Windward 2016 Curriculum Guide by Windward School

CURRICULUM GUIDE 2016-2017

Windward School Windwardâ&#x20AC;&#x2122;s Mission Statement Windward School is a dynamic college-preparatory school that challenges each student to achieve excellence in a nurturing, inclusive community. Windward teachers, parents, and administrators work together to inspire our students to be responsible, caring, well informed, ethical, prepared, and well balanced young adults.

The Middle School Windwardâ&#x20AC;&#x2122;s Middle School program provides a challenging and stimulating environment in which our students can learn. We know that young adolescents learn best when they are given the chance to engage actively with the material they are studying. Our dynamic classrooms provide our students with opportunities to develop the academic and critical thinking skills needed for success in Upper School and in life. We balance an innovative, cutting-edge curriculum with developing a strong foundation in the fundamental skills needed for academic success. We are further committed to providing strong programs in the visual and performing arts, athletics, leadership, technology, and service learning. These programs enable our students to experiment with a wide array of activities, to find their passions, and to develop their talents, their character, and their leadership skills.

The Upper School Windwardâ&#x20AC;&#x2122;s Upper School strives to foster a nurturing environment where adolescents feel safe to challenge ideas, to take thoughtful risks, to create and to innovate, to build lasting relationships, and to explore who they are and who they want to be in this complex world. With dynamic classrooms, close relationships with inspiring teachers and mentors, experiential learning and leadership opportunities, global partnerships and trips, and a multitude of extracurricular offerings, Windward Upper Schoolers grow into independent thinkers who are able to think creatively and differently and to contribute positively to the diverse world around them. They learn who they are and what they love, and ultimately through this self-awareness are able to make thoughtful and appropriate choices about their futures.

About this Guide Windward School’s curriculum combines required courses with a rich selection of elective classes. At Windward, students are encouraged to play an active role in devising their courses of study, and this guide is designed to help facilitate both short-term and long-term planning. The faculty, department chairs, college counselors and administrators are always available to assist both parents and students with program planning. Most of the classes listed in this guide are available every year. There are some, however, that are available only upon demand or in alternate years. Such classes are indicated with an asterisk (*). In addition, Upper School and Middle School elective classes are always offered pending approval and enrollment.

Graduation Requirements • 4 years of English • 3 years of Social Studies, including U.S. History and World History • 3 years of Mathematics, including Algebra 2/Trigonometry • 3 years of Science, including Physics, Chemistry, and Biology

• 3 years of the same World Language or 2 years each of two World Languages • 2 years of Visual or Performing Arts • 2 years of Physical Education • 20 hours of Community Service

Table of Contents History 6 Course Descriptions 8 English 14 Course Descriptions 16 Mathematics 20 Course Descriptions 22 Science & Technology 28 Course Descriptions 30 World Language 38 Course Descriptions 40 Visual & Media Arts 46 Course Descriptions 48 Performing Arts 56 Course Descriptions 58 Athletics 68 Course Descriptions 70 Communications 74 Course Descriptions 76 Middle School Period 8 78 Course Descriptions 79 Upper School Electives 82 Course Descriptions 83

Middle School Afterschool Programs 92 Course Descriptions 92 Global Scholars Program 94 Course Requirements 94 STEAM Scholars Program 96 Course Requirements 97 Entrepreneurship and Innovation 100 Academic and Co-Curricular Offerings 101

History Courses Course Guide

History Department Philosophy and Placement The Windward School history department imparts to its students the critical and analytical skills necessary to succeed in college, and to be engaged with the modern world. Additionally, the department exposes students to important historical moments and fosters an appreciation of the past through various modes of teaching. In the history department, honors courses begin in the ninth grade. Students’ placements are discussed every year in a conversation involving the student, the teacher, and the department chair with the chair making the final decision. Factors which are considered in the placement decision include: Scores on the relevant portions of standardized tests (ERBs and PSATs), demonstrated success in skills areas such as writing, critical thinking, and reading comprehension, and the grade in the student’s current history class.

Requirements Windward students are required to take History in grades 7-11. The University of California requires two years of history/social science including: one year of world history, cultures, and geography and one year of US History or one half-year of US History and one half-year of civics or American Government.

US Electives

• Model United Nations • Terrorism in the 20th Century • Why Should We Care?: Controversial Issues in Contemporary Society

• In the Headlines: Current Issues in Gender Studies • The Supreme Court and Your Rights • The War on Art

Course Descriptions Intro to American Government (7)

Intro to United States History (8)

World History 1: Enduring Tradition (9)

This course presents students with an introduction to both the history of American government and contemporary politics. The class begins with an introduction to the purpose and types of government and with a consideration of what it means to be an American. Next, students embark on a study of the growth and development of American government, including an in-depth look at the events leading to the American Revolution, the development of the Constitution, and the Bill of Rights. Students then learn about groups outside the government with political power, including political parties, the mass media, and interest groups. The year finishes with a detailed look at the way each of the three branches of government functions. Contemporary political issues are infused throughout the curriculum, with the opportunity for students to discuss and debate current events. A research project on a political issue is one of the key elements of the course. A strong emphasis is placed on developing the skills of historians, including critical reading, research, primary source analysis, argumentative writing, and public speaking.

This course provides an introduction to the methods of historical study, engages the studentsâ&#x20AC;&#x2122; citizenly concerns, and reviews issues that have faced the American government and its people. These include American foreign policy, intolerance, and the relationship between the government and the individual. The course seeks to incorporate electronic and technological resources to develop skills in acquiring, processing, and assessing the validity of research information. Assignments reinforce each studentâ&#x20AC;&#x2122;s writing, reading, and study skills. Students begin to develop the skills of interpreting primary sources as they are introduced to enduring themes in American history and to consider how these themes influence contemporary issues.

World History 1 offers a broad survey of the history of human life and culture from prehistoric times through the Middle Ages. Taking both a thematic and chronological approach, the course examines developments in religion, art, institutions, and society in civilizations ranging across Africa, Asia, and Europe. In addition, the course compares and explores contemporary themes where strong relationships exist and considers the relationship between the past and the construction of a historical narrative in the present. Strong emphasis is placed on introducing students to the challenges of the historian and on analyzing a wide variety of historical evidence. In addition, students will learn to craft thesis-driven arguments in answer to a wide range of historical questions.

Honors World History 1: Enduring Tradition (9)

World History 2: Evolving Tradition (10)

Honors World History I undertakes a broad survey from the earliest human history through the end of the Middle Ages. The course explores all aspects of the Eurasian narrative, emphasizing common themes and examining the foundational elements shared across human societies. The course places a heavy focus on the use of primary source material, and students begin to learn the tools necessary for critically reading and analyzing historical texts and material culture (such as art and archaeological remains). Particular attention is paid to the exercise of historical empathy and the scholarly importance of interpreting cultures “on their own terms.” Students will also be introduced to the modern practice of academic history and engage with examples of historiographical theory and dispute. Students will learn to use all of these tools together to create interpretive arguments and express them through thesis-driven writing. World History I – Honors may be taken with departmental permission.

This course is a continuation of World History I. It traces the major historical events and developments from the Renaissance to the 21st Century. The class emphasizes the growing interconnection between various regions of the world during this period. The course goals are to broaden and deepen the student’s understanding of fundamental aspects of human society and how change occurs within societies, develop more sophisticated research skills (including traditional library and technological approaches), and introduce the various issues fundamental to the understanding of the modern world.

Honors Global Studies (10) The purpose of the Global Studies course is to promote an understanding in students of their role as responsible global citizens. Students use 21st century tools to explore the complexity of current global topics as they develop as independent problem-solvers. The course uses Windward’s active learning model and incorporates methodologies such as design thinking, case studies, seminar discussions, and collaborative problem-solving. As a model of interdisciplinary learning, Global Studies Honors uses a crosscurricular team teaching model, with course instructors including members of the History, Science, and World Language Departments. Course topics vary from year to year, but include a subset of the following: cultural identity and awareness, poverty, global climate change, water, biodiversity, sustainability and social justice, roots of political conflict, geopolitics, global economic interdependencies, resource allocation, and the geography of resource utilization. Enrollment by permission of the department This course is a prerequisite for the Global Scholars Program.

Course Descriptions Honors Global Economics (11- 12) This course offers students a rigorous examination of the foundations of micro- and macro-economics. Topics covered include: supply and demand, individuals and markets, decision making, consumer preferences and choices, production decisions, market failures (monopolies and oligopolies, externalities, factor markets, economic growth, fiscal policy, monetary policy, inflation, disinflation, depressions, and recessions. Throughout the class we will adopt a global outlook, using examples from around the world to gain a deeper understanding of economics. We will also focus heavily on recent economic developments since the beginning of the “Great Recession” in 2008. This course serves as a Global Scholars credit.

AP European History (10 - 12) AP European History covers Western civilization from 1500 to the present. Students enrolled in this course are expected to rely on historical documents and other original sources in their studies. The reading and writing demands of this course are equivalent to those of an introductory survey course at the college level. Students registered in Advanced Placement classes must take the Advanced Placement exam. Enrollment by permission of the department.

United States History (11) This survey of the American experience emphasizes crucial political, constitutional, diplomatic, economic, and social developments from the colonial period to the present. In addition to studying landmark events in United States history, the course covers a wide range of perspectives in order to establish what being “American” means. During the year, students develop their critical skills through written analysis and digital presentations on research topics, and debate issues in contemporary politics.

AP United States History (11) Advanced Placement United States History examines the same political, constitutional, diplomatic, economic, and social developments covered in United States History. However, students enrolled in this class are expected to rely on historical documents and other original sources in their studies. The reading and writing demands of this course are equivalent to those of an introductory survey course at the college level. Students registered in Advanced Placement classes must take the Advanced Placement exam. Enrollment by permission of the department.

Honors Psychology (11 - 12) This year-long course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the 14 major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. The rigor of the course is equivalent to a semesterlong, college-level program, and requires students to submit regular written reviews of research, give oral and group presentations, engage in outside readings, and have extensive participation.

AP Art History (11-12) AP Art History is designed to provide the same benefits to secondary school students as those provided by an introductory college course in art history. In the course, students examine major forms of artistic expression from the ancient world to the present and from a variety of cultures. They learn to look and analyze works of art within their historical context and articulate what they see or experience in a meaningful way. In addition, the course prepares students for the AP Art History exam. Course work is supplemented with regular visits to LACMA. It is required that students take the AP exam in May. This course serves as a Global Scholars credit.

AP Comparative Government and Politics (12)* The AP course in Comparative Government and Politics introduces students to fundamental concepts used by political scientists to study the processes and outcomes in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes. In addition to covering the major concepts that are used to organize and interpret what we know about political phenomena and relationships, the course should cover specific countries and their governments. Six countries form the core of the AP Comparative Government and Politics course: China, Great Britain, Iran, Mexico, Nigeria, and Russia. By using these six countries, the course can move the discussion of concepts from abstract definition to concrete example, noting that not all concepts will be equally useful in all country settings. The following sections provide general descriptions of the major themes and concepts of the course. This course serves as a Global Scholars credit.

Senior Seminar: Psychology (12)

Honors Research Seminar:

This course reviews methods of cognitive awareness through analyses of the self. Students learn about different methods of recognizing personal patterns (both healthy and destructive), peer-pressure, family issues, social constructions, and methods of healing. This course also examines the challenges of separating from the small environment of high school and effectively navigating through the complex situations the found in college.

The honors research seminar introduces students to a specialized course of study in American history during the twentieth and twentyfirst centuries. The course is not a survey of American history in this time frame; rather, the students examine an aspect of the era that is often only briefly discussed (or omitted altogether) in the 11th grade survey course. Sample topics covered in past years include the depiction of American history through mass media, the growth of the federal government and presidential power, America’s shifting foreign policy outlook, and the tendency towards conspiracy thinking among American people. The class work consists of discussions, readings, and some lectures.

20th Century US History (12)

The course’s main purpose is to instruct students in the process and rigor of writing a college-level research paper. Students select a topic in the fall, and go through the process of writing a research question, developing a thesis, compiling an annotated bibliography, and formulating an outline. The class takes two trips to local libraries (the LAPL’s main branch and the UCLA campus) in order to conduct research. The spring months are dedicated to the drafting and revision processes. Throughout the course students work closely with the instructor and CTL research librarians in order to refine and research their topic, as well as developing their argument through drafts. The final 20-page paper is due in April, and the course culminates in a formal presentation of the student’s work to the school community after spring break.

Course Descriptions Honors Research Seminar: Global Studies (12)* In this thematically focused class students research and write papers on a global topic of their choosing so long as it met certain thematic parameters. Students are encouraged to formulate a research question on a topic they feel passionate about. To assist students in formulating a global topic, students are given four broad parameters. Paper topics include one of the following broad themes: (i) Regionality (example: How have mismatches between political and ethnic regions contributed to violent conflicts in Iraq and the former Yugoslavia?) (ii) Mobility (example: What factors facilitate or impede the spread of Ebola?) (iii) Globalization (example: How are local communities in Peru harnessing the power of globalization to combat poverty?) (iv) Human-environment interaction (example: What impact has India’s population growth had on the environment?) This course serves as a Global Scholars credit.

Upper School Electives: In the Headlines: Current Issues in Gender Studies (9-12) At most universities, there are exciting courses taught in Departments of Gender Studies. There are numerous student groups here at Windward that are exploring the topics and issues related to gender in our country and in the world, yet there are few places in our curriculum where students and teachers engage in intellectual discourse, research, and reflection on gender topics. In Current Issues in Gender Studies, open to all interested students in Grades 9-12, we will use both current events and issues of interest to our students to guide the selection of the topics we explore. Deliberative and respectful discourse and listening and understanding multiple perspectives on the issues will be of the utmost importance in this course. Topics may include, but are not limited to: Gender and achievement, gender and leadership, gender and religion, social and cultural constructions of femininity and masculinity, gender identity and expression, politics of gender, gender and beauty, gender and athletics, gender and the media, gender based violence, gender in the military and in combat.

Model United Nations (9-12) Given the increasingly global nature of our world, it is imperative that students are able to not only understand but also articulate their understanding of world issues. Model United Nations (MUNP has long been a program that excels in this regard. As a complement to Windward’s Global Studies program, this elective will allow students to undertake detailed investigation of different countries’ perspectives as they prepare to participate as delegates in a series of MUN conferences in the Los Angeles Area. Thus, this elective will consist both of classroom time on Tuesdays and Thursdays and numerous opportunities to participate in MUN conferences. This course serves as a Global Scholars credit.

The War on Art (9-12) In light of the recent events that have foregrounded the fraught relationship between armed conflict and cultural property, this course will examine and contextualize the historical precedents for the war on art currently being waged by ISIL. Taking a case-study approach, we will seek to determine the role that cultural property has played in cultural conflicts and to evaluate the ways in which art, architecture, and artifacts have been, and continue to be, employed as weapons in the construction of social and political identity. In addition to ISIL, case studies will include the war plunder accumulated by Julius Caesar, the looting of Constantinople during the Fourth Crusade, Napoleon’s construction of

the Louvre, and the Nazi’s and Allies’ policies toward cultural property during World War II. This course serves as a Global Scholars credit.

Terrorism in the 20th Century (9-12) This course examines terrorism in the twentieth and twenty first centuries. This is an interdisciplinary course which uses history, political science, religious studies, sociology, and psychology to arrive at an understanding of terrorism and how it has been manifested in recent world history. The course begins with a discussion of which acts constitute terrorist activities. We will examine the question from scholarly, legal and ethical/moral perspectives. After discussing the malleable nature of the term we look at various acts in history which scholars have labeled as early examples of terrorism. Most of the class focuses on terrorism’s growth since the turn of the twentieth century. The course takes a global approach to the issue and looks at how the concept has emerged in various places around the world. Special attention is given to the troubles in Great Britain and Ireland, Spain, Germany, South America, and the Middle East. In addition to talking about terrorist acts we also discuss the manners in which societies have historically responded to the issue.

Why Should We Care?: Controversial Issues in Contemporary Society (9-12) In this course we tackle and explore controversial topics at issue in the United States and the world today involving inequality, class, race and gender. We examine dilemmas surrounding such possible topics as torture, marriage equality, stem cell research, genocide, affirmative action, human trafficking and gun violence. Through considering particular case studies in historical context, we work to understand and grasp the many moral and ethical complexities, as well as the multiple perspectives, involved in these issues. The text that grounds the course is Justice: What’s the Right Thing to Do? by Michael J. Sandel, Professor of Government at Harvard University. Ultimately, through these investigations, we hope to become more thoughtful, knowledgeable, global citizens who are better able to answer the question, “Do we have a responsibility towards one another?” This course serves as a Global Scholars credit.

The Supreme Court and Your Rights (9-12) The decisions of the Supreme Court affect the lives of every single American citizens. Arguably, no individuals are more influential in shaping the course of American society than the Supreme Court Justices. In this course, we will examine the Supreme Court decisions that most affect our lives and our rights today. •

What are the limits on free speech in our society?

•

What are the decisions that have defined and protected the civil rights of women, people of color and LGBTQ individuals?

•

What rights do we have when interacting with representatives of the government, and what decisions explicate those rights?

In this course, we’ll ask and answer those questions (and more) by examining the history of how our current understanding of our Constitutional rights came to be defined as they are and discussing and debating how rights issues might play out in real world situations.

This course serves as a Global Scholars credit.

English Courses Course Guide

US Electives • • • •

Creative Writing: The Living Word Project Speech and Debate Writing Workshop (9-10) Writing Seminar (9-12)

English Department Philosophy and Placement The English Department endeavors to foster confidence and fluency in writing, skillful close reading, and critical thinking in every student. We study a wide variety of texts across literary traditions, including poems, short stories, essays, plays, and novels, in a diversity of voices and perspectives. In our classrooms, large and small group discussions offer opportunities to deepen understanding and develop communication skills. Interactive approaches, involving techniques ranging from Harkness discussions to Socratic seminars, challenge our students to engage actively and authentically with ideas, language, and one another. While analytical, argument-driven writing is an emphasis of our six-year program, students write in a range of genres, including creative, informational, and reflective modes. We teach mechanics and principles of usage in the context of teaching writing, working together to understand errors of convention and issues of fluency. In the service of information literacy, we employ many forms of technology, from pencil and paper to the latest digital tools for language arts. Thinking critically and engaging dynamically in our coursework, students become more skillful, articulate, and self-aware as readers, communicators, and citizens. Our courses are differentiated according to the interests and readiness of individual students, providing challenge and support to all. Learning experiences and assessments in reading, writing, speaking, and listening operate at various degrees of difficulty and sophistication, making it possible for every student to thrive at every level. Personalized feedback on individual growth and progress in these areas encourages risk-taking, revision, resilience, and a growth mindset. Highly valuing student voice and choice, we encourage students, over the years, to take advantage of our intra- and extracurricular offerings, including our AP courses, electives like Creative Writing, peer consulting in our Studio for Writing and Rhetoric, and writing and/or performing for events like the One Act Play Festival and Shirleyâ&#x20AC;&#x2122;s Slams and Jams.

Requirements Windward students are required to take English in grades 7-12. The University of California requires four years of college preparatory English that integrates reading of classic and modern literature, frequent and regular writing, and practice listening and speaking.

Course Descriptions English 7

English 8

English 9

The seventh grade course is a crucial first year of English at Windward. We aim to teach our students the essential habits of academic life—from note-taking and timemanagement skills, to strategies for effective reading comprehension and the fundamentals of analytical writing. The seventh grade curriculum includes intensive study of both vocabulary and grammar, and—as in all of Windward’s English courses— we pursue an individualized, studentcentered approach in the classroom. The course also offers students an opportunity to develop literaryanalysis skills through exposure to a variety of textual genres and perspectives. Seventh grade English focuses on moving the students beyond a rudimentary understanding of plot and characterization and learning to recognize, discuss, and write about broader thematic ideas. We do this through text-based discussions, frequent writing work, and collaborative assignments. Students develop critical thinking skills, learn to craft persuasive paragraphs incorporating textual evidence in support of a clear thesis, and give voice to their individual ideas.

The eighth grade English curriculum emphasizes skills and academic habits that will provide a foundation for students when they transition to the upper school. The course stresses literature, writing, grammar, and vocabulary. Students are exposed to a wide variety of increasingly difficult texts as they refine their close reading and analytical skills. Formal writing is a cornerstone of the course; we emphasize the structure and conventions of academic writing, beginning with individual paragraphs and moving on to full-length essays. In these compositions, as well as some creative pieces, students are encouraged to view writing as a process through which ideas become more refined and language more precise and sophisticated. We review basic grammatical principles—parts of speech and sentence structure— and progress to more complex concepts relating to phrases and clauses. Vocabulary work focuses on broadening students’ lexicon, helping them understand words’ denotations and connotations while also reinforcing principles of usage in sentence and paragraph construction. As in all Windward English courses, we stress an individualized approach in the classroom, seeking to hone each student’s particular strengths.

Close and critical reading, writing, speaking, and listening are the emphases of ninth-grade English. Students will carefully examine fiction, nonfiction, poetry, and drama, acquiring confidence with the text itself as a means of understanding. Discussion topics range widely, from how to read closely and develop an annotation style, to considerations of character growth, themes, and narrative voice. From discussions spring writing topics through which students exercise and hone their writing skills. Analytical writing assignments, moving from the paragraph to the full critical essay, stress structure, organization, focus, the use of supporting data, and clarity of expression. In fact, students study concepts of grammar and usage with an eye toward their function within formal writing. Yet the course also provides opportunities for writing creatively and reflectively, as students become more aware of their own voices, perspectives, strengths as learners, and processes as writers.

English 10 Reading, thinking, speaking, writing are the foundations of tenth grade English. Although we focus on literature from the British Isles, the true focus of the course is building literacy and communication skills for the rest of high school, college, and beyond. Students learn to read challenging texts thoughtfully and thoroughly, to respond authentically, to listen actively to their classmatesâ&#x20AC;&#x2122; ideas and perspectives, and to compose well-crafted paragraphs and essays--in both literary and personal modes. While the course also emphasizes vocabulary and study skills, it focuses on critical thinking and expression.

Honors English 10 In Honors English 10, British literature serves as a lens for examining identity on both an individual and a cultural level. We explore the construction of the self, synthesizing our texts with personal reflection; larger constructions, such as community, culture, and society; and the outcomes of cultural collision, anticipating changes to come in our increasingly global and digital society. Students acquire a deeper understanding of their own identities and have ample opportunities to explore the ways in which stories enable us, as humans to understand ourselves and the world in which we live. Through frequent and varied writing assignments as well as student-led discussions, students acquire new strategies for presenting their ideas both aloud and in writing.

AP Language & Composition (11) AP Language is a college-level course designed for students who want to focus on reading as well as thinking, writing, and talking about nonfiction--analytical and persuasive writing--and to advance their abilities to formulate and articulate arguments about rhetoric, the art of persuasion. Students practice close reading and analysis of wide-ranging texts, across subjects and disciplines, including visual texts. Engaging in research and synthesizing ideas across multiple sources, students generate compositions in response to the arguments they study. Becoming more skillful readers at a high level and capable analytical writers, students engage frequently and rigorously in the writing process--drafting, getting feedback on, and revising their compositions to new levels of sophistication and dynamism. Students registered in Advanced Placement Language & Composition must take the Advanced Placement exam.

AP Literature (11-12) AP Literature is a college-level course designed for students who want to focus on reading as well as thinking, writing, and talking about literature-poetry, fiction, and drama--and to advance their abilities to formulate and articulate arguments about literary phenomena and ideas. Students practice close reading and analysis across a range of challenging texts, honing their abilities to decipher language, describe style, and understand nuances and subtleties in literary works. Compositions explore literary elements, examining the relationship between form and content. Becoming more skillful readers at a high level and capable literary writers, students engage frequently and rigorously in the writing process--drafting, getting feedback on, and revising their compositions to new levels of sophistication and dynamism. Students registered in Advanced Placement Literature & Composition must take the Advanced Placement exam.

Course Descriptions Honors English 12 The goal of English 12 Honors is to promote intellectual growth by strengthening students’ abilities to read literary and critical texts, exposing them to different time periods, cultures, and points of view. Building on the skills in AP Literature or AP Language, students read and write critically, analytically, and creatively, tackling increasingly complex analytical essays in preparation for universitylevel writing assignments. They gain important writing skills such as forming and advancing their own arguments through the use of primary and secondary sources, responding to the arguments of others and addressing divergent points of view, and exploring personal voice in writing. Students learn basic elements of information literacy by working on small-scale research projects, presenting their findings in oral, multimedia presentations, and they hone essential skills in speaking and active listening through Harkness discussions. Throughout the course, students reflect on their own learning, becoming more selfaware, successful, and independent as learners.

Upper School Electives: Writing Workshop (9-10)

Creative Writing: The Living Word Project (9-12)

Writing Workshop will support students with writing mechanics and fluency, focusing on their existing coursework and assignments (instead of requiring additional pieces of writing in a new and separate curriculum). The workshop will emphasize principles of grammar and usage, empowering students to understand and correct errors in their own writing. Students who need help with (or want explicit study of) sentence parts and sentence construction will experience focused attention on these writing practices and skills. Students, for instance, who struggle with comma splices or sentence fragments will be able to attend Workshop for extra help, as well as students working on things like issues of agreement or sentence variation.

Speech & Debate (9-12)

Writing Seminar (9-12) Writing Seminar is an advanced workshop for passionate writers who want to go further than their English curriculum allows. Focusing on creative nonfiction in 201617, the Seminar will be a place of experimentation in writing, as seminarians try new approaches and engage with various texts and styles. They will host several annual events, including readings of their own new work, and publish a small magazine of their best pieces.

Workshop participants engage in fun writing projects, lively debate and discussion, word games and critique. Genres include poetry, memoir, creative fiction, and a few surprises. The group will also try “stress free,” “no pressure” exercises to help with performance of their work utilizing easy techniques for public speaking.

Students enrolled in Speech and Debate have the opportunity to develop their abilities to reason logically, verbalize thoughts clearly and dynamically, organize ideas clearly and to generate speeches for a variety of occasions. They develop self-confidence as they learn to debate successfully as an individual and as a member of a team. Students enrolled in Speech and Debate are engaged in the process of learning the techniques of competitive high school parliamentary debate and other forms of debate such as Lincoln-Douglas, Policy, etc. This course requires considerable research during and outside of class. It also requires written composition of affirmative cases and negative blocks, and perhaps other persuasive speeches. Students are required to develop and maintain files on debate resolutions. Tournament competition is also required.

Senior Seminars: Senior Seminar: Creative Writing (12) This course familiarizes students with the basics of fiction: plot, characterization, conflict, dialogue, narrative voice, and point of view. Classes consist of lectures, round-table discussions, readings, workshop-style critique sessions, author visits, and exercises designed to expand and refine each student’s writing style. Students participate in writing exercises and also write two short stories that are presented to the class in the final week.

Senior Seminar: Poetry (12) Poetry is a poetry workshop developed originally for professional authors to help maintain a steady “flow” of ideas and inspiration. Enhanced here for young writers, the course begins with an introduction to modern poetry, the traditions that shaped it, and the “uses” of poetry both artistic and practical. The latter part of the course examines recent trends in poetry such as Slam and Performance Poetry, Neo-formalism, and other hybrids and then moves on to explore the future with an emphasis on discussion and employment of “new” poetic forms. Students will begin writing from day one and will be expected to maintain journals of their work. Special “Industrial” projects will be given periodically and much of the overall grade will be determined by responses to these tasks. Students will also be coached on performance and shown techniques for public speaking. The course culminates in an on-campus reading given by the class.

Mathematics Courses Course Guide

Other Courses â&#x20AC;˘ AP Statistics (with approval) and Advanced Algebra with Financial Applications can be taken at any time after Algebra 2/Trigonometry

Mathematics Department Philosophy and Placement The mathematics department fosters and nurtures a positive disposition and appreciation for mathematics through a rich and engaging curriculum. Students have multiple opportunities to develop their analytic skills and conceptual understanding individually and collaboratively. Teachers provide rigorous, comprehensive, and interactive instruction with technology integrated throughout the curriculum to develop studentsâ&#x20AC;&#x2122; critical thinking and problem solving skills. Students in turn build confidence in their abilities as they embrace the challenges of the problem solving process, pushing themselves outside of their comfort zone with perseverance. Students reason both abstractly and quantitatively and effectively communicate this reasoning both orally and in writing. Teachers support and challenge all learners, providing choices and opportunities appropriate for their individual interests and development. Upon enrollment to Windward, each student is placed in the appropriate math class with respect to diagnostic testing completed upon admission. Detailed course descriptions are listed below. If a student wants to advance in the curriculum progression by taking a summer math course to substitute for a full year course at Windward, he/she must obtain approval from the Mathematics Department Chair prior to taking the course. Students must also have their transcripts sent to Windwardâ&#x20AC;&#x2122;s Registrar and pass Windwardâ&#x20AC;&#x2122;s final exam for the respective course prior to the first day of classes. To transition to Honors from a Regular level course, students must have earned an A for at least the two most recent years of math and obtain permission of the math department chair.

Requirements A minimum of three years of mathematics is required in the Upper School, including Algebra 2/ Trigonometry, are required for graduation. The University of California requires three years of college preparatory mathematics; four years are strongly recommended including Algebra 1, Algebra 2, and Geometry.

Course Descriptions Pre-Algebra (7)

Intro to Algebra (8)

Honors Algebra 1

This course reviews and expands upon fundamental arithmetic skills. Focus is on accuracy in studentsâ&#x20AC;&#x2122; work and mathematical vocabulary as well as developing note-taking and organization skills. Topics include operations with whole numbers, integers, fractions, and decimals, percents, writing variable expressions and equations, ratios, proportions, the coordinate plane, and area and perimeter. Students apply these concepts to develop problem solving skills in preparation for Intro to Algebra.

This course is designed to build upon the skills learned in Pre-Algebra to prepare for Algebra 1. Topics include evaluating expressions involving real numbers, absolute value, and exponents, solving and graphing linear equations, percent change and interest, area and volume, square roots and Pythagorean Theorem, and basic probability and statistics. Applications, problem solving, and accuracy of skills are emphasized throughout the year. In addition, students are introduced to the effective use of the calculator during the second half of the year.

Prerequisites: Accelerated PreAlgebra or its equivalent and permission of the department.

Accelerated Pre-Algebra (7) This course bridges arithmetic and algebra skills to prepare for Algebra 1. Topics include evaluating expressions involving real numbers, absolute value, and exponents, solving and graphing linear equations, percent change and interest, area and volume, square roots and Pythagorean Theorem, and basic probability and statistics. Students in this course will cover topics more quickly and often in more depth than in the PreAlgebra and Intro to Algebra courses. Applications, problem solving, and accuracy of skills are emphasized throughout the year. In addition, students are introduced to the effective use of the calculator during the second half of the year. Students who excel in this course may advance to Algebra 1 Honors with permission of the department.

Algebra 1 It is expected that students entering this course have mastered concepts and skills listed in the Pre-Algebra and Intro to Algebra course descriptions. Topics in Algebra 1 include solving multi-step equations and inequalities, exponents, polynomials, factoring, graphs, linear equations, systems of equations, rational expressions, radicals, functions, and quadratic equations. This course requires extensive note-taking, mastery of vocabulary and definitions, and careful reading. Throughout the curriculum, integration of algebraic concepts and problem solving applications are emphasized. This course serves as a STEAM Scholars Mathematics class if taken in Upper School.

This is an advanced course designed for the student who has demonstrated an appreciation for mathematics as a creative process as well as a computational tool. This course presents the same topics as Algebra I, only with greater stress on conceptual thinking and abstraction. A student enrolled in this course is required to solve a great variety of word problems, and thus must possess strong reading skills. This course serves as a STEAM Scholars Mathematics class if taken in Upper School.

Geometry

Honors Geometry

Algebra 2/Trigonometry

Prerequisite: A student must have earned a passing grade in Algebra I.

Prerequisite: The completion of Algebra I Honors with a grade of “B” or better, or permission of the department.

Prerequisite: A student must have earned a passing grade in Geometry.

This course offers an excellent introduction to logical thinking and deductive reasoning. Topics covered include points, lines, planes, angles, triangles, quadrilaterals, coordinate geometry, circles, and basic Trigonometry. Proof is emphasized during the first half of the year especially with parallel lines, congruent triangles, and quadrilaterals. Geometer’s Sketchpad is used to investigate certain concepts and computer coding plays a role in developing students’ logical reasoning skills. In addition, a review of basic algebra skills is incorporated throughout the course to assure the students’ continued progress and to prepare them for Algebra 2, the next course in the mathematics sequence. This course serves as a STEAM Scholars Mathematics class if taken in Upper School.

This course covers much of the same material as the regular Geometry course, with a heavy emphasis on proofs. Most theorems taught are proven in class or left as homework exercises for students to complete independently. Geometer’s Sketchpad is used to investigate certain concepts and computer coding plays a role in developing students’ logical reasoning skills. This class is designed for highly motivated students who enjoy solving mathematical problems and demonstrate a strong ability to think logically. This course serves as a STEAM Scholars Mathematics class if taken in Upper School.

Algebra 2 topics include polynomials, factoring, linear equations, exponential, linear and quadratic functions and their graphs, radicals, and logarithms. Trigonometry topics include the six functions and their inverses, the unit circle with degree and radian measure, basic sine and cosine graphs, and solving equations. Students are required to purchase a graphing calculator prior to enrolling in this course. Using this calculator to analyze graphs and as a problemsolving tool is a significant part of the course. This course serves as a STEAM Scholars Mathematics class.

Course Descriptions Honors Algebra 2/ Trigonometry

Advanced Algebra with Financial Applications

Prerequisites: The completion of Geometry Honors with a grade of â&#x20AC;&#x153;Bâ&#x20AC;? or better, or permission of the department.

Prerequisite: The completion of Algebra 2/Trigonometry with a passing grade.

This course is designed for those students who have demonstrated a talent for mathematics and possess strong analytical reasoning skills. An extensive review of concepts developed in first year Algebra is undertaken. Topics that are covered include: quadratic equations and their graphs, rational equations, exponents and radicals, products and factoring, and function notation. New topics include rational and quadratic inequalities, exponential and logarithmic functions, the difference quotient, a brief intuitive approach to limits. Trigonometry topics include those listed in Algebra 2/Trigonometry covered in more depth as well as proving trig identities. The emphasis is on problem-solving with applications from antiquity as well as today. Students are required to purchase a graphing calculator prior to enrolling in this course. Using this calculator to analyze graphs and as a problemsolving tool is a significant part of the course. This course serves as a STEAM Scholars Mathematics class.

This course incorporates topics from Algebra, Pre-Calculus, Probability and Statistics, and Calculus to solve financial problems that occur in everyday life. Real-world problems in investing, credit, banking, auto insurance, mortgages, employment, income taxes, budgeting, and planning for retirement are solved by applying the relevant mathematics. This course will include extensive use of a graphing calculator, research, partner/small group assignments, projects, and expert speakers. This course fulfills a full-year math credit and serves as a STEAM Scholars Mathematics class.

AP Statistics Prerequisites: The completion of Algebra 2/Trigonometry and permission of the department. This course is similar to an introductory non-calculus-based college-level statistics course. Students observe and describe patterns and departures from patterns through the exploration of data, select appropriate data and data gathering techniques to create an effective study, produce models of commonly occurring patterns through the use of probability and simulation, and confirm models through statistical inference. Students complete multiple projects, including designing their own studies, for which they collect and analyze data. Both calculator and computer are used extensively as tools in this course. Students are prepared to take the Advanced Placement Statistics Examination in May. The classroom is in small table groups around computers, so students are encouraged to discuss important topics such as methodology and inferences in their collaborative groups while dynamically practicing statistics through fathom statistical software. This course serves as a STEAM Scholars Mathematics class. This course serves as a Global Scholars credit.

Pre-Calculus

Honors Pre-Calculus

Calculus

Prerequisites: The completion of Algebra 2/Trigonometry with a grade of “B-” or better, or permission of the department.

Prerequisites: The completion of Algebra 2/Trigonometry Honors with a grade of “B” or better, or permission of the department.

Prerequisites: The completion of PreCalculus with a grade of “B” or better, or permission of the department.

This course provides students with the foundation necessary to take Calculus in Upper School or in college. Topics presented include linear, quadratic, and polynomial functions, exponents and logarithms, Analytic Geometry, Trigonometry, and sequences and series. The concept of function and the connection between the graph and its respective function are emphasized throughout the course. If time permits, limits, probability, linear programming, and matrices are introduced. Using a graphing calculator to analyze graphs and as a problem-solving tool is a significant part of the course.

This course is designed to prepare students who have demonstrated a talent for mathematics and possess strong analytical reasoning skills for AP Calculus or a college-level Calculus course. Topics presented include linear, quadratic, polynomial, exponential, logarithmic, and trigonometric functions, Analytic Geometry, Trigonometry, sequences and series, and probability. Limits, optimization, and rate of change are also introduced. Using a graphing calculator to analyze graphs and as a problem-solving tool is a significant part of the course. Students master their graphing calculators and are expected to use them on most quizzes and examinations.

This course serves as a STEAM Scholars Mathematics class.

This introductory course covers the fundamental concepts of differential and integral Calculus. Students learn how these concepts can be applied to the fields of physics, life science, and social sciences. This course presents essentially the same topics as AP Calculus AB, but in a less rigorous fashion. Using a graphing calculator to analyze graphs and as a problemsolving tool is a significant part of the course. This course serves as a STEAM Scholars Mathematics class.

This course serves as a STEAM Scholars Mathematics class.

Course Descriptions AP Calculus AB

AP Calculus BC

Prerequisites: The completion of Pre-Calculus Honors with a grade of “B” or better, or permission of the department.

Prerequisites: The completion of AP Calculus AB with a grade of “B” or better, or the completion of PreCalculus Honors with an A (including supplemental work provided by the teacher) and permission of the department.

This course is designed for those students who are planning a major in a subject area in college that requires a Calculus background, or for those who simply have an interest in higher mathematics. Students who successfully complete the course will be prepared for the Advanced Placement Exam (AB), which is required in order to receive Advanced Placement credit. This course offers students a unique opportunity to apply the concepts developed in the Algebra II-Pre-Calculus sequence to a wide range of problems. Topics include: limits (computational techniques), differentiation and appropriate formulae, related rates, maximum-minimum problems, the mean-value theorem, integration and techniques thereof, the fundamental theorem of Calculus, logarithmic functions, exponential functions, solids of revolutions, and L’Hôpital’s Rule. Students who enroll in the course should realize that the homework load is significant, and they should plan accordingly when arranging their schedules. Using a graphing calculator to analyze graphs and as a problem-solving tool is a significant part of the course. This course serves as a STEAM Scholars Mathematics class.

This course is designed for those students who are planning a major in a subject area in college that requires a Calculus background, or for those who simply have an interest in higher mathematics. Students who successfully complete the course will be prepared for the Advanced Placement Exam (BC), which is required in order to receive Advanced Placement credit. Topics include advanced integration techniques, Simpson’s Rule, related rates, improper integrals, differential equations, slope fields, Euler’s Method, applications to differential equations, infinite series, polar coordinates, vector functions, and parametric functions. Students who enroll in the course should realize that the homework load is significant, and they should plan accordingly when arranging their schedules. Using a graphing calculator to analyze graphs and as a problem-solving tool is a significant part of the course. This course serves as a STEAM Scholars Mathematics class.

Science & Technology Courses Course Guide

MS Electives • • • •

7th Grade Robotics 8th Grade Robotics Game Design Introduction to Programming

US Electives

• Introduction to Mechanisms & Machines • Advanced Mechanical Engineering Principles • Making & Engineering Design • Product Design • Independent Study Robotics

• Exploring Global Health: Medical Service Learning in Guatemala (10-12) • Introduction to Computer Programming • iOS App and Game Design

Science & Technology Department Philosophy and Placement The Windward Science Department strives to foster mindful citizen-scientists of our students. Our courses create opportunities for students to experience science as scientists do by presenting authentic, hands-on problems and assessments. We nurture abstract thinking and problem solving skills through the use of project and problem based learning. We foster collaboration in labs and design teams by instilling elements of cooperation and competition in all curricula. We instill in our students a sense of global interconnectedness and citizenship by presenting real-world scientific experiences and engineering challenges that matter to the community at large. Placement in science and technology classes at Windward is based on many factors including, but not limited to, ERB scores, mathematics level and grade, performance in previous science classes, and teacher recommendation. Honors classes are substantially different from regular courses with respect to both content and pace. Transitions from general science classes to honors level classes are possible but require the recommendation of the department chair and successful completion a of transition assessment. In addition, students may transition from honors level courses to general courses in consideration of academic difficulty or conceptual challenges.

Requirements All students must take five years of science, one course each year, from grades 7 through 10, and at least one course in either grade 11 or 12. Students should be aware that many universities require more than one lab course in the upper grades. The University of California requires two (and recommends three) years of laboratory science providing fundamental knowledge in two of these three foundational subjects: biology, chemistry, and physics. The normal sequence of courses is: Principles of Science I (grade 7), Principles of Science II (grade 8), Physics (grade 9), Chemistry (grade 10), and Biology (grade 11).

Course Descriptions Principles of Science 1 (7) The objective of this course is for students to develop and apply an understanding of the principles of science through lab-based activities and concept exploration. Initially, students learn how to safely use laboratory equipment, collect data while performing laboratory investigations, use technology to organize, illustrate, and analyze data, and effectively communicate results of their experiments. After completing the introductory unit, students study human biology and health with an integrated focus on environmental science. The course serves as an introduction to the biological sciences and the interactions of organisms with environmental processes.

Principles of Science 2 (8) The objective of this course is for students to continue to use the principles of science to investigate earth processes and the interactions of humans with matter and forces in their environment. During the first half of the course, students explore the theory of plate tectonics by examining tectonic processes and analyzing patterns in data collected. In the second half of the course, students conduct a variety of experiments dealing with simple machines and electricity. This course is designed to serve as an introduction to the earth sciences and to build a foundation for further study in the physical sciences.

Middle School Elective Offerings (Can be taken instead of a Visual or Performing Arts course) 7th Grade Robotics (Fall Semester) During this fall semester course, students learn how to construct and program an autonomous robot using LEGO Mindstorms technology. Areas of emphasis include building strategies (using the EV3 brick and other LEGOS), basic programming skills (using the visually based LEGO Mindstorms software), and teamwork. Connections are drawn between robotics and basic math and science principles as part of the learning process. A major goal of the course is participation in a Robotics competition organized by FIRST. During class, students build and program their robots and prepare their teams as necessary. Then they travel locally to compete against area teams in at least two tournaments.

8th Grade Robotics 8th Grade Robotics is a mathematics, science, and technology-integrated spring semester course that imparts foundational knowledge to Engineering, Design, and Robotics. Throughout the year, students create and use engineering notebooks, learn the engineering design process, and hone sketching and dimensioning skills to build VEX robots and program these robots using RobotC.

Introduction to Programming This Middle School course gives students an introduction to Computer Programming. Students learn to write, compile, and execute code. The focus is on fundamental principles of algorithms, problem solving, and basic concepts of programing. This course is designed to be a rewarding and fun learning experience for students who have no prior experience and for students with moderate skills programming computers.

Game Design (Spring Semester) In this one semester course, students learn the basics of making video games with a variety of easy-to-use tools. Students have the opportunity to explore what it is like to create their own interactive adventure. They work in teams to develop stories and create engaging, digital experiences. Different types of games such as action, adventure, platform, and sidescrollers are explored. Students also practice game-development concepts like planning, testing, level design, and more.

Upper School Courses Physics (9) Corequisite: Algebra 1. As a foundation course in Physics, this course allows students to begin to understand the science of the physical world in which they live. Many of the concepts encountered come from the studentsâ&#x20AC;&#x2122; own everyday experiences. Motion, waves, radioactivity, magnetism, matter, and structure of the atom are studied. This course serves as STEAM Scholars Lab Science class

Honors Physics (9) Prerequisites: Algebra 1 and departmental recommendation. Similar to the Physics course, Honors Physics is a foundational survey course of many physics disciplines. In addition to the underlying conceptual framework, topics are studied in mathematical detail, with an emphasis on the vector nature of physical quantities. The Honors course is more mathematically demanding than the Physics course and is aimed at preparing students in sciences for a 3-4 year sequence of Honors and Advanced Placement classes. This course serves as STEAM Scholars Lab Science class

AP Physics C - Mechanics (11-12) Corequisites: AP Calculus (AB or BC) and departmental recommendation. In keeping with the College Boardâ&#x20AC;&#x2122;s stated objectives, this course aims to foster in students a basic knowledge of physics, a systematic approach to problem solving, an appreciation of the physical world, and a developed sense of skepticism. This one semester course is an indepth, calculus-based exploration of Newtonian Mechanics and requires successful completion of at least one AP Calculus class. Major content areas divide the course into the following major sections: Kinematics, Newtonâ&#x20AC;&#x2122;s Laws of Motion, work, energy and power, systems of particles, linear momentum, circular motion and rotation, oscillations, and gravitation. Students learn these essential concepts and acquire these skills using the active physics model. Demonstrations, interactive physics simulations, laboratory work, problem solving, student-led discussion, and direct instruction will be a part of every learning unit. In addition, constructivist labs are used in every topic area to introduce students to engineering best practices and the essentials of error analysis.

AP Physics 2 (11-12) Prerequisites: Algebra II and departmental recommendation. Students explore principles of fluids, thermodynamics, electricity, magnetism, optics, and topics in modern physics. The course is based on seven big ideas, which encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about the physical world. Students will learn these essential concepts and acquire these skills using the active physics model. Demonstrations, interactive physics simulations, laboratory work, problem solving, student led discussion, and direct instruction are a part of every learning unit. In addition, constructivist labs are used in every topic area to introduce students to engineering best practices and the essentials of error analysis. This course serves as STEAM Scholars Lab Science class

This course serves as STEAM Scholars Lab Science class

Course Descriptions Chemistry (10)

Honors Chemistry (10)

AP Chemistry (11-12)

Chemistry investigates the nature of matter and the changes that matter undergoes. In chemistry, we make use of both experiment and theory; facts and principles complement each other. Topics covered include, but are not limited to, matter and measurement, atomic structure, atomic theory, and the organization of the periodic table, chemical nomenclature, reactions and stoichiometry, gas laws, thermochemistry, ionic and covalent bonding, molecular geometry, and solutions and acids and bases. Students will develop critical thinking and solid problem-solving skills, as well as laboratory experience through inquiry, technology, and traditionally based experiments. Laboratory experiments develop concepts studied in class and provide the opportunity for students to explore, analyze, and interpret their results, and to form conclusions based on their results.

Prerequisites: successful completion of Physics Honors and departmental recommendation.

Prerequisites: Algebra II and departmental recommendation.

This course serves as STEAM Scholars Lab Science class.

Honors Chemistry, designed for students with a strong math/science background and a serious desire to further their studies in these areas, covers the same topics as the regular level course on deeper scope, with a heavier emphasis on independent, higher-level thinking and problem solving skills. Additional topics covered include, but are not limited to, combustion analysis, oxidation reduction reactions, equilibrium, and electrochemistry. Students develop critical thinking and solid problem-solving skills, as well as laboratory experience through inquiry, technology, and traditionally based experiments. Laboratory experiments develop concepts studied in class and provide the opportunity for students to explore, analyze, and interpret their results, and to form conclusions based on their results.

The Advanced Placement Chemistry course covers the practical and theoretical developments in physical, organic, and inorganic chemistry. It is designed for students who have successfully completed Honors or regular Chemistry and who wish to take a second year of Chemistry including the Advanced Placement examination. Each student is encouraged to think imaginatively, with an emphasis on explaining, interpreting, and applying knowledge to new situations. It is a mathematically rigorous course, and students must be enrolled in Algebra II as a minimum. This course serves as STEAM Scholars Lab Science class

Biology (11-12)

Honors Biology (11-12)

AP Biology (12)

This course provides an in-depth study of the levels of organization of living systems from biochemistry to the whole organism and the ecosystem in which it lives. Students are asked to view the biosphere from all levels of organization in order to understand the complex interrelationships that exist among organisms and between organisms and their environment. Evolution is presented as the paradigm of modern biological thought. Problemsolving in a conceptual framework is a major component of the course. Interpretation of graphical information and construction of graphs as a mechanism of data summary are covered in laboratory and lecture. Students are encouraged to read two books during the year and are required to write two reports. Laboratory exercises are designed to develop observational powers and clarify the “scientific method.” Examples used to illustrate principles and ideas are drawn from the instructor’s experience, which provides the students with a view of some of the activities of a biologist. Biology fulfills lab science requirements.

Prerequisites: successful completion of Chemistry Honors and departmental recommendation.

Prerequisites: successful completion of Chemistry Honors, Biology Honors, and departmental recommendation.

This course is designed as a firstyear college level course, following guidelines established for the Advanced Placement Biology course and examinations. Discussions of material peripheral to the texts are used to encourage the development of a biological viewpoint. Students are encouraged to take responsibility for their learning and to work independently to acquire the factual material of the course. Students are required to develop and complete an independent research project.

This course serves as STEAM Scholars Lab Science class

Biological Engineering (11-12) Prerequisite: Biology or Honors Biology. Hands-on projects engage students in engineering design problems related to biomechanics, cardiovascular engineering, genetic engineering, tissue engineering, biomedical devices, forensics, and bioethics. Students apply biological and engineering concepts to design materials and processes that directly measure, repair, improve, and extend living systems. This course serves as STEAM Scholars Engineering or Lab Science class

This course serves as STEAM Scholars Lab Science class 33

Course Descriptions Environmental Science (12)

Engineer Your World (10-12)

Prerequisite: completion of Biology.

Prerequisites: successful completion of Physics or Physics Honors.

This course offers an in-depth examination of various contemporary environmental problems such as acid deposition, ozone depletion, rain forest destruction, and global warming. In addition to these global issues, students also examine local and regional issues. The course begins by examining the scientific principles that allow for a mechanistic understanding of the problems. The focus then shifts to an examination of the ways in which the government has attempted to meet the needs of its constituents in order to provide socially acceptable environmental standards. Although U.S. environmental policy is the focus of this section, policies of other countries are examined and evaluated as well. Laboratory exercises demonstrate principles and allow students to make actual measures of local environmental parameters. The course culminates with a major project that involves field inquiry and library research. Students must have completed Biology prior to enrollment in this course. Although this course includes laboratory exercises, it does not meet the University of Californiaâ&#x20AC;&#x2122;s requirement for a lab science. The course does count as a science elective. This course serves as STEAM Scholars Lab Science class. This course serves as a Global Scholars credit.

This course engages the student in authentic engineering practices in a project-based learning (PBL) environment. Learning is scaffolded over a series of engaging and socially relevant explorations and design challenges. The curriculum focuses on creating a 1) narrative of engineering, 2) building engineering design skills, 3) developing engineering habits of mind, and 4) introducing engineering fields and professions. Projects include a customer needs study with still photography, a chemical engineering exploration of coffee, a civil engineering project with earthquake proofing, an electrical engineering experience with electronic music and systems analysis with aerial imaging. This course serves as STEAM Scholars Engineering class.

AP Computer Science A* Prerequisite: Algebra II/Trig and Introduction to Computer Programming with a grade of A or demonstrated computer programming experience The AP Computer Science A course introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both object-oriented and imperative problem solving and design. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems. This course uses the Java programming language. This course serves as STEAM Scholars Technology class

Honors STEAM Research* This class gives students experience in implementing their own independent research project. Through a thorough investigation of scientific literature, students design their own unique research question in a STEAM discipline to investigate over the course of the year. Students then develop protocols to address the topic of study and collect and analyze data. Upon completion of analysis, students write a summary of findings. Students present their work in an oral seminar format and in poster format for a panel of scientists and community members. This course serves as STEAM Scholars class in an area to be determined by the nature of the project, and satisfies the STEAM culminating project requirement.

Upper School Electives: Introduction to Programming (9-12) This course offers students a broad understanding of procedural and object-oriented computer programming geared towards a foundation for AP Computer Science. Students learn to write and execute programs, and gain an understanding of fundamentals such as keywords, data types, strings, variables and arithmetic operators. The focus is on fundamental principles of problem solving and basic concepts of programing. Students learn various control structures and how to use them, including boolean operators, truth tables, and tools expressing design such as a flowchart. This course is designed to be a rewarding and fun learning experience for students who have no prior experience and for students with moderate skills programming computers. Computer language to be determined. This course serves as STEAM Scholars Technology ½ credit

iOS App and Game Design (9-12) This course is an introduction to game design programming for casual games and focuses on elements that make computer games compelling, from rules and simulated worlds to stories and social experiences. Students develop a broad range of skill sets, from game design to interface design, and learn to use programming technology to effectively bring a video game project for a casual game from concept to completion. The casual gaming course is designed to provide students with design training in a creative environment. By the end of class, students will produce an app game prototype or a complete casual game for Mac, web, and/or mobile platforms, including iPhone, iPod, and iPad app development. This course serves as STEAM Scholars technology ½ credit

Introduction to Mechanisms and Machines: (8th period) This introductory course explores the role of mechanical engineering in developing many of the fundamental technological advances on which today’s society depends. Students will be exposed to several mature and emerging technologies through a series of projects and case studies. Topics include: airplanes, automobiles, robots, and modern manufacturing methods. The physical concepts that govern the operation of these technologies will be developed from basic principles and then applied in simple design problems. This course serves as STEAM Scholars engineering ½ credit 35

Course Descriptions Advanced Mechanical Engineering Principles: (9th period) The goal of this course is to further develop an understanding of machine design and mechanical engineering applications. Using hands-on experiences, students will explore multiple modalities for locomotion and articulation, including gear train analysis, pneumatics and mechatronics. In addition, materials properties and constraints will also be studied and tested. 9th grade physics and the Intro to Mechanisms and Machines course are prerequisites for this course. This course serves as STEAM Scholars engineering ½ credit

Intro to Electronics (8th period) In this introductory course, students will learn the basics of electronics circuitry and soldering. Through hands-on classwide and individual projects, students will learn how to program in the Arduino prototyping platform, understand the principles of programming micro-controllers, explore basic principles in electronics design and study and use many types of sensors and components. This course serves as STEAM Scholars engineering ½ credit

Making and Engineering Design (9th period)

Independent Study Robotics (9th period)

In this course, students will learn how to use a variety of tools and technologies in order to design, prototype, and develop their own creations. Through a diverse series of projects, ranging from whimsical to practical, students develop fluency in current technologies, grow as empathetic creators and collaborators, and become a part of the world-wide Making community. The course begins with several weeks dedicated to skill-building units followed by collaborative project-based units, culminating in an independent theme-based project.

In this capstone course, students work with a mentor to conceive an original and independent robotics project. The subject matter will move beyond the material covered in the previous engineering modules and the VEX and FRC robotics teams. During the course of the year, students will research the project, develop a design statement, design and implement the project. A demonstration to the community of the final product along with a poster presentation is required. Participation on the VEX robotics team and completion of two prior engineering modules are prerequisites for this course.

This course serves as STEAM Scholars engineering ½ credit

Product Design (8th period) This class examines how designers invent or reinvent useful products. Using the design process and solid modeling software, students will ideate, design and create a variety of items that have real world applications. Students will engage in extended length projects where they will consider functionality and object aesthetics as well as environmental and social issues. They will also generate and maintain a portfolio of their work throughout the course. This course serves as STEAM Scholars engineering ½ credit

This course serves as STEAM Scholars engineering or technology ½ credit depending on project specialization

Exploring Global Health: Medical Service Learning in Guatemala (10-12) Interested in the medical or health fields? Want to be involved in a program that makes a sustainable and enduring impact? During this course, students will travel to Guatemala to work side-by-side with Duke and Harvard University students and faculty, facilitating medical interventions and screenings in the pueblos around Xela, Guatemala. From March 22 - April 2, 2017 (includes a week of spring break), students will get intensive training in medical skills and in the culture and language of Guatemala to better interact with patients at clinics in Xela. While on campus, Windward students will prepare for this experience by exploring cross-cultural understandings, critical global medical issues, health care delivery and service learning methodology. They will work on honing their collaboration, communication and leadership skills, as they are related to integrating into a new community. Upon return from the trip, the class will reflect on their experiences and explore how the skills and curiosities they have built can be applied both locally and globally, in the present and in their future learning.

satisfies the STEAM Service Project requirement. Service hours earned while in this course can be applied to the graduation requirement and to an application for Service Honors Society. This course serves as a Global Scholars credit.

The course is open to all students in grades 10 - 12. Prior study of Spanish is not required. Note: this course involves a required global trip, and students are required to apply. All interested are encouraged to apply, and admission to the course is expected to be competitive. This course serves as a Global Scholars credit, serves as Â˝ credit STEAM Scholars Science class, and 37

World Language Courses Course Guide

World Language Department Philosophy and Placement World language students at Windward will be proficient communicatorsâ&#x20AC;&#x201D;in various formats and registersâ&#x20AC;&#x201D;in the target language of their choice, demonstrating the ability to explore a variety of topics while displaying sensitivity to the nuances of cultural difference. Students will develop higher level analytical skills, including but not limited to critical thinking, problem solving, and adaptability within the language. They will be linguistic risk-takers and confident in their ability to be creative with the language in real-world situations. Through exposure to a variety of experiences designed to bring language outside the classroom and into the world, our students will graduate as participating citizens of the global community. In World Language, placement in the honors sections is determined by testing, performance and teacher recommendation. It should be noted that the honors sections of world language courses are significantly different from the regular sections, and strong performance in a non-honors class is not -- by itself -- an indication that a student should be placed in the honors section. Movement from the regular to honors section is possible with a teacherâ&#x20AC;&#x2122;s recommendation, but in most cases such a shift requires summer work and a placement test.

Requirements Middle School students are required to take a world language in both 7th and 8th grades. In the Upper School students are required to complete three years of the same language. Alternately, a student may take two languages, both through level two. Students have the opportunity to continue into a level five or Advanced Placement course with the approval of the department chair. The University of California requires two (and recommends three) years of study of the same language other than English.

Course Descriptions French 1A (Middle School)

French 1

Honors French 2

This course, designed for those with little or no prior exposure to French, introduces students to the French language and Francophone culture. French 1A aims to build a solid foundation for the future study of French language by teaching our students everyday vocabulary and essential grammar. Course instruction and assignments addresses all four aspects of language acquisition: oral communication, listening comprehension, written proficiency and reading comprehension, and exposes students to Francophone culture. At the end of French I, students use the present and near future tenses. Their vocabulary includes words related to school, family, friends, sports, leisure, going out to eat, running errands, telling time, nationality and travel situations. They are able to discuss everyday situations, to use adjectives and adverbs correctly, to ask questions, and to make statements.

This course introduces Upper School students to the French language and Francophone culture and is designed for those with little or no prior exposure to French. French 1 aims to build a solid foundation for the future study of French language by teaching our students everyday vocabulary and essential grammar within a real-life context. Course instruction and assignments address all four aspects of language acquisition: oral communication, listening comprehension, written proficiency and reading comprehension, and expose students to Francophone culture. This course is taught in French as much as possible.

Prerequisite: French 1B and departmental recommendation, French 1 and departmental recommendation, and/or placement test

French 2

Prerequisite: French 2 or placement test

French 1B (Middle School) Prerequisite: French 1A The continuation of French 1A, this course allows students to continue their focused study of the underpinnings of the French language in a creative way. Course instruction and assignments continue to address all four aspects of language acquisition: oral communication, listening comprehension, written proficiency and reading comprehension, and expose students to Francophone culture. The course is conducted primarily in French.

Prerequisite: French 1B, French 1, or placement test A continuation of French 1, French 2 concentrates heavily on oral language skills but simultaneously develops reading, writing, and listening abilities. Students learn many new irregular verbs, how to use two verbs together, direct and indirect object pronouns, the passĂŠ compose and imparfait, the future, additional negative formations, the pronominal verbs, and the order of personal pronouns. In addition, students are introduced to the Francophile world by means of reading selections and participating discussions.

In French 2 Honors, students continue to develop the four skills: speaking, reading, writing, and listening. They work at an accelerated pace, emphasizing rapid acquisition of new material and more in-depth examination of grammatical concepts. They read more challenging texts, and they are expected to write longer and more well-developed paragraphs/ essays.

French 3

This course is a continuation of French 2 with an increasing emphasis on contextual conversation, reading, writing, and vocabulary acquisition. At the end of the third year, students know the relative and demonstrative pronouns as well as the pluperfect and the tenses of the conditional and subjunctive moods. At this level, students are also made aware of the nuances of French grammar and usage, both oral and written. Students read a simple literary text and compare and contrast it to a film based on that text.

Honors French 3

Honors French 4

Prerequisite: French 2 - Honors and departmental recommendation or French 2 with departmental recommendation and placement test

Prerequisite: French 3 - Honors and departmental recommendation or French 3 with departmental recommendation and placement test

The French 3 Honors course is a continuation of French 2 Honors with an in-depth review of the grammatical concepts learned in the first two years of the study of French. Students communicate in the target language. At the end of this year, students have learned the relative, demonstrative, and possessive pronouns as well as expressions of time, the verb tenses in â&#x20AC;&#x153;if clauses,â&#x20AC;? the pluperfect, and the tenses of the conditional and subjunctive moods. Students are also made aware of nuances of French grammar and usage, both oral and written. Students read and analyze two literary texts and compare and contrast at least one of them to a film based on that text.

The French 4 Honors course emphasizes conversation, reading, and writing, and provides a complete review of the grammar, stressing the nuances of both its structure and function. The continual reinforcements of previously learned vocabulary (active and passive) and the acquisition of new words are of primary importance. Students are also exposed to a variety of literary genres, and write essays very frequently.

French 4 Prerequisite: French 3 or placement test French 4 emphasizes conversation, reading, and writing. Texts survey French history, culture, and literature from pre-history to the present, and also provide a thorough review of grammar. Skills are reinforced through the use of interactive computer activities. The acquisition of a broad active and passive vocabulary is of primary importance at this level. Students are exposed to a variety of literary genres, and write essays frequently. They keep abreast of current events in the francophone world by watching and discussing French TV5 news broadcasts.

French 5 Prerequisite: French 4 or placement test French 5 places an emphasis on the continued development of the four language skills through an in-depth analysis of the important cultural issues of our time. In particular, there is more stress placed on reading original French texts and analyzing them by means of classroom discussions, presentations, and essays. The review of grammar and the acquisition of new vocabulary are two ancillary activities included in this course.

AP French Language and Culture Prerequisite: French 3 - Honors with departmental recommendation and placement test, French 4 - Honors and departmental recommendation, or French 4 with departmental recommendation and placement test This course emphasizes the acquisition of a high level of general language skills rather than a predetermined content. By gaining advanced linguistic proficiency in their speech and writing, the student to use the language in a variety of activities and contexts. Readings include novels, plays, poetry, essays, and newspaper articles. French films are also shown to provide cultural, aesthetic, and historical enrichment as well as linguistic challenge. Students registered in Advanced Placement French Language and Culture must take the Advanced Placement exam.

Course Descriptions Mandarin Chinese 1A (Middle School) This is a beginning course designed for students with no prior Mandarin language background. The course objective is for students to develop basic listening, speaking, reading and writing skills using both the Pinyin system and Simplified Chinese characters. The course helps to lay a solid foundation for further Mandarin study. Students will participate in short conversations, sing Chinese songs, do art projects, write notes, create dialogues, and perform skits in Mandarin. Upon completion of the course, students will be able to communicate in simple Mandarin in everyday conversations about such topics as their family and holiday celebrations. Students will also be able to talk about Chinese culture, customs and events in the Chinesespeaking community.

Mandarin Chinese 1B (Middle School) Prerequisite: Mandarin Chinese 1A A continuation of Chinese 1A, this course allows students to continue their focused study of the underpinnings of Mandarin in a creative way. Course instruction and assignments continue to address all four aspects of language acquisition: oral communication, listening comprehension, written proficiency and reading comprehension using both the Pinyin system and Simplified Chinese characters. The course helps to lay a solid foundation for further Mandarin study.

Mandarin Chinese 1 In this course, Upper School students learn the foundation of the Chinese language. They develop the ability to express themselves on a basic level about their family and friends and about everyday life. The course is taught in Mandarin as much as possible. Students learn about cultural aspects of life in China.

Mandarin Chinese 2 Prerequisite: Mandarin Chinese 1B, Mandarin Chinese 1, or placement test In Mandarin Chinese 2, students continue to cultivate their Mandarin Chinese language skills while deepening their knowledge of Chinese culture. They work to improve their speaking and listening skills as well as their ability to read, type, and write 250 to 300 Chinese characters. Students also participate in at least two Chinese cultural events in the greater Los Angeles area.

Mandarin Chinese 3 Prerequisite: Mandarin Chinese 2 or placement test Expanding on the foundation built throughout the introductory sequence of Mandarin Chinese, this course serves as a bridge to future upperlevel study. Students will continue to strengthen their speaking and listening skills at the same time that they go even more in-depth in their writing. Exploration of authentic Chinese print and multimedia materials allows students to make important cultural connections and comparisons with their own culture.

Spanish 1A (Middle School) This course introduces students to the Spanish language and the culture of the Hispanophone world and is designed for students for little to no prior exposure to Spanish. Our curriculum provides an opportunity for students to learn Spanish by listening, speaking, reading, and writing, and it exposes them to the traditions, customs, and culture of Spanishspeaking countries. The course is conducted primarily in Spanish and provides a solid foundation for further Spanish study. Students develop basic grammatical concepts through practice of useful structures, forms, and vocabulary. At the end of Spanish IA, students use the present and immediate future tenses. Their vocabulary include words related to school, family, friends, sports and pastimes, travel and weather, and shopping. They are able to discuss everyday situations, use adjectives and adverbs correctly, ask questions and make statements.

Spanish 1B (Middle School) Prerequisite: Spanish 1A The continuation of Spanish 1A, this course allows students to continue their focused study of the underpinnings of the Spanish language in a creative way. Course instruction and assignments continue to address all four aspects of language acquisition: oral communication, listening comprehension, written proficiency and reading comprehension, and expose students to Hispanic culture. By the end of Spanish 1B, students have begun their study of one of the past tenses in Spanish (the preterite). The course is conducted primarily in Spanish.

Spanish 1

Honors Spanish 2

This course introduces Upper School students to the Spanish language and the culture of the Hispanophone world and is designed for students for little to no prior exposure to Spanish. Our curriculum provides an opportunity for students to learn Spanish by listening, speaking, reading, and writing, and it exposes them to the traditions, customs, and culture of Spanish-speaking countries. Oral and written communication is the basis of Spanish 1. In this course, students develop the ability to communicate on a basic level. Spanish is used as much as possible in the classroom. Grammar is learned principally by the inductive method, and many cultural lessons are presented. Students are encouraged to draw inferences about Hispanic culture and compare it to their own. Students also discuss the geography and current events of Latin America and Spain, but not necessarily in Spanish.

Prerequisite: Spanish 1B and departmental recommendation, Spanish 1 and departmental recommendation, or placement test

Spanish 2 Prerequisite: Spanish 1B, Spanish 1, or placement test The Spanish 2 Honors course continues to concentrate on oral language skills and simultaneously develops reading, writing, and listening skills. Students are introduced to the Hispanic culture by the use of reading selections, lectures, and films.

The Spanish 2 Honors course continues to concentrate on oral language skills and simultaneously develops reading, writing, and listening skills. Students are introduced to the Hispanic culture by the use of reading selections, lectures, and films.

Spanish 3 Prerequisite: Spanish 2 or placement test Spanish 3 involves a review of grammatical concepts of the language presented in Spanish 1 and 2 and a presentation of the past subjunctive mood and the conditional tense. Emphasis is placed on studentsâ&#x20AC;&#x2122; advancing ability to understand and to use the spoken and written language. Students read a variety of narrative texts and write compositions.

Honors Spanish 3 Prerequisite: Spanish 2 - Honors and departmental recommendation or Spanish 2 with departmental recommendation and placement test The Spanish 3 Honors course involves a review of grammatical concepts presented in Spanish 1 and 2. Students express themselves in the target language virtually all of the time. Frequent written compositions are required. Students read short stories and novelettes as well as Hispanic newspapers and magazines.

Course Descriptions Spanish 4

Spanish 5

AP Spanish

Prerequisite: Spanish 3 or placement test

Prerequisite: Spanish 4 or placement test

Spanish 4 emphasizes conversation, reading, and writing. The acquisition of a broad active vocabulary is of primary importance at this level. In addition, the course further develops and consolidates all of the grammatical concepts introduced in Levels 1-3. Students read short stories and novelettes and write frequent compositions.

This course, taught entirely in Spanish, focuses on different aspects of Latin American and Spanish history, art, poetry, and culture. Students discuss a variety of subjects and do extensive research on the Internet and in the library. Students make frequent presentations and write reaction papers, newspaper articles, and analytical essays. Making comparisons between the target culture and the heritage culture is a key ingredient in this course. This course is an advanced Spanish language and culture class, the overriding goal of which is to help broaden both studentsâ&#x20AC;&#x2122; language skills and their historical sensibility for Latin America and Spain. Students perfect their Spanish speaking, listening, and writing skills through an in-depth study of culture and heritage.

Prerequisite: Spanish 3 - Honors with departmental recommendation and placement test, Spanish 4 - Honors and departmental recommendation, or Spanish 4 with departmental recommendation and placement test

Honors Spanish 4 Prerequisite: Spanish 3 - Honors and departmental recommendation or Spanish 3 with departmental recommendation and placement test The Spanish 4 Honors course emphasizes all of the same skills as Spanish 4, but does so in greater depth, and also prepares students for an Advanced Placement class in the fifth year. Students write frequent compositions of 200 to 250 words and read a variety of literary genres in their original form as well as newspaper articles from Latin American sources.

This course emphasizes the acquisition of a high level of general language skills rather than a predetermined content. The advanced linguistic proficiency, which is demanded, enables students to use the language in a variety of activities and academic fields. A review of grammar is done as needed, although students are expected to have mastered the major tenses by this time. Studentsâ&#x20AC;&#x2122; vocabulary is expanded through reading and the study of a large number of new expressions. Students registered in Advanced Placement Spanish Language and Culture must take the Advanced Placement exam.

Visual & Media Arts Courses Course Guide

Visual & Media Arts Department Philosophy and Placement Artistic vision inspires innovation. A Visual and Media Arts program that embraces visual, material, and digital literacies is essential for a comprehensive, interdisciplinary, global education. We value artistic rigor and excellence, process and risk-taking, critical thinking and personal voice. With traditional and contemporary media, our students become curious and informed navigators of a complex visual world. In Visual and Media Arts, most Upper School classes are available to all students in the ninth-twelfth grades. Questions about enrollment in these classes should be directed either to the department chair or the individual teacher.

Requirements For graduation, Windward requires two years of Visual or Performing Arts. The UC requirement is one year of either visual or performing arts.

Course Descriptions Middle School Courses Grade 7, Semester Courses 7th Grade Studio Art This course aims to establish both confidence and competence in the creative process. Students explore a wide range of media such as pencil, pens, pastels, watercolors, and acrylics. The elements of line, shape, value, color, form and space are discussed and emphasized. Projects are given cultural and historical contexts, and students are encouraged to relate art-making to their everyday lives. Students are challenged with a variety of design problems and taught basic techniques for solving them. Effort is made to offer a wide range of experiences and to encourage pleasure in the creative process.

7th Grade 3D Design In this introductory course, students explore form and space using materials such as clay, plaster, tin foil, cardboard, plastic, foam, and 3D digital software. Students will consider art and design objects in the round and in the spaces they are presented. Students will be asked to pull inspiration from the physical features of their world and apply it to their own design projects. Students will also learn to discuss their work and the work of their peers through a basic critique structure.

7th Grade Photo & Video This introductory course is designed for students to acquire a basic understanding of media arts, including photography and video, to create narratives, documentaries, and visual presentations. Students will study film and television genres and techniques, as well as develop technical skills in operating digital video cameras and digital video editing software to produce and edit their work.

7th Grade Sound & Animation This course is designed for students to explore the foundations of sound design and computer animation. Students will study the importance of sound in storytelling and create audio stories and sound designs within their animations. Students will build upon the foundation of storyboarding, sequencing, and modeling begun in MS Media Arts: Photo and Video, honing hone their technical skills in animation software and digital equipment.

MS TV Workshop Lights, Camera, Action! This course is an introduction to Television Production. Students will learn the ins and outs of Electronic News Gathering and Electronic Field Production, and how to shoot, edit and present their short films. Examples of their projects are an interview on campus, a commercial parody and a location shoot. Whether documentary or scripted show, this class will focus on storytelling.

Grade 8, Full-year Courses Studio Arts Core This full year foundation course is designed for students to explore the basics of 2D and 3D studio arts, including painting and drawing, graphic design, photography, and 3D design. The painting and drawing section will cover the basics of drawing and composition, essential preparation for any discipline in the visual arts. The graphic design section will teach students how to apply their drawing and composition skills to the development of logos, layouts, and typography, using digital imaging software. The photography section will introduce students to the essentials of digital photography and its post-production, focusing on composition and still-image storytelling. The 3D design section will introduce students to spatial problem solving, with attention to volume, weight, scale, and materials, using 3D modeling software as well as traditional materials and techniques. Lastly, in conjunction with the Media Arts Core class, students will engage in an interdisciplinary, collaborative project as a culminating experience in the Visual and Media Arts Core Program.

Media Arts Core This foundation course is designed for students to explore the basics of the media arts, including sound, photography, video, and animation. In the sound section, students will experiment with Foley editing, sound effects, sound mixing, and audio dialogue replacement (ADR), discover how to achieve sound quality, study the importance of sound in storytelling, and create audio stories and sound designs. In the photography and video section, students will experiment with narrative storytelling using still images and video, explore various television and filmmaking techniques, as well as develop technical skills in operating digital video cameras and digital video editing software to produce and edit their own videos. In the animation section, students will learn 2D, 3D, hand-drawn, and digital animation techniques. Students will utilize the basic animation principles and develop technical skills in operating animation software to create original animated sequences. Lastly, in conjunction with the Visual Arts Core class, students will engage in an interdisciplinary, collaborative project as a culminating experience in the Visual and Media Arts Core program.

Upper School Courses Level 1/Grades 9-12 Studio Art 1 This course establishes concepts, techniques and methodologies surrounding 2D practice, specifically the relationship between materials, processes and content. Four major themes are the complexity of line, tone, color, and composition; projects include works that cover both abstraction and figuration. The goal of the course is not to create â&#x20AC;&#x153;artistsâ&#x20AC;?, but rather to allow students the opportunity to enrich their intellectual and analytical expertise when consuming and critiquing their visual environment. As a result, their confidence regarding the production of art will increase. Specific areas include elemental projects in drawing, painting, graphic design and photography. Students keep a large portion of their work in sketchbooks, which serve as documentation of their understanding and abilities. Lectures, art historical references and written assignments are consistently used as tools to increase visual literacy.

Media Arts 1 Using the foundation skills learned in Media Arts Core or Studio Arts Core, this intermediate course is designed for students to further explore sound, video, and animation. Students create more complex work and begin to develop a style and voice. Students explore more complex techniques in sound design, video editing, and animation to create mixed media projects. After this course, students can move forward in the Media Arts by choosing to focus on Film and Video or Animation.

3D Design 1 Throughout this course students use a variety of materials and platforms to design objects and explore the spaces in which they function. Students learn to use Rhino, a 3D modeling software, to apply their creativity to product, industrial, architectural and environmental design. Students gain a basic knowledge of the historical and cultural context for both artistic and functional objects, applying a balance of aesthetic criteria and practical problem solving to their design solutions. This course serves as STEAM Scholars Arts class.

Graphic Design 1 In this course, students are taught the concepts and techniques of design as they are applied to the representation of products and services, including logo design, album, book cover, and poster design, and typography and page layout. Exercises and projects emphasize clear visual communication and the creative process. Special attention is paid to the history and uses of typography. Students execute solutions to design problems using the computer imaging programs Adobe Photoshop and Adobe Illustrator. The elements and principles of design are covered as a foundation for understanding composition. Critical thinking about visual objects is supported by critique and analytic writing assignments. This course serves as a STEAM Scholars Arts class.

Course Descriptions Photography 1

Film and Video 1

Animation 1

This course is an introduction to the concepts and techniques of analog photography. Students learn extensive internal camera operations, as well as darkroom processes and procedures. Students investigate the basic genres of photography through major projects and assignments, including landscape, fabrication, portraiture, and social documentary. Special emphasis is placed upon creative and connotative solutions to the challenges of each genre. Students develop an advanced understanding of directional lighting and its aesthetic effects on an image, the formal elements of art, creative camera control functions, and composition. Course work is supplemented by lectures, slide shows, demonstrations with alternative processing, visiting artists, and trips to local photography shows at galleries and museums. Students need to own or rent a 35mm analog SLR camera with a 50mm lens. They need to purchase 2-3 boxes of photographic paper and 12-18 rolls of B&W film over the course of the year.

Prerequisite: Media Arts Core or Media Arts 1

An introduction to film history and short film production, the purpose of this course is to construct a framework for the study of film and television as forms of entertainment, cultural history, technology, and art. Chronological screening lead discussions about storytelling principles, production techniques, historical background, genre, and theory. Short film critiques and quizzes are assigned regularly. Once students have a firm understanding of the grammar of film, they write, shoot and edit their own short projects throughout the year.

This introductory course is designed for students to explore the foundations of animation. The course will focus on three major components: fundamentals, practice, and history. The first component will cover the introductory elements of animation. Students will experiment with different types of animation (e.g., 2D, handdrawn, digital, 3D), examine animation concepts such as keyframe, frame by frame, and tweening, and study the principles of animation. The second component will involve the technical aspects of animation and animation practice. Students will build upon their basic skills of storyboarding, sequencing, modeling, texturing, etc., and hone their technical skills in animation software and digital equipment so that they may produce and edit sophisticated animations. The third component will concentrate on the history and appreciation of animation. Students will examine early animation and its advancements over time, analyze existing animated artworks, as well as engage in peer critiques.

Level 2/Grades 10-12 Studio Art 2

Graphic Design 2

Photography 2

Prerequisite: Graphic Design 1.

Prerequisite: Photography 1.

Prerequisite: Studio 1. The emphasis in this course is on the acquisition of sound drawing skills and experimentation with a wide variety of art forms and techniques. Students continue to develop strong conceptual, perceptual, and technical skills. Much emphasis is placed on observational drawing, composition and honing critical thought. Students work on compositional skills with projects based on the principles of design: unity, emphasis, pattern, rhythm, movement, and balance. Students learn how to develop process-oriented creative thinking skills, and critical thinking and verbal articulation is encouraged in regular critiques and discussions.

This class builds on the design skills taught in Graphic Design 1, applying them to more sophisticated problems and applications. Students are expected to work more independently, building a portfolio in anticipation of taking the AP 2D Design course the following year. Problems and exercises challenge the students to advance their conceptual and technical skills, as well as develop a visual vocabulary that conveys information and ideas clearly and concisely. Awareness of historical styles and trends in graphic design, as well as the cultural power of the image-making industry, helps students gain a greater appreciation for the relevance of design in their lives.

3D Design 2

This course serves as STEAM Scholars Arts class

In this course, students will be introduced to digital photography and post-production software, including Adobe Bridge, Camera Raw, and Photoshop. Students are presented with a variety of projects which are meant to challenge their creative thinking, conceptual development, and visual storytelling skills, including the Blank Canvas Project, Color Theory, Photojournalism, Visual Poetry, and Form and Content Relationships. Students gain an understanding of the technical structure of digital images, such that size, resolution, color and format are used effectively. As well, students learn how to creatively control the functions of their digital SLR cameras. Fundamental technical knowledge in directional lighting and exposure control from Photography I remains relevant. In post production, students develop organized workflows and non-destructive global and local editing techniques. Students also learn to produce high quality, inkjet prints. Course work is supplemented by lectures, editing demonstrations, slideshows, visiting artists, and trips to local photography shows at galleries and museums. Students must own or rent a Digital SLR camera with a 50mm lens for this course. They will also need to purchase a memory card, portable external hard-drive, and 1-2 boxes of Epson Semi-Luster Digital Printing Paper per school year.

Prerequisite: 3D Design 1 This course expands on the skills built in 3D Design 1. Students will continue to explore objects in space using both digital software and sculptural materials. Students will build critical thinking skills and artistic vocabulary to discuss and write about their own work, the work of their peers, and other works of art. Students will also document their work and build an expanded digital design portfolio. The goal for this course is for students to problem solve and think creatively throughout the design process. These skills will serve them not only as object makers, but in all areas of work. This course serves as STEAM Scholars Arts class.

This course serves as STEAM Scholars Arts class.

Course Descriptions Film and Video 2

Interdisciplinary Studio 1

Prerequisite: Film and Video 1.

Corequisites: any Visual and Media Arts class; participation in only one Windward team sport season.

Advanced Film students build upon their coursework from Film 1. Six short film projects are required, including a silent film and a documentary, as well as continuing to view and write critiques of classic films. Students explore more in-depth use of equipment, including light kits and external microphones, and more advanced editing, including compositing and color correction. This course serves as STEAM Scholars Arts class.

Animation 2 Prerequisite: Animation 1. Advanced animation students build upon their coursework from Animation 1. Students create more complex computer and stop motion animation, developing a style and voice in their storytelling. Students explore more advanced tools such as character animation, rigging, lighting, and sound. This course serves as STEAM Scholars Arts class.

NOTE: This course is NOT available to students enrolled in AP Studio Art This course is designed for the passionate visual art student who wishes to explore his or her creativity and ideas in a more individualistic and self-directed way. Students set goals and propose individually designed projects, in any media of their choosing, in order to push their artistic practice in challenging directions. Students enrolled in this class must be highly motivated and self-disciplined. The teacher will guide the student through the creative process by setting deadlines, assigning creativity exercises, and providing feedback regarding ideas, planning, technical skills, and execution. The works created can be used for application to art schools and competitive summer programs as well as contests and exhibition opportunities outside of school. The work for this class cannot be used to fulfill assignments for concurrent art classes at Windward, nor can assignments for other art classes be used for this class. Students are expected to keep a daily sketchbook. This class meets during the extracurricular periods 8 and 9.

Level 3/Grades 11-12 Studio Art 3 Prerequisite: Studio 2. Studio 3 is a course designed to give the advanced student the opportunity to develop their aesthetic, imaginative and creative faculties through investigations of their artistic directions with respect to format, subject and execution. The course includes drawing, color study, painting and design. A study of art history, visual culture and art criticism continue to be an integral part of the course material. The work for Studio 3 is essential to the AP 2D Design course, enabling students to complete the Advanced Placement portfolio exam the following year. Both the elements and the principles of design are reviewed, with a strong emphasis on compositional proficiency. Students learn to work more independently and expand their critical thinking skills. Those enrolled in this course are advised to use Interdisciplinary Studio to hone and develop their portfolio.

3D Design 3

Film and Video 3

Interdisciplinary Studio 2

Prerequisite: 3D Design 2

Prerequisite: Film and Video 2.

Prerequisite: Interdisciplinary Studio 1

This course is for the advanced 3D Design student that wishes to build their design portfolio. Students will use the foundational skills built in previous design classes to make a breadth of work that can be used in the Advanced Placement portfolio exam the following year. A large component of the class will be viewing the work of contemporary artist and designers and developing work that is both conceptually rigorous and guided by design principles. As we continue to work with new materials and learn new processes, students will have the opportunity to design their own projects and explore avenues of personal interest.

Advanced Film students continue to build upon their coursework from Film and Video 1 and 2. Six short film projects are required, including a silent film and a documentary, as well as continued viewing and short position papers on classic films. Students explore more in-depth use of equipment such as light kits, external microphones and camera mounts. More advanced editing techniques, including compositing, color correction and tracking, are involved. An extensive research paper concerning a particular genre, film movement or historical time period (Film Noir, Technicolor, HUAC, etc.) is included.

Corequisites: any Visual and Media Arts class; participation in only one Windward team sport season.

This course serves as STEAM Scholars Arts class.

Animation 3 Prerequisite: Animation 2. Advanced animation students continue to build on their coursework from Animation 1 and 2. Students fine tune their animation skills. Students build complex and multiple scene animation with attention to cameras and sound. In this course students will build a portfolio of their animation work.

NOTE: This course is NOT available to students enrolled in AP Studio Art Students set new goals and propose new projects, in any media of their choosing, in order to continue pushing their artistic practice in challenging directions. Students enrolled in this class must be highly motivated and self-disciplined. The teacher will guide the student through the creative process by setting deadlines, assigning creativity exercises, and providing feedback regarding ideas, planning, technical skills, and execution. The works created can be used for application to art schools and competitive summer programs as well as contests and exhibition opportunities outside of school. The work for this class cannot be used to fulfill assignments for concurrent art classes at Windward, nor can assignments for other art classes be used for this class. Students are expected to keep a daily sketchbook. This class meets during the extracurricular periods 8 and 9.

This course serves as STEAM Scholars Arts class.

Course Descriptions Level 4/Grade 12 AP Studio Art

Animation 4

Interdisciplinary Studio 3

Prerequisite: Animation 3.

Prerequisite: Interdisciplinary Studio 2

Prerequisite: Studio 3, 3D Design 3, Graphic Design 2, or Photography 2

Advanced animation students fine tune their animation skills and develop a strong voice and style. Over the course of the year students will create a culminating animated short film, developing characters and themes, writing a script, and creating a strong sound design. Students create an online portfolio of all 4 years of their animation work to be used for college applications and animation contests.

Corequisites: any Visual and Media Arts class; participation in only one Windward team sport season.

This course is designed for the serious and dedicated art student, requiring a more significant commitment of time and effort than previous art courses.The aim is to complete all of the portfolio work necessary for the Advanced Placement portfolio exam in Studio Art. Students make a creative and systematic investigation in an independent study called the Concentration, a body of twelve works of art based on a specific theme. Class critiques and individual tutorials with the teacher enable students to be clear about their direction and work pace. Students should expect at least five hours of homework a week. Students are required to complete six pieces during the summer to strengthen the Breadth section of the portfolio and begin investigation into their Concentration. Entry into AP Studio Art is contingent upon teacher and department chair approval. This course serves as STEAM Scholars Arts class.

This course serves as STEAM Scholars Arts class.

NOTE: This course is NOT available to students enrolled in AP Studio Art In this class, students will produce the equivalent of an AP Studio portfolio to be used for college supplemental applications, art contests, exhibition opportunities, art school applications and competitive summer programs. With support from the teacher they will pursue individually designed projects in the media of their choice. The course allows students to express their creativity, develop their personal interests for art, and push their artistic practice in more challenging directions. Students should be eager to experiment, take risks and try new approaches and themes. Students enrolled in this class must be highly motivated and self-directed, and demonstrate increased levels of self-discipline in structuring their own time effectively. Students must submit proposals for their individual projects to be approved by the teacher, including due dates and agreed parameters. Through formal and informal, group and individual critiques, the teacher will guide the students through the creative process with creativity stimulating exercises, analysis of work by professional artists, and assessment and guidance regarding ideas, planning and technical skills. Students will go on a field trip to the graduate fine arts program at Otis School of Art, meet the chair of that program and have individual meetings with graduate students in fine art. Students will also have the opportunity to work

in collaboration with a visiting artist or make works in response to that artistĂs installation project in the school gallery. At this level in the course, students should demonstrate a artistic maturity in style, thematic development, and technique.

Upper School Electives: Interdisciplinary Studio 2

This course serves as STEAM Scholars Arts class.

Students set new goals and propose new projects, in any media of their choosing, in order to continue pushing their artistic practice in challenging directions. Students enrolled in this class must be highly motivated and self-disciplined. The teacher will guide the student through the creative process by setting deadlines, assigning creativity exercises, and providing feedback regarding ideas, planning, technical skills, and execution. The works created can be used for application to art schools and competitive summer programs as well as contests and exhibition opportunities outside of school. The work for this class cannot be used to fulfill assignments for concurrent art classes at Windward, nor can assignments for other art classes be used for this class. Students are expected to keep a daily sketchbook. This class meets during the extracurricular periods 8 and 9.

AP Art History AP Art History is designed to provide the same benefits to secondary school students as those provided by an introductory college course in art history. In the course, students examine major forms of artistic expression from the ancient world to the present and from a variety of cultures. They learn to look and analyze works of art within their historical context and articulate what they see or experience in a meaningful way. In addition, the course prepares students for the AP Art History exam. Coursework is supplemented with regular visits to LACMA.

Prerequisite:Interdisciplinary Studio 1 Corequisites: any Visual and Media Arts class; participation in only one Windward team sport season.

Interdisciplinary Studio 3 Prerequisite: Interdisciplinary Studio 2 Corequisites: any Visual and Media Arts class; participation in only one Windward team sport season. In this class, students will produce the equivalent of an AP Studio portfolio to be used for college supplemental applications, art contests, exhibition opportunities, art school applications and competitive summer programs. With support from the teacher they

will pursue individually designed projects in the media of their choice. The course allows students to express their creativity, develop their personal interests for art, and push their artistic practice in more challenging directions. Students should be eager to experiment, take risks and try new approaches and themes. Students enrolled in this class must be highly motivated and self-directed, and demonstrate increased levels of self-discipline in structuring their own time effectively. Students must submit proposals for their individual projects to be approved by the teacher, including due dates and agreed parameters. Through formal and informal, group and individual critiques, the teacher will guide the students through the creative process with creativity stimulating exercises, analysis of work by professional artists, and assessment and guidance regarding ideas, planning and technical skills. Students will go on a field trip to the graduate fine arts program at Otis School of Art, meet the chair of that program and have individual meetings with graduate students in fine art. Students will also have the opportunity to work in collaboration with a visiting artist or make works in response to that artistĂs installation project in the school gallery. At this level in the course, students should demonstrate a artistic maturity in style, thematic development, and technique. This course serves as STEAM Scholars Arts class.

Performing Arts Courses Course Guide

US Electives • • • • 56

Advanced Improvisational Theater Intro to Improvisational Theater Jazz Theory 1, 2, 3, & 4 Dance Master Class

Performing Arts Department Philosophy and Placement There is a deep understanding that learning through the arts imparts a diversity of skills that are inextricably linked to Windward Schoolâ&#x20AC;&#x2122;s mission and the core values we hold dear as a community. The arts education we value is about inquiry, possibility, creative problem solving, discipline, respect, community building, and expansion. At the heart of the Performing Arts Department is a commitment to process; to helping students learn and experience what it is to be an artist. The Performing Arts Department offers a variety of courses in dance, instrumental and vocal music, and theater to demonstrate the breadth and depth of each discipline and to supply opportunities in the arts for the wide range of Windward students attracted to our programs. Ensemble building, creativity and discovery, artistic rigor and contribution, and the development of a clearly articulated voice are at the core of our philosophy. With enviable facilities, a growing body of full-time and guest faculty working professionally at the top of their fields, and a steady influx of talented new student artists, Windward Performing Arts seeks to provide a creative, challenging, and nurturing environment that offers the highest quality of instruction to every student; for both the bright and talented student coming to experience the pure enjoyment and appreciation of the arts and those seeking unparalleled preparation for higher education and beyond. In the Performing Arts, classes are open to students of all grade levels. The exceptions are those courses which are available either via audition (A) or invitation (I). Questions about enrollment in these classes should be directed either to the department chair or the individual teacher.

Performing Arts Department Curricular Overview: The Performing Arts Department offers a wide range of courses including dance, instrumental and vocal music, and theater. A number of co-curricular performance opportunities are also available to students throughout the year. Students must take either a performing or visual arts course each year in grades 7 through 10. Middle School performing arts courses are semester-long, trimester-long, and year-long. All Upper School courses are year-long, with the exception of the Upper School Elective, Dance Master Class, which is offered Semester One only.

Requirements For graduation, Windward requires two years of Visual or Performing arts. The UC requirement is one year of either visual or performing arts.

Course Descriptions Choral Music Middle School Singing Ensemble (Period 8)

Dance Middle School Dance Lab (Trimester-long) (7-8)

Middle School Singing sets the foundation for future singing at Windward. The class sings a variety of selections ranging from traditional choral repertoire to pop songs to musical theater. Students will learn about healthy habits for singing and the fundamentals of music.

The Middle School Dance Lab is a series of trimester long courses that supports students in building strong bodies, exploring their artistic voice, working collaboratively as members of a creative community, gaining an appreciation for dance as an art form, and discovering the amazing diversity in the world of dance from a cultural perspective. The Dance Lab, which earns its name by creating a safe space for young dancers to experiment with movement, provides opportunities for beginning and intermediate level students to bring their diverse backgrounds and individual movement interests into the studio in an exciting new format. This course will offer a different genre of dance each trimester - for example, barre conditioning, hiphop, and ballroom - to demonstrate the range and depth in dance and supply students with the ultimate in movement fundamentals. Students have the option to take one trimester of dance or those who seek to explore the full offerings can enroll in all three classes making dance a full year commitment. Within these various styles, students will acquire increased body awareness, a stronger sense of self in space, improved gross motor skill and coordination, more balanced expressive ability, and most notably, a joy of movement. PE Course, trimester long (can be repeated each trimester).

Upper School Vocal Workshop In order to prepare vocal students for a life of singing, Vocal Workshop explores different aspects and styles of using the voice. Students each get weekly one-on-one instruction on vocal technique while learning songs that span a multitude of genres, with the opportunity to perform their song selections at several performances throughout the year. To round out their musicianship, students begin to learn music theory and apply it to writing original pieces.

Madrigals: Chromatics Prerequisite: At least one year of Upper School Chorus or permission of instructor by audition or invitation. This ensemble is for students with a serious interest in singing. Madrigal Singing Ensemble, known as The Chromatics, performs a wide variety of advanced choral repertoire, from classical masterworks to collegiatestyle a cappella. The group performs at the Winter Concert, Spring Music Festival, Coffeehouse shows, and various other informal performances.

Advanced Middle School Dance (Year-long) (7-8) This year long course is for intermediate-advanced level dancers with a focus on improving awareness, flexibility, control, technique, and composition, all within a rigorous and fast-paced learning environment. Set within a rotating teaching model that includes a roster of special guest artists, each student will experiment with various styles of dance and work to further develop choreographic and performance skills. Performance required. Enrollment upon permission of instructor (I).

Dance 1 (9-12)

Dance 2 (9-12)

Dance 3 (9-12)

Dance 1 is an introductory studio course designed for students, both minimally experienced and inexperienced. The class will explore new perspectives and approaches to dancing through a range of structured technique, improvisation/composition, and kinesiology. Emphasis will be placed on discovering movement creativity along with acquiring the physical strength, flexibility, alignmentcoordination, kinesthetic awareness and movement dynamics as well as some dance history. Modern dance, ballet, and contemporary jazz will be the foundation of this class. Students observe live dance performances and complete written critiques. Students have the choice of receiving credit for Physical Education or Performing Arts when taking this class. If a student chooses to take P.E. credit, he/she must choose another arts class and must still attend class when involved in an after school sport.

Prerequisite: Dance I or permission of instructor.

Prerequisite: Previous dance experience and permission of instructor.

Dance II is a studio course designed for students who have prior knowledge and experience in the area of dance. The class will continue to explore new perspectives and approaches to dancing through a range of technical aspects, improvisation/composition, and body conditioning. Emphasis will be placed on discovering movement creativity along with acquiring the physical skills of strength, flexibility, alignment-coordination, kinesthetic awareness and movement dynamics, as well as some dance history and theory. Modern dance, ballet, and contemporary jazz will be the foundation of this class. Students continue to observe live dance performances and to complete written critiques. Students have the choice of receiving credit for Physical Education or Performing Arts when taking this class. If a student chooses to take P.E. credit, he/she must choose another arts class and must still attend class when involved in an after school sport.

Dance III provides intermediate level dancers the opportunity to deepen the study of ballet and modern technique, taking on more advanced combinations and movement concepts with an emphasis on release technique, floor work, and spatial awareness. Lessons in dance history and viewing dance footage will be implemented at this level to strengthen the students compositional skills in preparation for the demands of an advanced dance class. Students continue to observe live dance performances and to complete written critiques. Students have the choice of receiving credit for Physical Education or Performing Arts when taking this class. If a student chooses to take P.E. credit, he/she must choose another arts class and must still attend class when involved in an after school sport.

Course Descriptions Dance 4 (9-12)

Dance Company (9*-12)

Prerequisite: Previous dance experience and permission of instructor.

Dance Company is a rep performance class for our most advanced and dedicated dancers, selected by audition (A) or by invitation (I). Through a series of short-term residencies with some of the most accomplished artists in the business today, students maintain a rigorous technical foundation and create and perform commissioned choreographic works. Within this rigorous, artistic environment, this course seeks to prepare students for college level dance programs and a career in the arts. Performance is required. Grades 9-12.

The focus of this class is improving awareness, flexibility, control, technique, and the dancerâ&#x20AC;&#x2122;s ability to learn combinations all within a faster paced environment. This class is designed to prepare students for college level dance programs. Each student experiments with various styles of dance and work to further develop performance and compositional skills. The dancers further their knowledge of dance history by studying some of the people who have been instrumental in creating that history. Choreography is a key element to this class. Learning repertory in various styles is required. Assignments include completion of a research project and critiques of dance performances. If a student chooses to take P.E. credit, he/she must choose another arts class and must still attend class when involved in an after school sport. Students may choose to enroll in this course for a second year.

*Please note: Company members are required to formally re-audition each year and undergo an individual evaluation to ensure proper placement.

Upper School Dance Electives: Dance Master Class: Dancing at the College Level (11-12) Prerequisite: Permission of instructor. As we have seen rising talent, dedication, and interest over the last few years in the dance program, this new workshop is designed specifically for juniors and seniors who understand that a high level of talent and artistry can strengthen their college applications and even further for those who want to move on to that vital next step in their path towards becoming professional dancers. In this course, students will go through the process of college selection, the creation of a solo piece, guidance in the completion and submission of applications, and receive tools for a successful audition. The program will be tailored to meet the individual needs of each student, so whether the student is considering a full time arts conservatory or pursuing a minor in dance along with their academic major at a university, each student will have the resources to meet their needs.

Instrumental Music Beginning Band (7-8) The Beginning Band gives students the opportunity to learn a woodwind (clarinet, flute, or saxophone), brass (trumpet or trombone), percussion, or string (electric bass, violin) instruments completely from the beginning. No previous experience is required to take this course; however the class is also appropriate for experienced musicians who want to learn a new instrument. Students work in an ensemble where they explore the basics of musicianship, which include reading and recognizing pitches and rhythms, along with ear development exercises are a part of the daily classwork. This group takes part in two concerts per year, the Winter and Spring Concerts. Note: beginning piano and guitar are not offered as part of this class, but budding pianists and guitarists are invited to join to hone their reading and ensemble skills. Grades 7â&#x20AC;&#x201C;8.

Intermediate Instrumental Advanced Instrumental Ensemble (7-9) Ensemble (7-12) Prerequisite: Beginning Band or have played an instrument for at least one full year. The Intermediate Instrumental Ensemble is geared for students who have taken Beginning Band (I and II) at Windward, or have played an instrument for at least one full year. All incoming students who wish to start with the Intermediate Instrumental Ensemble need to be able to read music at a competent level and are asked to play a short audition for the Instrumental Music Faculty which represents their skill level prior to enrollment. Emphasis is on building technical facility on oneâ&#x20AC;&#x2122;s instrument, learning to play within a group, honing music reading and theory skills, begin exploring improvisation, and learning to play a multitude of styles including classical, popular, jazz, and rock. The Intermediate Instrumental Ensemble takes part in two concerts per year, both the Winter and Spring Concerts. Grades 7-9.

Prerequisite: Intermediate Instrumental Ensemble or have played an instrument for at least one full year. If you are a new student to Windward we highly suggest a brief evaluation by the music department faculty to determine that you are placed in the appropriate level class. The Advanced Instrumental Ensemble is geared for students who are seeking to further build their musical skills learned at the Beginning and Intermediate levels in order to step up to the higher level ensembles. This group performs a wide variety of musical styles that range from classical to contemporary and include rock, pop, jazz, and swing. Students who have played saxophone, trumpet, trombone, violin, mallet percussion, or a rhythm section instrument, (piano, bass, electric guitar, and drums) for at least one year are eligible for this ensemble. All incoming students who wish to start with the Advanced Instrumental Ensemble need to be able to read music at a competent level and are asked to play a short audition for the Instrumental Music Faculty to assess their skill level prior to enrollment. Students in this course focus on playing in an ensemble, improving music reading and aural skills, developing technical facility on their instruments, learning music theory, and interpreting a wide variety of musical styles. It is highly recommended that students be studying privately and have a very strong commitment to music. The Advanced Instrumental Ensemble partakes in several performances throughout the year. 61

Course Descriptions Chamber Music Ensemble (7-12) Prerequisite: Permission from the instructor or have played an instrument for at least two full years. If you are a new student to Windward we highly suggest a brief evaluation by the music department faculty to determine that you are placed in the appropriate level class. The Chamber Music Ensemble performs a wide variety of music including Bach, Beethoven, Vivaldi, Mozart, movie scores, and more contemporary works. The Chamber Music Ensemble performs at various Windward School functions including Homecoming, the Winter Concert, and our annual Music Festival, and Typhoon Restaurant. It is highly recommended that students be studying privately and have a very strong commitment to music. This class also focuses on building ensemble technique, teamwork, and technical skills specific to their instrument. Trips to the Walt Disney Concert Hall, recording, interdisciplinary collaboration, and master classes are all additional components of this course. Students with at least two years of experience on the following instruments are encouraged to join this group: strings (violin, viola, cello, and upright bass), high woodwinds (flute, oboe, clarinet, and bassoon), and keyboard.

Jazz Ensemble (7-12) Prerequisite: At least one year of Advanced Instrumental or permission of instructor by audition or invitation. The Windward Jazz Ensemble is open to advancing musical students with at least two years of prior experience. The Jazz Ensemble instrumentation is based on the traditional â&#x20AC;&#x153;big bandâ&#x20AC;? and includes saxophones, trumpets, trombones, piano, bass, guitar, and drums. Students build on their improvisational skills while exploring a wide variety of contemporary jazz, Latin and rock forms. The ensemble learns to correctly interpret different forms of jazz, improve their reading and aural skills and create a cohesive and exciting performance ensemble. Assignments include studying music theory, transcribing music from recordings, and learning various scales and modes. The Jazz Ensemble performs at many Windward School functions including the Prospective Student Open Houses, Homecoming, the Winter Concert, and our annual Music Festival. It is highly recommended that students be studying privately, and have a very strong commitment to music.

Honors Advanced Jazz Ensemble (9-12) Prerequisite: The class size is approximately eight-ten students, and enrollment is by invitation or audition only. Prerequisite for Honors: Enrollment in Jazz Theory concurrent with Advanced Jazz Ensemble required in order to receive honors credit. The Advanced Jazz Ensemble is designed for our most serious and talented musicians as a chance for them to explore their artistry. This class focuses on deepening their skill level in improvisation, composition, performance, and teamwork at an advanced level. Students study the music of the great jazz masters as well as explore creating their own compositions. Instruction in the use of state-of-the-art music software, such as Pro Tools (music recording software) and Sibelius/Finale (music scoring software) is also a component of this course. Students are expected to have a high degree of skill on their instrument, be studying privately, and have a very strong commitment to music. Advanced Jazz Ensemble performs at many Windward School functions including the Prospective Parent Open Houses, Homecoming, the Winter Concert, and our annual Music Festival.

Upper School Music Electives: Jazz Theory (9-12) Three levels of Jazz Theory are offered and highly recommend for those students who look to delve more deeply into the skills possessed by improvising musicians. Advanced Jazz Ensemble students who want to earn honors credit must be concurrently enrolled in the Jazz Theory.

Jazz Theory 1 The Jazz Theory 1 class is at an introductory level and seeks to allow the student to begin to build the necessary tools to both improvise and compose music in the jazz idiom. The use of scales, chords, and jazz melodic and rhythmic structures is explored as the student becomes both the composer and the improviser and understands that the two are different sides of the same coin. Major areas of focus include: key signatures, Circle of Fifths/Fourths, listening and analyzing how different scales may be used to improvise successfully over a variety of chord changes and styles.

Jazz Theory 2

Jazz Theory 3

The Jazz Theory 2 class continues to build on the tools that have been learned in the previous Theory 1 class and thus allows the student to seek an even more thorough understanding of music construction. Exploring solo building through understanding thematic and rhythmic elements is part of the class work both in the written work and class jam sessions. A deeper understanding of the subtle nuances of scales, chords, and jazz melodic and rhythmic structures are explored as the student becomes both the composer and the improviser and understands that the two are different sides of the same coin. Major areas of focus include: key signatures, Circle of Fifths/Fourths, listening and analyzing how different scales may be used to improvise successfully over a variety of chord changes and styles.

The Jazz Theory 3 class continues to build on the tools that have been learned in the previous Theory 1 & 2 classes and thus allows the student to seek an even more thorough understanding of music construction. Exploring solo building through understanding thematic and rhythmic elements are part of the class work both in the written work and class jam sessions. A deeper understanding of the subtle nuances of scales, chords, and jazz melodic and rhythmic structures is explored as the student becomes both the composer and the improviser and understands that the two are different sides of the same coin. Major areas of focus include: key signatures, Circle of Fifths/Fourths, listening and analyzing how different scales may be used to improvise successfully over a variety of chord changes and styles.

*This course serves as STEAM Scholars Arts ½ credit; however, as the course only meets two days per week, it will not count as an Arts course for Windward’s graduation requirements.

Course Descriptions Jazz Theory 4 Jazz Theory 4 takes the skills and concepts that were learned in the Theory 1, 2 & 3 classes and aims to put all of those components together as the student really begins to create a unique voice as both improviser and composer. Students compose original works in both small and large formats while exploring more complex forms and structures. Students will be using Sibelius music software as an integral part of their compositions. A continuing study of solo building and a more thorough understanding of thematic and rhythmic elements are part of the class in both the written work and class jam sessions. A deeper understanding of the subtle nuances of scales, chords, and jazz melodic and rhythmic structures is explored as the student becomes both the composer and the improviser and understands that the two are different sides of the same coin. Major areas of focus include: Original composition and orchestration, advanced piano voicing, and a further study of improvisation, which would include very challenging jazz tunes, i.e. Cherokee, Giant Steps and Moments Notice. *This course serves as STEAM Scholars Arts Â˝ credit; however, as the course only meets two days per week, it will not count as an Arts course for Windwardâ&#x20AC;&#x2122;s graduation requirements.

Theater Middle School Theater (Semester) (7-8)

Performing Arts Core: Dance, Theater, and Voice (Year-long) (7-8)

Students are given the opportunity to explore the world of theater in this semester class. Each student will get an introduction to acting, writing, technical theater, public speaking, and stage presence. This course begins with an exploration of the ensemble through theater games and trust exercises. Students will have the opportunity to practice and define their performance voice and gain confidence as they perform for others. Improvisation skills are utilized to explore voice, non verbal choices, character work, and narrative skills. Projects include adding context and emotion to non-context scenes, and preparing and performing comedic scenes. Students will also have an opportunity to workshop a personal monologue that they can use as audition material, learning how to make character choices and emotional breakdowns within the monologue and translating that to performance. Students can take Middle School Theater twice since there will be a variation of projects and focus.

Dance: Through stretch and strengthening work, positioning and alignment, and the techniques of jazz, hip-hop, and improvisation, students will develop an understanding of the body as a tool for physical development and creative expression.

This course will introduce our youngest performing artists, whether they are new to performing or are entering Windward School with experience, to the fundamentals of theater, voice and dance and will create a platform for entering more advanced courses. Students in this course will learn the basic skills, techniques, and expectations for class, rehearsal and performance in the disciplines of theater, voice and dance. They will have the opportunity to work in rotation with three different teachers in each discipline, as well as be exposed to guest artists who will deepen their experience of each art form. The work of each discipline will culminate into projects and performances of famous musical works.

Theater: In theater, the students will get an introduction to acting, technical theater, public speaking, and stage presence. This course will begin with getting-to-knowyou games and trust exercises. Students will find their performance voice and develop confidence while performing for others. Improvisation skills will be utilized to explore vocal work - ranging from long distance calling techniques to stage whispers;

character work - using physicality, vocal, attitude lines, and emotions to create characters; narratives basic storytelling skills, conflict and resolution themes; pantomime and physicality. Voice: The vocal component of the Performing Arts Core class will invite each student into a personal exploration (regardless of prior experience or training) of the following elements of singing: the basic mechanics of singing (posture, breathing and breath support, tone and pitch), vocal improvement (extending the vocal range and overall voice control) and song study and performance.

Windward Theater Workshop (Year-long) (7-8) This course is designed for the middle school student who enjoys theater and wants to explore acting, writing, directing, and performing a wide variety of material. This course will invite each student to engage in and focus on comedy performance through transformations, mime, breath work, listening skills, total body involvement, and group expression. Students will learn the basics of creating a scene/sketch both with a short and long narrative. The ensemble will utilize narrative and character improvisation skills to create personal written pieces. Students will give feedback, sharing constructive criticism from both an audience’s and director’s point of view. Additional education will include famous works within various comedy genres, narratives, character myths, and pathos. The primary focus is to build group awareness on and off stage, sharpen performance skills, and allow students to explore personal works in addition to the depth and nuances of comedy.

Middle School Improv (Period 8) (7-8) Students have the opportunity to learn short form improvisation games and skills. The class will focus on the basics of improvisation rules and playful games, and help prepare students interested in auditioning for the Windward’s upper school ComedySportz HSL team.

Intro to Improvisational Theater (Period 8 or 8/9) (9-10) In this course, on Tuesdays students participate in an improvisation workshop designed for beginner and intermediate performers. Tuesday will feature techniques in, but not limited to, creating narrative, improvised scenarios, mastering playful games, discovering spontaneous characters, and learning how to think on the spot. On Thursdays, students will either focus on Sketch Comedy Writing and Performance or Long Form Improvisation. Those who choose to focus on Sketch Comedy will create scripted comedy sketches. Utilizing narrative and character exercises, original comedy pieces will be written. Students will collaborate, sharing constructive criticism from both an audience and director point of view, through table reads. At least one performance will take place, showcasing the works created. Sketches will include both live comedy and digital shorts. Those more advanced students who instead pursue Long Form Improvisation how to create a show, how to create a hook for the show, research of genre and style, development process, performance structure, rehearsal, and final execution. At least one performance will take place, showcasing the work(s) created. Introduction to Improvisational Theater is a perfect starting place for students who want to hone improv skills and eventually be on Windward’s ComedySportz High School League team or if you want to learn the skills without the pressure of performance.

Course Descriptions Advanced Improvisational Theater (Period 8 or 8/9) (10-12) Prerequisite: Intro to Improvisational Theater Advanced Improvisational Theater, also known as ComedySportz HSL, is by recommendation only. In this class students will spend Tuesdays learning how to strengthen improvisation skills, allowing opportunity to be challenged by advanced concepts and structure! In this course we will tell complex narratives, deepen character study through nuance, find the game within the narrative, include status concepts, transfers and emotions to strengthen onstage performances. The course includes short form improvisation games and techniques.On Thursdays, students will either focus on Sketch Comedy Writing and Performance or Long Form Improvisation. Those who choose to focus on Sketch Comedy will create scripted comedy sketches. Utilizing narrative and character exercises, original comedy pieces will be written. Students will collaborate, sharing constructive criticism from both an audience and director point of view, through table reads. At least one performance will take place, showcasing the works created. Sketches will include both live comedy and digital shorts. Those more advanced students who instead pursue Long Form Improvisation how to create a show, how to create a hook for the show, research of genre and style, development process, performance structure, rehearsal, and final execution. At least one performance will take place, showcasing the work(s) created. This course will culminate in monthly performances on Windward’s ComedySportz HSL team and one or 66

more long form performances in the school year. Students will be required to participate in ComedySportz LA’s Gamecon I and II and must see two or more Los Angeles improvisation shows and write a review. By recommendation only.

Theater 1: Intro to Theater (9-12) This is an introductory course where students learn the basics of theater history, terminology, and performance. Students learn character development through monologue work and scene study. Class consists of games, storytelling exercises, and in class performances. Theater I is a year long offering. Grades 9-12.

Theater 2: The Actor (10-12) Prerequisite: Theater 1 or permission by the instructor. Students focus on basic acting techniques and analytical skills using improvisation and mask work. In depth monologue work is used to help students find their voice and play different characters for range and creativity. Students will delve into sketch writing in order to deepen character development and further understand storytelling. By the end of the year, students have a portfolio of monologues and sketches, ie. Shakespeare, Contemporary, etc. Theater II is a year long offering.

Theater 3: Scene Study and Directing for the Actor (11-12) Prerequisite: Theater 2 or permission by the instructor. During semester one, students have the opportunity to read important full length plays and analyze the text thinking about structure, character, given circumstances, objective, and storytelling. Students will think critically about acting, direction, set design, and individual interpretation. The second semester will focus on directing. Students will investigate the role of the director and foster the director’s relationship with the actor. The emphasis of this class is on analysis and interpretation of scenes and monologues. Students will explore bringing the text to life through creative thought and active risk taking. The class will participate as actors and directors in this class, getting the chance to interpret the text, and blocking in both roles. Theater III is a year long offering.

Advanced Theater Ensemble (10-12) This class is intended for advanced acting students. The students will hone their acting craft and have the opportunity to work as an ensemble to create provocative work. The year will begin with scene study and monologue work to prepare students interested in the college audition process and more. Students will organize and participate in the One Act Festival. Class will include in depth discussions about their work and process. This ensemble will workshop a full length play as a class for the end of the year. Advanced Ensemble is a year long offering. By audition only.

Technical Theater Performing Arts Technology 1 (9-12) Introduction to theatrical, performance, and production design (lighting, sound, scenic and costume). This class aims to define the role of the designer, establish the differences between design and technical design, distinguish between good and bad design and the role technology plays in design. Students will consider how design relates to storytelling and formulate their own design aesthetic. Students will engage in cross-discipline learning that leverages Windwardâ&#x20AC;&#x2122;s Design and CREATE studios in connection with production design in the theater and other performance spaces. Students will explore application of design concepts to other professional disciplines through small assignments and discussions. In pursuit of becoming better visual storytellers, students will work as crew for school productions. This course serves as STEAM Scholars Arts class.

Athletics Department Philosophy and Placement In conjunction with the mission statement of the school, the Windward School Athletic Department seeks to achieve athletic excellence and provide experiences where students will develop a passion for his/her sport. The Interscholastic Athletic and Physical Education programs are designed to promote and affirm the ideas of respect, discipline, wellness, physical fitness, sportsmanship, leadership and teamwork, while engaging the student fully in mind, body and spirit.

Requirements All Middle School students take either PE or dance or participate in a sport. All Middle School students have PE scheduled during Period 7. Students choose PE, Dance, or competitive, interscholastic sports teams each trimester. Students on athletic teams begin practice during Period 7 and continue until 3:30 Monday-Thursday. Participation on a sports team is not guaranteed and some Middle School teams have tryouts and make selections. Upper school students can fulfill the physical education requirement by being on a sports team, taking a Sports Training or Independent PE Classes, or participating in a Windward Dance class or Performance Group.

Course Descriptions Middle School PE (7-8) The Middle School Physical Education program satisfies Windwardâ&#x20AC;&#x2122;s aim to create well balanced students by emphasizing knowledge of the body and the mind. Structured physical activity within the curriculum in the 7th and 8th grade exposes students to different lifetime activities including class favorites such as ultimate Frisbee and handball. Programs in physical education involve encouragement and participation rather than winning or losing.

Sports Training (9-12) Sports Training is a Physical Education class designed for students that participate in athletics or desire to increase their physical fitness. This class supports students by providing both sports specific skill training and strength and agility training with an emphasis on injury prevention in the Windward Peak Performance Center. This dynamic training class changes with the seasons of sport to support our scholar-athletes. In the preseason athletes will train in their sport, during their season they will have two mandatory study hall days to provide additional academic support and in the postseason scholarathletes recover and rejuvenate with strength and conditioning training. All course curriculum is designed and implemented in by Windward coaches and Peak Performance center staff.

Middle School Dance Lab (Trimester-long) (7-8) The Middle School Dance Lab is a series of trimester long courses that supports students in building strong bodies, exploring their artistic voice, working collaboratively as members of a creative community, gaining an appreciation for dance as an art form, and discovering the amazing diversity in the world of dance from a cultural perspective. The Dance Lab, which earns its name by creating a safe space for young dancers to experiment with movement, provides opportunities for beginning and intermediate level students to bring their diverse backgrounds and individual movement interests into the studio in an exciting new format. This course will offer a different genre of dance each trimester - barre conditioning, hip-hop, and ballroom to demonstrate the range and depth in dance and supply students with the ultimate in movement fundamentals. Students have the option to take one trimester of dance or those who seek to explore the full offerings can enroll in all three classes making dance a full year commitment. Within these various styles, students will acquire increased body awareness, a stronger sense of self in space, improved gross motor skill and coordination, more balanced expressive ability, and most notably, a joy of movement. PE Course, trimester long (can be repeated each trimester).

Independent PE (9-12) Students may also complete their PE requirement by 1. Applying for Independent PE. Students must meet the required hours by accounting for their alternative activities with an outside trainer or exercising in the Windward Peak Performance Center before or after school or during their free periods. Windward Athletics staff will be available to assist with creating workouts and training students on safe and proper use of all equipment. In order to receive PE credit for independent PE activities, students must fill out a waiver form for approval. 2. Competing in at least one Windward Sport. Windward athletics offers - 13 CIF varsity sports team and 4 club sports teams as well as junior varsity teams in sports with high levels of interested participants. Membership on one of these teams fulfills the PE requirement: Fall: Cross Country - Co-Ed Football - B Volleyball - G Tennis - G Winter: Soccer - B/G Basketball - B/G Spring: Volleyball - B Tennis - B

Baseball - B

Dance 2 (9-12)

Dance 3 (9-12)

Softball - G

Prerequisite: Dance I or permission of instructor.

Prerequisite: Previous dance experience and permission of instructor.

Track & Field - Co-Ed Golf - B/G Swimming - Co-Ed Club Sports: Boys Sand Volleyball - Fall Girls Sand Volleyball - Spring Sailing - Co-Ed, Year Around Equestrian - Co-Ed, Year Around Spirit and Dance - Fall & Winter

Dance 1 (9-12) Dance 1 is an introductory studio course designed for students, both minimally experienced and inexperienced. The class will explore new perspectives and approaches to dancing through a range of structured technique, improvisation/composition, and kinesiology. Emphasis will be placed on discovering movement creativity along with acquiring the physical strength, flexibility, alignmentcoordination, kinesthetic awareness and movement dynamics as well as some dance history. Modern dance, ballet, and contemporary jazz will be the foundation of this class. Students observe live dance performances and complete written critiques. Students have the choice of receiving credit for Physical Education or Performing Arts when taking this class. If a student chooses to take P.E. credit, he/she must choose another arts class and must still attend class when involved in an after school sport.

Course Descriptions Dance 4 (9-12)

Dance Company (9*-12)

Prerequisite: Previous dance experience and permission of instructor.

*Please note: Company members are required to formally re-audition each year and undergo an individual evaluation to ensure appropriate placement.

Photo by Charles Isgar â&#x20AC;&#x2122;16

Communications Courses Course Guide

US Electives • Journalism & New Media (1,2,3,4) • Broadcasting and Communications Workshop

Communications Department Philosophy and Placement The Communications Department provides students with opportunities to gain skills and experiences that will empower them to become better consumers and ethical producers of mass communications content for our rapidly-changing 21st century media culture. By chronicling school life and the world around them through print and digital means, students will learn to become objective storytellers with a better understanding of the role that journalism has in defining history and influencing perceptions. While studying both historical antecedents and contemporary samples of similar works, students will learn to produce material for publication via their own outlets: the Windward yearbook (InPrint); a print magazine (The Windward Bridge); a news website (WindwardBridge.com); a broadcast news program (Windward TV); and a variety of social media tools. Through experiential learning in deadline-driven production environments, students will acquire newfound skills and exposure to professional-grade tools that will best prepare them for future college study and vocations involving writing, editing, design, social media, marketing, journalism, and mass communication.

Course Descriptions Publications 1 (9-12)

Publications 3 (11-12)

This course lays the foundation for publication and print design. Students are introduced to the principles of print design, including column and grid structure, typography, photo editing, indexing, and title design. Students learn how to prepare pages for print production, including editing and proofing. These skills are applied to the production of the school yearbook using Adobe InDesign. As such, students also learn the foundation skills of journalistic writing including engaging copy, caption, and header writing. Students gain valuable exposure to the processes of book production from inception to print, learning how to work as a team with the shared goal of producing a professional quality product.

Prerequisite: Publications 2

Publications 2 (10-12)

Prerequisite: Publications 3

Prerequisite: Publications 1

In the fourth year of Publications, students assume leadership roles in the production of the yearbook. Editors guide the group through various creative and technical processes, including theme, section design styles, and coverage. They also take on more production tasks, including design and copyediting, proofing, page preparation, and printing. Editors are responsible for modeling a high standard for quality, a sense of ownership, and responsibility for the product, as well as a positive working attitude dedicated to the greater good of the book and its value to the community.

In the second year of Publications, students take on more leadership roles in the production of the yearbook. Editors guide the group through various creative and technical processes, including theme, section design styles, and coverage. They also take on more production tasks, including design and copyediting, proofing, page preparation, and printing. Editors are responsible for modeling a high standard for quality, a sense of ownership, and responsibility for the product, as well as a positive working attitude dedicated to the greater good of the book and its value to the community. Students will also begin to work as mentors with newer students to guide them through the production process.

In the third year of Publications, students take on more leadership roles in the production of the yearbook. Editors guide the group through various creative and technical processes, including theme, section design styles, and coverage. They also take on more production tasks, including design and copyediting, proofing, page preparation, and printing. Editors are responsible for modeling a high standard for quality, a sense of ownership, and responsibility for the product, as well as a positive working attitude dedicated to the greater good of the book and its value to the community.

Publications 4 (12)

Upper School Electives: Broadcasting and Communications Workshop This course examines news, sports, and live broadcasting for TV. It provides basic training in the use of television equipment and facilities; camera operations; audio and visual control; lighting; graphics; editing; portable video, and audio production techniques. The class will focus on live remote broadcasts from various weekly events on campus. Students will have an opportunity to broadcast shows in combination with news, sports, and entertainment events. They will also learn the art of news writing, interviewing, color reporting and play-by-play. This is a handson participation class. After school productions and field work will count for 50% of the grade.

Journalism and New Media 1,2,3,4 (9-12) Class activities and homework assignments enable students to learn the essential skills of journalism, including interviewing, researching, and writing articles. Students apply these lessons to articles written for The Windward Bridge which will be published both online and in magazine form. In addition to the magazine, students learn the skills necessary to use twenty-first century media tools to communicate their message to the public.

Middle School 8th Period Philosophy and Placement Middle School Period 8 Courses are graded courses that are worth a Â˝ credit. Each course will meet Tuesdays and Thursdays during 8th period and last the entirety of the school year. Students must sign up either for a Period 8 Course or for Study Hall. The following elective classes may be offered in the 2015-16 school year pending approval and enrollment.

Are YOU an Entrepreneur? Creative Writing Foundations of Making and Design Middle School Debate Middle School Improv Middle School Scholars Middle School Singing Ensemble Service Survey TV Journalism, Middle School Edition

Course Descriptions Are YOU an Entrepreneur?

Middle School Debate

Middle School Scholars

In this class, students learn basics of starting a business and being an entrepreneur. Students learn through class discussions and activities and as well as guest speakers. Students are encouraged to try out their own entrepreneurial ideas during the class, and can participate in Buy it on the Bridge using what they have learned.

Is nuclear energy safer than fossil fuel? Are cell phones in school a good idea? In this class, students learn how to take either side of issues like these and win the argument. We investigate a wide range of current issues, honing our research, discussion, and rhetorical skills. Students have the opportunity to participate in both formal parliamentary debate competitions against other LA area schools and more informal opportunities on campus to have some fun with argumentation skills. Students of all experience levels are welcome.

The Middle School Scholars program provides a dynamic opportunity for participating students to go beyond the expectations of the curriculum and engage in a deeper, interdisciplinary study of an area of interest. Working under the guidance of a mentor, this program offers selected students the opportunity to pursue their passions through hands-on and problem-based learning. Students choose a topic, formulate research questions, learn through both traditional research and outreach within the chosen field, and complete a project to share they have learned with the larger community. In the spring, students participate in a formal presentation of learning to families and other members of the Windward community.

Creative Writing Workshop participants engage in fun writing projects in a variety of different genres, including poetry, memoir, and creative fiction. Students have the opportunity to explore their own ideas and explore new genres of writing. Students share work and learn from the ideas of their peers.

Foundations of Making and Design In Foundations of Making and Design we will learn how to use a variety of tools and technologies to makeâ&#x20AC;Ś. anything! Through a diverse series of units and projects, students develop fluency in current technologies, grow as skilled creators and collaborators, and become a part of the world-wide Making community. The beginning of the course will be dedicated to skill-building units, followed by collaborative project-based units. The course will culminate in an independent theme-based project.

Middle School Improv Middle School Improv allows students who are interested in the skill set of improvisation the opportunity to learn short form improv games. Students learn how to Yes And, tell a story, and explore characters, all through various short form improvisation games. Middle School Improv is a great place to start for any student who has an interest in joining the upper school ComedySportz team.

Middle School Singing Ensemble Middle School Singing sets the foundation for future singing at Windward. The class sings a variety of selections ranging from traditional choral repertoire to pop songs to musical theater. Students will learn about healthy habits for singing and the fundamentals of music.

Course Descriptions Service Survey This course provides opportunities for hands-on, experiential learning through service. Students go off campus to provide direct service to a variety of populations and explore what can be gained from giving time and energy to others. Students also spend time on campus planning their outreach and reflecting on the service experiences.

TV Journalism, Middle School Edition The objective of this class is for students to learn all aspects of creating a television show, from writing to filming, to being the on camera, to editing. Students will create the Middle School Edition of Whatâ&#x20AC;&#x2122;s Happening at Windward, including Coffee Time with Tom and other special segments. At the end of the class, students will have a reel of footage from their work both in front of and behind the camera.Middle School

Upper School Electives Philosophy and Placement Upper School Electives are graded courses that will appear on the transcript. Most are worth a Â˝ credit for a yearlong course. Most courses meet 2 days a week during 8th and/or 8th & 9th period and last the entirety of the school year. There are exceptions to this patterns, and those have been noted below. The following elective classes may be offered in the 2016-17 school year pending approval and enrollment. In the Headlines: Current Issues in Gender Studies (9-12) Model United Nations (9-12) Social Justice and Service Learning (9-12) Speech & Debate (9-12) Terrorism in the Modern World (9-12) The Supreme Court and Your Rights (9-12) The War on Art (9-12) Why Should We Care: Controversial Issues in Contemporary Society

.5 Credit, 8th .5 Credit, 8th .5 Credit, 8th .5 Credit, 8th OR 1.0 Credit, 8th/9th .5 Credit, 8th .5 Credit, 8th .5 Credit, 8th .5 Credit, 8th

(9-12) Creative Writing: The Living Word Project (9-12) Writing Workshop Writing Seminar (11-12) Advanced Mechanical Engineering Principles (10-12) Exploring Global Health: Medical Service Learning in Guatemala

.5 Credit, 8th .5 Credit, Meets during 1-7th .5 Credit, 8th .5 Credit, 9th .5 Credit, 8th

(10-12) Independent Study Robotics (9th period) (11-12) Introduction to Computer Programming (9-12) Introduction to Electronics (9-12) Introduction to Mechanisms and Machines (9-12) iOS App and Game Design (9-12) Making and Engineering Design (9-12) Product Design (9-12) Intro to Improvisational Theater (9-12) Advanced Improvisational Theater (10-12) Dance Master Class: Dancing at the College Level (12) Jazz Theory 1,2,3,4 (9-12) Practices of Looking (9-12) Interdisciplinary Studio 1,2,3 (9-12 - No AP Studio Students) Broadcasting and Communications Workshop Journalism and New Media 1,2,3,4 (9-12) Lead by Example (9-12) Think Differently: The Fundamentals of Entrepreneurship (9-12) Wicked Solutions

.5 Credit, 9th .5 Credit, 8th .5 Credit, 8th .5 Credit, 8th .5 Credit, 8th .5 Credit, 9th .5 Credit, 8th .5 Credit, 8th OR 1.0 Credit, 8th/9th .5 Credit, 8th OR 1.0 Credit, 8th/9th .5 Credit, Meets during 1-7th .5 Credit, 8th .5 Credit, 8th 1.0 Credit, 8th/9th .5 Credit, 8th 1.0 Credit, 8th/9th .5 Credit, 8th .5 Credit, 8th 1.0 Credit, Meets during 1-7th

Course Descriptions In the Headlines: Current Issues in Gender Studies (9-12) At most universities, there are exciting courses taught in Departments of Gender Studies. There are numerous student groups here at Windward that are exploring the topics and issues related to gender in our country and in the world, yet there are few places in our curriculum where students and teachers engage in intellectual discourse, research, and reflection on gender topics. In Current Issues in Gender Studies, open to all interested students in Grades 9-12, we will use both current events and issues of interest to our students to guide the selection of the topics we explore. Deliberative and respectful discourse and listening and understanding multiple perspectives on the issues will be of the utmost importance in this course. Topics may include, but are not limited to: Gender and achievement, gender and leadership, gender and religion, social and cultural constructions of femininity and masculinity, gender identity and expression, politics of gender, gender and beauty, gender and athletics, gender and the media, gender based violence, gender in the military and in combat. This course serves as a Global Scholars credit.

Model United Nations (9-12) Given the increasingly global nature of our world, it is imperative that our students are able to not only understand but also to articulate their understanding of issues that affect us all. Model United Nations (MUN) has long been a program that excels in this regard. As a complement to Windwardâ&#x20AC;&#x2122;s Global Studies program, this elective allows students to undertake detailed investigation of different countriesâ&#x20AC;&#x2122; perspectives as they prepare to participate as delegates in a series of MUN conferences in the Greater Los Angeles Area. Thus, this elective consists both of classroom time during 8th period and numerous opportunities to participate in MUN conferences. This course serves as a Global Scholars credit.

Speech & Debate (9-12) Students enrolled in Speech and Debate have the opportunity to develop their abilities to reason logically, verbalize thoughts clearly and dynamically, organize ideas clearly and to generate speeches for a variety of occasions. They develop self-confidence as they learn to debate successfully as an individual and as a member of a team. Students are engaged in the process of learning the techniques of competitive high school parliamentary debate and other forms of debate such as Lincoln-Douglas, Policy, etc. This course requires considerable research during and outside of class. It also requires written composition of affirmative cases and negative blocks, and perhaps other persuasive speeches. Students are required to develop and maintain files on debate resolutions. Tournament competition is also required.

Social Justice and Service Learning (9-12) Service learning experiences and volunteering within the local community offer students a unique opportunity to grapple with the concepts of equity and justice. By studying certain issues in depth (education, poverty, immigration), students in this course have the opportunity to gain a deeper understanding of these issues beyond the walls of the classroom. In this course, students are challenged to take their volunteerism to a new level as they strive to connect their work with becoming agents of social change. Service hours earned while in this course can be applied to the graduation requirement. 83

Course Descriptions Terrorism in the Modern World (9-12) Although it might appear that terrorism is a new concept which made its bold first appearance with the 9/11 attacks, it is not a new occurrence. Scholars have struggled for years to define the term, but there is consensus that terrorist activities can be located as far back as the Biblical era. This course explores the idea of terrorism and how it is manifested in the modern world. We will look at terrorism’s many definitions, and the many considerations which go into formulating its meaning. In addition to studying terrorism as an abstract idea we will look at different terrorist groups and their motivations. The class will reveal that terrorism is a global phenomenon which requires a coordinated, cooperative response on a variety of fronts. Lastly, the course will look at how artists, specifically filmmakers, have grappled with, and tried to make sense of, terrorists and their activities. This course serves as a Global Scholars credit.

The Supreme Court and Your Rights (9-12) The decisions of the Supreme Court affect the lives of every single American citizen. Arguably, no individuals are more influential in shaping the course of American society than the Supreme Court Justices. In this course, we will examine the Supreme Court decisions that most affect our lives and our rights today. What are the limits on free speech in our society? What are the decisions that have

defined and protected the civil rights of women, people of color, and LGBTQ individuals? What rights do we have when interacting with representatives of the government, and what decisions explicate those rights? In this course, we’ll ask and answer those questions (and more) by examining the history of how our current understanding of our Constitutional rights came to be defined as they are and discussing and debating how rights issues might play out in real world situations.

Why Should We Care: Controversial Issues in Contemporary Society (9-12) In this course we tackle and explore controversial topics at issue in the U.S. and the world today involving inequality, class, race and gender. We examine dilemmas surrounding such possible topics as torture, marriage equality, stem cell research, genocide, affirmative action, human trafficking and gun violence. Through considering particular case studies in historical context, we will work to understand and grasp the many moral and ethical complexities, as well as the multiple perspectives, involved in these issues. The text that grounds the course is Justice: What’s the Right Thing to Do? by Michael J. Sandel, Professor of Government at Harvard University. Ultimately, through these investigations, we hope to become more thoughtful, knowledgeable, global citizens who are better able to answer the question, “Do we have a responsibility towards one another?” This course serves as a Global Scholars credit.

Creative Writing: The Living Word Project (9-12) Workshop participants will engage in fun writing projects, lively debate and discussion, word games and critique. Genres will include poetry, memoir, creative fiction, and a few surprises. The group will also try “stress free,” “no pressure” exercises to help with performance of their work utilizing easy techniques for public speaking.

Writing Workshop (9-10) Writing Workshop will support students with writing mechanics and fluency, focusing on their existing coursework and assignments (instead of requiring additional pieces of writing in a new and separate curriculum). The workshop will emphasize principles of grammar and usage, empowering students to understand and correct errors in their own writing. Students who need help with (or want explicit study of) sentence parts and sentence construction will experience focused attention on these writing practices and skills. Students, for instance, who struggle with comma splices or sentence fragments will be able to attend Workshop for extra help, as well as students working on things like issues of agreement or sentence variation.

Advanced Mechanical Engineering Principles (9th period) Prerequisite: 8th Grade Robotics 1 The goal of this course is to further develop an understanding of machine design and mechanical engineering applications. Using hands-on experiences, students will explore multiple modalities for locomotion and articulation, including gear train analysis, pneumatics and mechatronics. In addition, materials properties and constraints will also be studied and tested. 9th grade physics and the Intro to Mechanisms and Machines course are prerequisites for this course. This course serves as STEAM Scholars engineering Â˝ credit

service learning methodology. They will work on honing their collaboration, communication and leadership skills, as they are related to integrating into a new community. Upon return from the trip, the class will reflect on their experiences and explore how the skills and curiosities they have built can be applied both locally and globally, in the present and in their future learning. The course is open to all students in grades 10 - 12. Prior study of Spanish is not required. Note: this course involves a required global trip, and students are required to apply. All interested are encouraged to apply, and admission to the course is expected to be competitive. This course serves as Â˝ credit STEAM Scholars Science class, and satisfies the STEAM Service Project requirement. Service hours earned while in this course can be applied to the graduation requirement and to an application for Service Honors Society. This course serves as a Global Scholars credit.

Course Descriptions Independent Study Robotics (9th period) Prerequisites: Robotics 3 In this capstone course, students work with a mentor to conceive an original and independent robotics project. The subject matter will move beyond the material covered in the previous engineering modules and the VEX and FRC robotics teams. During the course of the year, students will research the project, develop a design statement, design and implement the project. A demonstration to the community of the final product along with a poster presentation is required. Participation on the VEX robotics team and completion of two prior engineering modules are prerequisites for this course. This course serves as STEAM Scholars engineering or technology ½ credit depending on project specialization

Introduction to Computer Programming (9-12) This course gives students a broad understanding of procedural and object-oriented computer programming geared towards a foundation for AP Computer Science. Students learn to write and execute programs, and gain an understanding of fundamentals such as keywords, data types, strings, variables and arithmetic operators with a focus on fundamental principles of problem solving and basic concepts of programing. Students learn various control structures and how to use them, including boolean operators and truth tables and using tools expressing design such as a flowchart. This course is designed to be a rewarding and fun learning experience for students who have no prior experience and for students with moderate skills programming computers. This course serves as ½ credit STEAM Scholars Technology class.

Intro to Electronics (9-12) In this introductory course, students will learn the basics of electronics circuitry and soldering. Through hands-on classwide and individual projects, students will learn how to program in the Arduino prototyping platform, understand the principles of programming micro-controllers, explore basic principles in electronics design and study and use many types of sensors and components. This course serves as STEAM Scholars engineering ½ credit

Introduction to Mechanisms and Machines (9-12) This introductory course explores the role of mechanical engineering in developing many of the fundamental technological advances on which today’s society depends. Students will be exposed to several mature and emerging technologies through a series of projects and case studies. Topics include: airplanes, automobiles, robots, and modern manufacturing methods. The physical concepts that govern the operation of these technologies will be developed from basic principles and then applied in simple design problems. This course serves as STEAM Scholars engineering ½ credit

iOS App and Game Design (9-12)

Making and Engineering Design (9th period) (9-12)

This course is an introduction to app and game design programming for students. The course focuses on elements that make apps and games compelling, from design to rules and simulated worlds, to stories and social experiences. Students will develop a broad range of skill sets, from app and game design, to interface design, and learn to use the appropriate tools to effectively bring an app and game project from concept to completion. The course is designed to provide students with design training in a creative environment. Programming experience is not a requirement of this course. By the end of class, students will produce an app game prototype or a complete casual game for Mac, web and/or mobile platforms, including iPhone and iPad app development.

This course serves as ½ credit STEAM Scholars Technology class.

This course serves as STEAM Scholars engineering ½ credit

Product Design (9-12) This class examines how designers invent or reinvent useful products. Using the design process and solid modeling software, students will ideate, design and create a variety of items that have real world applications. Students will engage in extended length projects where they will consider functionality and object aesthetics as well as environmental and social issues. They will also generate and maintain a portfolio of their work throughout the course.

Intro to Improvisational Theater (Period 8 or 8/9) (9-10) In this course, on Tuesdays students participate in an improvisation workshop designed for beginner and intermediate performers. Tuesday will feature techniques in, but not limited to, creating narrative, improvised scenarios, mastering playful games, discovering spontaneous characters, and learning how to think on the spot. On Thursdays, students will either focus on Sketch Comedy Writing and Performance or Long Form Improvisation. Those who choose to focus on Sketch Comedy will create scripted comedy sketches. Utilizing narrative and character exercises, original comedy pieces will be written. Students will collaborate, sharing constructive criticism from both an audience and director point of view, through table reads. At least one performance will take place, showcasing the works created. Sketches will include both live comedy and digital shorts. Introduction to Improvisational Theater is a perfect starting place for students who want to hone improv skills and eventually be on Windward’s ComedySportz High School League team or if you want to learn the skills without the pressure of performance.

This course serves as STEAM Scholars engineering ½ credit

more long form performances in the school year. Students will be required to participate in ComedySportz LAâ&#x20AC;&#x2122;s Gamecon I and II and must see two or more Los Angeles improvisation shows and write a review. By recommendation only.

Dance Master Class: Dancing at the College Level (11-12) Prerequisite: Permission of instructor. As we have seen rising talent, dedication, and interest over the last few years in the dance program, this new workshop is designed specifically for juniors and seniors who understand that a high level of talent and artistry can strengthen their college applications and even further for those who want to move on to that vital next step in their path towards becoming professional dancers. In this course, students will go through the process of college selection, the creation of a solo piece, guidance in the completion and submission of applications, and receive tools for a successful audition. The program will be tailored to meet the individual needs of each student, so whether the student is considering a full time arts conservatory or pursuing a minor in dance along with their academic major at a university, each student will have the resources to meet their needs.

Jazz Theory 1, 2, & 3 (9-12) The focus of Jazz Theory 1, 2 & 3 classes is take the motivated student to the next level of understanding the building blocks of music, whether it be in the improvised form or composing for a large ensemble. The graduated levels of this course allow the student to truly ingest these skills, and as the course continues with sections 2 and 3, the student gain deeper insight into how improvise on more complex chord changes and forms. A clear understanding of scales, chords, and jazz melodic and rhythmic structures is required, as students then have the freedom to explore idioms as both composers and improvisers. The ultimate goal of this course is to have students produce their own works as both composers and improvisers.

Practices of Looking (9-12) It is a paradox of contemporary education that while visual images have increasingly come to dominate the means by which culture is mediated, we devote little formal study to how images shape how we think and feel about our lives. This course will be concerned with the full breadth of visual representation across all media, institutions, and distribution systems, including fine art, photography, film and television; advertising and news media; scientific, medical, and surveillance imagery; personal snapshots and selfies. We will understand how images and their viewers make meaning, be more conscious of the ideologies embedded in image making, and learn how images shape our lives. A key component to understanding visual culture is the way systems of representation, imbued with ideological value systems, do not reflect an already existing reality so much as they organize, construct, and mediate our understanding of reality, shaping our emotions, our identities, and our imagination. Semiotics, the study of signs, will be introduced as a foundation for analyzing visual information. Themes to be covered will include: •

The role of photography, mechanical reproduction, and the myth of photographic truth

•

Relationships between image production and consumption, how viewers produce meaning

•

Spectatorship and power, the idealized viewer, and the concept of the gaze as a psychoanalytic tool for understanding visual power relationships

•

Visual technologies, beginning with the development of perspective and concepts of realism on through virtual reality Consumer culture and the manufacturing of desire, the strategies used in advertising to create meaning in consumer products

Interdisciplinary Studio 1 Corequisites: any Visual and Media Arts class participation in only one Windward team sport season. This course is designed for the passionate visual art student who wishes to explore his or her creativity and ideas in a more individualistic and self-directed way. Students set goals and propose individually designed projects, in any media of their choosing, in order to push their artistic practice in challenging directions. Students enrolled in this class must be highly motivated and self-disciplined. The teacher will guide the student through the creative process by setting deadlines, assigning creativity exercises, and providing feedback regarding ideas, planning, technical skills, and execution. The works created can be used for application to art schools and competitive summer programs as well as contests and exhibition opportunities outside of school. The work for this class cannot be used to fulfill assignments for concurrent art classes at Windward, nor can assignments for other art classes be used for this class. Students are expected to keep a daily sketchbook. This class meets during the extracurricular periods 8 and 9.

Interdisciplinary Studio 2 Prerequisite: Interdisciplinary Studio 1 Corequisites: any Visual and Media Arts class participation in only one Windward team sport season. Students set new goals and propose new projects, in any media of their choosing, in order to continue pushing their artistic practice in challenging directions. Students enrolled in this class must be highly motivated and self-disciplined. The teacher will guide the student through the creative process by setting deadlines, assigning creativity exercises, and providing feedback regarding ideas, planning, technical skills, and execution. The works created can be used for application to art schools and competitive summer programs as well as contests and exhibition opportunities outside of school. The work for this class cannot be used to fulfill assignments for concurrent art classes at Windward, nor can assignments for other art classes be used for this class. Students are expected to keep a daily sketchbook. This class meets during the extracurricular periods 8 and 9.

Course Descriptions Interdisciplinary Studio 3 Prerequisite: Interdisciplinary Studio 2 Corequisites: any Visual and Media Arts class; participation in only one Windward team sport season. In this class, students will produce the equivalent of an AP Studio portfolio to be used for college supplemental applications, art contests, exhibition opportunities, art school applications and competitive summer programs. With support from the teacher they will pursue individually designed projects in the media of their choice. The course allows students to express their creativity, develop their personal interests for art, and push their artistic practice in more challenging directions. Students should be eager to experiment, take risks and try new approaches and themes. Students enrolled in this class must be highly motivated and self-directed, and demonstrate increased levels of self-discipline in structuring their own time effectively. Students must submit proposals for their individual projects to be approved by the teacher, including due dates and agreed parameters. Through formal and informal, group and individual critiques, the teacher will guide the students through the creative process with creativity stimulating exercises, analysis of work by professional artists, and assessment and guidance regarding ideas, planning and technical skills. Students will go on a field trip to the graduate fine arts program at Otis School of Art, meet the chair of that program and have individual meetings with graduate students in fine art. Students will also have the opportunity to work in collaboration with a visiting artist or make works in response to that 90

artistĂs installation project in the school gallery. At this level in the course, students should demonstrate a artistic maturity in style, thematic development, and technique.

Broadcasting and Communications Workshop This course examines news, sports, and live broadcasting for TV. It provides basic training in the use of television equipment and facilities; camera operations; audio and visual control; lighting; graphics; editing; portable video, and audio production techniques. The class will focus on live remote broadcasts from various weekly events on campus. Students will have an opportunity to broadcast shows in combination with news, sports, and entertainment events. They will also learn the art of news writing, interviewing, color reporting and play-by-play. This is a handson participation class. After school productions and field work will count for 50% of the grade.

Lead by Example: Goal Setting and Relationship Building (9-12) The skill of goal setting allows for a clear, personalized direction for the individual. Students will learn about the goal setting process, different types of goals, and how to set their own goals for the year. These goals will encompass multiple aspects of life and are not limited to academic goals. Throughout this course students will learn how to reassess and adjust their goals as well as determine how to support their peers in the goal setting process. During this interaction, students learn powerful communication skills such as active listening, constructive feedback, coaching with questions, positive body language and effective written communication. By the conclusion of the course students will confidently be able to apply goal setting and communication skills to their everyday life in order to develop relationships and to be strong leaders in their communities.

Think Differently (9-12) The goal of Think Differently is to help students gain and hone the skills that are necessary to be a successful entrepreneur. This course redefines entrepreneurship and exposes students to the different types of entrepreneurship. In addition, students learn the business model canvas, engage with real businesses, and have the opportunity to develop a business. This course provides real world, hands-on learning related to actually starting a scalable company. This class is not about how to write a business plan, although a strong startup tangibles do result from taking this course. Itâ&#x20AC;&#x2122;s not an exercise on how smart you are in a classroom, or how well you use the research library to size markets. Students are required to talk to customers in order to do research. In addition students work in teams learning how to turn a great idea into a great company. Students learn how to use a business model to brainstorm each part of a company and customer development.

Wicked Solutions: Identifying, Framing and Solving Complex Problems Wicked Solutions is a fast-paced, interdisciplinary elective which introduces students to ways of identifying and solving some of the most tenacious problems of the 21st century. In addition to familiarizing students to some of the most current models for contending with the increasingly challenging problems of our world, this class aims to provide students with a platform for developing, sharpening and practicing leadership and collaboration skills. Ultimately, students will learn and practice methodologies designed to yield innovative solutions for virtually any challenge be it entrepreneurial, global, organizational or personal. Much of the work of the class is done in teams and is grounded in research. The final project of the course may, upon approval. Students earn either STEAM or Global credit.

Middle School Afterschool Programs Program Overview Middle school students who wish to pursue passions in arts and service can choose to take several courses outside the regular school day. Classes have different requirements for acceptance and time of year, so interested students should carefully read descriptions below for more information about the classes in which they are interested.

Course Descriptions ACT: Actor. Character. Text. (7-8) Meets Fall Term on Wednesdays 3:45-5:15 This after school offering is for the performer who is passionate about acting. Open to student actors who want to deepen character development, explore a variety of text, and prepare for performances at Windward. These dedicated actors will perform in Windwardâ&#x20AC;&#x2122;s One Act Festival, an all school performance of published and original works. Class will meet on Wednesdays after school from 3:45-5:15pm.

Middle School Musical (7-8) Meets Spring Term Monday, Wednesday, Friday 3:45-5:15 The Performing Arts department will produce a Jr middle school musical production with focus on performance elements; character development, voice, and movement, along with a focus on technical elements; set, lighting, sound, and costumes. Students rehearse after school and one weekend date for technical rehearsal. By audition only.

Middle School Swim Team

Visual Arts Workshop (7-8)

Practice on Fridays, Competitions after school during the week. Fall only

Meets Monday and Wednesday 3:45-5:15

The Middle School Swim Team provides our swimmers with an opportunity to compete against other schools and develop skills. Students practice with a coach off-site on Fridays and compete against local middle schools in swim meets on other weekdays. No experience is necessary.

Middle School Visual Arts Workshop is an after-school enrichment program that is designed to inspire and challenge our most talented and passionate young artists in the seventh and eighth grades, primarily in the areas of painting, drawing, printmaking, and 2D design. Students will be given the support, resources and guidance they need, as well as the freedom to define their artistic goals and processes. A community of creative peers will offer feedback and critiques. Students will explore common themes while defining their own process and medium to achieve their goals. This class is for students who love to create and who want to delve deeper into their creative process.

Course Descriptions Windward Conservatory of W.R.E.D. (Windward Music Ensemble (7-8) Repertory Ensemble of Dancers) (7-8) Meets Tuesday and Thursday 3:45-5:15

(WCME): Is designed to be a yearlong competitive after school music program for intermediate and advanced musicians at the middle school level. 4-6 guest artists will work with the entire group in a rehearsal setting under the supervision of Bruce and Lisa. A myriad of musical styles will be explored with the focus on developing strong ensemble and improvisational skills. The guest artists will bring various approaches based on their individual areas of expertise and also be instrument specific in order to help strengthen each studentâ&#x20AC;&#x2122;s needs as both a soloist and ensemble member. By Audition Only

Meets Tuesday and Thursday 3:45-5:15

Windward Repertory Ensemble of Dancers is an after school dance program exclusively for our most dedicated dancers at the intermediate/advanced levels. Students will work closely with special guest artists to create work for performance. Students will also have the opportunity to attend popular dance conventions like NUVO and JUMP, as well as take part in outreach. By Audition Only

Golf Team (7-8) Meets Fridays 3:15 Students play a local course on Fridays and compete against other schools during the spring. Some previous golf experience is recommended although not required. Students who are part of the golf team can also participate in other sports. The golf team does not fulfill the Middle School athletics requirement.

Global Scholars Program Overview Windward’s Global Scholars program challenges students to become knowledgeable, compassionate, and active citizens of the world. Through an approved course of study, combined with out of class experiences, students in 10th through 12th grades may pursue their passion for issues and elements of global interdependence in a way that is most relevant to the 21st century. Upon completion of the program, students who earn the Global Scholars Certificate will have demonstrated the knowledge, skills, and habits of mind to participate fully as global citizens.

Program Goals Windward School strives to prepare our students for effective participation in the global community with a program that offers opportunities, both inside of the classroom and out, to learn about different perspectives and cultures while utilizing 21st century skills, such as inquiry, collaboration, communication, leadership, and problem-solving. In doing so, Windward ensures that it remains a welcoming and inclusive community whose graduates are knowledgeable and compassionate citizens of the world.

Student Learning Goals Through completing the Global Scholars Program, Windward students will: •

Exhibit cross-cultural understanding and appreciation of the commonalities and differences between peoples and regions.

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Develop the linguistic, cultural, and technological skills necessary to productively engage with other peoples, cultures, regions, and economies.

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Realize their own place in the world as global citizens through global awareness.

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Demonstrate active service and meaningful practice in the promotion of equity and justice, locally and globally, through community awareness, partnerships, and leadership initiatives.

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Apply critical thinking and problem-solving skills in a variety of contexts in order to effectively confront and address global issues.

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Demonstrate curiosity, adaptability, and initiative in order to be both contributors to and leaders in a global society.

Application Process Admission to the Global Scholars Program is competitive. Not everyone who applies will be accepted. Students will apply for the Global Scholars Program during the second semester of 10th grade. Students must be enrolled in Global Studies Honors and be getting at least a B by the second trimester to be considered for Global Scholars.

Course Requirements Global Studies Honors (10th grade) Senior Global Honors Research Seminar (12th grade) Completion of Level 4 of a World Language One semester course from Global Online Academy or other approved online course 3 additional global credits from the list below taken during 10th, 11th, or 12th grade A 3.3 overall GPA, and a B+ average in Global courses 94

Year Long Courses •

A World Language course beyond Level 4 (4 Honors, Level 5, or AP)

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A second World Language once first language is completed up to Level 4 (i.e. Mandarin)

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AP European History

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Honors Global Economics (11th or 12th grade)

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AP Comparative Government and Politics (12th grade)

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AP Art History (11th or 12th grade)

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Environmental Science (11th or 12th grade)

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AP Statistics (12th grade)

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Wicked Solutions

Upper School Electives (during 8th period - 1⁄2 credit each) •

Why Should We Care? Controversial Issues in Contemporary Society

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Terrorism in the Modern World

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Lead by Example: Goal Setting and Relationship Building

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Model United Nations

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Social Justice and Service Learning

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In the Headlines: Current Issues in Gender Studies

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The War on Art

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Exploring Global Health: Medical Service Learning in Guatemala

Other Courses •

Approved Global Online Academy or other global online course (beyond the required GOA course) (1/2 credit) http://www.globalonlineacademy.org/

Other Requirements •

One two-week immersion experience/trip or two one-week immersion experiences/trips. Hosting an international student in your home can be considered a one-week immersion experience. Volunteering/interning locally in a global organization may also be considered

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Attendance at four global events during grades 10 – 12. Examples include attending a Global Speakers Series, a local global workshop/conference, a cultural event, etc. Approval for the event must be obtained beforehand from the Director of Global Programs and attendance must be documented.

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Participation in a Global Advisory during 11th and 12th grades

STEAM Scholars Program Program Overview Windward School’s STEAM Scholars program is for upper school students with a passionate interest in extended studies in science, engineering, or other technical fields. STEAM challenges motivated students to bridge realworld applications and academic studies in order to enhance their abilities to succeed in the 21st century. Through an approved course of study, combined with out of class experiences, Upper School students may pursue their passion for Science, Technology, Engineering, design Arts, and Mathematics. Upon completion of the program, students who earn the STEAM Scholars Certificate will have demonstrated the knowledge, skills, and habits of mind to pursue further studies and careers in the STEAM fields. Additionally, successful completion of all the program requirements will lead to distinction as a Windward STEAM Scholar on transcripts.

Program Goals Windward School’s STEAM Program strives to inspire joy at the idea of discovery, to create a culture that fosters innovation, and to prepare our students for effective involvement in an increasingly technological society. We engage our students with interdisciplinary courses that incorporate advanced technology-integrated projects, as well as encourage inquiry, integrity, collaboration, creativity, problem-solving, and critical reasoning. Through their challenging experiences in the program, students will:

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Demonstrate critical thinking, curiosity, adaptability, and initiative in order to be both contributors to and influential in a technological society;

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Exhibit an appreciation for the skills and imagination needed to design, create, and utilize advanced technologies;

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Engage in and explore the interconnectedness of the fields of Science, Technology, Engineering, Design Arts, and Mathematics;

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Practice and master the skills necessary to successfully pursue a higher degree in one of the disciplines of Science, Technology, Engineering, and Mathematics;

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Develop as leaders and support one another through collaboration and team building.

Course Requirements Course Requirements (each must be STEAM designated) - Classes of 2016-2017 •

At least 10 STEAM designated course credits in Upper School (1 year = 1 course credit)

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Courses from at least two of the three designations of Technology, Engineering, and Arts

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At least 4 years of lab science courses

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At least 4 years of mathematics (or completion of AP Calculus AB).

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A minimum of B+ in all STEAM designated classes, regardless of regular/AP/honors status. (Exceptions granted by STEAM Director on case by case basis.)

Course Requirements (each must be STEAM designated) - Class of 2018-2019 •

At least 10 STEAM designated course credits in Upper School (1 year = 1 course credit)

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Science: at least 4 years of lab science courses

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Technology: at least ½ credit of STEAM designated Technology course, completion of a geometry course at Windward in 2015-16 or beyond, and/or demonstrated ability in coding via a test of programming skills

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Engineering: at least ½ credit of STEAM designated Engineering course and/or participation in Boeing Internship.

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Arts: at least ½ credit of STEAM designated Arts courses

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Mathematics: at least 4 years of mathematics (or completion of AP Calculus AB).

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A minimum of B+ in all STEAM designated classes, regardless of regular/AP/honors status. (Exceptions granted by STEAM Director on case by case basis.)

STEAM Scholars Other Requirements: •

Maintain an e-portfolio of STEAM work & reflections (see STEAM e-Portfolio document for specifics)

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Attend all Windward STEAM events and monthly meetings (exceptions granted by STEAM Director on case by case basis)

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Participate in STEAM Service Camp, take Exploring Global Health, or complete a 15+-hr community service project with STEAM component. (project must be pre-approved by the STEAM Director & Dean of Experiential Learning)

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Take STEAM Honors Research class, participate in 7-week Boeing Internship, or satisfactorily complete a preapproved 100+ hr STEAM internship or project between March of junior and February of senior years. (see STEAM Culminating Opportunities for details)

STEAM Scholars Program

Entrepreneurship and Innovation Program Overview & Goals At Windward we define entrepreneurship in the same way as the World Economic Forum as “a process that results in creativity, innovation and growth. Innovative entrepreneurs come in all shapes and forms; its benefits are not limited to startups, innovative ventures and new jobs. Entrepreneurship refers to an individual’s ability to turn ideas into action and is therefore a key competence for all” (World Economic Forum, qtd. in Zhao, 2012, p. 3). The Entrepreneurship program seeks to inspire an entrepreneurial spirit in students, it is designed to raise students’ confidence while at the same time develop mental fortitude and flexibility, and it seeks to present students with real world experience and opportunities at solving difficult problems through creative thinking.

Student Learning Goals and Core Values •

Developing creativity, innovation, and collaboration across disciplines.

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Developing an attitude and desire to explore, experiment, innovate, and create

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Developing an understanding that failure is a critical part of the creative process and essential aspect of learning and growth

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Developing a willingness to take responsible risks

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Developing leadership and communication skills through a clear articulation of vision and demonstrating selfmotivation

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Developing perseverance through creative problem solving

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Academic and Co-Curricular Offerings Middle School Curricular Choices, Period 8 Are YOU an Entrepreneur? (7-8) In this class, students learn basics of starting a business and being an entrepreneur. Students learn through class discussions and activities and as well as guest speakers. Students are encouraged to try out their own entrepreneurial ideas during the class, and can participate in Buy it on the Bridge using what they have learned.

Upper School Curricular Choices/Options Periods 1-7: Advanced Algebra with Financial Applications Prerequisite: The completion of Algebra 2/Trigonometry with a passing grade. This course incorporates topics from Algebra, Pre-Calculus, Probability and Statistics, Calculus, and Geometry to solve financial problems that occur in everyday life. Real-world problems in investing, credit, banking, auto insurance, mortgages, employment, income taxes, budgeting, and planning for retirement are solved by applying the relevant mathematics. This course will include extensive use of a graphing calculator, research, partner/small group assignments, projects, and expert speakers.

Wicked Solutions: Identifying, Framing and Solving Complex Problems Wicked Solutions is a fast-paced, inter-disciplinary elective which introduces students to ways of identifying and solving some of the most tenacious problems of the 21st century. In addition to familiarizing students to some of the most current models for contending with the increasingly challenging problems of our world, this class aims to provide students with a platform for developing, sharpening and practicing leadership and collaboration skills. Ultimately, students will learn and practice methodologies designed to yield innovative solutions for virtually any challenge be it entrepreneurial, global, organizational or personal. Much of the work of the class is done in teams and is grounded in research. The final project of the course may, upon approval. Students earn either STEAM or Global credit.

Upper School Electives: Think Differently: Fundamentals of Entrepreneurship (9-12) This class meets the needs of students who may be interested in owning their own business or who are interested in learning about entrepreneurship. During this class students engage in activities and discussions which focus on developing creative solutions to existing problems. The ultimate goal of the course is to help students develop ideas into concrete plans that can be implemented. Throughout the course of this class students will have an opportunity to hear from guest speakers who are entrepreneurs, review cases studies, and participate in activities that will help students experience what itâ&#x20AC;&#x2122;s like to be an entrepreneur. As a culminating activity students may choose to develop a market feasibility study for a new business concept or do an approved project on some aspect of entrepreneurship. This course MAY serves as Â˝ credit STEAM Scholars class, depending on the project chosen.

This course fulfills a full-year math credit and serves as a STEAM Scholars Mathematics class.

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Academic and Co-Curricular Offerings iOS App and Game Design Social Justice and Service Learning (9-12) (9-12) This course is an introduction to game design programming for casual games and focuses on elements that make computer games compelling, from rules and simulated worlds to stories and social experiences. Students develop a broad range of skill sets, from game design to interface design, and learn to use programming technology to effectively bring a video game project for a casual game from concept to completion. The casual gaming course is designed to provide students with design training in a creative environment. By the end of class, students will produce an app game prototype or a complete casual game for Mac, web, and/or mobile platforms, including iPhone, iPod, and iPad app development. This course serves as STEAM Scholars technology ½ credit

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Service learning experiences and volunteering within the local community offer students a unique opportunity to grapple with the concepts of equity and justice. By studying certain issues in depth (education, poverty, immigration), students in this course have the opportunity to gain a deeper understanding of these issues beyond the walls of the classroom. In this course, students are challenged to take their volunteerism to a new level as they strive to connect their work with becoming agents of social change. Service hours earned while in this course can be applied to the graduation requirement.

Middle School Extra Curricular Options •

Buy it on the Bridge

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Middle School Scholars

Upper School Curricular Choices/Options •

Buy it on the Bridge

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Bain Consulting

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The Senior Experience:: Internships, Intensives and Initiatives

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