Upper School 2018 - 2019 Course of Study
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Table of Contents Introduction Graduation Requirements Special Programs Senior Independent Study (SIS) Independent Study Course Load Requirements and Selection Honors and the Deep Learning Initiative Extra Help and Tutoring Grades and the Honor Roll Academic Warning and Probation Daily Study Hall Summer Coursework Departmental Overviews & Course Descriptions World Languages Humanities English History Science Mathematics Health Music Technology, Making, & Digital Media Theatre Art Athletics Afternoon Activities
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Introduction Wooster’s Upper School curriculum is designed to provide students myriad opportunities and pathways to develop the skills, dispositions, and knowledge they will need in college and life. We offer a broad and diverse array of classes that strengthen students’ core skills and then, as they become older and identify their strengths and passions, allow for more in-depth study and choice. First and foremost, our curriculum aims to teach students how to learn, think, and communicate, as we see these fundamental skills as the basis upon which they will become lifelong learners and best be able to adapt to an ever-evolving world.
Graduation Requirements In order to graduate, Wooster students must have: (1) Been in attendance as a senior, discharged his/her obligations in the Self-help system, and met the 90% attendance rule (found in the Community Handbook); (2) Fulfilled the course requirements of total credits and required courses within each department; (3) Successfully completed a minimum of 15 credits (the equivalent of five full-year courses) for each year of attendance; (4) Successfully fulfilled the afternoon activities requirements; (5) Performed 100 hours of community service undertaken between the June before freshman year and leaving for Senior Independent Study (SIS); (6) Successfully completed a Senior Independent Study (SIS); and (7) Received faculty approval in a meeting duly convened for the purpose.
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Course Requirements Effective planning of an academic program necessitates understanding the School’s requirements and credit system. Students need the following to qualify for a diploma: Humanities: English
12 credits
Humanities I, Humanities II, and an English class in both Junior and Senior years
Humanities: History
12 credits
Humanities I, Humanities II, (DLI) United States History, Senior Seminar
Language
9 credits
Completion of Level III of a Spanish or another approved world language
Mathematics
9 credits
Algebra I, Geometry & Statistics, Algebra II
Science
9 credits
Physics, Biology, Chemistry
Co-Curricular
7 credits
Sum of credits in Music, Art, Theatre, Technology, and Digital Media
1 credit
Artistic Thinking & Practice (Mandatory art class in grade 9.) Counts as 1 credit of the 7 towards the Co-Curricular requirement.
1 credit
Health 9 and Health 10
Health
The total number of credits required for graduation is 59, which is the sum of the departmental minima. When choosing courses, students are encouraged to make decisions based on their interests and qualifications. Permission of the Registrar and Director of Curriculum is required to change or withdraw from a course. Normally, course credit is granted to entering students for successful completion of equivalent courses taken at other accredited schools. In collaboration with Departmental Coordinators, the Director of Curriculum and the Registrar will determine whether those courses fulfill Wooster’s requirements and the balance of courses each new student needs to fulfill graduation requirements.
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Special Programs Senior Independent Study (SIS) SIS is Wooster’s program in experiential education. Begun in 1968, the program has thrived by taking advantage of the opportunity to learn in settings other than school. All seniors are required to participate. After the approval of a committee of faculty members and students, each student engages in a field of particular interest off campus during the final five weeks of senior year. Students are required to keep journals, write reflections, discuss their projects with faculty advisors, and present their projects to the Wooster community. For some, this experience leads to consideration of new directions for future study, while others may explore potential career paths or individual interests. Some seniors will continue to take part in after school activities in order to fulfill graduation requirements. Independent Study Students may study and receive credit for significant pursuit of an academic interest not offered in the curriculum. Students interested in pursuing this possibility should speak with the Coordinator of the curricular area involved, as well as seek out a faculty member who would direct the Independent Study. Independent studies may be for credit and grade, or not. Detailed, written proposals are required for all independent studies. Interested students should obtain the independent study proposal form from the Registrar, complete it with their faculty sponsor, and submit it to the Director of Curriculum for approval. Students must note that Independent Studies are not guaranteed, must be approved, and are dependent on faculty availability and supervision.
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Course Load Requirements and Selection The school year is divided into three trimesters which are approximately eleven weeks in duration. The required course load is a minimum of five letter period courses, with a minimum of four courses taken from the five major disciplines (English, History, World Language, Mathematics, and Science) and a minimum of 15 credits per year. A student may enroll in more than the required number of courses with the permission of the Director of Curriculum. Taking six or more courses is not uncommon, but the time implications and stress engendered by such a schedule must be factored into the decision to attempt it. For yearlong major courses, 3 credits are awarded upon successful completion of the entire year’s work. Elective courses earn 1 credit per trimester. In general, partial completion of a course does not earn any credit. Course Selection Every spring, Wooster conducts school-wide course selection. This process begins with a divisional assembly wherein the following year’s Course of Study is reviewed with all students, faculty, advisors, and administration. Thereafter, online course registration opens via OnCampus. Students digitally submit their course requests. Following the close of registration, all requests are reviewed by the departments and administration to ensure students have selected the appropriate number of offerings and are on track to complete graduation requirements. Review is also specifically made of Honors and DLI requests, both in the context of school capacity and the students’ academic records. (See below re: Honors and DLI entrance criteria.) Requests for placement in specific course sections to accommodate students’ teacher preferences cannot be granted. While every attempt is made to honor students’ requests - with seniors receiving priority in the process - scheduling does not always permit this, so considering alternatives is wise. The School reserves the right to cancel or limit enrollment in any course listed.
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Honors and the Deep Learning Initiative Students who develop a strong foundation in one or more disciplines may be selected to pursue honors or advanced courses leading to enrollment in Deep Learning Initiative courses. This is usually accomplished by the student demonstrating capacity for such study via his/her normal coursework. In some cases, summer work leading to advanced standing may be advised. Decisions about acceleration and placement are made by the departments, primarily on the basis of grades and teacher recommendations, and in conjunction with consideration of standardized test scores.
Deep Learning Initiative Entrance Criteria DLI courses are Wooster’s highest-level academic opportunities. These courses ask students to take a deep dive into a particular content area of study and begin to apply the foundational skills, dispositions, and knowledge they have cultivated and demonstrated success with in their earlier academic journeys. Core to the DLI experience are the following: ● ● ● ● ● ● ● ●
In-depth reading/analysis Lecture/Discussion Writing and reflection Inquiry, experimentation and theory generation Independent thinking and collaboration Time and task management Formal Research Writing (APA, MLA) Presentation and critique
Admission into DLI classes is not guaranteed, and students who wish to be considered must show a sustained record of curious, intellectual, intensive learning and effort. Students must also have demonstrated the ability and desire for more ambitious learning and have a strong foundation of basic skills. Each student will be given individual consideration. During the spring course registration, students who wish to be considered for enrollment may preliminarily sign up for DLI courses. All students signing up must have the approval of their current teacher, who is asked to assess the student’s fundamental student skills predicated on demonstrated behaviors that year. Course signups are then vetted departmentally and administratively. In an instance where a request is not approved, a student may appeal the decision, in writing. This appeal is presented first to the recommending teacher, in an attempt to address her concerns; then proceeds to the Department Coordinator, and finally to the Director of Curriculum.
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Honors Entrance Criteria Several departments have additional requirements for entrance into Honors level or advanced courses. These are listed below. All honors and advanced courses require a teacher recommendation and the approval of the Coordinator of the appropriate curricular area.
World Language Honors Spanish III & IV: These honors level courses are intended for students who have exhibited initiative and motivation in previous years of Spanish study. A strong vocabulary and grammatical base as demonstrated on exams and solid communicative skills are prerequisites. The department will base enrollment decisions upon the student’s achievement and effort in Spanish II and Spanish III. Teacher recommendation is required. DLI Spanish V: Students must have earned a grade of at least 4/G in Spanish IV. Teacher recommendation is required.
Math Students currently enrolled in an honors level class must maintain a grade of 4/G in that class to advance to the next honors level course. Students who do not meet this standard may be required to enroll in a non-honors section. Students earning a minimum of 5/G in a non-honors class may be eligible for honors level courses at the next level.
Extra Help and Tutoring The academic life of Wooster is strengthened by a program of extra help offered by our teachers, and also additional tutoring from our tutors. The teaching schedule leaves free time each day for teachers to be available for individual assistance with students. If more support is needed, in addition to the direct teacher extra help, Wooster has a tutoring system in place for an additional fee. Families of students having protracted difficulty meeting the academic expectations of the School may be urged to seek educational testing to pinpoint challenges or rule out possible causes.
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Grades and the Honor Roll Wooster’s Grade Scale Grade
Percentage
Description
6
98 - 100
Superior
5+
95 - 97
5
90 - 94
4+
87- 89
4
80 - 86
3+
77 - 79
3
70 - 76
2+
67 - 69
2
60 - 66
Passing
1
≤59
Insufficient for credit
Excellent
Good
Satisfactory
P/ F/INC
Pass / Fail / Incomplete
Description of Academic Grades 6: Superior. This student’s mastery of course content is essentially flawless and exceptionally consistent. She very rarely misses an opportunity to transfer learned concepts to novel contexts. She not only completes assignments but also extends her learning beyond them. These grades are rare: historically over a ten year period, roughly two percent of all grades in core academic courses have been 6s. This is the A+ of other schools. 5: Excellent. While an occasional error may occur, this student’s control of fundamental course content is thorough and consistent. He can transfer his understanding to novel contexts regularly, though a small number of misidentifications do occur. Historically for the last ten years, roughly thirty percent of all final grades have been 5s. This is the A of other schools. 4: Good. This student’s grasp of course content is strong, but does have some gaps. While she can often transfer her understanding to novel contexts, sometimes she cannot “see” the application without a prompt. This student’s grades may demonstrate some inconsistency. Historically for the last ten years, just under forty percent of grades have been 4s. This is the B of other schools.
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3: Satisfactory. This student has met basic expectations for understanding core course content. He sometimes can transfer his understanding to novel contexts, but does not do so reliably. His understanding and therefore grades is often inconsistent. Roughly twenty percent of all grades over the last ten years have been 3s. This is the C of other schools. 2: Passing. This student’s understanding of course material has significant gaps. She has great difficulty transferring what she has learned to novel contexts on her own, and may even struggle when given an initial prompt. There is, however, enough understanding of core content to warrant that the student receive credit. This is the D of other schools. 1: No credit. Due to any number of reasons, this student’s understanding of course material is insufficient to earn any credit. 2s and 1s, taken together, have constituted roughly five percent of Wooster grades over the last ten years. This is the F of other schools.
Description of Effort Grades (E)xcellent: Students who earn this distinction leave no question as to their giving complete effort to their work in and out of the classroom. They actively ask pointed questions in class, seeking to clarify not only their understanding of content but also course learning intentions and success criteria. They actively seek feedback from their teachers and peers - in and outside of class time - and respond accordingly. Their homework is in on time and, if not, they have e-mailed you with an explanation. (G)ood: Students who earn Good effort grades are indeed working hard, but there is evidence to suggest that they have some more to give. They sometimes miss or avoid opportunities for communication around misunderstanding or homework. They are mostly attentive in class, generally seek feedback both in class and sometimes through e-mail, and ensure their homework is complete on a regular basis and with attention to detail. (S)atisfactory: Students receiving Satisfactory effort grades put in enough effort to ensure their work is fundamentally complete and generally on time. They are often attentive in class, but can at times slip “offline.” They sometimes will seek feedback about their performance - often in spurts but are inconsistent in doing so. These students rarely seek help outside of class time, though on occasion they will schedule an appointment, particularly after warning notices. (F)air: Students earning Fair effort grades do not convince us they are putting in more than the minimum effort needed to get their work off of their minds. Their work is often incomplete, late, and/or messy. They are often passive in their learning experience, choosing most frequently to wait for feedback, as opposed to seeking it out. These students do, however, inconsistently and infrequently engage in their learning process, completing aspects of assignments well and being attentive in class.
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(P)oor: Poor is the lowest effort grade given at Wooster. It communicates that a student is essentially not engaged in the learning process and may actively be avoiding it. These students’ homework is almost always late, incomplete, or never received. They have a disposition which indicates that they seemingly do not care about their work. They rarely respond to feedback. In class they can be disruptive, sometimes intentionally. Effort grades of (G), (S), and (F) can have pluses and minuses attached to them, indicating performance at the top or bottom of the range.
Honor Roll Grade point averages are calculated by an average of all graded classes, factoring in the credits earned for each course. (Pluses are worth 0.5 for averaging purposes.) Recognition is awarded as follows: High Honors ≼ 5.0 Honors: 4.5 - 4.99 Commendation: 4.0 - 4.49
Effort Honor Roll Students who earn all effort grades of Good or above are awarded distinction on Wooster’s Effort Honor Roll.
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Academic Warning and Probation A student earning multiple grades of 2 or failing a course for consecutive trimesters is automatically placed on Academic Warning. A similarly unsatisfactory record of achievement or effort in classes or on exams may also result in Academic Warning. A student failing two courses for the first time at the end of any trimester or the end of the year is automatically placed on Academic Probation, which jeopardizes the student’s status at Wooster.
Daily Study Hall Daily study hall is a mandatory, supervised study hall period each day of the school year. Study hall is required in 9th grade for the first trimester during all free lettered periods. At the end of the first trimester, 9th grade students who have achieved a record which places them on the Honor Roll and have effort grades that are satisfactory or better in all courses are no longer required to attend daily study hall during their free periods. Any 9th – 12th grade student who falls into one of the following categories after any marking period will be placed in additional daily study halls at the discretion of the student support administration (Student Life, Division Heads): A student who earns a grade below 3 in a course during a marking period ● A student who receives an effort grade below satisfactory ● A student who has a regular pattern of missing or late homework ●
At any time, a student may be placed in study halls for demonstrated academic irresponsibility, including plagiarism. A student assigned to daily study halls remains in them until released by the Registrar. Students in study hall should arrive at the John D. Verdery Library on time, sign in, and wait for the adult proctor to arrive before signing out, if they wish to see a teacher for extra help. Students in study hall should work productively and quietly for the entire period.
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Summer Coursework Per summer, students may take up to two courses for Wooster credit at accredited secondary schools. A maximum of four courses over the Upper School career may count toward Wooster graduation requirements. The syllabus for a summer course for credit must satisfy the Department Coordinator whose course is supplanted by the summer work. If it is a lab course, sufficient lab work must be included. Presuming that the course does satisfy the department involved, the student will earn credit for the course if the final grade is at least 3, satisfactory, or C. Final grades of “D,” “passing,” “pass,” or the Wooster equivalent of a 2, will not earn credit. Placement in the next sequential course at the beginning of the year will only be made when an official transcript is received from the summer school. Students interested in summer work should contact the relevant Departmental Coordinator for further information as soon as possible in the school year.
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Departmental Overviews & Course Descriptions World Languages Students in Wooster’s World Language courses focus on increasing their proficiency with regard to the four skills of the ACTFL standards: reading, writing, listening, and speaking. Speaking skills improve through the consistent use of language in and out of the classroom. As the level of language knowledge increases, students are increasingly expected to participate aurally, orally, and in written form in Spanish. Under normal conditions, if a student passes, progress to the next level of the language is automatic. However, a grade of 2 or a poor performance on the final exam may indicate a weak foundation that could impede progress and success at the next level. Therefore, at year’s end, the Department will evaluate appropriate placement for the following school year for those students earning such grades. One potential outcome of that evaluation is required summer work in the language and a re-exam in order for the student to be permitted to enroll in the next level of the language. Spanish I 3.0 credits AY 9-12 Students in Spanish I will begin their studies at the novice level, and aim to establish proficiency in the areas of interpretive communication (reading, viewing, listening); interpersonal communication (writing, speaking); and presentational communication (writing, speaking), as well as building cultural awareness. Students will refer to guidelines established by ACTFL (the American Council on Teaching of Foreign Languages) which describes what individuals can do with language in terms of speaking, writing, listening, and reading in real world situations. Students in Spanish I will be able to understand spoken Spanish and also express themselves in short, comprehensible sentences. Spanish II 3.0 credits AY 9-12 Students in Spanish II will continue to build their proficiency in the areas of interpretive communication (reading, viewing, listening); interpersonal communication (writing, speaking); and presentational communication (writing, speaking), as well as building cultural awareness. Students will be able to express themselves in speaking, writing, listening, and reading in real world situations, in a spontaneous and unrehearsed context. Students in Spanish II are advancing through the novice-mid through intermediate-low levels, as evidenced by the inverted pyramid of language proficiency seen on the www.actfl.org website.
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Spanish III 3.0 credits AY 9-12 Students in Spanish III will have the opportunity to solidify their knowledge of Spanish and improve their confidence in writing and speaking. As compared to Honors Spanish III, this course will move at a slower pace and students will benefit from additional time to practice their skills. In addition to allowing students to continue their study of Spanish-speaking people, they have the opportunity to further improve their listening, speaking, reading, and writing skills. In addition to written/oral tests and quizzes, students will participate in performance-based assessments to improve their interpretive, communicative and presentational skills. Honors Spanish III 3.0 credits AY 9-12 Students in Honors Spanish III will be expected to participate exclusively in Spanish and should enjoy a more demanding curriculum. Students will continue to improve all four language skills and detailed homework assignments will reinforce material covered in class. This course introduces sophisticated grammatical concepts, such as compound tenses and the subjunctive mood. Students will also participate in performance based assessments of their interpretive, communicative and presentational skills. Students who take this course will be prepared for Honors Spanish IV and then for the DLI course. Honors Spanish IV 3.0 credits AY 9-12 This course serves as a bridge between the Honors Spanish III course, which is a textbook based proficiency course, and the DLI Spanish V course. The students integrate the four skills of listening, speaking, reading and writing and use Spanish as the principal means of communication. The main components of the course are communicative refinement, study of complex grammar, vocabulary expansion, literary reading comprehension, and study of the Spanish/Latin American people. This is a multi focused course designed to give the students constant opportunities to express themselves in spoken and written Spanish, while continuing to develop insight into their own culture. DLI - Spanish V: Inter-American Immigration 3.0 credits AY 11-12, rarely 9,10 Prerequisite: Honors Spanish IV Students in this course will learn about immigration from readings and guest speakers who will present in the target language. With the acquired information students will then discuss and present on their findings. Students will improve research, reading and auditory comprehension, presentation, and conversational skills. Students are beginning to evidence characteristics of the advanced level, such as using cohesive devices, employing a full range of tenses, and distinguishing between the formal and informal registers. Enrolled students must be committed to use the the language consistently in and out of class, whenever possible.
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College Preparation: Language & Culture (CPLC) 3.0 credits AY 9-12 CPLC is a mandatory course for all International Students at Wooster. The course focuses primarily on the development of students’ language skills: written, spoken, and read. Additionally, the course covers American history and American culture, particularly as it is relevant to attending college in the United States.
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Humanities Humanities classes strive to teach students how to ask questions, gather information, organize and evaluate that information and then share it with others in a way that leads to further inquiry. There are a multitude of skills taught in order for the students to engage in this self-perpetuating learning circle, but the essential ones are reading, writing, and conversation. All three skills are taught and refined to help the students improve their thinking. To facilitate this process, Humanities classes implement metacognitive techniques, Visible Thinking routines, as well as student-teacher meetings to review progress towards acquiring these skills. All students take Humanities I and II, English 11, and English 12, with some participating in the Honors program in the freshman and/or sophomore years and the DLI program in the junior and/or senior years.
English Humanities I 3.0 History & 3.0 English credits AY 9 The 9th grade Humanities program focuses on developing students’ reading, writing, and speaking skills in order to become better thinkers. Within a thematic framework and with content that is literary, historical, and engaging, teachers will introduce students to “big ideas” and how they can influence and inform meaning that we make in our lives. The big ideas include, “What does it mean to be human, how do humans interact with one another, and how do humans and the environment influence each other? The historical timeline covered in the course starts with the history of the universe and covers through the Middle Ages. Humanities II 3.0 History & 3.0 English credits AY 10 Humanities II continues the literary and historical exploration commenced in Humanities I. The program focuses on developing thinking, reading, writing, and speaking skills through a thematic based curriculum. Supported by an engaging study of literature and history from the Columbian Exchange to today, students will be challenged to define for themselves what makes us human, who bears responsibility in society, and the nature of justice. Students will traverse these issues through analytical reading and writing, classroom discussions, research, and presentations. The class is teamtaught, allowing for students to interact with English and History in an environment that encourages self expression.
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American Literature 3.0 credits AY 11,12 The primary purpose of this course is to provide knowledge of American literature and further develop the critical thinking and writing skills necessary for literary interpretation and analysis. The course will include a survey of American novels, poetry, short stories, and plays. Students will frequently engage in Socratic discussion, write analytical essays, and practice taking effective annotations. Each trimester will involve a measure of student choice, incorporating the aforementioned writing, thinking, and speaking skills. The Craft: Writing for School and for Life 3.0 credits AY 11,12 This course will help one to practice the art and skills of writing. We will learn to vary sentence structure. Reading and analyzing many models of essays (personal, descriptive, process analysis, argumentation/persuasion), we will respond to a variety of prompts, mimicking their forms and and gradually developing more complex pieces. We will dabble with poetry and other more “creative” forms as well. We will follow the writing process (from pre-writing to final editing), emphasizing the value of intentional crafting over the ODW (One-Draft Wonder). Our readings will come from magazines, journals, newspapers, 50 Essays (5th Edition) and Stephen King’s On Writing. DLI - Literature of the Outsider 3.0 credits AY 11,12 In this course, students will become more comfortable reading and writing about works of different literary genres, cultures, and time periods that feature unconventional protagonists. Students will develop their own questions for group discussion and write frequent analytical essays on themes of their choice. Opportunities for creative writing include off stage scenes, modern adaptations, poetry, and occasional fictional pieces. The heart of our course will be in tracing how the literary convention of “the outsider” has been used to offer social criticism. We will also try to better understand how social expectations manifest themselves in different contexts and impact people’s lives. DLI - The Story 3.0 Credits AY 11,12 Human beings are natural storytellers. We use stories to explain, to question, to dig deeper, to convince, to sell, to cry for help, and to aspire. This course will examine the power of stories and dig into how to utilize that power in all of our writing in a supportive workshop environment. The learning intentions of the course will be to understand and practice developing the elements of a powerful story. Students in the course will also build a portfolio of work they have curated over the course of the year through the tutorial model.
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DLI - Adaptations 3.0 Credits AY 11,12 This course examines the relationship of literature and film by considering a question that precedes them both: What does it mean to be human? Adaptation allows us to consider how our culture answers this question in different ways at different times while offering an important window into cultural influence. Adaptation offers insight into the process of turning a short story or novel into a screenplay. Whether you’re a fiction reader or a film buff, Adaptation is your behind-the-scenes look at the process from the printed page to the big screen. Media Studies 1.0 credit F,W,S 11,12 This course will examine media’s role in our current society, while also examining the history of the media, and the role the media have played in the past. We will learn about how journalism and the media have evolved, and the extent of the impact they can have on public opinion, or the outcome of an event. In this day and age, it is increasingly important for students to look at all forms of media with a critical eye, and this class intends to help them gain a solid understanding of the term “don’t believe everything you read.” Journalism 1.0 credit per trimester F,W,S 9-12 May be repeated for credit Formerly known as Publications, the journalism course is constructed around the production of WiNK, our online student publication. Students will follow an editorial calendar for WiNK and participate in various aspects of writing, designing, photographing, filming (if making a video) and editing. Students will implement and adhere to the ethics and professional standards of journalism while experiencing the pressures of real world deadlines and budgets.
History Humanities I 3.0 History & 3.0 English credits AY 9 The 9th grade Humanities course focuses on developing students’ reading, writing, and speaking skills in order to become better thinkers. Within a thematic framework and with content that is literary, historical, and engaging, teachers will introduce students to “big ideas” and how they can influence and inform meaning that we make in our lives. The big ideas include, “What does it mean to be human, how do humans interact with one another, and how do humans and the environment influence each other? The historical timeline covered in the course starts with the history of the universe and covers through the Middle Ages.
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Humanities II 3.0 History & 3.0 English credits AY 10 Humanities II continues the literary and historical exploration commenced in Humanities I. The program focuses on developing thinking, reading, writing, and speaking skills through a thematic based curriculum. Supported by an engaging study of literature and history from the Columbian Exchange to today, students will be challenged to define for themselves what makes us human, who bears responsibility in society, and the nature of justice. Students will traverse these issues through analytical reading and writing, classroom discussions, research, and presentations. The class is teamtaught, allowing for students to interact with English and History in an environment that encourages self expression. U.S. History 3.0 credits AY 11 This course is devoted to exploring various problems and themes in the broad historical development of the United States. The basic format is a chronological survey; the development of the U.S. as a world power, the influence of the frontier on American institutions, and the evolution of the American government will be emphasized. Much of the reading is from a detailed narrative text, supplemented with primary sources and historical monographs. Students produce a term paper that requires interpretation of controversial historical issues. DLI - U.S. History: Cultural Calamity and American Resolve 3.0 credits AY 11,12 Several times during the rich history of the United States, Americans have confronted periods which challenged their resolve and necessitated a reevaluation of American greatness. This course will examine the cause and effect of three distinct periods of national unrest: The Great Depression and New Deal, World War II, the1960’s, and the terrorist attack on 9/11. Further, we will analyze the “collateral” implications and discuss its effect on the principles expressed in the U.S. Constitution and Bill of Rights that have come to define the American nation, the American people and American history. Senior Seminar 3.0 credits AY 12 Senior Seminar is a graduation requirement and mandatory course for all Seniors. The course covers a broad range of big ideas and is split into four sections of approximately six weeks, each with a different instructor. Together, the sections cover equity and inclusion, religion, cognitive psychology, and well-being. The instructors use a variety of texts - ranging from articles, books, TEDTalks, podcasts, and films. Seminar discussion - often student led - is a key instructional method. A core goal is to expose Seniors to ideas they will continue to engage in college and for the rest of their lives.
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Cities, Urbanism, and Infrastructure 1.0 credit F 10-12 By 2050, it is projected that 75% of the world’s population will live in an urbanized area. As such, students leaving Wooster will be going out to an urban world that expects them to know how to be a citizen of global cities, which are microcosms of the states, countries, and worlds we live in. Urbanism is also undergoing major overhauls currently to determine how to live effectively and efficiently within an allocated space. This should be a fun, discussion-oriented, inquiry-based class for those looking to peer into the future of earth.
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Science “If it isn’t hands on, it isn’t science.” This maxim underscores our Upper School science curriculum. All faculty have experience working as research scientists in their respective fields, and they combine that experience with a passion for incorporating open-question research into students’ experiences in laboratory science. Our students apply structured inquiry in their learning process and document their evolving understanding of the world through the lens of the three core natural sciences of Physics, Biology and Chemistry.
Embedded Honors Students often don’t realize their own level of interest in and passion for a science until they are actively engaged in the work of learning about it. That in mind, all of our core courses offer an optin, Honors element for passionate and motivated students to delve deeper. Following initial work in the first trimester of the year, these students intentionally choose to take on the additional challenge of solving more intricate problems and investigating more intricate and nuanced systems. Successful completion of this embedded work - manifest via an Honors portfolio - earns students Honors distinction on their transcript. Conceptual Physics 3.0 credits AY 9 This course investigates the natural laws that govern how matter and energy interact. It gives students a deeper insight and curiosity about the workings of the surrounding world by studying mechanics, heat and temperature, electricity and magnetism, sound, and light (and other topics, time permitting). Working on these topics also serves to improve scientific and technological literacy, improve the application of math skills, and develop problem solving abilities. Classes use a variety of activity types to engage students including discussions, survey questions, demonstrations, and laboratory experiments. Biology 3.0 credits AY 10 Biology is the study of fundamental life processes and the relationship of organisms to their biological and physical environment. This course will emphasize the development of student’s scientific process skills, laboratory techniques, and an understanding of the fundamental principles of living organisms. Students will explore topics such as the diversity of living organisms and their ecological roles, cell structure and function, evolution, and other current topics in biology through authentic hands on learning experiences that encourage the application of biological knowledge to make decisions and solve problems.
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Chemistry 3.0 credits AY 11 Co- or Prerequisite: Algebra II. Chemistry covers the interaction of matter and its influences on modern society. Laboratory activities encourage the development of a scientific mindset while applying chemistry to authentic applications. Students explore how the the interactions of atoms and molecules influence the physical behavior of matter, and how chemical reactions drive many natural processes. We explore the significance of nuclear chemistry to history and modern society. This course aims to produce scientifically literate citizens capable of engaging in the complex discussion and decisions facing our society. DLI - Advanced Physics 3.0 credits AY 10-12 Co- or Prerequisite: Calculus This course will introduce the fundamental ideas and methods of classical mechanics, electromagnetic theory, thermal and modern physics. The course will follow an historical sequence focusing on the relationships between ideas and the advances in technology that have affected society. Because much material will involve applications of calculus, students should be taking calculus concurrently. The course introduces basic applications of differential equations as needed. Computational, mechanical, electrical, and electromechanical projects will support and advance our learning. Computational projects will employ the Python programming language. No prior knowledge of Python is required. DLI - Complexity and Life 3.0 credits AY 11,12 Prerequisite: Biology This course will introduce foundations of biology in the areas of plant physiology and ecology, inheritance, the molecular basis of evolution, anatomy and homeostasis, and how each of these illustrates the principle that complexity characterizes and sustains life. Using the tutorial process, students will carry out projects to further our understanding or apply it to a real life problem. Projects may include writing a scientific review paper or bioethical essay, creating a piece of persuasive media, or engineering a device. To conclude each trimester, during the tutorial discussion, students will present their projects and critique those of their peers. DLI - Advanced Chemical Applications 3.0 credits AY 11,12 Prerequisite: Chemistry Advanced Chemical Applications will be taught through three main units: Environmental Chemistry, Molecular Gastronomy and Forensics/Analytical Chemistry. In each unit, students will study college level background theory and then engage in long term research projects to explore aspects of the topic that they are personally interested in. Students will need strong algebraic skills and an ability to do independent research. Entrance criteria: See “DLI Entrance criteria.�
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Introduction to Sports Medicine 1.0 credit F,W,S 11,12 Prerequisite: Biology How does the body respond to stress and how do we recognize when the body is in crisis due to injury or illness? What careers are available to a student who is interested in staying connected to athletics? Introduction to Sports Medicine will provide students with an overview of the different careers in sports medicine. An emphasis on athletic training will expose students to anatomy and physiology, kinesiology, and the evaluation, treatment, and reconditioning of injuries. Current topics in sports medicine will also be discussed and debated. Advanced Sports Medicine 1.0 credit F,W,S 11,12 Prereq: Biology, Intro. to Sports Medicine Advanced Sports Medicine is a continuation of Introduction to Sports Medicine. Advanced Sports Medicine is a trimester elective that investigates more deeply topics relevant to the field of Sports Medicine, some of which were briefly explored in the introductory course. We cover anatomy and function of joints, nutrition, exercise physiology, and evaluation techniques for both prevention and rehabilitation of sports related injuries.
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Mathematics We have created our curriculum with the view that growth in the understanding of fundamental mathematical ideas is a continuing and ordered process. We plan course offerings to give students recurring and varied contact with the essential principles, processes, language, and notation of mathematics. Discovery, logic, brainstorming, analogy, and other techniques introduce and reinforce concepts. Regular homework provides students the practice necessary to master the manipulations and notions discussed in class. Computers and graphing calculators are used to facilitate computations after basic skills have been learned. The department aims to adhere to the standards set forth by the National Council of Teachers of Mathematics. The core subjects of the mathematics curriculum are the sequential Algebra 1, Geometry and Statistics, and Algebra II. Successful completion of these courses or their honors equivalents is a graduation requirement. Algebra 1 3.0 credits AY 9-12 This course introduces foundational algebraic concepts including linear equations in one and two variables; systems of equations and inequalities; manipulation of monomials, binomials and polynomials; factoring; graphing lines and parabolas; direct and indirect variation; rules of exponents; and rational functions. While exploring these topics, students strengthen their ability to think mathematically and develop mathematical learning strategies. Algebra 1 students engage in interactive, hands on, reflective, observational, analytical, and multimedia activities to create an enriching and fulfilling educational experience and foster an appreciation for mathematics. This course requires a graphing calculator, preferably a TI 84 Plus Silver Edition. (Honors) Geometry & Statistics 3.0 credits AY Prerequisite: Algebra I Topics in this course include dimensional analysis: perimeter, area and volume; notions of parallel and perpendicular, analysis of triangles, similarity and congruence; introduction to right triangle trigonometry; the Pythagorean Theorem and relationships in special right triangles; circles and their properties; geometric probability and properties of quadrilaterals and other polygons. The second half of the year will focus on statistics and probability. Topics include organization and display of data, measures of central tendency and variability, bivariate data and correlation, and probability. This course requires a graphing calculator, preferably a TI 84 Plus Silver Edition.
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(Honors) Algebra 2 3.0 credits AY Prerequisite: Geometry & Statistics This course begins with a quick, thorough review of all Algebra 1 material. We progress through an in depth study of polynomial, exponential, logarithmic, and trigonometric functions, including their graphs and applications. In addition, we study conic sections and advanced trigonometry. Students gain an appreciation for how we model real world phenomena using familiar functions. We also discuss predictive reliability to illustrate the limitations of any such model. Use of the graphing calculator facilitates all aspects of the course. This course requires a graphing calculator, preferably a TI 84 Plus Silver Edition. (Honors) Precalculus 3.0 credits AY Prerequisite: Algebra II Honors Precalculus prepares students to study Calculus. The first half of the course focuses on the behaviors of functions introduced in Honors Algebra 2: trigonometric, logarithmic, exponential, rational, and inverse functions. Students will use these functions to model real world behavior and assess the viability of those models. The second half of the year introduces polar coordinates and polar functions, vectors, systems of nonlinear equations, sequences and series, and parametric functions. The entire year emphasizes the meaning of mathematical notation and justification and plausibility of answers. This course requires a graphing calculator, preferably a TI 84 Plus Silver Edition. DLI - Calculus I 3.0 credits AY Prerequisite: Precalculus Students will learn the basic principles of calculus: limits, derivatives, and integrals. After mastering the mechanics, students will explore each principle more deeply. What exactly are limits? How does a derivative relate to the graph? Can we tell the story of a function by finding its derivative? How can integration help us in real life? Students will master procedural knowledge and gain an abstract understanding of the core concepts of calculus. DLI - Calculus II 3.0 credits AY Prerequisite: DLI Calculus I This course is a continuation of DLI Calculus I. The first trimester will focus on applications of limits, differentiation, and integration with tutorials serving as the primary mode of inquiry to investigate questions of optimization, rates of change, and determination of areas and volumes. Students will discover multiple problem solving approaches, and learn to examine physical and abstract objects in multiple ways. The second and third trimesters will focus on sequences and series. Upon completion of this course and DLI Calculus I, students will have covered all topics in a two semester college level calculus class.
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DLI - Discrete Math 3.0 Credits AY Prerequisite: Precalculus This is an introductory course in discrete mathematics. The course will teach students to think logically and apply this thinking in problem solving. Students will learn logic and proof, sets, function, algorithms, and mathematical reasoning. The topics involve relations, graphs, trees, and mathematical language. We will apply these ideas to real life scenarios including voting, scheduling, map coloring, and coding. The techniques learned in this class can be applicable to many different fields of study and professional fields for students’ futures.
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Health Health 9, 10 0.5 credits F,W,S (2 days/wk) 9,10 The Wooster Health curriculum is a planned program of learning experiences that enables students to grow in self-awareness and to develop skills for effective decision making. The program is responsive to student generated issues. Basic and in depth knowledge of health issues is provided while encouraging the development of positive health practices. Recognizing that parents and guardians are the primary educators of their children in this regard, these programs are designed to complement and support what is being done at home. Among others, course topics will include mental and emotional health, nutrition, safety, drug and alcohol prevention, and human sexuality.
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Music Our program offers students opportunities to develop the skills and dispositions of musicians: communication, discipline, creativity, hard work, flexibility, teamwork, and performance skills. Students choose from a variety of courses with emphasis on style, music fundamentals, theory, performance techniques, history and listening concepts. Students in performing groups learn to set high standards and to be cooperative and supportive of each other. Multiple studies link music study to academic achievement and attribute music to being the key to opening up pathways to creative thinking. The goal of the music program is to enable students to find their own personal musical expression and to set up a foundation for a lifetime of musical enjoyment, whether as a performer or as an educated audience member. Course grading is based on attendance, punctuality, attentiveness, and participation. Effort is assessed through behavior, attitude, and willingness to seek extra help. Additional time commitments are expected from ensemble members for on- and off-campus performances. The required concert dress code is found in the Community Handbook. Applied Instrumental Music 1.0 credit AY 9-12 Wooster is proud to offer private music lessons on campus during the school day. The study of voice or an instrument consists of approximately one lesson per week, over the entirety of the school year. Students are expected to practice a minimum of 30 minutes per day. The presentation of a recital toward the end of the school year showcases the students’ accomplishments. Other opportunities for performance are available throughout the school year as well. Music lessons require consistent attendance and a year-long commitment to study for the full 20 lessons. If, in the event of student illness or absence from school, a 24 hour cancellation policy is in effect; otherwise, the absence is counted as a lesson. If a student reaches 20 lessons before the end of the year, s/he may arrange to purchase more lessons with the teacher. Students may schedule make-up lessons at the discretion of the music faculty. Students are expected to come to lessons prepared and with the necessary equipment. To discuss instruments and faculty available, please contact the Performing Arts Coordinator, Claire Simard, at claire.simard@woosterschool.org. Madrigals 2.0 credits AY 9-12 Madrigals is a vocal ensemble offered by audition. Members of the ensemble are responsible for learning the repertoire on their own, allowing rehearsal time to be spent on dynamics, tempos, and interpretation. A positive attitude, cooperation, commitment to the group, and strong attendance is essential. Madrigals has several outside performances a year, such as the Ridgefield Holiday Stroll, services at local churches, and concerts such as Arts and Letters. As appropriate, we explore opportunities to audition for the Western Region, All State, and other outstanding festivals, such as the National Youth Choir at Carnegie Hall.
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Chamber Ensemble 2.0 credits AY 9-12 This ensemble is primarily a strings group but can expand to include winds, brass, or piano. Performance of classical music is the group's primary focus, but we incorporate lighter selections as well. Because of the repertoire demands, any student wishing to be in this group must be studying their instrument privately. Students considering joining the ensemble should have studied an instrument for two years or more, know the fundamentals of music, such as major scales, and have the ability to read music. Enrollment in this course requires permission from the instructor and may involve an audition. Contemporary Improvisation Ensemble 2.0 credits AY 9-12 Contemporary Improvisation Ensemble is a multi-genre band crossing the styles of Rock and Jazz. This group is open to students who sing or play brass/wind instruments, guitar, bass, piano, or drums. The content of music varies but in general covers the many subgenres of rock and modern pop. Students may be grouped into smaller ensembles based on instrument, ability, and musical preference. Instrumentalists should have at least two years of private instruction and be studying privately through the class. The group will prepare to perform throughout the year. Students will be admitted to this yearlong course by audition only. Music Theory 1.0 credit F,W,S 9-12 The objective of this course is to provide a setting for music students to gain a greater understanding of rhythm, melody, and harmony. Students with some knowledge of music theory will definitely find value in and benefit from this course material, as will the musical novice. Topics covered include the grand staff, basic rhythms, intervals, chords, major scales, pitch notation, ear training and sightreading. Glee Club 0.5 credits F, (PM-M) 9-12 Glee Club meets on Monday afternoons during our afternoon activity block (3:50 - 5:30) and is open to anyone who wants to sing and discover a different type of group singing experience. Glee Club will arrange, sing, choreograph and perform songs from Broadway, tv and films, and from pop and rock music. The emphasis of Glee Club is on a more total theatrical performance and connection with the audience. Come try it out - no previous experience required, just a love of singing and willingness to try!
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Technology, Making, & Digital Media In order to fulfill our mission to “prepare each individual for college and a useful life,� we must include a thoughtful vision of the role of technology. It is clear that technology is becoming ever more central to our lives, and as such, it is vital that we seek to understand it. As we strive to create Wooster students who value curiosity, kindness, and the search for truth, we should be preparing them to do this as technologically capable and educated people, as well. Courses in Making and Digital Media allow our students to express themselves in new ways, to see connections between disciplines that were not possible a few years ago, and to learn with their hands as well as their minds. Programming I 3.0 credits AY 9-12 In this course we will be exploring programming through the use of the Visual Basic .NET programming language. This is a fun introduction to the basics of programming, examining logic, the language, and the general development environments you can expect to encounter in the real world. This course will open opportunities to develop your own programs right from the start! Advanced Coding 3.0 credits AY 9-12 Prerequisite: Programming I This course builds on the foundations of all previous coding courses with a focus on more professional tools, development environments, languages, algorithms, and techniques. Advanced Coding will see students complete coding challenges both for themselves, and others. This combination of continued improvement in coding ability combined with new potential and new techniques should challenge students to their limits while exploring new platforms, and new types of programs in a professional environment. Computer Science 1.0 credit F,W,S 9-12 Computer science is the study of the theory, experimentation, and engineering that form the basis for the design and use of computers. Many of us now carry one or more computers with us at nearly all times; as such knowledge of their inner workings, networked interactions, capabilities, limitations, and implications is essential to understanding our 21st century world. This course presents an in depth look at computers, their history, function, components, and security considerations. Topics will include hardware, operating systems, software, programming, networking, and internet infrastructure. We will employ projects to demonstrate understanding.
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Breaking Down The Game 1.0 credit F,W,S 9-12 This class is an introduction to the concept of gamification and games as a medium. When exploring the world today, gamification is everywhere. This class will look at the use of games in the world around us, decode what makes them work, why we use them, and students will develop their own “games� to either accomplish a task or to demonstrate an understanding of game concepts. The essential questions of the course include: What is a game? What makes a game work/not work? How do rules affect games? What is gamification? How are games used in our daily life? Introduction to Engineering 1.0 credit F,W,S 9-12 Have you ever wanted to know how the world around you is designed? Do you often see something and wonder how it works? If so, Engineering is a field of study designed to answer those questions, and to figure out how to get the results you seek by changing aspects of a design to change its output. Students explore a great amount of the world around us, including simple, complex, and everyday machines, and taking a look at the inner workings of the things we rely on all the time but rarely stop to consider. Open Makerspace 1.0 credit F,W,S 9-12 This course will provide a consistent time for students and teachers to realize their ideas in the Makerspace. Teachers may collaborate in a lesson to reinforce content from their core curriculum by using STEAM academic connections, allowing students to learn about their main lessons in another form to enhance their skills and dispositions; and deepen learning about the topic. This course also provides the time and space for students to create final projects that include new technology, open source microcontrollers, 3D printing, woodworking and beyond. Woodworking 1.0 credit F,W,S 9-12 The most basic and fundamental skills of making things revolve around woodworking. Humans have been shaping wood since the beginning of tools, and it continues to be a vital material in the 21st century. As such, a working knowledge of how to make wooden structures with hand and power tools is a vital skill set. The experience of using these tools will enable the students to learn how to transform wood into products. They will learn to identify not only the appropriate tools, but the properties of the wood itself to make educated choices when building their products.
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Theatre Wooster Theatre seeks to engage and challenge both the novice and the aspiring actor, writer, designer, or director. Courses in Acting and Technical Theatre provide practical, real-life training for students to hone their craft while working on productions in the Black Box Theatre. Acting classes are based on the work of Sanford Meisner, who described the foundation of acting as “the reality of doing.” Students are guided through the study and performance of classic and contemporary scenes and plays. Technical Theatre electives immerse students in the world of backstage theatre through the design, creation and performance of Wooster productions. The study and practice of theatre at Wooster provides a nurturing and safe environment for students to discover their place on or offstage, while becoming more engaged, empathetic, creative, and confident human beings. Acting Workshop 1.0 credit F,W,S 9-12 Sanford Meisner said that acting is “behaving truthfully under imaginary circumstances.” This laboratory class will have students learning how to develop the skills to recreate real life onstage through the Meisner Technique, Scene Study, Improvisation, and Acting Games and Exercises. During this course, students keep a journal and are asked to write about their experiences and observations of people with different writing prompts. Some of those journal entries are used as monologues and as a basis for self-discovery. Fall Play 2.5 credits PM-M→F 9-12 This course is the primary preparation and rehearsal time for the Fall Play. It occurs during our afternoon activities block of 3:45 - 5:30. Collaboration and participation in and outside of class are expected, including choosing, rehearsing and memorizing scenes and monologues. The week leading up to opening night is “Tech Week,” during which full rehearsals are run and students are expected to be at school until approximately 7:30 p.m. Performances occur on Friday evenings and Saturday afternoons and evenings. Winter Musical 2.5 credits PM-M→F 9-12 This course is the primary preparation and rehearsal time for the Winter Musical. It occurs during our afternoon activities block of 3:45 - 5:30. Collaboration and participation in and outside of class are expected, including choosing, rehearsing and memorizing scenes and monologues. The week leading up to opening night is “Tech Week,” during which full rehearsals are run and students are expected to be at school until approximately 7:30 p.m. Performances occur on Friday evenings and Saturday afternoons and evenings.
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Technical Theater 2.5 credits PM-M→F (F,W) 9-12 Technical Theatre is a fun and exciting environment where students collaborate to bring to life all aspects of backstage theatre. The course occurs during our afternoon activities block of 3:45 - 5:30. Students directly create the world in which the play lives through the scenic design process, light, sound, scenic painting techniques, prop construction, and stagecraft. We will use the selected play as our textbook to understand its requirements and serve the needs of the play. Participation in the productions is required when taking this course.
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Art The careful perception of form, line, light, contrast, texture, and color in the world around us is essential to the creation of art. Being able to work with visual information requires exposure to materials, methods, and concepts. Understanding and using creative energy productively requires play and experimentation. The ability to express oneself and to analyze and reflect on one’s work requires courage and the supportive atmosphere of a community that values the individual and the deep thinking necessary to creative endeavor. All art courses are for credit and are graded according to the following criteria: ● ● ● ● ● ● ●
Meeting the requirements of individual assignments Thoroughness Investment of consistent effort Willingness to explore new possibilities Attentiveness Demonstration of independent work habits Participation
Art Electives/Intensives are for credit. Courses may have a final project to complete before a grade can be given. Number and letter grades will be elucidated in the progress reports. Assessment strategies may include observation of students, group discussion and response, discussion with individual students of work in progress, written responses, and written self-evaluations. Materials are provided unless otherwise indicated. DLI - Art and the Making of Meaning 3.0 credits AY 11,12 This DLI course will explore the big ideas in art and art history through in-depth analysis and dialogue. By looking thematically at art across cultures, visiting museums, and sharing our observations, students will explore the stories that are told throughout the history of art, as well as examining the role our cultural institutions play in telling these stories. We will explore exhibitions and meet and talk with museum staff during field trips scheduled throughout the course. Through critical discussion, writing, and creating, students will examine artists, art history, and the role of the museum in creating meaning.
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Artistic Thinking and Practice 1.0 credit F,W,S 9 This required course encourages students to make meaningful connections among arts and other disciplines. The course exposes students to the many media and the rich history of the visual arts, complemented by related work in physics and the humanities. Students learn about and practice the components of the creative process (collecting, playing, creating, and reflecting) throughout each project. We look at the work and studio practice of other artists, discussing their ideas, skills, and habits of mind. Students learn art and design skills that are the foundation for further study in the visual arts. Drawing 1.0 credit F,S 9-12 In this class students will explore a range of drawing techniques, materials, and subject matter as they practice manipulating line, texture, shape, volume, and value. Observational drawing will be central to the curriculum, with some work in imaginative and conceptual drawing. Examples of master drawings as well as contemporary mark-making will inform the lessons. Each trimester will vary according to the abilities and interests of the participating students. Areas of study may include still life, figure drawing, landscape, perspective, abstraction, installation, and/or animation using various media such as charcoal, graphite, pastel, pen and ink, string, and wire. Book Arts: The Intersection of Form and Content 1.0 credit W 9-12 This course provides students with the opportunity to deeply explore the book arts. Not only will students learn traditional and non-traditional binding, but they will research the historical and cultural aspects of the book, generate text appropriate to unique book forms, and create sculptural artist books that explore the relationship between form and content. The art studios offer the possibility of using printmaking, clay, drawing, and photography, as well as basic paper and digital processes to make unique books. Studio Art 1.0 credit F,W,S 10-12 May be repeated for credit Prerequisite: Artistic Thinking & Practice Studio Art is a one trimester course that can be taken up to three times per year. Students expand both their technical skills and their personal artistic expression. Students work on developing greater versatility with media in both two- and three-dimensional space, enriching independent and innovative thinking, refining skills of observation, resolving complex creative problems, and gaining a stronger sense of personal expression. By exploring and discussing themes, ideas, and artists in contemporary art, students consider how their own work contributes to a greater dialogue.
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Portfolio Preparation 1.0 credit F,S 11 (S), 12 (F) Portfolio Preparation is designed for students applying to art school or preparing a portfolio supplement for college applications. The portfolio program is a tutorial scheduled during the school day with a member of the art faculty; this course requires independent work outside the classroom. Students work independently through both sketches and finished works, and review them with teachers who advise on a final portfolio selection. Seniors will be given the opportunity to exhibit work in a solo show in the spring. Students enrolling in this course should take art electives and intensives during the school year.
Monday Afternoon Art Electives These courses are offered on Mondays from 3:50 - 5:30 pm on a seasonal basis. Students registered for a Monday elective who are involved in a sport or an after-school activity are excused from that sport or activity on Mondays, unless there is a sporting contest. Credit for all courses is subject to the 90% Attendance Rule. (See the Community Handbook for a complete discussion of this rule.) If a student is absent for more than one class, the student must arrange to make up missed studio time or work. Video Production 0.5 credit F,W,S 9-12 May be repeated for credit While covering basic video production skills including how to use a DSLR and editing in Adobe Premiere Pro, this class will focus on the making of a narrative short movie. We will discuss the creation of a short, including script, directing, and producing. The class will then work as a film crew and create their own narrative short. Students will be using DSLRs and the Adobe Suite to edit (Premiere, After Effects, Photoshop). They will also learn how to properly format a script and create a shot list. Graphic Design 0.5 credit F 9-12 This course will introduce students to the basic skills, techniques, and processes needed to create digital art. They will explore and effectively integrate use of movement in graphics. While students learn digital skills, they will also tap into their creativity and develop strong conceptualization in the ideation process of the chosen concept. Each project will progress from pencil and paper to final digital form and will incorporate and reinforce the elements of design. Students will explore multiple Adobe Creative Suite programs such as, Illustrator, Photoshop, and Flash, and will use them to complete a final project.
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Photography: Introduction to Photography 0.5 credit F 9-12 Introduction to Photography is for beginners with little or no photography experience. Students will closely explore the digital single lens reflex camera (DSLR) and its individual functions: shutter speed, aperture, iso, and depth-of–field, and learn the skills and awareness necessary to make meaningful photographs and keep image files organized. Assignments will be short and oriented around fundamentals. Note: This course is designed for students with little or no experience in photography. However, should advanced students wish to take this course, they will be assigned more challenging projects to be pursued independently. Illustration 0.5 credit W 9-12 Students will learn what it is to be an illustrator through the process of breaking down text, creating thumbnail sketches and storyboards, and eventually creating final illustrations. Storybooks, graphic novels, cookbooks, poetry, quotations, and song lyrics will serve as inspiration. Each student is encouraged to explore a variety of media ranging from watercolor, collage, and paint, to drawing pencils, charcoal, and pen. Throughout the course, projects invite students to allow their stories, observations, and interests to influence their illustrations and reflect who they are as young storytellers and artists. Drawing 0.5 credit F 9-12 Students express their creativity through the visual language of drawing while learning how to transform a two-dimensional line into a three-dimensional form. Students study the function of light, learn the basic techniques of perspective and composition, and develop perceptual skills. They experiment with line and discover the range of value, texture, and detail that can be created with various drawing materials in both color and black and white. Students create a series of observational and imaginative drawings. Photography 0.5 credit W,S 9-12 Prerequisite: Introduction to Photography Monday Elective Photography in the Winter and Spring is designed for returning photography students. Students will use a Digital Single Lens Reflex Camera and process their images using Adobe Photoshop and its components to prepare and print their images. A USB flash drive is required for storage images, in addition to Google Drive backup. Wooster has a limited supply of cameras. Most trimester courses have two projects and most model the style of historical or contemporary photographic artists. Students may progress according to their individual level of experience.
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Surface Design 0.5 credit S 9-12 This course explores various techniques for creating or altering textile designs. Students will experiment with techniques in dying, altering, painting or printing on fabric such as silk-screening, block-printing, cyanotype, suminagashi, or shibori dyeing. Perspective Drawing and 3D Modeling 0.5 credit S 9-12 In this course, students will learn the rules of perspective using both analog and digital tools. In the art studio, they will photograph and analyze a still life, draw it using the rules of perspective, shade and shadow. In the computer lab, they will use SketchUp software to create 3D scenes and use the software to generate perspective views with shade and shadow. They will also use the software to reverse engineer their still life photo into a 3D model. Pottery 0.5 credit F,W,S 9-12 Class size limit: 10 In this Monday art elective, students will learn the basic creative and technical skills needed to produce functional ware on a pottery wheel. Clay preparation, proper centering and throwing techniques, and methods of glazing will be covered. Individual and group instruction, hands on work, visualization, and personal discovery are the primary methods of instruction used. Reference materials such as books, photos and educational websites will be provided as needed. Students with prior pottery experience will meet with the instructor to select an area to explore in greater depth to refine their skills.
Fall Art Intensive: Studio Arts 0.5 credit each resource
F
9-12
Some class size limits vary by available
Sculpture (F-Tuesday) This class introduces fundamental issues in sculpture such as site, scale, space, context, and form. An introduction to a variety of materials and techniques will be emphasized, including both found and student-made objects. Inspired by modern and contemporary artists, we will explore the concept of space in both large and small scale. Using materials including cardboard, plaster, paper and modeling clay, students will create both larger than life and micro-sculptures. Participating individually and collaboratively, we will explore how scale, form, and light play a role in how sculpture is experienced.
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2D in Color: Oil Painting (F-Wednesday) Students will work with color, texture, and composition through mixing, blending, and brushwork, building and layering surfaces to explore visual ideas on canvas. In the first few classes students may use a variety of materials to learn basic drawing and painting skills. Students will then paint with oil on canvas to create representational, abstract, or imaginative paintings. The study of color may include a limited palette, grisaille, complementary color studies, and/or colored grounds. Understanding your materials is as important as experimentation; students will learn about pigments, viscosity, and how to choose, use, and care for their tools. Photography: Alternative Processes (F-Thursday) In this Art Intensive Photography course, students will produce large format negatives from digital files, then use the negatives to explore 19th century photographic processes such as cyanotype and Van Dyke Brown. Camera skills, composition and lighting, workflow, and the tools of Adobe Photoshop are all components of the process that involves the making of fine prints using a professional inkjet printer. Students are encouraged to use their own cameras or may use a school camera during class time. Students must have a USB flash drive to store their image files and to use Google Drive as an emergency back-up. Figure Sculpture (F-Friday) Students in this class will model clay to create sculptures of the human form. Starting with preliminary “sketches� in clay, students will study sculpting techniques, proportion, anatomy, dimension, and the evocation of mood. The ability to observe and translate a three-dimensional form into clay develops a deep sense of structure applicable to other artistic skills. Working from a live model, each student will complete a final figure sculpture that will be kiln-ready by the last class.
Winter Art Intensive: Studio Arts 0.5 credit each
W
Some class size limits vary by available resource
Mixed Media (W-Tuesday) This course will explore the place of material in contemporary art practice. Students will take many approaches to exploring new material in both two- and three- dimensions. Through a blend of experimentation and play, research, documentation, personal narrative, and appropriation, students will push their unique creative visions in new directions.The course will introduce both traditional and non-traditional materials to explore the boundaries between drawing, painting, and sculpture.
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2D Printmaking: Intaglio (W-Wednesday) In this class, students learn traditional and non-traditional methods of printmaking, with emphasis on intaglio processes such as drypoint, carborundum aquatint, and solarplate etching. Students will explore the richness of the black and white palette, creating texturally and compositionally complex images from drawings and photographs, and will print a series of small editions using oil-based inks and an etching press. The study of masterworks on paper of different styles complement the lessons. In addition, time permitting, color processes such as monotype, chine collÊ, and multiple plate printing will be explored using Akua inks. Clay and Glazing (W-Thursday) In this unique handbuilding course, students will learn to manipulate clay slabs. They will explore a range of handbuilding techniques, creating both two- and three-dimensional work. Glazing will be a major focus; students will explore color and texture through high and low fire glazes and underglazes. Seeking a balance between spontaneity and purpose, students will produce complex works of art with conviction and disciplined craftsmanship. They will observe the chemistry of clay, glazes, and fire, learn to refine and adapt ideas and methods, and reflect on their process. Photography of the Night (W-Friday) Students in this course will explore photography in low light and night conditions. Long exposures present opportunity for light trails, motion blur and painting with light. Students should dress for outdoor conditions, including warm footwear, gloves and hats. Projects include; campus buildings at twilight, using motion blur and light trails, painting objects with colored light, and drawing in space. We’ll look at the photography of Lance Keimig, Ben Willmore and O.Winston Link for inspiration.
Spring Art Intensive: Design 0.5 credit each
S
Some class size limits vary by available resource
Industrial Design (S-Tuesday) Industrial Design is a field of design that encompasses all of the products around us, from garden shears to medical devices, to the cars we drive. This course will serve as an introduction to the process of product design. Students will go through the design process from finding and defining a product-related problem to ideating new design ideas and creating and testing a prototype. Cotaught by art and makerspace faculty, Industrial Design bridges the creativity of fine arts and the utilitarian application of design.
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2D/3D: Color, Line, and Balance (S-Wednesday) This course explores the basic elements of art in both two- and three- dimensional space. Students will draw with scissors, compose with color, and balance with wire, as they explore design. Using Matisse’s paper cutouts as reference and inspiration, they will create and cut colored papers to explore shape and rhythm as well as contrast and balance. Their studies in color, shape, and line will take to the air as they incorporate physical as well as aesthetic balance, making mobiles inspired by Alexander Calder as well as contemporary artists. Jewelry Design (S-Thursday) This course is an introduction to the fabrication and design of jewelry and small metal sculpture. Students will experiment with various types of metal, wire, polymer metals, and other media. They may incorporate found objects, natural forms, or other unique items into their work. Students create a collection of jewelry pieces inspired by various materials and concepts. In addition to technical skills in art making, this course will contribute to their understanding of the elements of art and design. Graphic Design (S-Friday) This course will introduce students to the basic skills, techniques, and processes needed to create digital art. They will explore and effectively integrate use of movement in graphics. While students learn digital skills, they will also tap into their creativity and develop strong conceptualization in the ideation process of the chosen concept. Each project will progress from pencil and paper to final digital form and will incorporate and reinforce the elements of design. Students will explore multiple Adobe Creative Suite programs such as, Illustrator, Photoshop, and Flash, and will use them to complete a final project.
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Athletics Competitive athletics offer myriad opportunities to teach lessons about life. Coaches play an influential role in the lives of Wooster athletes. In partnership with the Positive Coaching Alliance, we believe these standards are reflected not just on the scoreboard. While winning is important, it is more critical that coaches teach life lessons through sports. A coach that focuses on both of these outcomes has a more significant effect on the team and athletes under his or her care. We are committed to providing training and support to our coaches, players, and families. Coaches model and teach players respect through honoring the game. Players, in turn, focus on mastering their sport, leading to higher effort, learning, and improved athletic performance. This results in athletes having more fun and feeling better about what they are accomplishing because coaches are empowering them with positivity. Team Sports Our athletic program strives to balance the needs of serious athletes who hope to play at the college level with those who wish to participate to stay in shape or for the sake of participation. In the Upper School, our focus begins with skill development. No matter the athlete's ability we strive to provide meaningful opportunities. Whether that be at the club, junior varsity or varsity level, athletes are challenged and nurtured appropriately, based on ability and their individual and team needs and goals. Wooster School offers 17 varsity sports. Whenever possible we will offer junior varsity and club sport options for our Upper School students. Prior to officially offering junior varsity and club options, our athletic department must take several factors into consideration, including staffing, space constraints, appropriate opponent base, and student interest. Strength and Conditioning Strength and Conditioning is meant to expose students to the basic principles of athletic development. Students will be exposed to corrective muscle exercises, flexibility programming, core strengthening, plyometrics, speed, agility, quickness and strength exercises. The content will be executed through circuit training, group training, boot camp training, and weight room training. Space is limited in this program. In the fall and spring we have room for 14 students. In the winter we split the group into two, and as a result can take 28 students.
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Team Managing Team managers serve an important role in Wooster’s Upper School athletic programming. A Manager’s job is to maintain the general running of a team to free the coach to concentrate on the coaching and training aspects of the team. The manager will assist the coaching staff in running practices. This will include setting up drills, running scoreboard, and keeping track of statistics. During athletic competition, the manager will be responsible for either operating the scoreboard or keeping up-to-date statistics on individual players and on the team as a whole. All managers are required to attend all practices and games. Athletic Video Crew The role of the Athletic Video Crew (AVC) is twofold. During practice times, the role of the AVC is to work with coaches and the athletic department to determine if filming of practice would be beneficial. Should coaches not need practice film, the AVC will take pictures of our student athletes and coaches, archive the pictures and share them with the Director of Communications, Publications and the athletic department staff. During home games, it is the responsibility of the AVC to film games, live streaming them whenever possible.
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Afternoon Activities Our Upper School’s school day is divided into two main segments: the academic day and afternoon programming. (See the daily and weekly schedule here.) Afternoon programming runs daily from 3:50 - 5:30. The following are the rules concerning attendance in that programming: 1. All 9th and 10th graders must participate in three seasons of afternoon activities. 2. All 11th and 12th graders must participate in two seasons of afternoon activities. 3. All Upper School students must participate in at least one team sport per year. Students whose passions are not offered by Wooster may apply for an independent activity waiver with the Director of Student Life, Brian Hastings (brian.hastings@woosterschool.org). Interested students should review the necessary form, ensure their outside activity meets the requirements, and then be in touch with Mr. Hastings. For descriptions concerning Theatre Activities, please see the Theatre Department section of this document. For descriptions concerning Art Activities, please see the Art Department section of this document. For descriptions concerning Team Sports, Physical Activities, and Non-Physical Activities, please see the Athletics section of this document. For a description of the Social Impact Monday Afternoon Activity, please see below. Team Sport Requirement and Sign-Ups In considering their course sign-up for the following year, students should avoid waiting until the spring season to fulfill the team sport requirement. Several offerings have roster limitations, including Boys’ and Girls’ Tennis (12) and Golf (12). Should a student wait until the spring to fulfill the team sport requirement and not make a varsity team, he or she will be required to select a different sport. FALL
WINTER
SPRING
Team Sports
Team Sports
Team Sports
Girls’ Soccer
Girls’ Basketball
Girls’ Lacrosse
Girls’ Volleyball
Boys’ Basketball
Girls’ Tennis
Boys’ Soccer
Boys’ Ice Hockey
Boys’ Lacrosse
Additional cost.
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Boys’ Cross Country
Boys’ Tennis
Girls’ Cross Country
Boys’ Baseball
Football
Co-ed Golf
Co-op with Harvey School. Additional cost.
Additional cost.
Ultimate Frisbee Physical Activities
Physical Activities
Physical Activities
Strength & Conditioning
Strength & Conditioning
Strength & Conditioning Running Club
Non-Physical Activities
Non-Physical Activities
Non-Physical Activities
Team Manager
Team Manager
Team Manager
Athletic Video Crew
Athletic Video Crew
Athletic Video Crew
Theatre Activities
Theatre Activities
Theatre Activities
Fall Play
Winter Musical
Technical Theater
Technical Theater
Art Activities
Art Activities
Art Activities
Art Intensive
Art Intensive
Art Intensive
Monday Art Elective
Monday Art Elective
Monday Art Elective
Social Impact
Social Impact
Social Impact
Social Impact Monday Afternoon Activity Wooster Schools seeks to engender in its students the belief that Social Impact work can be integrated into life, and is not something that should be thought of in addition to other academic requirements. In this Monday Afternoon Activity, we will further develop the Mill Ridge program, where our students go to Mill Ridge School in our local community of Danbury and serve as big brothers and sisters to elementary school students.
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