Upper School Course of Study 2019-20

Upper School 2019 - 2020 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 Bridge Program Grades and the Honor Roll Academic Warning and Probation Daily Study Hall Summer Coursework Departmental Overviews & Course Descriptions Course Description Key World Languages Humanities English History Science Mathematics Health Music Technology, Making & Design Theater 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 a full year 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 Spanish

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, Theater, Technology, Making, Social Impact, and Digital Media

Health

1 credit

Health 9 and Health 10

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 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 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 Pass / Fail 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. Wooster regards all independent studies as enrichment and thus all are for Pass / Fail credit only. Detailed, written proposals are required for all independent studies.

Interested students should obtain the independent study proposal form, complete it with their faculty sponsor, and submit it to the Registrar. Students should 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 Registrar. Taking six is not uncommon, but the time implications and stress engendered by such a schedule must be factored into the decision to attempt it. In general, 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 most instances, 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.

This is particularly true for trimester electives, which receive less priority in the scheduling process and therefore are less likely to be fulfilled. 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; if unsuccessful, it proceeds to the Department Coordinator and then the Division Head; finally, a continued appeal is resolved by the Associate Head of School.

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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. In some departments and courses, honors designation is earned through the completion of an honors portfolio, and courses are not leveled. See the departmental descriptions below for specifics.

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.

Bridge Program The Bridge Program is an academic support program built on a coordinated service model and designed to provide students with the skills to be successful in all their academic endeavors. In addition to pushing in to students’ classes for in-the-room-support, students meet with their Bridge teachers outside the typical learning environment for re-teaching, skill-based learning opportunities, and work on executive functioning -- as related to the specific learning goals of their academic disciplines. The 9th-11th grade model is divided into two key focus areas: Literacy and STEM.

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Bridge teachers manage each student’s Wooster Educational Plan and serve as liaison between parents, school and other collateral contacts (i.e. school districts and educational consultants).

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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. 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. 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. 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. 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 credit. 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 articulated below. Any failing grade, including in a Pass/Fail course, disqualifies a student for Honor Roll distinction. The same is true for any grade of INCOMPLETE, until it is resolved.

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: 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 Course Description Key All course descriptions below are arranged in the following format: Course Title Credit Value

Season(s) course runs

Grade levels which may register

An example: Food and Identity in American Society 1.0 credit F,W,S 10-12 This class will examine popular recipes, food preferences, and dining habits as social and cultural phenomena. Why did our (great-) grandparents go crazy for jiggly jello foods? And why have we gone crazy for pumpkin spice? Why do people judge picky-eaters? How do diet fads get started?

Answers to such questions often have more to do with class, culture, and identity than, say, nutritional science. Through this investigation of food trends, students will gain familiarity with fundamental sociological concepts and practice research skills. The primary focus will be on modern American food history, but examples from other historical contexts will be brought in for comparison.

Explanation: Food & Identity in American Society is worth one credit, will run in either the fall, winter, or spring (i.e., it is a trimester elective), and it is open to 10th, 11th, and 12th grade students.

Note that most yearlong courses are worth three credits. Credit value is relevant as it is part of the formula for GPA calculation. Briefly: the more credit value, the more impact a course grade has on GPA.

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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 novicemid through intermediate-low levels, as evidenced by the inverted pyramid of language proficiency seen on the www.actfl.org website.

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

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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 - Gender Bias in Advertising 3.0 credits AY 11-12 Prerequisite: Honors Spanish IV Students in this course will study representations of race, class, gender, and sexual identity in the media. We will use various media content (film, television, print journalism, advertising) which enable these social constructions in society. The course will be comprised of advanced characteristics on the ACTFL framework largely based on discussions in regards to topics of national and international interest while employing basic structures and vocabulary. Students will partake in a three-step analysis—observe, interpret, and question—of said texts. Students will practice their formal and informal writing skills using various times frames to write paragraphs while analyzing how structure, style, and content of the author contribute to the power of a text. The use of the target language will guide these discussions throughout the unit.

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 of reading, writing, listening, and speaking, and is leveled according to ability. Additionally, the course focuses on editing writing for outside academic

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classes. American history and culture are also covered, particularly as they are 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.

English is a four year requirement at Wooster School, and all students take Humanities I and II, and an English course in Junior and Senior years. Humanities I and II meets twice a week for individualized and personalized skills-based instruction in a workshop model. Students earn Honors distinction in Humanities I and II through an “embedded” model wherein students go deeper in various components of the course and participate in the documentation and presentation of their work via a portfolio.

Embedded Honors Students often don’t realize their own level of interest in and passions for the Humanities until they are actively engaged in the work of learning about it. That in mind, our Humanities I and II courses offer an opt-in, 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 reading more complex articles and texts- and investigating more intricate and nuanced research topics based on our Humanities essential questions. Successful completion of this embedded work - manifest via an Honors portfolio - earns students Honors distinction on their transcript.

Junior Year English: The College Essay As part of our college preparation process, all Juniors, in their English courses and for the final five weeks of the year following Senior Sendoff, begin work on their college essays. This process is led by our College Guidance team, in conjunction with the Coordinator of the Department and team of English instructors. An aim is for Juniors to end the year with at least two viable pathways for their college essay, which they will refine over the summer. In this way, Juniors get ahead of this aspect of the college process, and can redistribute that time in Senior year to other areas.

English Humanities I: Foundations in Cultural Literacy 3.0 History & 3.0 English credits AY 9 The 9th grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. Within a thematic framework focused on broad cultural literacy, teachers will introduce students to “big ideas” and how we create meaning with them. These big ideas include: What does it mean to be human? How does geography shape lives and society? How do 19

belief systems structures lives and societies? How do humans negotiate power? Humanities I provides a foundational framework for geography, migration, belief systems, government structures, and connections to the 20th/21st centuries.

Humanities II: The Making of Modernity 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 an exploration of the major historical trends leading up to “modernity�: globalization and colonization; the Enlightenment and its legacy of political revolution; and industrialization.

Literature: Analysis and Composition 3.0 credits AY 11,12 The primary purpose of this course is to provide knowledge of literature and further develop the critical thinking and writing skills necessary for literary interpretation and analysis. The course will include a survey of 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.

From Mordor to Marvel to Mars 3.0 Credits AY 11,12 Humans have always had a fascination with stories that tell of other places and possibilities, worlds of our imagination and beyond that take us away from our reality while also giving us a slightly altered mirror within which to view our own existence. This course will examine a different fantastical genre of literature each trimester, covering high fantasy, science fiction, and modern comics. The learning intentions of the course will be to strengthen the skills and thinking frameworks required to critically analyze these three different literary forms, seeking particularly to understand those themes which are shared by all three. Using the tutorial model of interaction in particular, students will also be building the dispositions of independence, curiosity and inquiry, while strengthening their questioning, discussion, and writing skills. While this is an all year course, students who have the letter period available may join for a trimester if space permits.

DLI - Literature 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. Students will develop their own questions for group discussion and write frequent analytical essays on themes of their choice. The Tutorial structure will figure prominently in the second half of each trimester as students develop their own research questions and reading lists.

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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.

DLI - Humanities 3.0 credit AY 11,12 How do you define “intelligence”? What do you think you are capable of? Contrary to the belief of many - and to myriad messages washed over us throughout our lives - our intelligence is not fixed.

Instead, by intentionally challenging ourselves we are able to cultivate our natural talents and the myriad and diverse skills and dispositions that comprise “intelligence.” This DLI course will put these research-backed ideas into practice. By developing personalized goals designed to push yourself, this course will provide you a challenging and supported environment to stretch your mind and expand your personal definition of what it means read, think, write, and speak. Each trimester and with students’ input, we will act as a think-tank and do just that as we explore dynamic and diverse content. (You can follow and contribute to our syllabus generation here.) While this is an all year course, students who have the letter period available may join for a trimester if space permits.

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: Foundations in Cultural Literacy 3.0 History & 3.0 English credits AY 9 The 9th grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. Within a thematic framework focused on broad cultural literacy teachers will introduce students to “big ideas” and how we create meaning with them: What does it mean to be human? How does geography shape lives and society? How do belief systems structures lives and societies? How do humans negotiate power? 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: The Making of Modernity 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 an exploration of the major historical trends leading up to “modernity”: globalization and colonization; the Enlightenment and its legacy of political revolution; and industrialization. Students will be challenged to define for themselves what makes us human, who bears the responsibility in society, and the nature of justice.

U.S. History: Constitution and Controversy 3.0 credits AY 11 This course focuses on the study of the Constitution through the historical development of the United States. In examining the evolution of American government and culture, students will explore the controversies, conflicts and compromises that have produced the contemporary social, economic and political environment. Working with primary and secondary sources, students will research and share topics of individual interest anchored within historical time periods. Student perspectives and understandings will be articulated through a wide-range of formats to refine reading, writing, conversation and technological skills 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 topics such as happiness, design thinking, spirituality, and relationships, all in the context of college preparation. 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.

Food and Identity in American Society 1.0 credit F 10-12 This class will examine popular recipes, food preferences, and dining habits as social and cultural phenomena. Why did our (great-) grandparents go crazy for jiggly jello foods? And why have we gone crazy for pumpkin spice? Why do people judge picky-eaters? How do diet fads get started?

Answers to such questions often have more to do with class, culture, and identity than, say, nutritional science. Through this investigation of food trends, students will gain familiarity with fundamental sociological concepts and practice research skills. The primary focus will be on modern American food history, but examples from other historical contexts will be brought in for comparison.

Magic, Witchcraft, & Power in History 1.0 credit W 10-12 This is not a DIY course on witchcraft and wizardry (unfortunately!), but a historical study of “magical” practices and beliefs. We will start off looking at magic in ancient Greece and Rome, and then move on to magic in Medieval Europe and the “Witch Craze” of the Early Modern period. The class will conclude by examining the mixture of European and African magical traditions in the context of early America. Historians of pre-modern periods often have precious little evidence for non-elite peoples; but magical artifacts (like spells and curse tablets) can offer a rare glimpse into the lives and concerns of lower class persons. This course will therefore emphasize the social role of magic: as a way of resolving conflict, a tool for the disempowered to assert themselves, and a medium of expressing cultural tradition.

Daily Life in Ancient Rome 1.0 credit S 10-12 What did the Romans do for fun? What did they eat? (Spoiler: rotten fish) How did they express love or insult each other? This course will attempt to reconstruct daily life in the Roman Empire from forum to foricae (from public meeting space to public bathrooms). Possible topics include: religious practices, political culture, family life, slavery, death, sex, food, pets, and music. This will be a social history class emphasizing the interpretation of primary texts, material culture, and archaeological evidence, as well as anthropological theory.

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Secret Societies 1.0 credit F,W 12 This course will trace the creation of secret societies and clandestine organizations in the US and around the world. We will examine these furtive groups and explore the mysteries that continue to tickle our collective imaginations. Such enigmatic groups will include fraternal orders, religious cults and cultural reactionaries. This course will function as a group independent study. As such, signups and scheduling of it will occur after our schedule has been built, with the instructor directly.

Dependent on students’ and the instructor’s schedule, Music period + Lunch 1 is a likely meeting time.

The American Mafia 1.0 credit F,W 12 This course will examine the creation of the mafia in the United States to its heyday during the 1920s through the 1960s, and its continued impact on modern America. We will examine the mysteries, traditions, and the fascination that Americans have with the mobster, and explore the image of the mafia in popular culture as depicted in literature and movies. This course will function as a group independent study. As such, signups and scheduling of it will occur after our schedule has been built, with the instructor directly. Dependent on students’ and the instructor’s schedule, Music period + Lunch 1 is a likely meeting time.

Model U.N. 1.0 credit F,W 10-12 (Clubs Period + Lunch 1) Model U.N. represents an opportunity to learn about our government, geopolitics, collaboration, and pressing issues affecting our world. Participation means the student is selecting this as her Club for both the Fall and Winter terms. Enrollment in this course is mandatory to be a part of the Model U.N. Club and for attendance at the Model U.N. trips.

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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.

Chemistry 3.0 credits AY 11 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 25

applications. Students explore how 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 advanced biological topics in the areas of biodiversity and ecology, human physiology, and the molecular basis of evolution, 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 carrying out a student-designed empirical study or experiment. 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.

Climate Change 3.0 credits AY (F,W,S) 11,12 Prerequisite: Biology In 2018, climate change came to the fore of public attention. Intensifying natural disasters, coupled with a Special Report from the UN, convinced many of the previously uncertain to demand action, including young people. This course responds to this by immersing students in a year of learning about the science behind climate change, its current and predicted effects on Earth’s biological

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systems, technologies that could combat it, and the economics and politics involved. The class will identify and collaborate on their own response to this crisis, which may involve reducing Wooster’s carbon footprint, political advocacy, public education, or other responses. Note that this course may be taken as an all year course or by trimester, if a student has the letter period available.

Research and Experimental Design 1.0 credit W 10-12 Prerequisite: None In this class, we will learn about the process by which scientists conduct research and create new understanding about the natural world. Students will learn about the experimental design process, and create their own research study. For those who wish to participate, their research may be linked to a field trip which will occur in the early summer. The trip will be an optional part of the course, and specifics concerning date, topic, and cost will be discussed in the course’s meetings. This course is likely not to run in a letter period, and, dependent on schedule, instead will occur during Music + Lunch 1, or after school on Mondays.

Ethical Questions in Science and Engineering 1 credit W 10-12 Prerequisite: None Students will evaluate some of the foremost ethical questions facing scientists and engineers in the 21st century: Can autonomous vehicles decide to jeopardize the life of their passengers for the safety of pedestrians? Should animals have legal rights? Should humans attempt to geoengineer the planet to counteract the effects of industrialization? Students will learn the background science for each ethical question though lecture, readings, podcasts or video. Weekly journal reflections will record student thinking on the various topics. The main focus of this course is to develop student confidence in theoretical thinking, public speaking and argumentation. The final assessment will be in the format of the Supreme Court oral argument, where students will have 15 minutes to present an argument while fielding questions.

Introduction to Sports Medicine 1.0 credit F 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 W 11,12 Prereq: 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

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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 the geometry part of this course include constructions with compass and straightedge, Euclidean geometry on the plane, and also considerations of geometry in three dimensions. Among other things, we will learn about angles, areas, volumes, circles, triangles, similarity, and basic trigonometry. We will learn how to prove conjectures with logical arguments to support our assertions. Advanced topics may include geometry on spherical and hyperbolic surfaces, as well as challenging "puzzle" problems.

Topics in the statistics part of this course include basic statistical measures commonly used to understand large amounts of data such as mean, median, mode, standard deviation, and correlation coefficient. We will apply these techniques, along with graphical representations of the data, to better understand real-world examples such as sports scores and political polls.

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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 - Statistics & Big Data 3.0 credits AY 10-12 Prerequisite: Algebra 2 There is no question that Big Data - and the technology companies creating the algorithms to parse it - are fundamentally changing our world. This course seeks to provide students a foundation in the mathematics relevant to being a part of this dialogue, and to the broader contextual framework of Big Data and its implications.

Discrete Math 1.0 credits W 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. This course is likely to run not in a letter period but during Music period and Lunch 1.

Chaos, Fractals, and Dynamics 1.0 credits S Prerequisite: Algebra 2 Some of the systems we live in and through lend themselves to simple mathematical modeling that yields great complexity and beauty, but apparent difficulty in prediction of the future: markets, predator prey systems, climate/weather systems, and chemical reactions. These models are intimately related to the concepts of chaos and fractals. Chaos refers to extreme sensitivity to initial conditions (the "butterfly effect"). Fractals are multi-scale, self-similar structures that often exhibit striking beauty. This course will introduce the models that describe these fascinating real world systems coupled with an introduction to Python programming and numerical modeling, as well as data visualization.

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Health Health 9, 10 0.5 credits F,W,S (2 days/w) 9,10 The Wooster Health curriculum is a planned program of learning experiences that enables students to grow in self-awareness and to identify and develop skills that will provide students the tools to practice positive health behaviors. 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.

The Core Learning Intentions will focus on health skills development including decision making, health literacy, analyzing influences, advocacy, self-management, goal pursuit, and communication.

Course topics will include wellness, stress management, nutrition, suicide prevention, substance abuse prevention, mental illness, and human sexuality. The program is responsive to student generated topical issues.

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Music “The true purpose of arts education is not necessarily to create more professional dancers or artists.

[It’s] to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.” - Kelly Pollock. Wooster believes that participation in music is a vital component of a well-rounded education and is integral to the school’s philosophy of fostering relationships and community. We are thus committed to providing students experiences that are communal, social, and musical. Neuroscience shows that singing in a group releases endorphins and oxytocin, reducing stress and producing feelings of happiness, regardless of the singer’s skill. The performing arts program contributes to the culture and community of the arts through weekly group singing in Chapel.

The Upper School music 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 displayed understanding and application - in class and at home - of musical/theatrical concepts (competencies) and public performances. 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 and will be communicated in advance. 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

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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 open to any interested, enthusiastic singer who is willing to put in the work to be a positive, contributing member of a choral ensemble. Auditions are for placement purposes and to assess music reading skills. Members of the ensemble are responsible for directing their musical learning outside of rehearsal with online tools like sightreadingfactory.com and recordings of their music. This allows rehearsal time to be spent on vocal technique, style, blend, music history, and interpretation. A positive attitude, cooperation, commitment to the group, and strong attendance is essential. Madrigals has several performances a year, such as Grandparents’ Day, the Ridgefield Holiday Stroll, the Danbury Fair, and services at local churches, in addition to the Winter and Spring concerts. Students also have the opportunity to audition for Western Regional and All-State music festivals.

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.

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

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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!

Guitar 101 1.0 credits F,W,S 9-12 Guitar 101 is an introductory level course for the first time guitarist. It is designed to get students playing as soon as possible while learning the fundamentals of the instrument. Students will study fretboard navigation, chord progressions, notation, scales, and riffs. The goal is to develop the selfsufficiency necessary to continue self-motivated progress beyond this course. This course may be repeated for credit.

Music Theory 1.0 credits F,W,S 9-12 A rigorous academic course in music theory, work covers the fundamentals of music, including notation, scales, clefs, keys, intervals, and chords. We then move through counterpoint and harmony with an emphasis of the relationships between vertical (stacked pitches as in chords and other sonorities), and horizontal (through time, as with melodic lines), and how all music derives from such beginnings. Always tethered to a historical perspective, we look at the development of music in a contextual framework, and discuss chronological parallels with developments in the visual arts, architecture and general aesthetics. Subjectively, the whole of western tonal music is scrutinized through the lens of its appeal, both culturally and generationally, and at the most fundamental levels: Why do we like a certain song, symphony, orchestral texture, harmonic feeling, etc? Students have will end the course by composing an original work utilizing principles learned in the coursework.

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Technology, Making & Design 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 Technology and Design 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.

Introduction to Programming 1.0 credit F,W,S 9-12 Programming is an increasingly important aspect of study as the world around us grows more technically advanced, and Intro to Programming is a wonderful way to start to understand these things better and how you can alter and improve them to make the world a better place. We study Visual Basic 2019 and learn all the foundations of good coding practices and skills while making fun games and applications to improve our day to day lives. This is a prerequisite for Advanced Programming in which we learn more languages and how to make games in a professional game engine!

Advanced Programming 3.0 credits AY 9-12 Prerequisite: Programming I, Algebra 1 Have you enjoyed learning to code, but are aching for more tools and power to really take your programs to the next level? Advanced Programming will offer a chance to explore higher level coding concepts in a familiar environment, while really diving into things like what object oriented programming is all about, functional programming, game design, and learning class structures to increase power and productivity of your programs. We will explore both information systems as well as game engines (Unity) to produce well formatted, efficient, and powerful code bases to explore what programming can do.

Engineering 3.0 credits AY (F,W,S) 9-12 Have you ever wanted to know how the world around you is designed and implemented? Do you wonder how a skyscraper doesn’t fall, or how a bridge is built? Have you ever considered how the engine in your car works? If so, Engineering is a field of study designed to answer those questions, challenging you to think and dissect the world around you, understand it, and hopefully improve upon it so that those that follow in your footsteps find themselves in a better world designed for them. Come explore concepts from electricity to engines to structural engineering and design practices. This course will have a trimesterized focus, about which you can read below. As space allows and if you have the letter period free, you may enter this course on a trimester basis and not all year.

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Domestic Engineering What makes your house stand up? Why do some outlets have two prongs and others have three, and why when you travel abroad do you see others? What is "the grid" we keep hearing about, and what is it doing for you? Want to go off grid with wind or solar? Can you safely knock down this wall? These are questions that having answers to can affect everything about your daily life, and in domestic engineering we strive to understand the everyday challenges and skills that are part of your life, but rather than be a passive observer, we will learn how to interact with, modify, and repair the biggest thing many of us will ever own: our own homes.

Mechanical Engineering Are you interested in the hum and whine of an electric motor or the sweet sound of an internal combustion engine? Have you always been curious about how a car works or a blender blends? Perhaps you are interested in gears and linkages? In mechanical engineering we explore how things move, how forces act to create motion through resistance and changing directions, and try to better understand the world around us with respect to motion and forces.

Structural Engineering Have you ever wanted to know how the world around you is designed and implemented?

Do you wonder how a skyscraper doesn’t fall, or how a bridge is built? Structural Engineering will challenging you to explore concepts like trusses and joints, wind sheer, earthquakes, and more, with respect to the buildings, art, and civil engineering projects we see around us all the time. Come explore how to make an earthquake proof bridge or a bridge that will last 30 years or more and how to build it.

Making and Design 1.0 credit F,W,S 9-12 Do you want to build something, but haven’t had the time, tools, or experience? Making & Design is a class just for you, as you will find all those things to help you on the journey to becoming an independent maker. You will define your own success criteria, projects, and develop a plan to acquire the skills, knowledge, and techniques to make whatever you want, and then the time to execute it. This class is for anyone who likes the idea of learning to make something without being told what to make, or just wants to have a dedicated time, space, and experience necessary to guide a project to completion.

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Industrial Design 1.0 credit F,W,S 9-12 Industrial Design is a field of design that encompasses all of the products around us, from garden shears to medical devices, and 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. Students will combine design and engineering practices to create solutions to problems they see in their everyday lives.

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Theater Wooster Theater 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 Theater. 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 theater electives immerse students in the world of backstage theater through the design, creation and performance of Wooster productions. The study and practice of theater 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 theater is a fun and exciting environment where students collaborate to bring to life all aspects of backstage theater. 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.

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

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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.

Visual Perception 1.0 credit W 9-12 This one trimester elective for grades 9-12 focuses on sharpening skills of perception in order to navigate in an increasingly complex and visual world. By looking closely at images, learning to separate fact from opinion, and recognizing our blind spots and biases as observers, students will develop a set of skills that are applicable from the medical field to law enforcement. Visual art will be our springboard to further exercises in the world at large including scavenger hunts and visits with professionals who apply these skills each day.

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.

Portfolio Preparation (Independent Study) 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. Signups for Portfolio Preparation are done subsequent to the building of our schedule, with the instructor directly.

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.

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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.

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.

Screen Printing 0.5 credit F 9-12 Students in this course will learn the process of silk-screening, a printmaking process used both in commercial and fine art applications to create multiple prints on both paper and fabric. We will experiment with stencil, drawing fluid, and photo emulsion techniques to create our images, which can be printed on everything from posters to t-shirts.

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.

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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.

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: Facets of Identity Drawing Portraits (F-Tuesday) 0.5 credit F 9-12 This exploration of line, texture, and form builds upon drawing and observation skills that each artist brings to the studio. In addition to learning facial proportion and various techniques to capture the likeness of the subject, students will view the work of master artists who captured the unique characteristics, emotion, and stories through the study of the human visage. Students will create self portraits as well as portraits of characters derived from both reality and the imagination. While some portraits may begin with traditional drawing media, they may evolve into more sculptural or experimental pieces using other materials such as digital photography or found objects in order to explore the idea of personal identity- illustrating that what we see on the outside may not always reflect what lies inside.

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Portrait Photography: Elements of Style (F-Wednesday) 0.5 credit F 9-12 Portrait Photography, Elements of Style is offered under the umbrella theme of Facets of Portraiture.

This course explores the basic headshot, then the selection of location, clothing and accessories, lighting, and posing to create a picture “about” rather than “of” a person. Camera skills, composition and lighting, workflow, and the tools of Adobe Photoshop, are all components of the process that culminates with the making of fine expressive photographs 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.

Identity Through Mixed Media (F-Thursday) 0.5 credit F 9-12 This course will explore the place of material in contemporary art practice. Students will take many approaches to exploring identity 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, blending collage, drawing, painting, and stitching to tell stories about their human subjects.

Figure Sculpture (F-Friday) 0.5 credit F 9-12 Students in this class will model clay to create sculptures of the human form to complement their studies in portraiture. 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: Object & Image Collage without Glue (W-Tuesday) 0.5 credit W 9-12 In this Photoshop course, students will get a chance to create their own visual expression that represents their views on a topic or world event through the art of collage, in the “sans-glue” digital realm! Students will learn about the origin of collage as a diverse medium that was used for political expression during the early 20th century after World War I. We will touch upon the influence of various artists from Pablo Picasso’s cubism, to Man Ray’s Photomontage and use learnings for inspiration. Students will produce their final visual expression from artifacts, found objects, photography and anything that sparks creativity and expression. Later students will take their vision and assemble their printable final project using various techniques in Adobe Photoshop.

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Found Object Sculpture (W-Wednesday) 0.5 credit W 9-12 Since the middle of the 19th century, artists have combined everyday materials from scraps of wood and glass to gears and dolls to create new works of art. Artists like Marcel Duchamp took it even further by simply recontextualizing objects like a bicycle wheel or even a urinal and calling it art.

This course will play off the grand tradition of the objet trouvĂŠ, or found object, in art, inviting students to transform everyday objects into art by combining, altering, or recontextualizing them to give them new meaning.

Clay, Glazing, and the Found Object (W-Thursday) 0.5 credit W 9-12 In this unique handbuilding course, students will learn to manipulate clay slabs and coils. They will explore a range of handbuilding techniques. They will imprint with materials such as burlap from potato sacks as well as other found material, pipes, shells, leaves, branches, bottles, and cardboard.

They will use cardboard rolls, boxes, bottles, and any other found object creating both two- and three-dimensional work using coils with slab. Glazing will be a major focus; students will explore color and texture through high and low fire glazes and underglazes. They will use wax and tape in order to create a glaze resist. 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.

Is Photography Art? (W-Friday) 0.5 credit W 9-12 In this course, students will explore the Photo-Secession movement of the early 20th century, when photographers strove to demonstrate that photography was not mere documentation but fine art.

By studying the exquisite photographs of Alfred Stieglitz, Imogen Cunningham, and Edward Steichen, students will learn to apply digital photography skills to create images that emulate the style of these great photographers. Students will then explore Straight Photography, another major movement with contrasting ideals, as promoted in the 1920’s by Paul Strand, and later Ansel Adams.

Spring Art Intensive: Fiber Arts Fiber Arts (S-Tuesday) 0.5 credit S 9-12 This course introduces techniques in two- and three- dimensional fiber arts. Students will investigate the possibilities of fiber-based materials including felt, silk, yarn, fabric, and rope to create small sculptures, tapestries, bowls, or wearable objects. Techniques covered may include weaving, felting, embroidery, and shibori dying.

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Batik (S-Wednesday) 0.5 credit S 9-12 Batik is the art of using wax resist and dye to decorate fabric. The art of batik has been practiced for centuries all over the world, predominately in Asia and Africa. The technique of batik can be used on many different materials, such as cotton, silk, muslin fabrics, as well as paper and clay.

The objective of the course will be to: ● Learn about the history and culture of batik ● Learn the process for creating a paper batik ● Learn the process for creating a batik design on different types of fabric such as muslin and silk; learn how to dip, as well as paint the the dyes on the fabric . ● Learn the process for wax resist batik on clay slabs.

Wearable Art (S-Thursday) 0.5 credit S 9-12 This course is designed for the experimenter. Style and Identity are expressed through wearables of all kinds such as altered clothing, ornamentation and jewelry, masks and costumes, hats and accessories, and both functional and decorative wearable objects. Color, texture, and form will be explored as elements of design. A range of techniques for fabrication will be explored depending on materials. The full range of our closets and the campus’s maker capabilities are available for this open-ended class.

Digital Surface Patterns and Fabric Design (S-Friday) 0.5 credit S 9-12 This course will introduce students to the basic digital art skills and techniques needed to create contemporary surface patterns and fabric designs. Students take a walk through the history of 20th century patterns for inspiration. Throughout the course, students progress from paper to final digital form as the fundamental elements of design are enforced along the way. Students will learn shortcuts and techniques in Adobe Illustrator and Photoshop as they create patterns that they will later have the option to apply to an object, fabric, or surface.

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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 16 varsity sports. Whenever possible we will offer junior varsity, developmental, 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.

Fitness Club Fitness Club 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. Additionally, we have added aerobic conditioning to this offering. The use of treadmills and our state of the art stationary bikes in conjunction with training aids will build on an already robust program and provide more opportunities for students to build and develop their own fitness goals. Space is limited in this program, if necessary we will split the group in two, and as a result take up to 28 total students, each group working out for 45 minutes. When we split into two sections all participants not at Fitness Club, will be assigned a study hall in the Main Library, which will be monitored by a faculty or staff member.

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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, filming games or practices, 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. Managers will be required to participate in fitness related activities during practice that will promote their wellness, but not interfere with the other parts of their responsibilities.

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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 theater Activities, please see the theater 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. To allow students and families to better plan for the fulfillment of the team sport requirement we have added tryouts for all tennis players in the Fall.

This ensures our students have additional opportunities to meet the team sport requirement, as several offerings have roster limitations, including Girls’ Volleyball, Boys’ Soccer, Boys’ and Girls’ Tennis, and Golf. 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’ Volleyball

Girls’ Basketball

Girls’ Lacrosse

Boys’ Soccer

Boys’ Basketball

Girls’ Tennis

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Girls’ Soccer

Boys’ Ice Hockey

Boys’ Lacrosse

Additional cost.

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

Fitness Club

Fitness Club

Fitness Club

Non-Physical Activities

Non-Physical Activities

Non-Physical Activities

Team Manager

Team Manager

Team Manager

Theater Activities

Theater Activities

Theater 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 School 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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