Curriculum Guide 2017-18 by Windward School

CURRICULUM GUIDE 2017-18

ABOUT THIS GUIDE

WINDWARD’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 Windward’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, cuttingedge 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 Windward’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 shortterm 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 • Completion of Senior Capstone

TABLE OF CONTENTS HISTORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ENGLISH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 MATHEMATICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 SCIENCE AND TECHNOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 WORLD LANGUAGES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 VISUAL & MEDIA ARTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 PERFORMING ARTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 ATHLETICS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 COMMUNICATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 MIDDLE SCHOOL 8TH PERIOD. . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

UPPER SCHOOL ELECTIVES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 SENIOR CAPSTONES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 MIDDLE SCHOOL AFTER-SCHOOL PROGRAMS . . . . . . . . . . . . 100 GLOBAL SCHOLARS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Course Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 STEAM SCHOLARS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Course Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 ENTREPRENEURSHIP AND INNOVATION. . . . . . . . . . . . . . . . . 106 Academic and Co-Curricular Offerings. . . . . . . . . . . . . . . . . . . . . . . 107

COMPLETE COURSE LIST INTRO TO AMERICAN GOVERNMENT (7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRO TO UNITED STATES HISTORY (8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HISTORICAL THINKING (9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WORLD HISTORY 2 (10). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GLOBAL STUDIES HONORS (10). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP EUROPEAN HISTORY (10-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UNITED STATES HISTORY (11). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP UNITED STATES HISTORY (11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP ART HISTORY (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HONORS GLOBAL ECONOMICS (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP COMPARATIVE GOVERNMENT AND POLITICS (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HONORS PSYCHOLOGY (11-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HONORS CAPSTONE: PSYCHOLOGY (12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HONORS CAPSTONE: 20TH CENTURY HISTORY (12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IN THE HEADLINES: CURRENT ISSUES IN GENDER STUDIES (9-12) (8TH PERIOD). . . . . . . . . . . . . . . . . . . MODEL UNITED NATIONS (9-12) (8TH PERIOD). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WHY SHOULD WE CARE? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE SUPREME COURT AND YOUR RIGHTS (9-12) (8TH PERIOD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ENGLISH 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ENGLISH 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ENGLISH 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ENGLISH 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ENGLISH 10 HONORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING WORKSHOP (10). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP LANGUAGE & COMPOSITION (11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP LITERATURE & COMPOSITION (11, 12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ENGLISH 12 HONORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HONORS CAPSTONE: PERSPECTIVES ON WORLD LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CREATIVE WRITING (12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POETRY (12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING WORKSHOP (9) (8TH PERIOD). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING WORKSHOP (10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CREATIVE WRITING: THE LIVING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPEECH & DEBATE (9-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRE-ALGEBRA (7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ADVANCED PRE-ALGEBRA (7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRO TO ALGEBRA (8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ALGEBRA 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ALGEBRA 1 HONORS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GEOMETRY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GEOMETRY HONORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

14 14 14 15 15 15 16 16 16 17 17 17 18 18 18 19 19 19 22 22 22 22 23 23 23 23 24 24 24 24 25 25 25 25 28 28 28 28 28 28 29

ALGEBRA 2/TRIGONOMETRY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ALGEBRA 2/TRIGONOMETRY HONORS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ADVANCED ALGEBRA WITH FINANCIAL APPLICATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP STATISTICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRE-CALCULUS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRE-CALCULUS HONORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CALCULUS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP CALCULUS AB. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP CALCULUS BC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CRYPTOLOGY (8TH PERIOD). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRINCIPLES OF SCIENCE 1 (7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRINCIPLES OF SCIENCE 2 (8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7TH GRADE GAME DESIGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRODUCTION TO PROGRAMMING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8TH GRADE ROBOTICS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MIDDLE SCHOOL 8TH PERIOD CLASSES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FASHIONABLE TECH AND TOYS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FOUNDATIONS OF MAKING AND DESIGN (7TH GRADE ONLY) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE WAY THINGS WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PHYSICS (9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PHYSICS HONORS (9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP PHYSICS C - MECHANICS (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP PHYSICS 2 (11-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHEMISTRY (10). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHEMISTRY HONORS (10). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP CHEMISTRY (11-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BIOLOGY (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BIOLOGY HONORS (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP BIOLOGY (12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BIOLOGICAL ENGINEERING (11-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ENVIRONMENTAL SCIENCE (12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ENGINEER YOUR WORLD (10-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP COMPUTER SCIENCE A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRODUCTION TO COMPUTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOS APP AND GAME DESIGN (9-12) (8TH PERIOD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MECHANICAL ENGINEERING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MAKING AND ENGINEERING DESIGN (8TH PERIOD). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRODUCT DESIGN (8TH PERIOD). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INDEPENDENT STUDY ROBOTICS (8TH OR 8TH/9TH PERIOD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRENCH 1A (MIDDLE SCHOOL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRENCH 1B (MIDDLE SCHOOL). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRENCH 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRENCH 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRENCH 2 HONORS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRENCH 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRENCH 3 HONORS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRENCH 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

29 29 29 30 30 30 30 31 31 31 34 34 34 34 34 34 34 35 35 35 35 35 36 36 36 37 37 37 38 38 38 38 39 40 40 40 41 41 41 44 44 44 44 44 44 45 45 7

FRENCH 4 HONORS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRENCH 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP FRENCH LANGUAGE AND CULTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MANDARIN CHINESE 1A (MIDDLE SCHOOL). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MANDARIN CHINESE 1B (MIDDLE SCHOOL). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MANDARIN CHINESE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MANDARIN CHINESE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MANDARIN CHINESE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MANDARIN CHINESE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 1A (MIDDLE SCHOOL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 1B (MIDDLE SCHOOL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 2 HONORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 3 HONORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 4 HONORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP SPANISH LANGUAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP SPANISH LITERATURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPANISH 5: CULTURAL THEMES IN THE SPANISH-SPEAKING WORLD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7TH GRADE STUDIO ART. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7TH GRADE 3D DESIGN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7TH GRADE PHOTO & VIDEO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7TH GRADE ANIMATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7TH GRADE TV WORKSHOP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDIO ARTS CORE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MEDIA ARTS CORE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDIO ART 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3D DESIGN 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRAPHIC DESIGN 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PHOTOGRAPHY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FILM AND VIDEO 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ANIMATION 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDIO ART 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3D DESIGN 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRAPHIC DESIGN 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PHOTOGRAPHY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FILM AND VIDEO 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ANIMATION 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTERDISCIPLINARY STUDIO 1, 2, 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDIO ART 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3D DESIGN 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FILM AND VIDEO 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ANIMATION 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP STUDIO ART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ANIMATION 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AP ART HISTORY (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

45 45 45 46 46 46 46 46 46 47 47 47 47 48 48 48 48 48 49 49 49 52 52 52 52 52 52 53 53 53 54 54 54 55 55 55 56 56 56 57 57 57 58 58 58 59 59 59

HONORS CAPSTONE: COMBINED VISUAL & PERFORMING ARTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 PRACTICES OF LOOKING (10-12)(PERIOD 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 FILM PRODUCTION (VMA/PA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 MIDDLE SCHOOL DANCE LAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 ADVANCED MIDDLE SCHOOL DANCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 DANCE 2: EXPLORING DANCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 DANCE 3: INTRODUCTION TO THE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 DANCE 4: DESIGNING DANCE AS ART AND PRACTICE (9-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 DANCE COMPANY (9-12)*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 DANCE MASTER CLASS: DANCING AT THE COLLEGE LEVEL (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 MIDDLE SCHOOL CHOIR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 UPPER SCHOOL CHOIR (US PERIOD 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 WINDWARD CHROMATICS (10-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 BEGINNING BAND (7-8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 INTERMEDIATE INSTRUMENTAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 ADVANCED INSTRUMENTAL ENSEMBLE: (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 CHAMBER MUSIC ENSEMBLE (7-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 JAZZ ENSEMBLE (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 ADVANCED JAZZ ENSEMBLE HONORS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 AP MUSIC THEORY (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 JAZZ THEORY (9-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 JAZZ THEORY 1 (PERIOD 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 JAZZ THEORY 2 (PERIOD 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 JAZZ THEORY 3 (PERIOD 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 JAZZ THEORY 4 (PERIOD 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 MIDDLE SCHOOL INTRODUCTION TO THEATER (YEAR-LONG, 7-8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 MIDDLE SCHOOL THEATER CORE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 MIDDLE SCHOOL IMPROV + ON CAMERA ACTING (YEAR-LONG, 7-8) (PERIOD 8). . . . . . . . . . . . . . . . . . 71 MIDDLE SCHOOL MUSICAL THEATER TECHNIQUE + IMPROV (YEAR-LONG, 7-8) (PERIOD 8). . . . . . . . . 72 THEATER 1: THEATER FUNDAMENTALS (YEAR-LONG) (9-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 THEATER 2: THE ACTOR (YEAR-LONG) (10-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 THEATER 3: GENRES AND TECHNIQUES (YEAR-LONG) (11-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 ADVANCED THEATER ENSEMBLE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 PERFORMING ARTS TECHNOLOGY 1 (9-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 PERFORMING ARTS TECHNOLOGY 2 (10-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 UPPER SCHOOL ELECTIVES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 MUSICAL THEATER TECHNIQUE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 TECHNICAL THEATER: IMMERSIVE ENTERTAINMENT (9-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 INTRO TO IMPROVISATIONAL THEATER (PERIOD 8 OR 8/9) (9-10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 ADVANCED IMPROVISATIONAL THEATER (PERIOD 8 OR 8/9) (10-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 HONORS CAPSTONE: COMBINED VISUAL & PERFORMING ARTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 MIDDLE SCHOOL PE (7-8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 MIDDLE SCHOOL DANCE LAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 SPORTS TRAINING (9-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 INDEPENDENT PHYSICAL EDUCATION (9-10). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 DANCE 1 - PE: INTRODUCTION TO THE FUNDAMENTALS OF MOVEMENT (9-12) . . . . . . . . . . . . . . . . . . 78 DANCE 2 - PE: EXPLORING DANCE FUNDAMENTALS THROUGH MULTIPLE MEANS (9-12) . . . . . . . . . . . 79 DANCE 3 - PE: INTRODUCTION TO THE CONTEMPORARY AESTHETIC (9-12). . . . . . . . . . . . . . . . . . . . . . 79 9

DANCE 4 - PE: DESIGNING DANCE AS ART AND PRACTICE (9-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DANCE COMPANY - PE (9-12)*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BROADCASTING AND COMMUNICATIONS WORKSHOP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PUBLICATIONS 1 (10-12) (PERIOD 8/9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PUBLICATIONS 2 (10-12) (PERIOD 8/9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PUBLICATIONS 3 (11-12) (PERIOD 8/9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PUBLICATIONS 4 (12) (PERIOD 8/9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ARE YOU AN ENTREPRENEUR? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BEGINNING STRINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHANGEMAKERS: AN INTRO TO SERVICE LEARNING AND SOCIAL JUSTICE. . . . . . . . . . . . . . . . . . . . . . CREATIVE WRITING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FASHIONABLE TECH AND TOYS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FOUNDATIONS OF MAKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MIDDLE SCHOOL CHOIR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MIDDLE SCHOOL DEBATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MIDDLE SCHOOL IMPROV + ON CAMERA ACTING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MIDDLE SCHOOL MUSICAL THEATER TECHNIQUE + MIDDLE SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . MIDDLE SCHOOL SCHOLARS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCREENWRITING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MS ENGINEERING: THE WAY THINGS WORK (8TH GRADE ONLY). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TV JOURNALISM, MIDDLE SCHOOL EDITION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IN THE HEADLINES: CURRENT ISSUES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MODEL UNITED NATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SOCIAL JUSTICE AND CIVIC ENGAGEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPEECH & DEBATE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE SUPREME COURT AND YOUR RIGHTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WHY SHOULD WE CARE: CONTROVERSIAL ISSUES IN CONTEMPORARY SOCIETY . . . . . . . . . . . . . . . . . CREATIVE WRITING: THE LIVING WORD PROJECT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING WORKSHOP (9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CRYPTOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INDEPENDENT STUDY ROBOTICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRODUCTION TO COMPUTER PROGRAMMING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOS APP AND GAME DESIGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MAKING AND ENGINEERING DESIGN (PERIOD 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRODUCT DESIGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRO TO IMPROVISATIONAL THEATER (9-10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ADVANCED IMPROVISATIONAL THEATER (10-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PERIOD 8+9 TUESDAY) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MUSICAL THEATER TECHNIQUE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TECHNICAL THEATER: IMMERSIVE ENTERTAINMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DANCE MASTER CLASS: DANCING AT THE COLLEGE LEVEL (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JAZZ THEORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JAZZ THEORY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JAZZ THEORY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JAZZ THEORY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JAZZ THEORY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UPPER SCHOOL CHOIR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRACTICES OF LOOKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

79 79 82 82 82 82 82 85 85 85 85 85 85 85 86 86 86 86 86 86 86 89 89 89 90 90 90 90 90 91 91 91 91 91 92 92 92 92 93 93 93 93 93 94 94 94 94 95

INTERDISCIPLINARY STUDIO 1, 2, 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 BROADCASTING AND COMMUNICATIONS WORKSHOP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 THINK DIFFERENTLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 WICKED SOLUTIONS: IDENTIFYING, FRAMING, AND SOLVING COMPLEX PROBLEMS. . . . . . . . . . . . . . . 96 AN INTRODUCTION TO AVIATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 LIVING MINDFULLY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 PUBLICATIONS 1 (10-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 PUBLICATIONS 2 (11-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 PUBLICATIONS 3 (11-12) (PERIOD 8/9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 PUBLICATIONS 4 (12) (PERIOD 8/9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 DESIGN FOR REAL-WORLD PROBLEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 HONORS CAPSTONE: 20TH CENTURY HISTORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 HONORS CAPSTONE: PSYCHOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 HONORS CAPSTONE: COMBINED VISUAL & PERFORMING ARTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 HONORS CAPSTONE: PERSPECTIVES ON WORLD LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 HONORS CAPSTONE: CIVIC ENGAGEMENT AND SOCIAL INNOVATION . . . . . . . . . . . . . . . . . . . . . . . . . 99 ACT: ACTOR. CHARACTER. TEXT. (7-8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 MIDDLE SCHOOL MUSICAL (7-8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 VISUAL ARTS WORKSHOP (7-8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 WINDWARD CONSERVATORY OF MUSIC ENSEMBLE (7-8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 W.R.E.D. (WINDWARD REPERTORY ENSEMBLE OF DANCERS) (7-8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 ARE YOU AN ENTREPRENEUR? (7-8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 ADVANCED ALGEBRA WITH FINANCIAL APPLICATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 WICKED SOLUTIONS: IDENTIFYING, FRAMING, AND SOLVING COMPLEX PROBLEMS. . . . . . . . . . . . . . 107 THINK DIFFERENTLY: FUNDAMENTALS OF ENTREPRENEURSHIP (9-12). . . . . . . . . . . . . . . . . . . . . . . . . . 107 IOS APP AND GAME DESIGN (9-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 SOCIAL JUSTICE AND SERVICE LEARNING (9-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 MIDDLE SCHOOL EXTRACURRICULAR OPTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 UPPER SCHOOL CURRICULAR CHOICES OPTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

HISTORY COURSES

GRADE

WORLD HISTORY 2 AP EUROPEAN HISTORY HONORS GLOBAL STUDIES

WORLD HISTORY 1: HABITS OF HISTORICAL THINKING

INTRODUCTION TO UNITED STATES HISTORY

INTRODUCTION TO AMERICAN GOVERNMENT

GRADE

UNITED STATES HISTORY

HONORS PSYCHOLOGY

AP UNITED STATES HISTORY

AP COMPARATIVE GOVERNMENT & POLITICS

HONORS GLOBAL ECONOMICS

AP ART HISTORY

AP EUROPEAN HISTORY

HONORS GLOBAL ECONOMICS

HONORS PSYCHOLOGY

AP EUROPEAN HISTORY

AP ART HISTORY AP COMPARATIVE GOVERNMENT & POLITICS

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HONORS CAPSTONES

HONORS PSYCHOLOGY 20TH CENTURY HISTORY

HISTORY 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.

UPPER SCHOOL ELECTIVES MODEL UNITED NATIONS

WHY SHOULD WE CARE?:

CONTROVERSIAL ISSUES IN

CONTEMPORARY

IN THE

HEADLINES:

CURRENT ISSUES IN GENDER STUDIES

THE SUPREME

COURT AND YOUR RIGHTS

SOCIETY

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COURSE DESCRIPTIONS Intro to American Government (7)

Intro to United States History (8)

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 students’ concerns as citizens, 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 student’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.

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World History I: Habits of Historical Thinking (9) World History I provides students with an experientially intensive foundation in the study of history in the 21st century. Through this course, students develop an understanding of history on many scales and across the world’s regions. In units that span prehistory to the present, students learn the kinds of questions that historians ask and the methods of inquiry they use to answer them. These essential questions for the course include: How do we know what we know about the past, how do historians use different kinds of tools to understand the past, and as historians, what is our obligation to the past? Students will understand the influence of geography on culture, the social construction of human identity, and the ways in which power is consolidated and contested within and across societies. Ultimately, students begin to understand the forces that define us as humans. The course places a heavy focus on the use of primary source material; students will master the tools necessary for critically reading and analyzing historical sources including written documents, oral accounts, and material culture (such as art and archaeological artifacts). Particular attention is paid to the exercise of historical empathy and the scholarly importance of interpreting cultures “on their own terms.” Students will learn to use the habits of historical thinking to create interpretive arguments and express them through thesis-driven writing, oral presentations, and digital media.

COURSE DESCRIPTIONS World History 2 (10)

Global Studies Honors (10)

AP European History (10-12)

This course 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 studentâ&#x20AC;&#x2122;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.

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 Windwardâ&#x20AC;&#x2122;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 cross-curricular team teaching model; course instructors include 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 inter-dependencies, resource allocation, and the geography of resource utilization. Enrollment is by permission of the department.

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 is by permission of the department. This course serves as a Global Scholars credit.

This course is a prerequisite for the Global Scholars Program.

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COURSE DESCRIPTIONS 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 â&#x20AC;&#x153;Americanâ&#x20AC;? 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)

AP Art History (11-12)

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 is by permission of the department.

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. It is required that students take the AP exam in May. This course serves as a Global Scholars credit.

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COURSE DESCRIPTIONS Honors Global Economics (11-12) Global Economics is an introduction to macroeconomics and international economics. By the end of the year you will gain a basic understanding of how both the U.S. and global economic systems work. Some of the big questions weâ&#x20AC;&#x2122;ll grapple with in this class include: - What are the causes of longand short-term economic growth? - What causes economic dow turns (recessions, depressions)? - Why are there economic inequalities both within cou tries and between countries? - What role do governments play in regulating economic life? We certainly wonâ&#x20AC;&#x2122;t always be able to provide definitive answers to all these questions. But by the end of the year you will understand the views of mainstream economists on these questions as well as the debates that exist between economists on issues that are still in contention. And you will leave the class with a new set of analytical tools that will help you better understand the world and allow you to engage in an educated conversation about some of the important economic issues of our times. This course serves as a Global Scholars credit.

AP Comparative Government and Politics (11-12) 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. Students registered in Advanced Placement classes must take the Advanced Placement exam. Enrollment is 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 behavioral 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 semester-long, 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.

This course serves as a Global Scholars credit. Eleventh graders wishing to enroll must seek the permission of the instructor. Global Scholars Program.

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COURSE DESCRIPTIONS UPPER SCHOOL ELECTIVES: Honors Capstone: Psychology (12) The Honors Capstone in Psychology provides an opportunity for students currently enrolled in Honors Psychology and with strong interests in psychological research to build on those concepts to deepen their understanding of a specific field of study. Participants will engage in a multi-disciplinary approach that explores the ways an understanding of theoretical research in psychology can facilitate individual growth and social transformation. This course satisfies the Capstone requirement.

Honors Capstone: 20th Century History (12)

In the Headlines: Current Issues in Gender Studies (9-12) (8th Period)

The Honors Capstone in 20th Century History introduces students to a specialized course of study in history during the 20th and 21st centuries. The course is not a survey of history in this time frame; rather, the students examine an aspect of the era that is often only briefly discussed (or omitted altogether) in their prior course of study. Sample topics covered in past years include the depiction of history through mass media, the growth of the federal government and presidential power, foreign policy outlook, and the tendency toward conspiracy thinking. The class work consists of discussions, readings, and some lectures.

At most universities, there are exciting courses taught in Gender Studies departments. 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.

The courseâ&#x20AC;&#x2122;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 LAPLâ&#x20AC;&#x2122;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 develop their argument through drafts. The final 20-page paper is due in April, and the course culminates in a formal presentation of the studentâ&#x20AC;&#x2122;s work to the school community after Spring Break. This course satisfies the Capstone requirement.

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This course serves as a Global Scholars credit.

COURSE DESCRIPTIONS Model United Nations (9-12) (8th Period) 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 (MUN) 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.

Why Should We Care? Controversial Issues in Contemporary Society (9-12) (8th Period) 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) (8th Period) 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.

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ENGLISH COURSES GRADE

GRADE

ENGLISH 7

GRADE

ENGLISH 8

GRADE

ENGLISH 10 HONORS ENGLISH 10

ENGLISH 9

AP ENGLISH LITERATURE

HONORS ENGLISH 12

AP LANGUAGE & COMPOSITION

AP ENGLISH LITERATURE

SENIOR ELECTIVES

UPPER SCHOOL ELECTIVES CREATIVE WRITING: THE LIVING WORD PROJECT

SPEECH AND DEBATE

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WRITING WORKSHOP

CREATIVE WRITING POETRY

HONORS SENIOR CAPSTONE

PERSPECTIVES ON WORLD LITERATURE

ENGLISH

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 â&#x20AC;&#x2122;n 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 in listening and speaking.

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COURSE DESCRIPTIONS English 7

English 8

English 9

The 7th 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 time-management skills, to strategies for effective reading comprehension and the fundamentals of analytical writing. The 7th Grade curriculum includes intensive study of both vocabulary and grammar, and—as in all of Windward’s English courses—we pursue an individualized, student-centered approach in the classroom. The course also offers students an opportunity to develop literary-analysis 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 8th 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 9th 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.

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English 10 Reading, thinking, speaking, writing are the foundations of 10th 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 classmates’ 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.

COURSE DESCRIPTIONS English 10 Honors

AP Language & Composition (11)

AP Literature & Composition

In English 10 Honors, 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 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 & Composition 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.

Writing Workshop (10) Writing Workshop for 10th Graders must be taken concurrently with Independent PE. This class 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.

(11, 12)

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COURSE DESCRIPTIONS SEMESTER CLASSES: English 12 Honors 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 university-level 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 and multimedia presentations and hone essential skills in speaking and active listening through Harkness discussions. Throughout the course, students reflect on their own learning, becoming more self-aware, successful, and independent as learners.

Honors Capstone: Perspectives on World Literature The Honors Capstone in English provides an opportunity for students to pursue a particular passion in the field and engage in a year-long study of world literature and criticism, culminating in the writing and presentation of an original research essay to the Windward community. The primary goals of the English Capstone are university-level experience and proficiency to mastery in sustained inquiry, depth of study, critical thinking, close reading, synthesis, research writing, and oral rhetoric. The texts of the course will center on the philosophical concept of “ontology” (being), focusing on the essential questions: Who are we? Why are we here? How do we explain our existence and our reality? Students will deepen and expand their understanding of world cultures and of literature as a field by reading both ancient and modern texts from across the world (Latin America, Europe, Africa, and Asia) and will gain university-level experience in literary studies. Working closely with their teacher, they will generate their own areas of interest, springing from work they do in the first semester of the course, and may pursue a literary focus of their own design (focusing on certain texts, authors, or places). Research will include literary criticism and the application of critical lenses (e.g. a Marxist, feminist, or psychoanalytic lens), and the paper will incorporate other voices as well as the student’s own. This course satisfies the Capstone requirement.

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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.

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.

COURSE DESCRIPTIONS UPPER SCHOOL ELECTIVES: Writing Workshop (9) (8th Period) 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.

Writing Workshop (10) Writing Workshop for 10th Graders meets concurrently with Independent PE. This class supports 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.

Creative Writing: The Living Word Project (9-12) (8th Period)

Speech & Debate (9-12) (8th Period or 8th/9th periods)

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 & 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 & 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.

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MATHEMATICS COURSES

CALCULUS

PRE-ALGEBRA

INTRO

ALGEBRA

TO ALGEBRA

GEOMETRY

ALGEBRA 2 TRIG

PRECALCULUS AP CALCULUS AB

ACCELERATED PRE-ALGEBRA

AP CALCULUS AB ALGEBRA

HONORS

GEOMETRY

HONORS ALGEBRA 2 TRIG

HONORS PRECALCULUS AP CALCULUS BC

OTHER UPPER SCHOOL COURSES AP STATISTICS (with approval)

FINANCIAL

APPLICATIONS

(Can be taken anytime after Algebra 2/Trigonometry)

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US ELECTIVE CRYPTOLOGY

MATHEMATICS

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 students’ 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 Windward’s Registrar and pass Windward’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, have current teacher’s recommendation, and obtain permission of the Math Department Chair. We encourage students and families to embrace the Growth Mindset, especially when faced with difficulty in a particular class. For more information and resources specifically related to math, check out: https://www.youcubed.org/ and https://www.amazon.com/ gp/withmathican

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 (four years are strongly recommended) of college preparatory mathematics, which include Algebra 1, Algebra 2, and Geometry.

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COURSE DESCRIPTIONS Pre-Algebra (7)

Intro to Algebra (8)

This course reviews and expands upon fundamental arithmetic skills. Students develop number sense and learn mathematical vocabulary. They also focus on computational accuracy. Topics include whole numbers, integers, fractions, 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 and use several online programs to better individualize instruction in the course.

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. Students use several online programs to better individualize instruction in the course. In addition, students are introduced to the effective use of the calculator.

Advanced 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 Pre-Algebra 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 recommendation of the department.

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Algebra 1 Honors

Prerequisites: Accelerated Pre-Algebra or its equivalent and recommendation of the department. 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.

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 multistep equations and inequalities, exponents, polynomials, factoring, graphs, linear equations, systems of equations, rational expressions, radicals, functions, and quadratic equations. This course emphasizes the connections among the visual, verbal, written, and real-world representations of mathematics. 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.

Geometry

Prerequisite: A student must have earned a passing grade in Algebra I. 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. Geometerâ&#x20AC;&#x2122;s Sketchpad and manipulatives are used to investigate certain concepts and computer coding plays a role in developing studentsâ&#x20AC;&#x2122; logical reasoning skills. In addition, a review of basic algebra skills is incorporated throughout the course to assure the studentsâ&#x20AC;&#x2122; 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.

COURSE DESCRIPTIONS Geometry Honors

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

Prerequisite: A student must have earned a passing grade in Geometry. 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 problem-solving tool is a significant part of the course.

Algebra 2/Trigonometry Honors

Prerequisites: The completion of Geometry Honors with a grade of “B” or better, or recommendation of the department. 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 Algebra 1 is undertaken, which 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, and 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. Emphasis is placed 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 problem-solving tool is a significant part of the course.

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, 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 includes extensive use of a graphing calculator, research, partner/small group assignments, projects, and expert speakers. This course serves as a STEAM Scholars Mathematics class.

This course serves as a STEAM Scholars Mathematics class.

This course serves as a STEAM

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COURSE DESCRIPTIONS AP Statistics

Prerequisites: The completion of Algebra 2/Trigonometry and recommendation 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.

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Pre-Calculus

Prerequisites: The completion of Algebra 2/Trigonometry with a grade of “B-” or better, or recommendation 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 serves as a STEAM Scholars Mathematics class.

Pre-Calculus Honors

Prerequisites: The completion of Algebra 2/Trigonometry Honors with a grade of “B” or better, or recommendation of the department. 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, rational, logarithmic, and trigonometric functions, conic sections, Trigonometry, sequences and series, and probability, time permitting. Limits, optimization, and rate of change are also introduced. Using a graphing utility 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.

Calculus

Prerequisites: The completion of Pre-Calculus with a grade of “B” or better, or recommendation of the department. 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 many of the same topics as AP Calculus AB, but in a less rigorous fashion. 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.

COURSE DESCRIPTIONS ELECTIVES

AP Calculus AB

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

AP Calculus BC

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

Cryptology (8th Period)

Prerequisite: The completion of Algebra 1 or Algebra 1 Honors. Open to 9th-12th Graders. Cryptology is the study of secret writing such as codes and ciphers. Students learn to write messages using different codes such as the Caesar shift, monoalphabetic substitution, the Vigenère cipher, the Enigma machine, and more modern techniques including digital encryption and RSA public key cryptography. Some of the math used includes topics not explored in other math classes such as Modular Arithmetic, Matrices, and the Binary and Hexadecimal number systems. Students learn how to attack and decrypt messages using techniques such as frequency analysis and cribbing. The course also examines the use of cryptology in literature and movies and culminates in an on-campus scavenger hunt.

This course serves as a STEAM Scholars Mathematics class.

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SCIENCE AND TECHNOLOGY COURSES GRADE

GRADE

PRINCIPLES OF SCIENCE I

GRADE

PRINCIPLES OF SCIENCE 2

GRADE

BIOLOGY

AP CHEMISTRY*

ENGINEER HONORS BIOLOGY YOUR WORLD

HONORS CHEMISTRY

AP CHEMISTRY*

ENGINEER YOUR WORLD

HONORS PHYSICS

GRADE

CHEMISTRY

PHYSICS

BIOLOGICAL ENGINEERING

AP PHYSICS 2*

AP COMPUTER SCIENCE A

AP PHYSICS C*

* denotes class with

math level requirements

BIOLOGY HONORS BIOLOGY AP BIOLOGY AP PHYSICS 2*

INTRODUCTION

AP PHYSICS C* ENVIRONMENTAL SCIENCE

AP COMPUTER SCIENCE A

MAKING &

INTRODUCTION TO COMPUTER

ENGINEERING DESIGN

PROGRAMMING

ADVANCED

PRODUCT DESIGN

IOS APP AND

ENGINEERING

INDEPENDENT

MECHANICAL

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INNOVATIVE DESIGN FOR REAL-WORLD PROBLEMS

TO MECHANISMS & MACHINES

PRINCIPLES

STUDY ROBOTICS

HONORS STEAM RESEARCH ENGINEER YOUR WORLD

HONORS CAPSTONE

UPPER SCHOOL ELECTIVES

BIOLOGICAL ENGINEERING

GAME DESIGN

SCIENCE AND TECHNOLOGY

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 problembased 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 of a 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).

MIDDLE SCHOOL ELECTIVES 7TH GRADE

GAME

MIDDLE SCHOOL 8TH PERIOD THE WAY

ROBOTICS

DESIGN

THINGS WORK

8TH GRADE

INTRODUCTION TO

FOUNDATIONS

ROBOTICS

PROGRAMMING

FASHIONABLE TECH & TOYS

OF MARKETING & DESIGN

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COURSE DESCRIPTIONS MS ELECTIVES (CAN BE 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) 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.

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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.

7th Grade Game Design (Spring Semester) In this one-semester course, students learn the basics of making video games with a variety of easyto-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.

Introduction to Programming (Fall Semester) 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.

8th Grade Robotics (Spring Semester) Eighth Grade Robotics is a mathematics, science, and technology integrated 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 the robots using RobotC.

Middle School 8th Period Classes Fashionable Tech and Toys In Fashionable Tech and Toys, students will combine art and technology to create new clothing and toys to own and share. Students will learn new skills in art, coding, and electronics to create a variety of projects throughout the year. Projects may include flashing jewelry, lightup sneakers, DIY Zhu Zhu pets, and much more.

COURSE DESCRIPTIONS Foundations of Making and Design (7th Grade Only) In Foundations of Making and Design, we will learn how to use a variety of tools and technologies to make…. 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. and probability, time permitting. Limits, optimization, and rate of change are also introduced. Using a graphing utility 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.

The Way Things Work (8th Grade Only) In The Way Things Work, we will be constructing unique mechanisms in order to maximize solutions to both common and ridiculous problems in a competitive and fun atmosphere. This engineering course will focus on the design process by means of thorough documentation of design and testing of prototypes. We will learn the history and implementation of engineering strategies seen in today’s world and use those strategies to augment our own building. We will build things, break things, and build them better still, but most of all we will have fun through engineering both in teams and as individuals.

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 students’ own everyday experiences. Motion, waves, radioactivity, magnetism, matter, and structure of the atom are studied. This course serves as STEAM Scholars Lab Science class.

Physics Honors (9) Prerequisites: Algebra 1 and departmental recommendation Similar to the Physics course, Physics Honors 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 designed to prepare students in sciences for a three- to four-year sequence of Honors and Advanced Placement classes.

AP Physics C - Mechanics (11-12) Corequisites: AP Calculus (AB or BC) and departmental recommendation In keeping with the College Board’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 in-depth, 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, Newton’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. This course serves as a STEAM Scholars Lab Science class.

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COURSE DESCRIPTIONS AP Physics 2 (11-12)

Prerequisites: Algebra 2/ Trigonometry 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 a STEAM Scholars Lab Science class.

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Chemistry (10) 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. This course serves as a STEAM Scholars Lab Science class.

Chemistry Honors (10)

Prerequisites: Successful completion of Physics Honors or departmental recommendation 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. This course serves as a STEAM Scholars Lab Science class.

COURSE DESCRIPTIONS AP Chemistry (11-12)

Prerequisites: Algebra 2/Trigonometry and departmental recommendation 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 2/Trigonometry as a minimum. This course serves as a STEAM Scholars Lab Science class.

Biology (11-12) 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. Problem-solving 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. This course serves as a STEAM Scholars Lab Science class.

Biology Honors (11-12)

Prerequisites: Successful completion of Chemistry Honors and/or departmental recommendation 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. Problem-solving 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. The Honors course covers the same general material as the regular Biology course; however, the material is covered more rapidly, in greater depth, and students are expected to demonstrate a greater mastery of the material presented. The Honors course also incorporates and utilizes more mathematics than the regular course. Biology fulfills lab science requirements. This course serves as a STEAM Scholars Lab Science class.

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COURSE DESCRIPTIONS AP Biology (12)

Prerequisites: successful completion of Chemistry Honors, Biology Honors, and/or 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 a 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 a STEAM Scholars Engineering or Lab Science class, but not both.

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Environmental Science (12)

Prerequisite: completion of Biology 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 a STEAM Scholars Lab Science class. This course serves as a Global Scholars credit.

Engineer Your World (10-12)

Prerequisites: successful completion of Physics or Physics Honors 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: 1) creating a 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 a STEAM Scholars Engineering class.

COURSE DESCRIPTIONS AP Computer Science A Prerequisite: Algebra 2/Trigonometry 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 a STEAM Scholars Technology class.

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COURSE DESCRIPTIONS UPPER SCHOOL ELECTIVES: Introduction to Computer Programming (9-12) (8th Period)

iOS App and Game Design (9-12) (8th Period)

Mechanical Engineering Principles: (8th Period)

This course offers students a broad understanding of procedural and object-oriented computer programming geared toward 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 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.

Prerequisite: Physics or Honors Physics This course explores key principles of mechanical engineering through the lens of mechanisms for movement and mobility. Center of mass, gearing, and linkages are a few of the topics developed through the combination of small build challenges and independent design projects. The VEX robotics platform and arduino control system will be used to develop and articulate concepts.

This course serves as a STEAM Scholars Technology class.

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This course serves as a STEAM Scholars technology class.

This course serves as a STEAM Scholars engineering class.

COURSE DESCRIPTIONS Making and Engineering Design (8th Period) In this course, students 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. This course serves as a STEAM Scholars engineering class.

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

Independent Study Robotics (8th or 8th/9th Period) In this course, students work with a mentor to conceive an original and independent robotics project. The subject matter moves beyond the material covered in the previous engineering modules and the VEX and FRC robotics teams. During the course of the year, students research a 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 a STEAM Scholars engineering or technology class depending on project

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WORLD LANGUAGE COURSES

FRENCH 1A, 1B 2

HONORS 2

HONORS 3

HONORS 4

AP FRENCH

MANDARIN

1A, 1B

SPANISH

1A, 1B

5 2

HONORS 2

HONORS 3

HONORS 4

AP SPANISH LANGUAGE AP SPANISH

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LITERATURE

WORLD LANGUAGES

PHILOSOPHY AND PLACEMENT World language students at Windward will be proficient communicators—in various formats and registers—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 teacher’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. Alternatively, 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.

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COURSE DESCRIPTIONS French 1A (Middle School)

French 1

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; it also 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, dining out, running errands, telling time, nationality, and travel. 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; it also 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 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 are expected to write longer and more well-developed paragraphs/essays.

French 2

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.

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; it also exposes students to Francophone culture. The course is

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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 participat-

French 2 Honors

French 3

Prerequisite: French 2 or placement test

COURSE DESCRIPTIONS French 3 Honors

Prerequisite: French 2 and departmental recommendation or French 2 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.

French 4

Prerequisite: French 3 or placement test French 4 emphasizes conversation, reading, and writing. Texts survey French history, culture, and literature from prehistory 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 4 Honors

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

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 uses 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.

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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 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 Chinese-speaking 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.

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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 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 upper-level study. Students 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.

Mandarin Chinese 4

Prerequisite: Mandarin Chinese 3 or placement test Mandarin 4 helps students further develop their linguistic and cultural competence in Mandarin Chinese. Students have an opportunity to develop their four language proficiency skills in listening, speaking, reading, and writing in the intermediate range. In dealing with texts, students are guided to interpret, narrate, describe, and discuss topics ranging from personal experience to community events. Students further explore topics including the Chinese holiday celebrations, education and school life, food, pop culture, travel and transportation, sports, and China economics. Students are also exposed to Chinese traditional culture such as calligraphy, paper cutting, poetry, movie, literature, etc. Students continue to learn characters in simplified forms.

COURSE DESCRIPTIONS Spanish 1A (Middle School)

Spanish 1

This course introduces students to the Spanish language and the culture of the Hispanophone world and is designed for students with 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. 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 includes 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.

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; it also 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

Spanish 2

Prerequisite: Spanish 1B, Spanish 1, or placement test A continuation of Spanish 1, this course emphasizes grammatical structures and simultaneously develops reading and listening skills. More advanced speaking activities and short compositions are integrated during the second trimester.

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; it also exposes 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.

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COURSE DESCRIPTIONS Spanish 2 Honors

Prerequisite: Spanish 1B and departmental recommendation, Spanish 1 and departmental recommendation, 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.

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.

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Spanish 3 Honors

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

Spanish 4

Prerequisite: Spanish 3 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.

Spanish 4 Honors

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.

COURSE DESCRIPTIONS AP Spanish Language

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 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.

AP Spanish Literature

Prerequisite: AP Spanish Language and/or permission of the department Conducted entirely in Spanish, this course emphasizes the formal study of Peninsular Spanish, Latin American, and U.S. Hispanic literature through the meaningful integration of historical, aesthetic, and contemporary cultural contexts. This approach enables students to make interdisciplinary connections and hone their knowledge of the various Spanish-speaking world cultures. Students enhance their language skills and studies of canonicity, semiotics, deconstruction, and other aspects of literary theory by exploring different forms of art and cultural products in order to relate the intention of the authors to their artistic expression. By furthering the study of social, philosophical, and geopolitical issues and events, students make contextual connections across genres, disciplines, and time periods while developing collegiate critical reading, analytical writing, and research skills.

Spanish 5: Cultural Themes in the Spanish-Speaking World

Prerequisite: Spanish 4 with departmental recommendation or placement test, Spanish 4 Honors with departmental recommendation, AP Spanish Language with departmental recommendation This course focuses on the importance of the Spanish culture and its significant contributions from early colonization to the 21st century. By integrating language studies and interdisciplinary cultural studies, students examine history, literature, arts, music, film, and contemporary issues in order to enhance their understanding of the nuances that shape the products, perspectives, and the daily life of the Spanish-speaking world.

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VISUAL & MEDIA ARTS COURSES GRADE

GRADE

LEVEL

7TH GRADE STUDIO ART

STUDIO ARTS CORE

7TH GRADE 3D DESIGN

MEDIA ARTS CORE

STUDIO ART 1 3D DESIGN 1 GRAPHIC DESIGN 1 PHOTOGRAPHY 1

7TH GRADE PHOTO & VIDEO

FILM & VIDEO 1 ANIMATION 1

7TH GRADE ANIMATION MS TV WORKSHOP

LEVEL

STUDIO ART 2

STUDIO ART 3

AP STUDIO ART

3D DESIGN 2

3D DESIGN 3

ANIMATION 4

GRAPHIC DESIGN 2 PHOTOGRAPHY 2

FILM & VIDEO 3

INTERDISCIPLINARY STUDIO 3

FILM & VIDEO 2

ANIMATION 3

AP ART HISTORY

INTERDISCIPLINARY STUDIO 2

ANIMATION 2 INTERDISCIPLINARY STUDIO 1

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HONORS CAPSTONES

COMBINED VISUAL & PERFORMING ARTS

VISUAL & MEDIA ARTS

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 9th-12th 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.

UPPER SCHOOL ELECTIVES INTERDISCIPLINARY STUDIO 1, 2, 3

PRACTICES OF LOOKING

FILM PRODUCTION

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COURSE DESCRIPTIONS MIDDLE SCHOOL COURSES GRADE 7, SEMESTER COURSES (Offered either one or both semesters pending student sign-ups)

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 in the class consider art and design objects in the round and in the spaces they are presented. Students are asked to pull inspiration from the physical features of their world and apply it to their own design projects. Students also learn to discuss their work and the work of their peers through a basic critique structure.

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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 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 Animation This course is designed for students to explore the foundations of computer animation. Students learn the basics of animation including timing, key frames, and tweeting to create short 2D and 3D animations. Students study the importance of sound in storytelling and create audio stories and sound designs within their animations.

7th Grade TV Workshop This course is an introduction to television production. Students will learn the ins and outs of video news gathering and video field production, and how to shoot, edit, and present their short films. Projects include an interview on campus, a commercial parody, and a location shoot. Whether productions are documentary or scripted, this focus is 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 covers the basics of drawing and composition, essential preparation for any discipline in the visual arts. The photography section introduces students to the essentials of digital photography and its post-production, focusing on composition and still-image storytelling. The 3D design section introduces students to spatial problem-solving with attention to volume, weight, scale, and materials, using 3D modeling software as well as traditional materials and techniques. The purpose of the foundation is to promote interdisciplinary thinking among our students, but also to ensure that all students entering Upper School

COURSE DESCRIPTIONS Media Arts Core This foundation course is designed for 8th and 9th Grade students to explore the basics of the media arts, including sound, photography, video, and animation. In the sound section, students 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 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 learn 2D, 3D, hand-drawn, and digital animation techniques. Students 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 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 “art,” but rather to allow students the opportunity to enrich their intellectual and analytical expertise when consuming and critiquing their visual output and environment. As a result, their confidence regarding the production of art increases. 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.

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. They also explore traditional 3D art-making practices. Through this, 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 a STEAM Scholars Arts class.

Required Materials: - Moleskine Watercolor Album Sketchbook, cold-pressed 135 lb. paper, 8½ x 12 inches, hardbound - 4 Uniball Vision Elite ballpoint pens

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COURSE DESCRIPTIONS Graphic Design 1

Photography 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

This course is an introduction to the concepts and techniques of analog and digital photography. Students learn extensive internal camera operations, analog darkroom processes and digital workflow and editing. Students investigate the basic genres of photography through major projects and assignments, including landscape, fabrication, portraiture, abstraction, 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 projects are supplemented by lectures, slide shows, demonstrations with alternative processing, visiting artists, and trips to local photography shows at galleries and museums. Students create portfolios by documenting their analog work and creating their own websites. Students also learn how to integrate digital and analog processes and materials. Required Materials: - 35mm analog SLR camera with a 50mm lens, or equivalent - 35mm digital SLR camera with 50mm lens, or equivalent - 2-3 boxes of analog photographic paper, 100 sheets per box - 12-18 rolls B&W film - 1-2 boxes of inkjet paper, 50 sheets per box - Archival Safety Binder with Rings - Portable hard drive, 100 GB minimum

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Film and Video 1

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 screenings 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.

COURSE DESCRIPTIONS LEVEL 2/GRADES 10-12 Animation 1

Prerequisite: Media Arts Core, Studio Arts Core, or Media Arts 1 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, hand-drawn, 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.

Studio Art 2

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; critical thinking and verbal articulation is encouraged in regular critiques and discussions.

3D Design 2

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 a STEAM Scholars Arts class.

This course serves as a STEAM Scholars Arts class.

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COURSE DESCRIPTIONS Graphic Design 2

Photography 2

Prerequisite: Graphic Design 1

Prerequisite: Photography 1

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, help students gain a greater appreciation for the relevance of design in their lives.

In this course, students will be introduced to more advanced techniques in analog and digital processes, gaining a deeper understanding of the technical and material foundations of each. Students are presented with a variety of projects which are meant to challenge their creative thinking, conceptual development, and visual storytelling skills, encouraging them to develop a more mature personal voice. Course projects are supplemented by lectures, editing demonstrations, slideshows, visiting artists, and trips to local photography shows at galleries and museums. Students will continue to manage their functional and comprehensive digital portfolios by continuing to document and upload their analog work and adding their digital projects to create their own websites for their photographs. Regular critiques and writing assignments encourage students to develop their observational and analytical skills with photography and the greater visual culture.

Required Materials: - Portable Hard Drive, 100GB minimum This course serves as a STEAM Scholars Arts class

Required Materials: - 35mm analog SLR camera with a 50mm lens, or equivalent - 35mm digital SLR camera with 50mm lens, or equivalent - 2-3 boxes of analog photographic paper, 100 sheets per box - 12-18 rolls B&W film - 1-2 boxes of inkjet paper, 50 sheets per box - 13”x19”x2” Portfolio box - Portable hard drive, 100 GB minimum This course serves as a STEAM Scholars Arts class.

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Film and Video 2

Prerequisite: Film and Video 1 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 indepth use of equipment, including light kits and external microphones, and more advanced editing techniques, including compositing and color correction. This course serves as a STEAM Scholars Arts class.

COURSE DESCRIPTIONS LEVEL 3/GRADES 11-12 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 a STEAM Scholars Arts class.

Interdisciplinary Studio 1, 2, 3 (Tuesday, Periods 8&9: 1:55-3:30 Thursday, Period 8+: 2:10-4:00)

Corequisites: Any Visual and Media Arts class; participation in only one Windward team sport season. NOTE: This course is NOT available to students enrolled in AP Studio Art. This course is designed for passionate visual art students who wish to explore their 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 creative exercises, and providing feedback regarding ideas, planning, technical skills, and execution. The works created can be used for portfolio 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 made during this class time. This class meets during the extracurricular Periods 8 and 9.

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.

This course earns a full class credit.

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COURSE DESCRIPTIONS 3D Design 3

Prerequisite: 3D Design 2 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. This course serves as a STEAM Scholars Arts class.

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Film and Video 3

Prerequisite: Film and Video 2 Advanced Film students continue to build upon their coursework from Film and Video 1 and 2. Six short film projects are required, including the silent film and documentary, as well as continued viewing and short position papers on classic films. Students will develop a portfolio, or â&#x20AC;&#x153;reel,â&#x20AC;? as well as developing a more personal creative voice. Advanced film students will get to explore more non-linear/non narrative filmmaking and different ways of distributing film(s). An extensive research paper concerning a particular genre, film movement, or historical time period (Film Noir, Technicolor, HUAC, etc.) is included. This course serves as a 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. This course serves as a STEAM Scholars Arts class.

COURSE DESCRIPTIONS LEVEL 4/GRADE 12 AP Studio Art

Prerequisite: Studio 3, 3D Design 3, Graphic Design 2, or Photography 2 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 12 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.

Animation 4

Prerequisite: Animation 3 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 four years of their animation work to be used for college applications and animation contests. This course serves as a STEAM Scholars Arts class.

AP Art History (11-12) This course prepares students for the AP Art History Exam in May. It is designed to offer highly motivated secondary school students the same material as that provided by a comprehensive introductory college course in art history. AP Art History students examine major forms of artistic expression from the ancient world through the present from a global perspective. They learn to analyze works of art within their historical and cultural contexts, articulate what they see and experience in a meaningful way, understand â&#x20AC;&#x153;big ideasâ&#x20AC;? behind cultural shifts in artistic practices, and how these shifts are examples of evolving ideas in politics, philosophy, economics, religion, social structures, and aesthetics. Coursework is supplemented with visits to local galleries and museums such as LACMA, the Getty, the Broad, the Weisman Foundation, and the Norton Simon Museum. This course serves as a Global Scholars credit.

This course serves as a STEAM Scholars Arts class.

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COURSE DESCRIPTIONS Honors Capstone: Combined Visual & Performing Arts (Mondays, 2:10 - 4:10, with 2 more hrs. TBD) Enrollment with permission of the instructors only The Combined Visual and Performing Arts Capstone is a collaborative class that incorporates music, dance, theater, and visual Studio Arts components such as 2D projections, sculpture, costume design, and lighting. Students with interest in each discipline will work together to create and produce a short culminating performance/ event with original content highlighting their individual strengths and interests, as well as demonstrating creative collaboration and exploration. Performing and VMA faculty, along with guest artists, will assist students through critical feedback, rehearsal visits, design integration and performance preparation. This course will meet once per week on Thursday afternoons from 2 p.m.- 6 p.m. The class is open to all Seniors; no prerequisites are required.

Upper School Electives: Interdisciplinary Studio 1, 2, 3 (Period 8/9)

Corequisites: Any Visual and Media Arts class; participation in only one Windward team sport season. NOTE: This course is NOT available to students enrolled in AP Studio Art This course is designed for passionate visual art students who wish to explore their 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 creative exercises, and providing feedback regarding ideas, planning, technical skills, and execution. The works created can be used for portfolio 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 made during this class time. This class meets during the extracurricular Periods 8 and 9. This course earns a full class credit.

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Practices of Looking (10-12) (Period 8) Images and visual representations of all types shape the way we think about ourselves, others, our culture, and the world. This course is concerned with images presented through all types of media, including paintings, prints, photographs, film, television, video, advertisements, news images, science images, the Internet, social media, and gaming. We will seek to understand how we make meaning from images and what roles images play in our our daily lives.

COURSE DESCRIPTIONS Film Production (VMA/PA Period 8 + 9 Tuesday) (9-12) This Period 8/9, half-credit course will bring together performers from the Performing Arts Department and filmmakers from the Visual and Media Arts Department to create a complete short-narrative film. Over the course of the school year, for 2+ hours per week, these students will work through every stage of the filmmaking process: ideation, treatment writing, pitching, script writing, storyboarding, rehearsing, production management, set and costume design, shooting, sound design, performance, editing, and scoring. Performers and filmmakers will work together and separately during various stages of the production. The performers will receive instruction in the techniques of acting on camera, as well as audition techniques and preparation, and the creation of an acting reel. Performers will collaborate with the filmmakers on ideation, treatment, script writing, and shooting, but will also have time to further develop their craft and reel while the film is in post-production. With performers and filmmakers working both separately and together, and the variety of skill sets required to teach both, this course will require two faculty. In addition, this is an excellent opportunity to bring in visiting artists and guests from the film industry to inspire and challenge our most eager filmmaking students.

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PERFORMING ARTS COURSES PERFORMING ARTS CORE: DANCE, THEATER, MUSIC

VOCAL MUSIC

DANCE MS DANCE LAB

MS CHOIR (PER. 8)

ADVANCED MS DANCE (7-8)

US CHOIR (PER. 8)

DANCE 1, 2, 3, 4 (9-12) DANCE COMPANY (A/I, 9-12)

INSTRUMENTAL MUSIC

TECHNICAL THEATER

WINDWARD CHROMATICS

THEATER

BEGINNING BAND (7-8)

PERFORMING ARTS TECHNOLOGY 1

MS INTRO TO THEATER

INTERMEDIATE INSTRUMENTAL ENSEMBLE (7-8)

PERFORMING ARTS TECHNOLOGY 2

MS THEATER CORE

ADVANCED INSTRUMENTAL ENSEMBLE: THE PIONEER BAND (7-12) JAZZ ENSEMBLE (7-12) HONORS ADVANCED JAZZ ENSEMBLE (A/I, 9-12) CHAMBER MUSIC ENSEMBLE (7-12) AP MUSIC THEORY 62 56

US VOCAL WORKSHOP

THEATER 1: INTRO TO THEATER THEATER 2: THE ACTOR

HONORS CAPSTONES

COMBINED VISUAL & PERFORMING ARTS

THEATER 3: SCENE STUDY AND TEXT ANALYSIS FOR THE ACTOR ADVANCED THEATER ENSEMBLE

PERFORMING ARTS 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 that are available either via audition or invitation. Questions about enrollment in these classes should be directed either to the area heads 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 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. Please refer to the individual course description for more information and clarification.

REQUIREMENTS For graduation, Windward requires two years of Visual or Performing arts, which also meets the UC requirement.

UPPER SCHOOL ELECTIVES ADVANCED

IMPROVISATIONAL THEATER

INTRO TO

IMPROVISATIONAL THEATER

JAZZ THEORY 1, 2, 3, & 4

DANCE MASTER CLASS

FILM PRODUCTION

MUSICAL THEATER TECHNIQUE

TECHNICAL

THEATER: IMMERSIVE ENTERTAINMENT

MS ELECTIVES MS IMPROV & ON CAMERA ACTING MS MUSICAL THEATER WORKSHOP & IMPROV

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COURSE DESCRIPTIONS Middle School Dance Lab (trimester-long) (7-8)

Advanced Middle School Dance (year-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 trimesterâ&#x20AC;&#x201D;for example, conditioning and fundamentals of dance technique, hip-hop, and a series of world dance formsâ&#x20AC;&#x201D;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)

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.

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Dance 1: Introduction to the Fundamentals of Movement (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, alignment-coordination, 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.

Dance 2: Exploring Dance Fundamentals through Multiple Means (9-12) Prerequisite: Dance I or 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.

COURSE DESCRIPTIONS Dance 3: Introduction to the Contemporary Aesthetic (9-12)

Prerequisite: Previous dance experience and permission of instructor 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 studentsâ&#x20AC;&#x2122; 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.

Dance 4: Designing Dance as Art and Practice (9-12)

Prerequisite: Previous dance experience and permission of instructor 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. 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. Students may choose to enroll in this course for a second year.

Dance Company (9-12)* Dance Company is a rep performance class for our most advanced and dedicated dancers, selected by audition or by invitation. 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. 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. Performance required. *Please note: Company members are required to formally re-audition each year and undergo an individual evaluation to ensure appropriate placement.

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COURSE DESCRIPTIONS UPPER SCHOOL DANCE ELECTIVES:

VOCAL MUSIC

Dance Master Class: Dancing at the College Level (11-12)

Middle School Choir (MS Period 8)

Prerequisite: Permission of instructor As we have seen rising talent, dedication, and interest over the last few years in the dance program, this 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

The Middle School Choir class sets the foundation for future singing at Windward; no audition is required. The Middle School Choir class is designed to introduce to each student the fundamentals of vocal technique, ensemble performance technique, and music-reading skills. The ensemble will sing a variety of selections ranging from traditional choral repertoire to pop songs to musical theater. The group performs at the Winter Concert, Spring Music Festival, Coffee House events, and various other on-campus or off-campus performances as needed; attendance at all scheduled performances is a requirement for the class.

Upper School Choir (US Period 8) By the end of the course, each student in the Upper School Choir should have: (1) A basic knowledge and understanding of healthy, expressive singing. This includes such physical phenomena as good posture, full-bodied breath support, relaxed vocal mechanism, natural resonance, the management of different vocal registers, communicative diction and versatility of tone. (2) A basic knowledge and understanding of reading music and sight-singing. This includes such musical elements as rhythmic and pitch notation, dynamics, articulation, and phrasing. (3) A basic knowledge and understanding of good vocal ensemble technique. This includes such elements as vowel unity, blend, balance, ensemble phrasing, and unified musical interpretation. (4) A basic knowledge and understanding of the musical stylistic differences between music from different historical eras, cultures, and genres. (5) Multiple experiences of live choral ensemble performance. This class is primarily a performance-oriented ensemble; thus, the performances and preparatory rehearsals are the principal means by which the first four objectives are attained.

COURSE DESCRIPTIONS Windward Chromatics (10-12)

Prerequisite: At least one year of Upper School Choir or permission of instructor. All students in the Chromatics are required to audition. This is Windwardâ&#x20AC;&#x2122;s most advanced vocal ensemble. The Windward Chromatics is designed to develop in each student a high level of musicianship skills, vocal technique, and ensemble performance technique; in addition, the Chromatics is expected to perform a wide variety of choral styles from classical masterworks and musical theater to vocal jazz and collegiate-style a cappella pop repertoire. The group performs at the Winter Concert, Spring Music Festival, Coffee House events, and various other on-campus or off-campus performances as needed; attendance at all scheduled performances is a requirement for the class.

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, or cello) 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.

Intermediate Instrumental Ensemble (7-9)

Prerequisite: Beginning Band 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 Intermediate Instrumental Ensemble is geared for students who have taken Beginning Band 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.

COURSE DESCRIPTIONS Advanced Instrumental Ensemble: (7-12) 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.

Chamber Music Ensemble (7-12)

Prerequisite: Permission from the instructor or have played an instrument for at least two full years. New student to Windward should schedule a brief evaluation by the Music Department faculty to determine appropriate level. 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 the Winter Concert, the Music Festival, and the spring concert. 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 Walt Disney Concert Hall, recordings, and interdisciplinary collaboration, 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 piano.

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 bi-annual Music Festival. It is highly recommended that students be studying privately and have a very strong commitment to music.

COURSE DESCRIPTIONS Advanced Jazz Ensemble Honors (9-12)

Prerequisite: The class size is approximately eight to 10 students; 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.

AP Music Theory (11-12)

Prerequisite: Students must sit for a diagnostic exam administered by the instructor prior to enrollment. This course is designed to equip students to take the AP Music Theory exam that is administered by the College Board in May. In order to do so, the course is designed to: (1) increase understanding and fluency with regard to the building blocks of musical notation, including rhythm, meter, pitch, keys, modes, intervals, chords, and harmonic function; (2) introduce the fundamentals of musical analysis and compositional processes, including harmonic function, motivic development, counterpoint, and formal structure; (3) develop aural musical skills, including aural identification and written dictation of rhythms, melodies and chords, and extending to aural analysis of basic stylistic and structural features; (4) develop fluency and confidence in sight-singing; and (5) increase awareness of the applicability of analytical skills to the appreciation and understanding of a variety of musical styles.

COURSE DESCRIPTIONS UPPER SCHOOL MUSIC ELECTIVES:

Jazz Theory (9-12)

Jazz Theory 2 (Period 8)

Jazz Theory 3 (Period 8)

Four levels of Jazz Theory are offered and highly recommended 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.

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. This course serves as a STEAM Scholars Arts class; 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.

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 a STEAM Scholars Arts class; 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.

Jazz Theory 1 (Period 8) 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.

COURSE DESCRIPTIONS THEATER Jazz Theory 4 (Period 8) 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 a STEAM Scholars Arts class; however, as the course only meets two days per week, it will not count as an Arts course for Windward’s graduation requirements.

Middle School Introduction to Theater (year-long, 7-8)

Students are given the opportunity to explore elements of improv, acting, and sketch writing in this full-year class. 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, character work, and narrative skills. Students will also learn the basics of creating a scene 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. 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 famous

Middle School Theater Core (year-long, 7-8) This course is geared towards passionate and focused actors as it reinforces the fundamentals of theater and will create a platform for entering more advanced courses. Students in this course will participate in many different genres of theater including acting for the camera, text analysis, musical theater technique, and tech theater. Students will learn the skills, techniques, and expectations for class, rehearsal, and performance. They will have the opportunity to work with guest artists in each discipline who will deepen their experience of each art form. Projects will culminate in informal performances to showcase skills learned and explored. Prior acting experience is recommended.

Middle School Improv + On Camera Acting (year-long, 7-8) (Period 8) This Period 8 offering combines improv and on camera acting. 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 Windward’s Upper School Improv team. This class also prepares the student for the particular techniques of acting on camera. Students will learn the skills of acting on camera, monologue and scene rehearsal and production, audition techniques and preparation, and the creation of an acting reel.

COURSE DESCRIPTIONS Middle School Musical Theater Technique + Improv (year-long, 7-8) (Period 8) This Period 8 offering combines musical theater technique and improv. Students will develop acting skills that complement and inform their singing. In dance, students will learn different choreographic styles and musical genres. This section will help students prepare for the Middle School Musical. Also, 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 Windwardâ&#x20AC;&#x2122;s Upper School Improv team.

Theater 1: Theater Fundamentals (year-long) (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. Students begin to discover their individual voices through exploration of theater games, storytelling exercises, and in class performances.

Theater 2: The Actor (year-long) (10-12)

Prerequisite: Theater 1 or permission by the instructor Students focus on basic acting practices and analytical skills using different texts. In-depth monologue work is used to help students find their voice and play different characters for range and creativity. By the end of the year, students have a portfolio of monologues and sketches, ie. Shakespeare, contemporary, etc. Students will investigate the role of the director and foster the directorâ&#x20AC;&#x2122;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 3: Genres and Techniques (year-long) (11-12)

Prerequisite: Theater 2 or permission from the instructor Throughout the year, students will delve into diverse theater and performance genres and develop skill sets that will allow them to apply the genres to various texts. The emphasis of this class is on deepening character development through exploration and experimentation. Students will bring the text to life through creative thought and active risk taking. Potential sections will include Method Acting, On Camera Acting, Stage Combat, and Immersive Theater. Guest artists will join class to lead discipline specific workshops.

Advanced Theater Ensemble (year-long) (10-12) By audition only 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 fulllength play as a class for the end of the year.

Performing Arts Technology 1 (9-12) The objective of this course is to introduce the student to the fundamental elements and process of technical theater and design. The course will include a brief history of theatrical stage technology and design. Students will learn the functions of the creative team, production staff, technicians, and stage crew. Basic elements of design concepts, theatrical lighting, sound technologies, costume and scenic construction, and stage management will be introduced and assessed through practical application. Participation in Stage Crew is required. This course serves as a STEAM Scholars Arts class.

COURSE DESCRIPTIONS Performing Arts Technology 2 (10-12) Prerequisite: Performing Arts Technology 1 The objective of this course is to expand on elements and process of technical theater and design gained through Performing Arts Technology 1 and practical skills learned in production. Students will utilize design software to create discipline specific designs in theatrical lighting, sound technologies, costume and scenic construction, and stage management that are ready for production. Knowledge and creative interpretation of design concepts, theatrical lighting, sound technologies, costume and scenic construction, and stage management will be introduced and assessed through practical application. Participation in Stage Crew is required. This course serves as a STEAM Scholars Arts class.

Upper School Electives Film Production (VMA/PA Period 8 + 9 Tuesday) (9-12) This Period 8/9, half-credit course will bring together performers from the Performing Arts Department and filmmakers from the Visual and Media Arts Department to create a complete short narrative film. Over the course of the school year, for 2+ hours per week, these students will work through every stage of the filmmaking process: ideation, treatment writing, pitching, script writing, storyboarding, rehearsing, production management, set and costume design, shooting, sound design, performance, editing, and scoring.

Musical Theater Technique (Period 8 Thursday) (9-12) This Period 8 offering will survey each discipline involved in musical theater with a focus on acting, voice, and dance. Students will develop acting skills that complement and inform their singing. In dance, students will learn different choreographic styles and musical genres. Class time will be spent rehearsing and performing material from a wide variety of musicals. There will also be a focus on the audition process as well as musical theatre history and repertoire.

Performers and filmmakers will work together and separately during various stages of the production. The performers will receive instruction in the techniques of acting on camera, as well as audition techniques and preparation, and the creation of an acting reel. Performers will collaborate with the filmmakers on ideation, treatment, script writing, and shooting, but will also have time to further develop their craft and reel while the film is in post production. With performers and filmmakers working both separately and together, and the variety of skill sets required to teach both, this course will require two faculty. In addition, this is an excellent opportunity to bring in visiting artists and guests from the film industry to inspire and challenge our most eager filmmaking students.

COURSE DESCRIPTIONS Technical Theater: Immersive Entertainment (9-12)

Intro to Improvisational Theater (Period 8 or 8/9) (9-10)

Over the course of the year students will work with Windward faculty and staff to design and implement Windward events including but not limited to: theater productions, dance recitals, music concerts, school dances, pep rallies, graduation, and Homecoming. The use of technology beyond the traditional “black box theater” will expose students to concepts of architectural lighting, sound engineering, theme park design, and use of theatrical design in public space. This class will meet on Saturdays and on designated after school/evenings as events require. Possible Saturday events: Backstage tours of Universal Studios, Disney theme park, City of Los Angeles Arts walk, Broad Museum, LACMA, The J. Paul Getty Villa, Center Theater Group, Redcat, and Culver City Public Art program (Middle School may enroll by permission of instructor.) Enrollment by permission from the instructor.

In this course, 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 longform 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 Improv Team or those who want to learn the skills without the pressure of performance.

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 Improv Team and one or more long-form performances in the school year. By recommendation only.

Honors Capstone: Combined Visual & Performing Arts (Mondays, 2:10 - 4:10, with 2 more hrs. TBD) Enrollment with permission of the instructors only

The Combined Visual and Performing Arts Capstone is a collaborative class that incorporates music, dance, theater, and visual Studio Arts components such as 2D projections, sculpture, costume design, and lighting. Students with interest in each discipline will work together to create and produce a short culminating performance/ event with original content highlighting their individual strengths and interests, as well as demonstrating creative collaboration and exploration. Performing and VMA faculty, along with guest artists, will assist students through critical feedback, rehearsal visits, design integration and performance preparation. This course will meet once per week on Thursday afternoons from 2 p.m.- 6 p.m. The class is open to all Seniors; no prerequisites are required.

ATHLETICS

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 their sports. 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; 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 class, or participating in a Windward Dance class or Performance Group.

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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 Grades 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.

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 trimesterâ&#x20AC;&#x201D;for example, conditioning and fundamentals of dance technique, hip-hop, and a series of world dance formsâ&#x20AC;&#x201D;to demonstrate the range and depth in dance and supply students with the ultimate in movement fundamentals. Students have the

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option to take one trimester of dance; 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)

Sports Training (9-12) Sports Training is a Physical Education class designed for students who 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. In the postseason scholar-athletes recover and rejuvenate with strength and conditioning training. All course curriculum is designed and implemented by Windward coaches and Peak Performance Center staff.

Independent Physical Education (9-10) Independent Physical Education (IPE) is a class that provides flexibility of physical activity and free time for students while still fulfilling Windward physical education requirements. Students enrolled in IPE will have two days of physical activity and one or two free periods each week. The physical activities chosen for each class will be selected through collaboration between students and instructors to meet the interest and fitness goals of each student. All classes will be lead by Windward coaches and Peak Performance Center staff.

Dance 1 - PE: Introduction to the Fundamentals of Movement (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, alignment-coordination, 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 2 - PE: Exploring Dance Fundamentals through Multiple Means (9-12) Prerequisite: Dance I or permission of instructor

Dance 3 - PE: Introduction to the Contemporary Aesthetic (9-12)

footage will be implemented at this level to strengthen the studentsâ&#x20AC;&#x2122; 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

Dance 4 - PE: Designing Dance as Art and Practice (9-12)

Dance Company - PE (9-12)* Dance Company is a rep performance class for our most advanced and dedicated dancers, selected by audition or by invitation. 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. 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. Performance is required. *Please note: Company members are required to formally re-audition each year and undergo an individual evaluation to ensure appropriate placement.

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COMMUNICATIONS COURSES

PERIOD

8/9

BROADCASTING AND COMMUNICATIONS WORKSHOP

1, 2, 3, 4

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PUBLICATIONS 1, 2, 3, 4

COMMUNICATIONS

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) and a broadcast news program (Windward TV). 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.

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COURSE DESCRIPTIONS UPPER SCHOOL ELECTIVES: Broadcasting and Communications Workshop This course examines news, sports, personality features, 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 around the Windward campus along with in-depth features of faculty and the student body. Students will have the opportunity to broadcast news, sports, and entertainment. They will also learn the art of writing for TV, interviewing, color reporting, and play-by-play. This is a hands-on production class. After-school productions and field work will account for 50 percent of the grade.

Publications 1 (10-12) (Period 8/9)

Publications 3 (11-12) (Period 8/9)

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 In the third 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.

Publications 2 (10-12) (Period 8/9)

Publications 4 (12) (Period 8/9)

Prerequisite: Publications 1 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.

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This course serves as a STEAM Scholars Arts class.

Prerequisite: Publications 3 In the fourth and final 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. This course serves as a STEAM Scholars Arts class.

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MIDDLE SCHOOL 8TH PERIOD PHILOSOPHY AND PLACEMENT Middle School Period 8 courses are graded courses that are worth a half 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 2017-18 school year pending approval and enrollment.

Are YOU an Entrepreneur? Beginning Strings Changemakers: An Intro to Service Learning and Social Justice Creative Writing Fashionable Tech and Toys Foundations of Making and Design Middle School Debate Middle School Improv + On Camera Acting Middle School Musical Theater Technique + Middle School Improv Middle School Scholars Middle School Choir Screenwriting MS Engineering: The Way Things Work TV Journalism, Middle School Edition

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COURSE DESCRIPTIONS Are YOU an Entrepreneur? In this class, students learn the basics of starting a business and being an entrepreneur. Students learn through class discussions and activities 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.

Beginning Strings This course is open to students who want to learn how to play a string instrument (e.g. violin, viola, cello). The course will be offered two days a week and will require the students to rent an instrument to take home to practice.

Changemakers: An Intro to Service Learning and Social Justice As Windward community members, we are engaged in learning about each other and the world around us. What issues in our community, in our neighborhood, and in our world are we most curious about? What is our responsibility to others? As we explore the concepts of service learning, we will identify community needs while developing partnerships and projects with nonprofit organizations. In this class, we will practice respectful discourse and constructive feedback through dynamic group discussions and reflective writing. We will imagine and create service activities collaboratively as we delve into the concepts of inclusivity, diversity, and social justice. Through our experiences and exposure to real world problems, we will engage with important societal issues while developing a greater sense of self identity and community identity. Ultimately, we begin to envision ourselves as “changemakers” within our community and beyond.

Essential Questions: - What does it mean to engage in your local or global community? - What is the value of service? - How can a partnership benefit all people involved? - How does a community or society define equality? - Who is responsible for defining what is “equitable?” - What does it mean to be “visible” or “invisible” in a community? In society? Why do people become “invisible”? - How can you effect change in the experience of others on a day-today basis? Themes: - Community Service and Service Learning - Direct Service and Indirect Service - Community Partnerships - Private/Public Partnerships - Social Justice and Civic Engagement

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 (7th Grade Only) In Foundations of Making and Design we will learn how to use a variety of tools and technologies to make…. 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 Choir The Middle School Choir class sets the foundation for future singing at Windward; no audition is required. The Middle School Choir class is designed to introduce to each student the fundamentals of vocal technique, ensemble performance technique and music-reading skills. The ensemble will sing a variety of selections ranging from traditional choral repertoire to pop songs to musical theater. The group performs at the Winter Concert, Spring Music Festival, Coffee House events, and various other on-campus or off-campus performances as needed; attendance at all scheduled performances is a requirement for the class.

Fashionable Tech and Toys In Fashionable Tech and Toys students will combine art and technology to create new clothing and toys to own and share. Students will learn new skills in art, coding, and electronics to create a variety of projects throughout the year. Projects may include flashing jewelry, light-up sneakers, DIY Zhu Zhu pets, and much more. 85 79

COURSE DESCRIPTIONS Middle School Debate 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.

Middle School Improv + On Camera Acting This year-long Period 8 offering combines improv and on camera acting. 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 Windward’s Upper School Improv team. This class also prepares the student for the particular techniques of acting on camera. Students will learn the skills of acting on camera, monologue and scene rehearsal, production, audition techniques and preparation, and the creation of an acting reel.

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Middle School Musical Theater Technique + Middle School Improv This year-long Period 8 offering combines musical theater technique and improv. Students will develop acting skills that complement and inform their singing. In dance, students will learn different choreographic styles and musical genres. This section will help students prepare for the Middle School Musical. Also, 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 Windward’s Upper School Improv team.

Middle School Scholars 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 what 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.

Screenwriting This class is an introduction to screenwriting. In the course of the year students develop an original script, creating characters and writing dialog, descriptions, and actions. Students workshop multiple revisions of their scripts in critiques and in table reads. At the end of the year students will have a final polished script ready for production.

MS Engineering: The Way Things Work (8th Grade only) In The Way Things Work we will be constructing unique mechanisms in order to maximize solutions to both common and ridiculous problems in a competitive and fun atmosphere. This engineering course will focus on the design process by means of thorough documentation of design and testing of prototypes. We will learn the history and implementation of engineering strategies seen in today’s world and use those strategies to augment our own building. We will build things, break things, and build them better still, but most of all we will have fun through engineering both in teams and as individuals.

TV Journalism, Middle School Edition The objective of this class is for students to learn all aspects of creating a television show, from writing scripts, working production equipment, editing, and being on camera. At the end of the class, students will know how to perform interviews, develop features and begin the process of developing their own highlight reel.

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UPPER SCHOOL ELECTIVES PHILOSOPHY AND PLACEMENT Upper School Electives are graded courses that will appear on the transcript. Most are worth a half credit for a yearlong course. Most courses meet two days a week during 8th and/or 8th and 9th Period and last the entirety of the school year. There are exceptions to this pattern, which 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 Civic Engagement (9-12) Speech & Debate (9-12) The Supreme Court and Your Rights (9-12) Why Should We Care: Controversial Issues in Contemporary Society (9-12) Cryptology Creative Writing: The Living Word Project (9-12) Writing Workshop (9) Advanced Mechanical Engineering Principles (10-12) Independent Study Robotics (9th period) (11-12) Introduction to Computer Programming (9-12) Mechanical Engineering Principles 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) Film Production (9-12) Musical Theater Technique (9-12) Technical Theater: Immersive Entertainment (9-12) Dance Master Class: Dancing at the College Level (12) Jazz Theory 1,2,3,4 (9-12) Upper School Choir (9-12) Practices of Looking (9-12) Interdisciplinary Studio 1,2,3 (9-12 - No AP Studio Students) Broadcasting and Communications Workshop Think Differently: The Fundamentals of Entrepreneurship (9-12) Wicked Solutions Introduction to Aviation Living Mindfully Publications 1-4

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.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 .5 Credit, 8th .5 Credit, 8th .5 Credit, 9th .5 Credit, 8th .5 Credit 8th .5 Credit, 8th .5 Credit, 8th .5 Credit, 8th .5 Credit, 8th OR 1.0 Credit, 8th/9th .5 Credit, 8th OR 1.0 Credit, 8th/9th 1.0 Credit, 8th/9th .5 Credit, Thursdays Only, Extended 8th .5 Credit, 9th .5 Credit, Meets Wednesdays, period 1 .5 Credit, 8th .5 Credit, 8th .5 Credit, 8th .5 Credit, Thursdays Only, Extended 8th .5 Credit, 8th .5 Credit, 8th 1.0 Credit, Meets during 1-7th .5 Credit, 8th .5 Credit, 8th 1.0 Credit, 8/9th

COURSE DESCRIPTIONS In the Headlines: Current Issues in Gender Studies At most universities, there are exciting courses taught in Gender Studies departments. 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 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.

Social Justice and Civic Engagement We are living in a world where we are readily connected and exposed to local, national, and global conflicts and initiatives. How can we take this connectivity and challenge ourselves to become civic-minded and socially aware (locally, nationally, and globally)? How can we be a well-informed and positive force of change in our community and beyond? In this course, we will be developing understandings of personal identities in relationship to your own community and to the community that surrounds us in Los Angeles. The study of social justice invites us to explore the complexities of the human experience, as connected to issues of equity, society, and identity. This exploration will lead to questions and

curiosities about how social justice education applies to real people and real problems and how we can work to make a difference in our community and the communities around us. Students in this course will engage in hands-on learning and project development with off-campus community partners and constituents. Students in this course will be required to participate in occasional weekend or after-school community engagement projects. Possible topics for study may include (but are not limited to): values and ethics (personal and community); empathy; personal identity exploration; studying social groups and target/non target groupings; cultural competency; social justice themes such as equity and access, race relations, multiculturalism, gender studies, implicit bias, religious equality, and more; civic engagement themes such as: political and non-political engagement, Los Angeles and its people, Mar Vista (example: one-mile project), and the Windward community; and engagement on a national and global level: How do the issues we are seeing in our community and in Los Angeles relate to the United States and to the world? Speakers, site visits and hands-on service projects with community partners, community activists, and organizations.

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COURSE DESCRIPTIONS Speech & Debate Students enrolled in Speech & 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.

The Supreme Court and Your Rights 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

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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 by discussing and debating how rights issues might play out in real world situations.

Why Should We Care: Controversial Issues in Contemporary Society 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 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 toward one another?” This course serves as a Global Scholars credit.

Creative Writing: The Living Word Project 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) 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.

COURSE DESCRIPTIONS Cryptology

Prerequisite: The completion of Algebra 1 or Algebra 1 Honors. Open to 9th-12th Graders. Cryptology is the study of secret writing such as codes and ciphers. Students learn to write messages using different codes such as the Caesar shift, monoalphabetic substitution, the VigenĂ¨re cipher, the Enigma machine, and more modern techniques including digital encryption and RSA public key cryptography. Some of the math used includes topics not explored in other math classes such as Modular Arithmetic, Matrices, and the Binary and Hexadecimal number systems. Students learn how to attack and decrypt messages using techniques such as frequency analysis and cribbing. The course also examines the use of cryptology in literature and movies and culminates in an on-campus scavenger hunt.

Independent Study Robotics

Prerequisites: Robotics 3 In this 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 a STEAM Scholars engineering or technology class depending on project specialization.

Introduction to Computer Programming

iOS App and Game Design

This course gives students a broad understanding of procedural and object-oriented computer programming geared toward 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 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 a STEAM Scholars technology class.

Making and Engineering Design (Period 8) 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. This course serves as a STEAM Scholars engineering class.

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COURSE DESCRIPTIONS Product Design 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 a STEAM Scholars engineering class.

Intro to Improvisational Theater (9-10) In this course, 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 longform 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 dig-

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ital shorts. Those more advanced students who instead pursue long-form improvisation learn 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 Windwardâ&#x20AC;&#x2122;s Improv Team or learn the skills without the pressure of performance.

Advanced Improvisational Theater (10-12) Prerequisite: Intro to Improvisational Theater Advanced Improvisational Theater, also known as our Windward Improv Team, 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

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 learn 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 Windwardâ&#x20AC;&#x2122;s Improv Team and one or more long-form performances in the school year. Students will be required to participate in performances and must see two or more Los Angeles improvisation shows and write a review.

Film Production (VMA/PA Period 8+9 Tuesday) This Period 8/9, half-credit course will bring together performers from the Performing Arts Department and filmmakers from the Visual and Media Arts Department to create a complete short narrative film. Over the course of the school year, for 2+ hours per week, these students will work through every stage of the filmmaking process: ideation, treatment writing, pitching, script writing, storyboarding, rehearsing, production management, set and costume design, shooting, sound design, performance, editing, and scoring.

COURSE DESCRIPTIONS Performers and filmmakers will work together and separately during various stages of the production. The performers will receive instruction in the techniques of acting on camera, as well as audition techniques and preparation, and the creation of an acting reel. Performers will collaborate with the filmmakers on ideation, treatment, script writing, and shooting, but will also have time to further develop their craft and reel while the film is in post production. With performers and filmmakers working both separately and together, and the variety of skill sets required to teach both, this course will require two faculty. In addition, this is an excellent opportunity to bring in visiting artists and guests from the film industry to inspire and challenge our most eager filmmaking students.

Musical Theater Technique (Period 8+9 Thursday) This Period 8 offering will survey each discipline involved in musical theater with a focus on acting, voice, and dance. Students will develop acting skills that complement and inform their singing. In dance, students will learn different choreographic styles and musical genres. Class time will be spent rehearsing and performing material from a wide variety of musicals. There will also be a focus on the audition process as well as musical theatre history and repertoire.

Technical Theater: Immersive Entertainment Over the course of the year students will work with Windward faculty and staff to design and implement Windward events including but not limited to: theater productions, dance recitals, music concerts, school dances, pep rallies, graduation, and Homecoming. The use of technology beyond the traditional â&#x20AC;&#x153;black box theaterâ&#x20AC;? will expose students to concepts of architectural lighting, sound engineering, theme park design, and use of theatrical design in public space. This class will meet on Saturdays and on designated after-school/evenings as events require. Possible Saturday events: Backstage tours of Universal Studios, Disney theme park, City of Los Angeles Arts walk, Broad Museum, LACMA, The J. Paul Getty Villa, Center Theater Group, Redcat, and Culver City Public Art program. (Middle School may enroll by permission of instructor.) Enrollment by permission from the instructor.

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 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 toward 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

Four 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 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.

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COURSE DESCRIPTIONS Jazz Theory 2 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. This course serves as a STEAM Scholars Arts class; 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.

Jazz Theory 3 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 struc94 88

tures 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 a STEAM Scholars Arts class; 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.

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 a STEAM Scholars Arts class; 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.

Upper School Choir By the end of the course, each student in the Upper School Choir should have: (1) A basic knowledge and understanding of healthy, expressive singing. This includes such physical phenomena as good posture, full-bodied breath support, relaxed vocal mechanism, natural resonance, the management of different vocal registers, communicative diction, and versatility of tone. (2) A basic knowledge and understanding of reading music and sight-singing. This includes such musical elements as rhythmic and pitch notation, dynamics, articulation, and phrasing. (3) A basic knowledge and understanding of good vocal ensemble technique. This includes such elements as vowel unity, blend, balance, ensemble phrasing, and unified musical interpretation. (4) A basic knowledge and understanding of the musical stylistic differences between music from different historical eras, cultures, and genres. (5) Multiple experiences of live choral ensemble performance. This class is primarily a performance-oriented ensemble; thus, the performances and preparatory rehearsals are the principal means by which the first four objectives are attained.

COURSE DESCRIPTIONS Practices of Looking 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, mechan ical 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, 2,3 (Tuesday, Periods 8&9: 1:55-3:30 Thursday, Period 8+: 2:10-4:00) Corequisites: Any Visual and Media Arts class; participation in only one Windward team sport season. NOTE: This course is NOT available to students enrolled in AP Studio Art. This course is designed for passionate visual art students who wish to explore their 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 creative exercises, and providing feedback regarding ideas, planning, technical skills, and execution. The works created can be used for portfolio 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 made during this class time.

Broadcasting and Communications Workshop This course examines news, sports, personality features, 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 around the Windward campus along with in-depth features of faculty and the student body. Students will have the opportunity to broadcast news, sports, and entertainment. They will also learn the art of writing for TV, interviewing, color reporting, and play-by-play. This is a hands-on production class. After-school productions and field work will account for 50 percent of the grade.

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COURSE DESCRIPTIONS Think Differently 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 start-up 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. This course MAY serve as a STEAM Scholars class, depending on the project chosen.

Wicked Solutions: Identifying, Framing, and Solving Complex Problems Wicked Solutions is a fast-paced, interdisciplinary elective that 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

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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. This course serves as a Global Scholars credit. This course MAY serve as a STEAM Scholars class, depending on the project chosen.

An Introduction to Aviation: Pioneers, Piloting, Disasters, Job Opportunities, Women in Aviation, and More The aerospace industry is one of the largest and fastest growing industries in the world. As the human population continues to increase and the cost of traveling becomes more affordable, the demand for talented individuals is higher than ever. This class will serve to introduce you to the world of aviation, which is vastly unknown to Americaâ&#x20AC;&#x2122;s youth. Together, we will explore the following topics: Pioneers of Aviation, Aircraft Accident Investigation, the Air Traffic Control System, 9-11 and Air Traffic Controllers, Human Factors in Aviation, How to Become a Pilot, and more.

Living Mindfully This course will explore a variety of philosophical, religious, literary, and artistic perspectives from around the world revolving around the idea of the mind and consciousness. We will be reading, journaling about, and discussing these texts in class (there will not be any homework assigned). In addition, students will be introduced to the practice of mindful meditation and slowly build up their own practice through various experiential exercises including mindful breathing, mindfulness of communication and emotions, mindful eating, mindful movement, and the intentional development of gratitude. The overall goal of the course is for students to gain world-wide perspectives on the human mind, to gain a deeper understanding of their own thoughts and emotions, and to learn how to more effectively manage their mind states in order to increase well-being and happiness.

COURSE DESCRIPTIONS Publications 1 (10-12)

Publications 2 (10-12)

Publications 3 (11-12) (Period 8/9)

Publications 4 (12) (Period 8/9) Prerequisite: Publications 3 In the fourth and final 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. This course serves as a STEAM Scholars Arts class.

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SENIOR CAPSTONES In order to graduate, all Seniors must complete a Capstone course. Honors Senior Capstones are year-long courses to ensure that every Senior has an in-depth research experience in a selected area of passion guided by a dedicated Windward teacher. All Capstones will involve research, but many will also include experiential and entrepreneurial components, interdisciplinary work, artistic expression, collaboration, experiments and analysis, and/or service-learning. These courses will culminate in May with a community-wide celebration of research and learning to highlight the intellectual curiosity of our Senior scholars. Honors Capstone: Innovative Design for Real-World Problems

Honors Capstone: 20th Century History

This interdisciplinary capstone course will be an opportunity for students to study real-world problems in depth. Collaborative student groups will be tasked with identifying, researching, and engaging with issues both at Windward and in the Los Angeles community. They will use a design thinking framework to understand needs, design and improve potential solutions, and implement their proposals. Finally, the students will present their process and results at a showcase for the wider community. This is a truly hands-on, project-based class that will serve any student who is interested in using human-centered design as a way to change the world. This course is required for Global Scholars. This course satisfies the STEAM Scholar Capstone requirement. This course satisfies the Capstone requirement.

The Honors research seminar introduces students to a specialized course of study in history during the 20th and 21st centuries. The course is not a survey of history in this time frame; rather, the students examine an aspect of the era that is often only briefly discussed (or omitted altogether) in their prior course of study. Sample topics covered in past years include the depiction of history through mass media, the growth of the federal government and presidential power, foreign policy outlook, and the tendency toward conspiracy thinking. The class work consists of discussions, readings, and some lectures. The courseâ&#x20AC;&#x2122;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 LAPLâ&#x20AC;&#x2122;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

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20-page paper is due in April, and the course culminates in a formal presentation of the studentâ&#x20AC;&#x2122;s work to the school community after spring break. This course satisfies the Capstone requirement.

Honors Capstone: Psychology The Honors Capstone in Psychology provides an opportunity for students currently enrolled in Honors Psychology, or with strong interests in psychological research, to build on those concepts to deepen their understanding of a specific field of study. Participants will engage in a multi-disciplinary approach that explores the ways an understanding of theoretical research in psychology can facilitate individual growth and social transformation. This course satisfies the Capstone requirement.

SENIOR CAPSTONES Honors Capstone: Combined Visual & Performing Arts (Mondays, 2:10 - 4:10, with 2 more hrs. TBD) Enrollment with permission of instructors only. The Combined Visual and Performing Arts Capstone is a collaborative class that incorporates music, dance, theater, and visual Studio Arts components such as 2D projections, sculpture, costume design, and lighting. Students with interest in each discipline will work together to create and produce a short culminating performance/ event with original content highlighting their individual strengths and interests, as well as demonstrating creative collaboration and exploration. Performing and VMA faculty, along with guest artists, will assist students through critical feedback, rehearsal visits, design integration, and performance preparation. This course is open to all Seniors; no prerequisites are required. CAC will encourage participation from other departments in order to maximize the range of expert students in fields who might not otherwise participate in the arts.

Honors Capstone: Perspectives on World Literature This course engages Seniors in a year-long study of world literature and criticism, culminating in the writing and presentation of an original research essay to the Windward community. The primary goals of the English Capstone are university-level experience and proficiency to mastery in sustained inquiry, depth of study, critical thinking, close reading, synthesis, research writing, and oral rhetoric.

The texts of the course will center around the philosophical concept of “ontology” (being), focusing on the essential questions: Who are we? Why are we here? How do we explain our existence and our reality? Students will deepen and expand their understanding of world cultures and of literature as a field by reading both ancient and modern texts from across the world (Latin America, Europe, Africa, and Asia) and will gain university-level experience in literary studies. Working closely with their teacher, they will generate their own areas of interest, springing from work they do in the first semester of the course, and may pursue a literary focus of their own design (focusing on certain texts, authors, or places). Research will include literary criticism and the application of critical lenses (e.g. a Marxist, feminist, or psychoanalytic lens), and the paper will incorporate other voices as well as a student’s own. This course satisfies the Capstone requirement.

Honors Capstone: Civic Engagement and Social Innovation The Civic Engagement and Social Innovation Capstone course seeks to help motivated students continue to develop and hone skills that are critical to successful social entrepreneurs and citizens who are deeply engaged in the study of social justice and in civic action. Core elements of this work include continuously developing social and cultural understandings, building empathy for self and others, and finding, framing and solving problems. Each of these skills serve those invested in civic engagement and social entrepreneurship as they relate to the communities

and clients they serve as well as understand and realize the central aspects of the problems that need to be addressed. In addition, developing resilience, adaptability, flexibility, and high-level rhetoric skills—both oral and written—are key to the success of people engaged in social innovation. Thus, this course seeks to engender these skills in the students as they grapple with real world problems. Inherently, Civic Engagement and Social Innovation is an interdisciplinary course that provides an opportunity to interested students in aspects of social justice and social entrepreneurship to study real world problems that emerge from issues facing our community partners and the greater Los Angeles area. In order to address these problems the course is steeped in the tenets of Design Thinking, and a human-centered approach toward investigating issues and developing a solutions for a specific community or client. Again this process is inherently collaborative in nature, and student groups will be tasked with identifying a community partner or client, interviewing and researching the partner, developing potential solutions, and finally implementing a solution that best address the partner’s problem. The final solution must take into consideration the true needs of the partner as well as demonstrate an understanding of the social and cultural constraints that the community partner faces. At the end of the Capstone, students will present their process and results at a showcase to the community and receive feedback from their community partner/client. This course satisfies the Capstone requirement. 99 93

MIDDLE SCHOOL AFTER-SCHOOL 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. ACT: Actor. Character. Text. (7-8) Meets Fall Term on Wednesdays 3:45-5:15

Middle School Musical (7-8) Meets Spring Term Monday, Wednesday, Friday 3:45-5:15

Visual Arts Workshop (7-8) Meets Monday and Wednesday 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 3:45-5:15

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 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 7th and 8th 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.

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MIDDLE SCHOOL AFTER-SCHOOL PROGRAMS Windward Conservatory of Music Ensemble (7-8) Meets Tuesday and Thursday 3:45-5:15

W.R.E.D. (Windward 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. Four to six 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

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

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GLOBAL SCHOLARS MISSION STATEMENT AND 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.

GLOBAL SCHOLARS PROGRAM 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.

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. • Develop the linguistic, cultural, and technological skills necessary to productively engage with other peoples, cultures, regions, and economies. • Realize their own place in the world as global citizens through global awareness. • Demonstrate active service and meaningful practice in the promotion of equity and justice, locally and globally, through community awareness, partnerships, and leadership initiatives. • Apply critical thinking and problem-solving skills in a variety of contexts in order to effectively confront and address global issues. • 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.

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GLOBAL SCHOLARS CERTIFICATE PROGRAM APPROVED COURSE OF STUDY COURSE REQUIREMENTS • Global Studies Honors (10th grade) • Innovative Design for Real-World Problems (12th grade - Global / STEAM Capstone) • Completion of Level 4 of a World Language • One semester course from Global Online Academy or other approved online course • 2 additional global credits from the list below taken during 9th, 10th, 11th, or 12th grade • A 3.3 overall GPA, and a B+ average in Global courses

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. • Attendance at four global events during grades 10 – 12. Examples include attending a Global Speakers Series event, 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. • Participation in a student’s first Model United Nations Conference--whether as a student in the MUN course or not--counts as two global events. Beyond that, students will earn one global event credit for each MUN conference only if not enrolled in the MUN course. • Participation in a Global Cohort during 11th and 12th grades.

COURSE OPTIONS (FOR THE 2 ADDITIONAL NECESSARY GLOBAL CREDITS) YEAR-LONG COURSES (1 CREDIT EACH)

• A World Language course beyond Level 4 (Level 5, or AP) • A second World Language once first language is completed up to Level 4 (i.e. Mandarin)

UPPER SCHOOL ELECTIVES (DURING 8TH PERIOD - 1⁄2 CREDIT EACH) • Why Should We Care? Controversial Issues in Contemporary Society • Terrorism in the Modern World

• Honors Global Economics (11th or 12th grade)

• Lead by Example: Goal Setting and Relationship Building

• AP Comparative Government and Politics (12th grade)

• Model United Nations • Social Justice and Service Learning

• AP Art History (11th or 12th grade)

• In the Headlines: Current Issues in Gender Studies

• AP European History (10th, 11th, or 12th grade)

• Environmental Science (11th or 12th grade) • AP Statistics (11th or 12th grade) • Wicked Solutions • Speech and Debate

• The War on Art • Speech and Debate • Think Differently OTHER COURSES • Approved Global Online Academy or other global online course (beyond the required GOA course) (1/2 credit) 103 97

STEAM SCHOLARS STEAM SCHOLARS PROGRAM 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 real-world 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.

COURSE REQUIREMENTS (EACH MUST BE STEAM DESIGNATED) - CLASS OF 2018+ • Take courses or demonstrate experience in each of the five disciplines of STEAM • Science: at least 4 years of lab science courses. • Technology: at least 1 STEAM-designated Technology course, completion of a coding-based geometry course at Windward, or demonstrated ability in programming via a practical test of coding skills. • Engineering: at least one STEAM-designated Engineering course or participation in Boeing Summer Internship. • Arts: at least one STEAM-designated design-based Arts courses • Mathematics: at least 4 years of mathematics in Upper School (or completion of AP Calculus AB). • Capstone: Take the Interdisciplinary Capstone Course. (Rare exceptions granted by STEAM Director in the case of a significant, pre-approved summer internship during summer between junior and senior years.) • 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: • ePortfolio: Maintain a digital portfolio of STEAM work & reflections (see STEAM e-Portfolio document for specifics) • Meetings: Attend all Windward STEAM events, and monthly meetings (exceptions granted by STEAM Director on case by case basis) • Service: Participate in STEAM Service Camp, be a T.A. for a full year of STEAM-based Discovery Academy, be a counselor for a full week of STEAM-based summer camp, 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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STEAM DESIGNATED COURSES

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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, quoted 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 developing mental fortitude and flexibility. It also 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. Developing an attitude and desire to explore, experiment, innovate, and create Developing an understanding that failure is a critical part of the creative process and essential aspect of learning and growth Developing a willingness to take responsible risks Developing leadership and communication skills through a clear articulation of vision and demonstrating selfmotivation Developing perseverance through creative problem-solving

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

century. In addition to familiarizing students with 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. This course serves as a Global Scholars credit. Students MAY serve as a STEAM Scholars class, depending on the project chosen.

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 that 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 a STEAM Scholars class, depending on the project chosen.

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 a STEAM Scholars technology class.

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.

Middle School Extracurricular Options Buy It on the Bridge Middle School Scholars

Upper School Extra-curricular Choices Options Buy It on the Bridge Bain Consulting

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