites, and literary passages.

3. Students can begin to analyze written and oral texts in order to derive meaning.

4. Students can respond to direct questions or requests for information related to personal relationships, living spaces, family dynamics, the environment, and future plans.

5. Students are able to ask a variety of questions, elicit information, and make requests in various familiar social situations related personal relationships, living spaces, family dynamics, entertainment, travel, and cultural values.

6. Students can present a variety of information about school, community events, and personal experiences, and relationships with several short paragraphs, sometimes across multiple time frames.

7. Students can state viewpoints on familiar or researched topics and provide some supporting details.

8. Students can begin to adapt to various audiences of listeners, readers, or viewers to present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics.

9. Students can use authentic sources critically to make comparisons/contrasts between cultures in order to understand different cultural perspectives from around the world.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

Spanish Iv Honors

This class is a proficiency-oriented course that helps students attain an Intermediate-Mid to Intermediate High Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication and is not the sole focus of the course. Spanish IV Honors works with the same material as regular Spanish IV, but moves at a faster pace and delves more deeply into the material. The classroom activities, homework assignments, and proficiency assessments reflect the more intense and more in-depth nature of the honors class environment and expectations. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

Students who take this course must have successfully completed Spanish III or the departmental placement exam. Enrollment is based upon departmental consent.

Spanish IV Honors Course Standards

1. Students can follow the main ideas and identify some supporting details in various time frames in straightforward, and sometimes narrative, paragraphlength discourse, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can understand and interpret authentic written and oral texts such as articles, announcements, websites, and literary passages.

3. Students can begin to analyze written and oral texts in order to derive meaning.

4. Students can respond to direct questions or requests for information related to personal relationships, living spaces, family dynamics, the environment, and future plans.

5. Students are able to ask a variety of questions, elicit information, and make requests in various familiar social situations related personal relationships, living spaces, family dynamics, entertainment, travel, and cultural values.

6. Students can present a variety of information about school, community events, and personal experiences, and relationships with several short paragraphs, sometimes across multiple time frames.

7. Students can state viewpoints on familiar or researched topics and provide some supporting details.

8. Students can begin to adapt to various audiences of listeners, readers, or viewers to present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics.

9. Students can use authentic sources critically to make comparisons/contrasts between cultures in order to understand different cultural perspectives from around the world.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

SPANISH V HONORS: COMPOSITION AND CONVERSATION

This course is designed for students who have successfully completed Spanish IV and who wish to continue Spanish in a Honors (non-AP) class environment. All four skills – reading, writing, speaking, and listening –will be developed, with emphasis placed on writing and speaking. Special consideration will be given to developing the process and mechanics of producing finely crafted sentences and paragraphs in Spanish. Composition activities may include essays of various types (expository, persuasive, argumentative, descriptive); informal writing (blogs, emails, and diary entries); and other kinds, such as critiques, essays, and short research papers. Emphasis will also be given to developing conversational skills, with activities that may include impromptu speaking, debates, formal and informal presentations, persuasive speeches, and Socratic discussions.

The class will be conducted entirely in Spanish. Enrollment is based upon departmental consent.

Spanish V Honors: Composition and Conversation Course Standards

1. Students can read, summarize, and discuss a variety of authentic materials ranging from literary texts to newspaper, magazine articles, and online publications.

2. Students begin to identify the intended audience of written texts.

3. Students can comprehend a variety of vocabulary and idiomatic expressions across time frames.

4. Students can appropriately respond to formal and informal emails, notes, texts requesting information, opinions, suggestions etc., on a variety of topics in a variety of time frames.

5. Students can engage in the oral and written exchange of information, opinions, and ideas in a variety of times frames and social situations.

6. Students can state and support opinions orally and through writing.

7. Students can use and understand a variety of vocabulary, idioms, and culturally appropriate expressions related to various topics to initiate, maintain and close a spoken exchange with a native speaker.

8. Students can write a formal essay on a variety of topics that consists of a thesis, body argument supported by details from authentic written and oral sources, and a conclusion.

9. Students develop their awareness and appreciation of products, both tangible (e.g., tools, books) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie practices and products).

10. Students build a broader understanding of the cultures in general, incorporate interdisciplinary topics, make comparisons between the native language and the target language, as well as between different cultures, and use the target language in real-life settings.

AP SPANISH: LANGUAGE AND CULTURE

This course is tailored to prepare students for the AP Spanish: Language and Culture exam. Students complete an extensive review of grammar and work with more complex structures than previously encountered in their other courses. Recordings and videos develop listening skills; literature, internet sites, journal and newspaper articles, and other written sources develop reading skills; compositions and other writing activities develop writing skills; and ample conversational activities improve speaking skills. To maximize preparation, students study sections from AP exam preparation books and previous AP exams and are also required to complete a series of recorded exercises modeled after those on the AP exam. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

Students enrolled in an AP course are expected to take the AP exam. Students who take this course must have successfully completed Spanish IV. Enrollment is based upon departmental consent.

AP Spanish Language and Culture Course Standards

1. Students can read, summarize, and discuss a variety of authentic materials ranging from literary texts to newspaper, magazine articles, and online publications.

2. Students begin to recognize different rhetorical devices in authentic texts (persuasion, argument, opinion, satire, etc.), and identify the intended audience.

3. Students can comprehend a variety of vocabulary and idiomatic expressions across time frames.

4. Students can appropriately respond to formal emails requesting information, opinions, suggestions etc. on a variety of topics in a variety of time frames.

5. Students can engage in the oral and written exchange of information, opinions, and ideas in a variety of times frames and social situations.

6. Students can state and support opinions.

7. Students can use and understand a variety of vocabulary, idioms, and culturally appropriate expressions related to various topics to initiate, maintain and close a written or spoken exchange with a native speaker.

8. Students can write a persuasive essay on a variety of topics that consists of a thesis, body argument supported by details from authentic written and oral sources, and a conclusion.

9. Students can critically interpret, synthesize, integrate, and cite information from a variety of authentic sources (oral and written) in order to support their arguments, opinions, and/or conclusions.

10. Students develop their awareness and appreciation of products, both tangible (e.g., tools, books) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie practices and products).

11. Students build a broader understanding of the cultures in general, incorporate interdisciplinary topics, make comparisons between the native language and the target language, as well as between different cultures, and use the target language in real-life settings.

SPANISH VI: LANGUAGE THROUGH FILM

This course is for students who have successfully completed Spanish V Honors: Composition and Conversation or AP Spanish: Language and Culture and desire to build their language skills to a more advanced level. Students will analyze at least 10 films from the Spanish-speaking world. To increase understanding of the themes and cultural background of each film, students will use authentic cultural texts that may include traditional literature, popular songs, and newspaper, journal, and website articles. Primary emphasis will be given to developing conversational skills; students will be required to engage in activities that hone their critical thinking and presentational abilities, as well as their capacity to express their ideas creatively. Secondary emphasis will be given to writing; students will write film critiques, essays, and/or short research papers.

The class will be conducted entirely in Spanish. Although this class is not a College Board AP course, students will receive AP credit for this course.

Prerequisite: Spanish V Honors: Composition and Conversation or AP Spanish: Language and Culture.

Enrollment is based upon departmental consent.

Spanish VI: Language through Film Course Standards

1. Students can read, summarize, and discuss a variety of authentic materials ranging from scholarly articles and online publications, to literary works from the target language.

2. Students can read, summarize, and discuss works from literary canons (short stories, poems, passages).

3. Students can express their opinions, criticism, and exchange of information in an academic setting more akin to an advanced college language course.

4. Students can write an analytical essay on a variety of topics related to the social, political, economic, and historical themes presented in class and provide supporting details from academic sources.

5. Students can critically interpret, synthesize, integrate, and cite information from a variety of authentic academic sources (oral and written) in order to support thesis arguments, opinions, and/or conclusions.

6. Students can research an academic topic related to the historical, social, economic, and political themes discussed in class and produce a seven-to-eight-page term paper in the target language that incorporates and appropriately cites academic sources.

7. Students garner a general understanding of the political, social and historical contexts of Latin America and Spain, starting with the 1940s and into modern times.

8. Students broaden their geographic, historical, artistic, social and political understanding of Latin America and Spain.

9. Students build a broader understanding of the cultures in general, incorporating interdisciplinary topics to make comparisons between the native language culture and the target language culture.

Fine Arts

“Preparation in the arts will be valuable to college entrants whatever their intended field of study. The actual practice of the arts can engage the imagination, foster flexible ways of thinking, develop disciplined effort, and build self-confidence. Appreciation of the arts is integral to the understanding of other cultures sought in the study of history, foreign language, and social studies. . . Students’ preparation in the arts will enhance the quality of their lives, whether they continue artistic activity as a vocation or appreciation of the arts as observers and members of audiences.”

– Academic Preparation for College: What Students Need to Know and Be Able to Do

The College Board, Education Quality Project

Visual ArtsSemester Courses

TWO-DIMENSIONAL DESIGN AND PRINTMAKING

In this course, students will explore the process of printmaking through different means including, but not limited to, collagraphy, reduction block linoleum cut, intaglio, monotype, and screen printing. Students will expand upon their visual vocabulary and be encouraged to innovatively engage each project. This course will also explore formal, technical, and conceptual elements relevant to 2-D design as well as traditional and contemporary printmakers.

There is no prerequisite and this course is open to all grades. Students will be charged a $70 materials fee for this course.

THREE-DIMENSIONAL DESIGN

This course examines the relationship between form, structure, process, skill, and intent, as they are considerations in the three-dimensional arts. Emphasis is placed on providing a variety of experiences that will develop a basic vocabulary and teach the student to innovatively present a design project. As the student explores a variety of materials and ideas, they will explore formal, technical, and conceptual elements relevant to traditional and contemporary 3-D design issues.

There is no prerequisite and this course is open to all grades. Students will be charged a $70 materials fee.

PAINTING & PAINTING HONORS

This course is intended to develop the comprehension and use of the formal, technical, and perceptual process of painting fundamentals. Students will utilize a variety of techniques and materials through directed studio projects, and will be given the opportunity to do an independent final project. Quality of work, as well as preparation, critical participation, and personal progress form the core of how students will be graded.

Painting Honors students will continue to explore a variety of techniques and materials through directed studio as well as independent projects. The course will help students articulate their personal vision and imagery.

Prerequisite: Painting

Students will be charged a $70 materials fee.

Concepts Of Drawing

This course is intended to engage the student in a comprehensive range of drawing principles and methods, as well as to focus on a variety of concepts regarding perception. Projects will be based on observation, expressive and descriptive mediation and engaging meaning through composition, image and process. Subject matter will fluctuate between still life, the figure, landscape, portraiture, abstraction, appropriated imagery etc. Students will engage a multiplicity of techniques and materials through directed studio projects. Quality of work, as well as preparation, critical participation and personal progress form the core of how students will be graded.

There is no prerequisite and this course is open to all grades. Students will be charged a $70 materials fee.

Fundamentals Of Drawing

This course is intended to familiarize students with drawing terminology and techniques. Emphasis will be placed on development of observational skill and the rendering of light and shadow using a variety of materials. Subject matter will vary from personal observation and from images researched. Using perspective, mark-making, and value, students will learn to create the illusion of space within their drawing. Students will be graded on class participation, preparation, quality of work, and critical participation.

There is no prerequisite and this course is open to all grades. Students will be charged a $70 materials fee.

Photography

Open to all students, this course explores the technical and creative aspects of photography. Basic black and white image-making and darkroom techniques are emphasized. Supplemental approaches such as early developing pinhole cameras, solarization and hand coloring are also explored. Students will also be introduced to the invention of photography and its various applications through history by various photographers. Importance is placed on critical thinking skills and personal expression through teacher feedback and group critiques.

There is no prerequisite for this course. Students furnish their own film. Students will be charged a $70 materials fee for this course.

Advanced Photography

Open to 10th, 11th, and 12th grade students, this course is designed for the student who wishes to take photography to a more complex level. Projects will challenge students to execute the medium of photography conceptually and further explore its aesthetic possibilities. Students will be using both film and digital cameras in this course to complete assignments Digital manipulation and basic retouchingof digital photographs using Photoshop is introduced. Emphasis is placed on working toward a more personal vision and innovation. Importance is also placed on critical thinking as students craft an artistic statement and participate in individual and group critiques. Students furnish their own film.

The prerequisite for this course is Photography. Students will be charged a $70 materials fee.

Advanced Photography Honors

Open to 10th, 11th, and 12th grade students, this course is designed for the student who wishes to take photography to a more complex level. Projects will challenge students to execute the medium of photography conceptually and further explore its aesthetic possibilities. Students will be using both film and digital cameras in this course to complete assignments. Digital manipulation and basic retouching of digital photographs using Photoshop is introduced. Emphasis is placed on working toward a more personal vision and innovation. Importance is also placed on critical thinking as students craft an artistic statement and participate in individual and group critiques. In addition to the curriculum above, Honors students will participate in bimonthly digital assignments aimed to broaden the skill and scope of every student’s photographs and personal voice.

The prerequisite for this course is Photography. Students furnish their own film. Students will be charged a $70 materials fee.

Ceramics

Open to all grade levels, this course examines the relationships among form, structure, process, skill, and intent, as they are considerations in the threedimensional arts, as well as important elements connected to ceramics. Emphasis is placed on providing a variety of experiences that will develop a wider vocabulary and provoke the student to innovatively engage the ceramic art process. As the students explore a variety of techniques and ideas through projects initiated by the teacher, they will explore formal, technical, and conceptual elements relevant to traditional and contemporary ceramic design. Students will be charged a $70 materials fee.

Advanced Ceramics

This course is designed to build upon the fundamentals learned in Ceramics. Students will be challenged to use the techniques of hand building and throwing on a more complex level as new genres and skills are introduced. Students will also learn alternative firing techniques as well as a greater variety of glazing and ceramic decoration. Emphasis will be placed on student exploration and creation of their own artistic style and vision. Critical thought in the technical, formal and conceptual elements related to ceramic art will be encouraged through individual and group critiques as well as discussions on traditional and contemporary ceramicists.

Prerequisite: Ceramics

This course is open to 10th, 11th, and 12th grade students. Students will be charged a $70 materials fee.

Applied Ceramic Concepts Honors

In this class, students will continue their exploration of clay. Students will engage as well as push past the skills learned in the previous courses and focus on the exploration of a primary form. A main tenet of this course will be to study the history of the form, research historical and modern interpretations, experiment with different firing temperatures, and explore a variety of surface treatments. The students will communicate their research about the object they choose to the rest of the class in two presentations. One presentation will include images of pieces they are inspired by, and a second presentation will include objects they have produced.

Students will be required to spend a minimum of one hour per week working outside of class time.

Prerequisite: Advanced Ceramics

Students will be charged a $70 materials fee.

Sculpture

This course is an exploration of process, material, and perceptions as they relate to three-dimensional form and structure. Emphasis is placed on developing a basic vocabulary, an understanding of visual expression and exploration of formal, technical and conceptual elements relevant to traditional and contemporary threedimensional design. Students will experiment with a variety of media, including but not limited to wire, plaster, paper mache, and found objects. A portion of the second term may include an exploration of installation art.

There is no prerequisite and this course is open to 9th, 10th, 11th, and 12th graders. Students will be charged a $70 materials fee.

Visual ArtsFull-Year Courses

Ap Studio Art

This course is open to 12th graders who are highly motivated art students and wish to submit a portfolio to the College Board. An exceptional work ethic and a true desire to create are essential for success in this course. Students are expected to be self-directed, participate in group and individual critiques, write an artist’s statement, as well as work outside of class. Emphasis is placed on creating work for the different sections of the AP Portfolio exam - Quality, Breadth, and Concentration – providing is a thematically related series of work. Each student is required to submit drawing portfolio, a two-dimensional design portfolio, or a threedimensional design portfolio.

Enrollment is based upon departmental consent.

Students will be charged a $70 materials fee per semester. Students will be expected to complete several summer assignments before the course begins.

Prerequisite: Three art courses within the student’s desired concentration media as described below:

• A student pursuing a 3-D portfolio with a concentration in 3-D based work should take three courses within the following: 3-D Design, Ceramics, Advanced Ceramics, Advanced Ceramics Honors, and Applied Ceramic Concepts Honors.

• A student pursuing a drawing portfolio with a concentration in drawing should take Fundamentals of Drawing, Concepts of Drawing, and one other 2-D-based course of the student’s choice.

• A student pursuing a 2-D portfolio with a concentration in photography should take CP Photography and Advanced Photography, or Advanced Photography Honors and one other 2-Dbased course of the student’s choice.

• A student pursuing a 2-D portfolio with a concentration in painting, digital art, or printmaking should take three art courses within the following: Fundamentals of Drawing, Concepts of Drawing, Painting, 2-D Design/ Printmaking, or CP Photography.

• A student pursuing a 2-D portfolio with a concentration in painting, digital art, or printmaking should take three art courses within the following: Painting, 2-D Design and Printmaking, Fundamentals of Drawing, Concepts of Drawing, CP Photography, or Advanced Photography Honors.

Ap Art History

Offered to students in the 11th and 12th grades, this college-level, yearlong course provides an introductory survey of art forms within historical and cultural contexts. The class will focus on developing understanding and enjoyment of the major art forms – painting, architecture, and sculpture. The development of critical thinking skills is emphasized. In addition to texts, lectures, and slide presentations, the course is supplemented with visits to galleries and museums.

There is no prerequisite for this course. Enrollment is based upon departmental consent. Students enrolled in an AP course are expected to take the AP exam.

A first quarter grade of C- or below will result in student removal from an Honors or AP course.

Performing ArtsSemester Courses

Spartan Singers

Open to all 9th-12th grade students, Spartan Singers will perform and learn traditional and contemporary choral literature. This is a non-auditioned performance group. Participants are encouraged to increase their musical skills, including sight singing, to an advanced level and appear in a choral festival.

Participants are responsible for the black performance attire. Grades are based on daily participation, quizzes, octets, and performances. There is the option to participate in a spring choral trip at the participant’s expense.

Freshman Select

This class requires an audition and is designed to find students early in their music career who have a goal of staying with the choral program all four years and who have advanced music/singing abilities. Students perform a wide variety of music throughout the year. The singers will participate in the annual Madrigal Dinner as performing servers.

Participants are responsible for the black performance attire, and the Choral Department will supply costumes for the Madrigal Dinners. Grades are based on daily participation, quizzes, octets, and performances. The audition occurs in the spring and includes a vocal examination as well as a sight-reading element. This course requires a high level of commitment. There is the option to participate in the spring choral trip at the participant’s expense.

Spartan Select

Open to all 10th-11 grade students, Spartan Select members perform a wide variety of music throughout the year. Singers participate in the annual Madrigal dinner as performing servers and participate in all other required performances.

Participants are also responsible for the black performance attire, and the Choral Department will supply costumes for the Madrigal Dinners. Grades are based on daily participation, quizzes, octets, and performances. This class requires a non-auditioned, vocal examination, as well as a high level of commitment. There is the option to participate in a spring choral trip at the participant's expense.

WIND ENSEMBLE (BAND)

Open to all 9th-12th graders, this performing group serves as the pep band for various sporting events and a concert ensemble during the remainder of the year. A variety of musical styles will be explored, including traditional and contemporary band literature, classical transcriptions, and jazz. Students will also explore various theoretical and historical concepts to enhance performance skills.

Participants are responsible for the performance dress of gowns or tuxedos. In most cases, students provide their own instruments. Students are responsible for their performance attire. A trip to a music festival may be an optional event for this class at the participant’s expense.

STRING ENSEMBLE (ORCHESTRA)

Open to all 9th-12th grade string players with previous experience, this group performs at multiple concerts and school events throughout the year. A variety of musical styles will be explored, including classical, contemporary, and various fiddle styles. In addition to concert literature, students will learn scales, advanced techniques, and music theory. Grades are based on daily participation, quizzes, written assignments, and performances.

Participants are responsible for the performance dress of gowns or tuxedos. In most cases, students provide their own instruments. Students are responsible for their performance attire. A trip to a music festival may be an optional event for this class at participant’s expense.

Performing ArtsFull-Year Courses

STRING ENSEMBLE HONORS (ORCHESTRA)

This class is open to 10th-12th grades and meets at the same time as String Ensemble Orchestra, but with additional requirements such as Middle School mentoring, presentations, and higher-level theory assignments. These students provide assistance with additional performances and chamber ensemble performances.

Participants are responsible for the performance dress of gowns or tuxedos. This class is by invitation only and requires a high level of commitment from the student. Students are responsible for their performance attire. A trip to a music festival may be an optional event for this class at the participant’s expense. Enrollment is based upon departmental consent.

Chamber Singers Honors

This course is open to students in 10th-12th grades through an audition. Students will perform a wide variety of music throughout the year. The singers participate in the annual Madrigal Dinner and perform a number of concerts in the community.

Participants are also responsible for the performance dress of gowns or tuxedos as well as Elizabethan costume for the Madrigal performances. Grades are based on daily participation, quizzes, octets, and performances. The audition occurs in the spring and includes a vocal examination as well as a sight-reading element. This course requires a high level of commitment. There is the option to participate in a spring choral trip at the participant’s expense. Enrollment is based upon departmental consent.

WIND ENSEMBLE HONORS (BAND)

This class is open to 10th-12th grades and meets at the same time as Wind Ensemble but with additional requirements such as middle school mentoring, presentations, and higher-level theory assignments. These students provide assistance with additional performances and chamber ensemble performances.

Participants are responsible for the performance dress of gowns or tuxedos This class is by invitation only and requires a high level of commitment from the student. Students are responsible for their performance attire. A trip to a music festival may be an optional event for this class at the participant’s expense.

Enrollment is based upon departmental consent.

Music - Semester Courses

History Of Pop And Rock Music

This course is open to 9th-12th grades and requires no prerequisite. This course will provide the student with a broad overview of what pop music is, tracing its history and development through the Big Band era, birth of jazz and blues, rock and roll, and the British invasion, to our current mix of pop styles. The course will stress the cultural, sociological, and psychological influences and reflect on pop music’s use as an avenue of communication and as an art form. There will be guided listening, reading, and discussions. Evaluations will be determined through classroom participation, assignments, tests, and projects, as well as concert reviews.

Students may be asked to attend off-campus concerts as well as Webb performing arts concerts as a part of the course requirement. Opportunities to attend professional concerts at the students’ expense will be offered but not a requirement.

Music - Full-Year Courses

Ap Music Theory

This course introduces students to the aspects of music including melody, harmony, texture, rhythm, form, musical analysis, composition, and to some extent, history and style. Musicianship skills such as dictation and other aural skills, sight singing, and keyboard and choral harmony are considered important parts of the theory course. The ultimate goal of the AP Music Theory Course is to develop a student’s ability to recognize, understand and describe the basic materials and processes of music that are heard or presented in a score. Music Theory students will be expected to complete a final composition as a culmination of the material covered in the course.

Students are admitted through the AP guidelines for this course including teacher recommendation and a skills test. Enrollment is based upon departmental consent. Students enrolled in a AP course are expected to take the AP exam.

A first quarter grade of C- or below will result in student removal from the Honors or AP course.

Theater - Semester Courses

Introduction To Acting

Beginning with drama games and basic improvisation, this class introduces acting to both those with a casual curiosity and those with a serious interest in the art of performance. Stage combat, monologues, and scene work will be covered, as will techniques and strategies for auditioning.

Introduction To Cinema

This course offers an introduction to film studies by examining the art and impact of a variety of actors, directors, and genres to give a broad overview of the craft of film. This unique course encourages teacher-coached students to deeply explore areas of interest to share them with the rest of the class. Students get to enhance their knowledge by taking on the role of teacher and learner through an active collaboration with the instructor.

CINEMA: A HERO'S JOURNEY

From the tales of earliest tribes to the most spectacular blockbusters from Hollywood, the plot of the hero’s quest never changes. Whether it’s Hercules or Harry Potter, the stories remain the same. Why is that? What are we trying to tell ourselves in myths and movies? This class focuses on films of action, adventure, and hidden meanings. From Jack Sparrow to Indiana Jones . . . from the beaches of D-Day to the heart of Middle Earth . . . the Hero’s Journey on the silver screen remains as exciting and important as ever.

CINEMA: FILMS OF MYTH AND WONDER

From Frankenstein to Blade Runner, science fiction and horror have long been used as vehicles for artists and authors to explore important social and spiritual issues. This semester-long course actively examines the best of these genres and investigates the political and mythical issues contained within them. This course helps students develop the skills to intelligently examine films and discuss why they work or fail. Teacher-led screenings will alternate with student-driven projects, making this a fun, interactive look at the ideas behind the most influential medium of the past 100 years. Films screened and explored will include Metropolis, The Bride of Frankenstein, The Fly (1986), Jaws, Blade Runner, Psycho, and The Matrix, as well as many, many others.

CINEMA: SUPERS AND SCOUNDRELS

Is it the cape, the tuxedo, or the tortured past? What makes a hero? In this course, we’ll examine the iconic heroes of cinema to learn why they risk all for principle. What is the psychology of the iconic heroes, and what sets them apart? Why do dark figures such as the Dark

Knight and James Bond serve as our greatest heroes today as they did in the ’60s? Are super abilities gimmicks or do they allow storytellers to reach audiences in unforgettable ways? By looking at the minds and motives of both the heroes and the audiences, the class will draw unique conclusions based on some of cinema’s most thrilling films.

Construction And Carpentry For The Stage

This semester class is the ideal course for students looking for a hands-on experience in imaging and building the scenery, props, and technical elements for plays and films. Learn how to take a play from page-to-stage, gaining skills in woodworking, painting, and teamwork in a fun, safe environment. Help create impressive sets such as the ones seen in Chicago and Mamma Mia while learning talents and tricks-of-the-trade that can be used in theatre and in life. Also, get an insider’s look at lighting and sound tech. No experience is necessary.

READER'S THEATER: SHAKESPEARE

Students will have the opportunity to learn about Shakespeare’s plays by reading them aloud, as an ensemble, and then reflecting on them in discussion and journal work. Designed to provide readers with an immersive experience both listening to and speaking Shakespeare every five class days out of seven, the course will increase comfort and familiarity with Shakespeare’s language, stories, and characters, covering 12 of his most important plays.

Screenwriting

Designed for students with an interest in both writing and film, this course uses brainstorming activities and the study of story structure to build the skills and confidence to write for the screen. Students will build a short, feature screenplay over the semester, finishing with a second draft of a completed script.

CINEMA: FROM SITCOMS TO STREAMING – THE HISTORY AND HERITAGE OF AMERICAN TELEVISION

Since 1946, this uniquely American art form has brought cinema into the homes of millions and transformed every aspect of domestic life. Shaped by who we are and shaping who we would become, television not only has a rich and controversial heritage, but with the advent of streaming services and long-form storytelling, is poised to financially and artistically overtake the silver screen as the new home for filmed storytelling. This course uses guided screenings and independent research presentations to explore both the network-dominated past and the Oscar-bound future of this ubiquitous medium.

Senior Cinema

Offered for seniors, and juniors with instructor approval, who wish to explore the art of films at an in-depth level, this class will examine an eclectic range of international master directors and genres. This student- driven course is highly recommended for college-bound students who have enjoyed past cinema classes, and wish to learn about the range of cinema arts.

ADVANCED SENIOR CINEMA: HITCHCOCK, WILDER AND KUBRICK

This course is intended for college-bound seniors seeking a sophisticated examination of three of cinema’s most honored directors: Billy Wilder (Some Like It Hot); Alfred Hitchcock (Psycho); and Stanley Kubrick (The Shining). In-depth screenings, discussions, and guided projects will allow students a college-level insight into three masters of art and entertainment.

Department approval required

Speech Communications And Debate

With an emphasis on one-on-one coaching and group interaction, students will learn valuable techniques to build confidence through focusing on descriptive, persuasive, and demonstrative talks. In the latter section of the semester, students will explore the format and strategies of formal debate.

Media ArtsSemester Courses

Digital Imagery And Photoshop

This course is designed to familiarize students with the tools of Adobe Photoshop and Illustrator. By using contemporary software, students will take on projects related to photo repair, collage, advertising, and art projects. The use of vector graphics to create logos and other images will be covered as well. The class will culminate in the completion of a digital portfolio. Basic photographic technique and composition will be covered, and students are required to have the use of a compact or regular DSLR camera. Photoshop and Illustrator will be made available on student laptops.

Advanced Digital Imagery And Photoshop

Building on the skills from the first semester class Digital Imagery and Photoshop, this advanced class will focus on digital art for photo enhancement, commercial art, and web design. Special emphasis will be placed on Adobe Illustrator and vector art, the professional standard for creating commercial graphics for digital and print work. Emphasis will be placed on gaining a familiarity with Illustrator for both commercial and fine art applications. A final and diverse Portfolio will serve as the culminating project for the course. The prior course is not a prerequisite but is strongly recommended.

MEDIA PRODUCTION I & II

MEDIA PRODUCTION I – This course features components related to live broadcasting and public speaking in producing news, sports, and feature events in addition to post-production. Production will occur in the Haslam Center Broadcast Studio. Students will be required to attend a percentage of W.O.W. Network productions on location at after- school events, including athletics, fine arts performances, and other school activities. Student roles/responsibilities may include: on-air live commentators and anchors, interviewers/ reporters, producers, script writers, public address announcing, and technical assistants (camera, sound, lighting, video).

Using innovation and creativity, students will produce a weekly news broadcast and occasional daily minibroadcasts on “What’s UP in UPper School.” These segments will be posted on the school’s website and social media platforms. Options to produce radio-style broadcasts/podcasts may be available as well. Students will be expected and encouraged to gain experience in all areas of broadcasting, including those outside their comfort zones. This class will also analyze and critique professional news productions in addition to reviewing the ethical standards of journalism. One video-produced team individual or group project will also be required each quarter.

Each student will maintain a weekly log in the Media Production Notebook of duties/roles, equipment, hours, etc. The rotating producer for that broadcast segment will verify team members’ entries. The rotating executive producer will verify all entries each week.

MEDIA PRODUCTION II – This course will focus on increased levels of independence and real-world applications learned and practiced from Media Production I.

Prerequisite: Media Production I

Being a member of the W.O.W. Network club with prior experience is not a prerequisite for this course, but certainly can be a benefit.

Maximum enrollment: 10.