CURRICULUM GUIDE

2014­2015

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Table of Contents Graduation Requirements 2 Specialized Diploma Program, 3 Independent Studies and Online Learning Departmental Course Information 4

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Graduation Requirements Graduates must have completed 24 full credits to earn their Purnell School diploma. One credit is equivalent to two semesters of study. Each semester elective counts for 0.5 credits. Additionally, each student must successfully participate annually in a Project Exploration offering, participate in a Senior Internship, and successfully pass all athletic requirements, while she attends Purnell. At all grade levels, the Academic Dean works with each students to create a balanced schedule. Transfer credits are assigned at the discretion of the Academic Dean. Departmental requirements are as follows: Departments:

English 4 full credits, one credit at each grade level

History 3 full credits, must include World History and US History

Language 2 full credits

Math 3 full credits, must include Algebra I and Geometry Algebra II is strongly recommended

Performing Arts 1 full credit, 1.5 credits required for students entering 9th grade

Science 3 full credits, must include Biology and Chemistry

Studio Arts 1 full credit plus one Art History course,

2 credits including one Art History course required for students entering 9th grade

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Specialized Diploma Program

Students who want to focus on exploring their strengths can apply to participate in a specialized diploma program. These programs ask students to complete additional requirements for graduation, including internships, weekend activities, projects, and additional coursework. Students will receive more information about available programs and application procedures each spring. Courses that fulfill the specialized diploma requirements are designated by SD­CA (Specialized Diploma for the Creative Arts) or SD­GC (Specialized Diploma for Global Citizenship) in each course description. Independent Study

Students will at times have particular drive in a specific subject and complete all of the coursework offered in our general curriculum in this department. If they have successfully completed the courses that we offer, the student would be a candidate for applying for an independent study course. The course is considered a distinct course and will be assessed and noted on the transcript accordingly.

In order to apply for an independent study, the student must complete a course proposal two weeks prior to the end of the previous term. This proposal will be the result of a collaborative process with a teacher who will become the faculty sponsor. The proposal must include a course outline which indicates the general course of study, a week by week schedule of topics covered and assessment tools for the course. The student is expected to meet with her faculty sponsor twice a week during the independent study. The proposal must be submitted to the Academic Dean, the Department Chair for the discipline studying and the faculty sponsor. Approval will come from this team.

All other information regarding Independent Studies is listed in our Student and Parent Guide. Online Classes

We encourage students to be independent learners and thinkers. One way to expand a student’s independence and further their understanding of advanced concepts is to take an online class. Students may choose to take courses independently while at Purnell which are not reflected on their Purnell transcript. However, in order for students to earn credit for taking an online course toward a Purnell diploma, the student must first obtain the approval of the Academic Dean. In order to do this, students must complete Purnell’s application for online coursework. After the student receives approval from the Academic Dean, they may register for the class. If the coursework is included as one of the student’s core classes and reflected on the Purnell transcript, the student will have the course fees refunded to the student’s incidental account upon submission of their receipt of payment from the organization to Purnell’s business office and successful completion of the course. In addition, Purnell is a member of the Online School for Girls (OSG). Purnell students are eligible to take OSG online courses at a discounted rate.

In order for students to be eligible for an online course, she must have successfully completed Purnell’s curriculum. She must have demonstrated a high level of independence within Purnell’s curriculum and demonstrated responsibility for her learning at Purnell.

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ENGLISH DEPARTMENT

About English at Purnell The Purnell English Department offers courses designed to help students develop their reading, writing, speaking, listening and critical thinking abilities. Each student takes four years of English, and she may also select from our menu of electives during her 11th and 12th grade years (10th graders may take electives with the approval of the English Department Chair and the Academic Dean). We define the word “text” in a broad manner; our courses include all genres of literature in terms of written text, but also incorporate reading of text from other media such as film, spoken word, and visual media. To prepare students for the college experience, our classes feature many opportunities for informal and formal writing, along with frequent seminar­style discussions, and opportunities for real world applications. Every year, students learn to be progressively more independent and sophisticated in acquiring new vocabulary, comprehending texts, and communicating their ideas. During their years at Purnell, every student will build a portfolio of original works that includes reflections on those works to help students demonstrate their growth as readers, writers and thinkers. English 9 English 9 lays the departmental foundations of effective communication through reading, writing, speaking, listening, and interpreting and producing digital media while looking at the overall theme of “Voices of the Past, Voices of the World.” Foundations of storytelling provide the thematic focus for the course. This course will roughly mirror the World History course, so students will be able to enrich their understanding of history through narrative and deepen their engagement with the literature through historical and cultural context. The first half of the term will look at the development of narrative through history and across genres, including Shakespeare. During the second half of the year, students will apply their understanding of story to global narratives. Students will improve reading comprehension and literary analysis while also evaluating story and character. English 10 In tenth grade, the theme for the course is “Metamorphosis” and students continue their study of English by focusing on the power of one’s ability to make a change in one’s self and in one’s society. The texts in this course will illuminate the ways in which individuals or groups while recognizing the changes happening within themselves have used their voices to change the world around them. Building on their reading, writing, speaking, listening, and interpretive skills, students will produce a variety of written works and digital media that demonstrate understanding of theme, narrative and author intent. Students will study the tools used by authors to communicate with audiences, and will learn to wield these literary tools in their own non­fiction and fiction work trying to capture their own idea about how they are changing and growing closer to adulthood. English 11 The ultimate goal of English 11 is for students to become adept, original, confident communicators. Utilizing the theme of “Perspectives” for the year, students will explore the ways authors communicate in various genres including fiction, creative non­fiction and non­fiction. Students will analyze, in particular, key rhetorical moments in American writing and will learn to independently analyze the techniques that make a text enduring. Students will use logic, research and appropriate evidence to synthesize a skillful argument not only in traditional exposition, but through creative and multi­media means, as well. As writers, students will develop an awareness of their strengths and understand how best to employ the writing process and sophisticated vocabulary to create effective prose and poetry.

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English 12: Literature This course is for the student who seeks to understand Intertextuality (the shaping of texts through other texts) and who wants to explore the ways in which authors communicate across the ages through the texts they create. Following the English 12 theme of “Connections” students will study seeming disparate texts from diverse sources and establish connections between them. They will examine themes, motivations, audience and style to discover universal patterns in literature. In the second semester students will have the opportunity for independent selection of material and long­term research/analysis of a classic piece of literature, looking carefully at allusion, adaptation, originality, symbolism and other devices prevalent in literature. Themes explored in past years have included dystopias, passion, and the paradoxes of war. English 12: Journalism This course is designed for students interested in all aspects of newswriting. In this course, the student will become familiar with the history and role of the print journalist and news blogger in today’s society. They will develop their interviewing, pre­writing, revising, and copy editing skills, learning to pay particular attention to creating succinct and informative texts in a timely fashion. Students will learn how to write effective headlines, cut­lines, captions, and leads. Students will write feature, news, opinion, and special interest stories with the goal of the creation of an online magazine by the end of the Fall term. In the spring, students will explore reporting through digital forums, as well as video and audio media. They will look in particular at the elements that create a focused blog, an ethical radio broadcast or television news show. Popular informative and documentary radio shows like Radio Lab and This American Life and television formats like Headline News and 60 Minutes will be examined and used as templates for the creation of one 10­15 minute group produced vodcast or podcast. ENGLISH ELECTIVES: (Actual courses offered from list below will vary depending on student interest.) Literacy Skills (Yearlong or Semester based on teacher recommendation) Literacy Skills is a differentiated course designed to help students improve and advance their communication skills in a number of areas including reading, writing, listening, speaking, vocabulary acquisition and standardized test preparation. Strategies for more independent or mature students include writing and reading across the curriculum as well as developing their own individual communication goals including goals for SAT, ACT or TOEFL preparation. In certain cases students will be encouraged to bring in texts and assignments from other courses in order to receive feedback and specific instruction in strategies to improve their communication skills whether it be in reading comprehension, effective and organized writing, or building a sophisticated vocabulary. Sections in Literacy Skills will be divided based on whether students are native or non­native English learners, grade­level, as well as supplemental needs regarding test preparation or course reading/writing assistance. Non­native students must have a score of 85 or higher on the TOEFL with no subcategory lower than 20 to opt­out of this course. Students who wish to attend a more competitive university will be encouraged to take the second level of this course until they have reached a score of over 100. Students who test out of Literacy Skills must complete the 2­year language requirement in a language other than English. Banned Books Who is responsible for deciding what is appropriate for students to read? What should a teacher consider when selecting a book for his/her class? Does the public have a right, or the responsibility, to question literature available to their children through public and school libraries? The notion of responsibility and censorship will be at the front of our consideration as we read various pieces of literature challenged or banned by different communities within the United States. Beginning with the First Amendment to the U.S. Constitution and the Comstock Law of 1873, the class will discuss the history of censorship and literature banning in the United States. We will then explore different pieces of literature from the perspective of a developing student, beginning with books for Kindergarten level students all the way through 12th grade literature.

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Power of the Pen: Writing For Social Change While the phrase “the pen is mightier than the sword” may seem cliché, history backs up this claim time and time again. Persuasive communication is an incredibly effective method for prompting social change. Whether in political documents, protest song lyrics, investigative journalism stories, public service announcements, or even in personal letters to companies and government officials, the written word has produced incredible change in America from the abolition of slavery to women’s suffrage to the impeachment and resignation of wayward presidents. This course will not only look at a variety of primary source documents that have caused incredible change, but also will require students to produce several of their own persuasive pieces targeting social change for authentic audiences. The Art of Creative Writing (SP­CA) Many writers are inspired by great works of visual and performing arts, while more and more writers are finding ways to integrate visual media into their texts. In this course, students will explore a variety of visual arts in relationship to their own creativity in writing. Through critical but supportive feedback and use of the revision process, they will develop a community of writers in the classroom. They will use both text and visual media to create meaningful pieces of writing. The Women of Literature In this course, we will read a variety of literature written by women, from classic literature to contemporary YA, with attention to commonalities and differences among women and the kinds of writing they have produced. The class will explore the social contexts of women's lives, and the formal and thematic issues that make this literature such a rich and rewarding area of study. Students will discover how women have written their own experiences into prose and poetry and how readers, critics, and scholars have responded to their work. Journalism (OSG) Journalism will ground students in journalistic basics (interviewing, ethics, Associated Press style), writing genres (news, features, opinion, reviews, editorials and sports), and respective writing techniques in each. Students will learn the ethical and legal standards of professional journalism and are expected to adhere to those standards. In addition to traditional media forms, students are introduced to and will experience digital storytelling, including work with photo slide shows, video and interactive graphics. Students will collaborate on story generation and research, and will peer edit each other’s work, strengthening each other’s skills while honing their own. Text and multimedia work will be by­lined and published online. Prerequisite: Successful completion of Purnell’s English electives.

English Literature and Composition: The Music of Literature (OSG) In “The Music of Literature,” an AP English Literature and Composition course, students will read a variety of novels, plays, short stories, and poetry from the Renaissance to the Postmodern periods. What makes this course unique is the multidisciplinary approach–the course is team­taught by experts in the disciplines of English and Music working together to demonstrate how music can contribute to deeper intellectual and emotional experiences of literature. Novels and plays may include Ralph Ellison’s Invisible Man (Jazz), Anthony Burgess’ A Clockwork Orange (the sonata form), William Shakespeare’s Hamlet (songs), and David Henry Hwang’s M. Butterfly (Puccini’s opera Madame Butterfly). Poetry and music have long been considered to be sister forms of artistic expression, and we will be studying a wide variety of poetry with both an eye and an ear on how sound contributes to sense. Student success will largely depend upon creating dynamic and meaningful connections with teachers and classmates, making personal connections to the material, composing individual learning goals, gaining the confidence to be both curious and creative, and being willing to take intellectual risks. Students should expect to be engaged in the course materials and to be creators of class content. Students will have gained the necessary reading, writing, and critical­thinking skills for success on the AP exam in May.

Prerequisite: Successful completion of Purnell’s English electives.

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HISTORY DEPARTMENT Modern World History History for grade 9 students will begin with an exploration of colonialism, looking at examples from different continents and how they affected the country and its people. In the second semester the focus will be more global; students will explore how WW II, Communism, and the Cold War changed the ways countries and people interacted. The course will end with a look the world today and how nations from around the world have overcome their time as colonies and relate to each other in the post cold war environment. Students will examine history through multiple lenses such as religion, geography, international politics, history, and art. Discussion in class will be a crucial element of this course. Additionally, there will be nightly homework assignments, quizzes, a research paper and a final exam. Comparative Government and Civics: Fall Semester This course is the first half of the requirement for grade 10. Political events of the 21st century have brought a renewed awareness of Americans to the workings of the American government and political system. In order to be an informed citizen on the issues facing our nation and the world today, however, citizens must have a firm understanding of how the system works. This semester course provides a survey of the organization of American government, which includes an overview of the historical significance and provisions of the Constitution; the Bill of Rights; Congress; the Supreme Court; the Presidency; political parties and interest groups. There will also be examinations of other governmental systems and theories to compare and contrast the benefits and drawbacks of our system. The objective of the course is to lay the proper foundation for informed citizenship. Students will then apply that knowledge to examine different types of governments and duties of citizens from around the world. Discussion will be a vital aspect to this course. A documented research paper and cumulative final exam are required. Global Economics: Spring Semester This course is the second half of the requirement for grade 10. This semester course is an introduction to both microeconomics and macroeconomics, studying basic economic concepts such as supply and demand as well as the ways they function in the real world. Students learn to use basic economic tools and analyze real­life situations affecting their daily lives. They also develop an understanding of the U.S. economic system including taxation, the money supply, the Federal Reserve System, the role of wages, etc. Students will then apply that knowledge to examine different types of economies around the world, learning how economic markets interconnect our world. Discussion in class will be a crucial element of this course. Additionally, there will be nightly homework assignments, quizzes, essays, a research paper and a cumulative final exam. United States: Sharing Ideals with the World This is a required course for grade 11. Whether you realize it or not, the history of America and the United States has shaped our lives today through founding ideals, values, assumptions, and economic and governmental structures. Historical events have played a large role in defining the experience of different groups of people, such as women, African Americans, Native Americans and others in the United States. In this course, you will look at historical and current events to discover the effects history has had on different groups of people and different regions within our country, as well as the effect American ideals have had on the world. The course will begin with the arrival of Europeans to North America and end with an examination of recent US foreign policy to decide what the role of the US should be in the world. Much of the learning is project based. Discussion and participation in class will be an important element of this course. In addition to projects, there will be daily assignments, quizzes, writing assignments, vocabulary instruction, activities, a research paper, and a mock trial.

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HISTORY ELECTIVES: (Actual courses offered from list below will vary depending on student interest. Prerequisites for Electives: Successful completion of World History, World Government, and Global Economics (or participating in the class), and/or recommendation by History faculty.) Psychology (yearlong) Students constantly face the challenge of understanding themselves, interacting with groups, knowing where they came from, and gaining awareness of their society and other societies that lived differently from their own. It is important that young people accept these challenges with a thorough base of knowledge rather than accepting opinions that are predicated on media and personal intuition. Psychology is the study of human behavior. As a discipline, psychology employs the scientific method to investigate the many complexities of human existence. Through the various units contained in this elective, students can become young adults prepared with the knowledge of human behavior, past and present. This elective addresses the issues of society’s structure, the individual’s behavior, and humankind’s past and current direction. It will introduce students to the work of pioneers such as Freud, Pavlov, Skinner, Rogers, etc. and their contributions to the field. Learning, human development, personality, and mental disorders are examples of units we will cover. Coursework includes reading and reflection assignments, mini­projects, and a research paper. Human Geography (OSG) AP Human Geography will introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students will employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. Students will analyze the interplay between geography and humanity while they investigate topics such as population growth and migration; cultural patterns and processes; political organization of space; agriculture; industrialization and economic development; cities and urban land use; and the environmental impact of human actions. They will learn about the methods and tools geographers use in their science and practice, which help geographers answer such diverse questions as: What do clustering patterns of voting districts in a state tell one about the population? Why do most North Americans practice Christianity? And, what has changed in the last ten years that has caused the oil industry to not be able to keep up with demand? The course will include discussions, collaborative projects, free­response questions and traditional tests and quizzes. Prerequisite: Successful completion two years of history coursework. Macroeconomics (OSG) AP Macroeconomics will introduce students to major economic issues such as basic market analysis, the causes of the cycle of economic growth and recession, the problems of inflation and unemployment, the causes and consequences of federal budget deficits, and the causes and effects of international trade imbalances and currency fluctuations. Public policy issues are analyzed in a debate format between conservative and liberal approaches. This course will involve extensive reading, problem­solving exercises, online discussions, quizzes and tests, and research and writing about contemporary macroeconomic issues. Strong reading, algebra, and analytical skills are necessary for success, as is strong motivation. AP Macroeconomics will prepare students to become informed and thoughtful and will thoroughly prepare students to take the Advanced Placement exam in the spring. AP Macroeconomics is recommended for juniors and seniors. Prerequisite: Successful completion of Trigonometry and Global Economics.

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Microeconomics (OSG) AP Microeconomics is the study of economic principles that apply to the actions of individual decision makers, both consumers and producers, within an economic system. Topics covered in this course will include: opportunity cost, supply and demand, free trade, economic efficiency, factor markets, monopolies and other anticompetitive markets, as well as government intervention in the economy. Students will explore critical questions, such as: What role do trade­offs, incentives, and marginal thinking play in individual and firm decision making? How can economies most efficiently use their scarce resources? How can governments balance efficiency and equality in an economic system? As an online, college­level course, significant emphasis is placed on independent work and individual accountability. Students will complete collaborative projects, group discussions, problem sets, quizzes, and tests. The curriculum is developed to prepare students for the AP Microeconomics examination in May. Strong mathematical reasoning skills and an interest in finance or business (or even politics) will help students in this course. Prerequisite: Successful completion of Trigonometry and Global Economics. US Government and Politics and Comparative Government and Politics (OSG) This course includes both the AP US Government and Politics course and the AP Comparative Government and Politics course. The course will provide an analytical perspective on government and politics in the United States and around the world, involving both the study of general concepts used to interpret politics and the analysis of specific case studies. Students will become familiar with the various institutions, groups, beliefs, and ideas that constitute US and global political realities. This course will begin with a study of the historical and ideological roots of American government, its fundamental institutions and practices, and the political and social landscape within which they now operate and will gain a deep understanding and appreciation for the aspirations, strengths and limitations of the American system of government. The second semester of the course will focus on fundamental concepts used by political scientists to study the processes and outcomes of politics 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. Comparison assists both in identifying problems and in analyzing policymaking. Careful comparison of political systems produces useful knowledge about the policies countries have effectively initiated to address problems, or, indeed, what they have done to make things worse. By comparing the political institutions and practices of wealthy and poor countries, we can begin to understand the political consequences of economic well being. Student work will include readings from many primary sources; weekly reflections on current events, and opinion pieces and philosophical reflection. Students will view and comment on several video series developed for college courses on American government; participate in online discussions; keep a reflective journal; research and construct a web site on a public policy issue; and write opposing speeches on current political controversies. All students enrolled in this course will be prepared to take the Advanced Placement exam in the spring. Prerequisite: Successful completion of US History. World History (OSG) AP World History will cover history from a truly global perspective rather than that of Western civilization. This course will trace major developments beginning with the Neolithic Revolution and ending with twenty­first century globalization. This course emphasizes the nature of change in global frameworks; studies historical forces and events that have shaped today’s world; and offers a comparison among major societies. This course will focus on reading, writing and research, and will include analysis of primary source documents, lectures, discussions, and projects. Students will engage collaboratively and creatively to understand history and their role in it. All students enrolled in this course will be prepared to take the Advanced Placement exam in the spring. Prerequisite: Successful completion of Purnell’s Modern World History.

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Fall 2014 Global Issues/Global Citizenship (SP­GC) Technology and communication innovations have increased the interconnectedness of the people and countries of the world so much that almost every political or social action in one country has an effect on other countries and people of the world. This semester course will focus on the concept of global responsibility that stems from issues that transcend borders like global warming, pollution, poverty, nuclear proliferation, and issues of scarce resources like water. Students will develop multiple perspectives by engaging with local and international efforts to address these issues and to help find solutions. Throughout this course, the concept of global citizenship that accompanies global responsibility will be introduced and considered. Additionally, there will be nightly homework assignments, quizzes, essays, and a research project. Comparative Government and Civics The 2008 election has brought a renewed awareness of Americans to the workings of the American government and political system. In order to be an informed citizen on the issues facing our nation and the world today, however, citizens must have a firm understanding of how the system works. This semester course provides a survey of the organization of American government, which includes an overview of the historical significance and provisions of the Constitution; the Bill of Rights; Congress; the Supreme Court; the Presidency; political parties and interest groups. There will also be examinations of other governmental systems and theories to compare and contrast the benefits and drawbacks of our system. The objective of the course is to lay the proper foundation for informed citizenship. Students will then apply that knowledge to examine different types of governments and duties of citizens from around the world. Discussion will be a vital aspect to this course. A documented research paper and cumulative final exam are required. Spring 2015 Global Economics (SP­GC) This semester course is an introduction to both microeconomics and macroeconomics, studying basic economic concepts such as supply and demand as well as the ways they function in the real world. Students learn to use basic economic tools and analyze real­life situations affecting their daily lives. They also develop an understanding of the US economic system including taxation, the money supply, the Federal Reserve System, the role of wages, etc. Students will then apply that knowledge to examine different types of economies around the world, learning how economic markets interconnect our world. Discussion in class will be a crucial element of this course. Additionally, there will be nightly homework assignments, quizzes, essays, a research paper and a cumulative final exam. History of Modern Russia (SP­GC)

This one­semester course is designed to introduce students to the rich history of modern Russia since the twentieth century. Attention will primarily focus on post­1917 Russia. It will encompass the role of radical political ideology, the attempt at rapid industrialization of a largely agrarian society, the emergence of the Soviet Union and its collapse, and current Russian political issues. Students will be encouraged to make connections between Russia’s past experiences and contemporary issues in terms of how Russia is presently interacting with the world, including Russia’s annexation of Crimea from Ukraine.

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LANGUAGE DEPARTMENT Spanish 1 and French 1 First­year language learners will learn basic grammatical rules that will allow them to write simple sentences, ask and answer simple questions, and understand the spoken language they study. The goal of the first year is to develop understanding of the basic parts of speech such as nouns, verbs, and adjectives, and how those parts of speech fit into simple present tense sentences. A heavy emphasis is placed on acquiring new vocabulary, and learning the phonetics of the language. Students are taught to recognize common letter combinations and structures for ease of spelling and pronunciation. First year students are also introduced to the culture of applicable nations through the celebration of holidays and festivals, cooking and tasting foods, singing songs, and viewing films, among other things. Spanish 2 and French 2 Second­year language learners will build on the skills they developed during their first year of study. They learn more complex grammatical structures, including the past tense, and put these skills to use writing longer and more complex dialogues and compositions. Students are expected to express themselves more readily in the target language in class. Emphasis is still placed on acquiring vocabulary and asking and answering questions. Films viewed in class become more reflective of the history and culture of target nations/communities. As in the first year of study, students are asked to reflect on their role in the world as Americans, though on a higher level. Holidays and festivals continue to be celebrated, though students may be asked to do research into the beliefs and customs of a target­language nation. Prerequisite: Successful completion of level one of language or teacher recommendation. Spanish 3 and French 3 In the third year of language study, students are beginning to prepare themselves for further study at the college level. A heavy emphasis is placed on the mastery of complex grammatical structures, teaching students not only “how” to use a verb tense, but “why” it is used. Pronunciation skills are fine­tuned and spoken speech becomes more varied and creative. Films are chosen for third­year classes based on their historical and cultural lessons. Students are asked to write topical dialogues and one to three page compositions throughout the year. Current events in target­language nations are shared and discussed. A large portion of the class is conducted in Spanish or French with the expectation that students begin to increasingly interact in the target language. Prerequisite: Successful completion of level two of language or teacher recommendation. Spanish 4 and French 4 In the fourth year of language study, students further prepare themselves for college­level study. Students read and discuss excerpts from literature, poetry, plays, and songs. They study the art, history, architecture and music of Spanish­speaking and Francophone cultures. Grammar topics are integrated into students’ daily exercises. Emphasis is placed on reading, writing and speaking the language. The course is conducted primarily in Spanish or French. Prerequisite: Successful completion of level three of language or teacher recommendation. Spanish 5 and French 5 Spanish or French 5 is an advanced course dedicated to furthering a student's oral, written, and cultural competence in the language through exploring and utilizing higher level grammar, developing more abstract, cohesive ideas and expressing them in both writing and speech, and reading excerpts from full­length, authentic target language literature. Units are developed according to student interest and individual level. Prerequisite: Successful completion of level four of the language or teacher recommendation

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Latin I (OSG) Latin I is intended for students who have not previously studied Latin. The course will focus upon reading Latin, as well as developing writing, listening, and speaking skills as aids to internalizing Latin. Students will learn the first three declensions of nouns and adjectives, the four verb conjugations in the active voice and all tenses, some uses of the infinitive, as well as demonstratives, pronouns, and numerals. Upon completion of this course, students will have acquired proper pronunciation, essential grammar and vocabulary to be able to understand and read short passages; the ability to engage in simple verbal exchanges; and a greater knowledge of English vocabulary and grammar. Learning Latin is also about discovering connections and relationships between ancient and contemporary languages, cultures, and influential ideas. Therefore, students will learn to recognize the legacy of this remarkable civilization and begin to understand their intellectual and cultural heritage. As students collaborate in learning Latin, they will learn about Roman family life, the legendary heroes, myths and gods, and Roman perspectives on life. Students will take quizzes and have tests, but they will also write stories, sing songs, play games, and work together on short research projects to further understand how their developing knowledge of Roman culture applies to their own lives. Prerequisite: Successful completion of Purnell’s languages.

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MATH DEPARTMENT Algebra I This course will develop an understanding of basic algebra and analysis while focusing on logic, reasoning, and problem solving skills. Topics covered include: use of variables, evaluating expressions, solving a variety of equations, creating graphs, solving and graphing linear functions, and an introduction to statistics. Geometry This course will develop deeper reasoning skills as well as spatial intelligence. It will cover many ideas with respect to geometry in everyday life, as well as skills in geometric constructions and analysis. Topics covered include: area and perimeter of polygons, circles, solving for missing angle measures (supplementary, complementary, etc.), perpendicular lines, parallel lines and transversals, proving similarity and congruence, classifying quadrilaterals, and the Pythagorean Theorem. Prerequisite: Successful completion of Algebra I. Algebra II This course is designed to be a comprehensive study of advanced algebra concepts including linear and quadratic equations, inequalities, functions, radicals, imaginary and complex numbers. Emphasis is placed on practical applications and modeling. Prerequisites: Successful completion of Algebra I and Geometry. Trigonometry This yearlong math course is designed to be a comprehensive study of Trigonometry. Major topic areas include the six trigonometric functions, right­triangle trigonometry, trigonometric function graphs, radian angle measure, analysis of periodic data, oblique triangles, and vector algebra. Prerequisites: Successful completion of Algebra I through Algebra II. Pre­Calculus Pre­Calculus is an advanced extension of Algebra and Trigonometry. Prior knowledge from both is built upon here with additional applications. The Pre­Calculus course is designed to encompass all those topics necessary to begin successfully in a college calculus course. Critical components of the course include: problem solving, polynomial, rational, exponential, logarithmic, polar, and parametric functions, trigonometric graphs and equations, the complex number system, and probability and statistics. Prerequisites: Successful completion of Algebra I through Trigonometry. Calculus This yearlong math course is designed to be a review of some advanced algebra and trigonometry topics and an overview of the principle concepts of both differential and integral calculus and their application. Topics to be studied include but are not limited to: limits & continuity, the derivative, methods of differentiation (explicit and implicit), related rates, graphical analysis of functions (extrema, asymptotes & points of concavity), optimization, velocity & acceleration, definite and indefinite integrals, methods of integration, the fundamental theorem of calculus, area, volume, arc length, and work. Prerequisites: Successful completion of Algebra through Pre­Calculus.

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Calculus BC (OSG) The AP Calculus BC course is a standard course in the calculus of a single variable. The goal is to teach conceptual reasoning, enabling students to present a solution algebraically, geometrically, numerically or verbally. Emphasis is placed not only on a clear understanding of the concepts, but also on their applicability in real world situations. All of the topics in the Advanced Placement BC syllabi are covered, as well as additional topics as time permits. Major topics include limits, continuity, derivatives and applications, integrals and applications, first order linear differential equations, inverse trigonometric functions, transcendental functions, infinite series, Taylor polynomials, vectors, parametrically defined functions, and polar coordinates. This student­centered course will feature discussions, reflections, and projects that will help students to master the course material in an engaging way. Students enrolled in this course will be thoroughly prepared to take the Advanced Placement exam in the spring. Prerequisites: Successful completion of Algebra through Calculus. Multivariable Calculus and Differential Equations (OSG) Multivariable Calculus and Differential Equations will cover a number of other topics beyond the AP Calculus BC curriculum, including: calculating volumes by using shells, surfaces of revolution, and centers of mass and centroids. The course also explores topics that are studied in a typical college level third semester calculus course, including vectors and vector valued functions, differentiation in several variables, optimization in several variables, multiple integration, and line and surface integrals. The course concludes with an introduction to Differential Equations. Topics include solving exact first­order equations, solving second order homogeneous and non­homogeneous linear equation, and exploring applications to various scientific fields. This course will feature discussions, projects, and other activities that will help students to develop their advanced math skills in a collaborative and creative way. Prerequisites: Successful completion of Algebra through Calculus BC. Applied Math This course will cover a survey of topics in applied mathematics, stressing the connections between contemporary mathematics and modern society. The underlying goal is to increase your ability to interpret and reason with quantitative information, as it applies to your future courses, your career and your daily life. Topics may include: numbers in the real world, interpretation of statistics, financial management and probability in games. This course is open to students who have successfully completed Geometry and Algebra II and wish to study an elective in mathematics. [Student Incidentals will be charged for field trips, not to exceed $50.] Math Foundations (Algebra I/ II & Geometry) : (Yearlong or Semester based on teacher recommendation) This course is taken in conjunction with Algebra 1, Geometry, and Algebra II. This course reinforces the essential concepts from Pre­Algebra to Algebra II and skills necessary to function in authentic problem­solving situations. Students will focus on skills and applications related to success in their current math placement.

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Statistics (OSG) AP Statistics will help students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Each student will be expected to learn how to articulate methodology, data description, and conclusions and to provide constructive comments on reports by classmates. Technology will be employed as a tool to help students solve statistical problems. Graphing calculators will be used regularly, along with other statistical software, to enhance the students’ ability to visualize data distributions and calculate important numerical results. The students will learn that displaying data and calculating statistics are valuable tools only if the students can effectively and accurately draw meaningful conclusions about what the data tells us. The class will necessarily be fast paced, however the pace of the course will not undermine the inclusion of important activities that help students understand the value of statistics in their own lives both now and in the future. Much of the knowledge learned in this course will come through experiential activities that challenge students to design, administer, and tabulate results from surveys and experiments. The students will often work in small cooperative groups to explore problems and share ideas. Active participation, in the form of individual and group projects, peer review of student work, and discussion board conversations, will play a major role in the students’ success in the course. Assessments will include projects, homework, participation, short quizzes, and major tests that mirror the multiple choice/free response format of the AP Examination so that will be prepared to take the exam in the spring. Prerequisites: Successful completion of Algebra through Trigonometry.

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PERFORMING ARTS DEPARTMENT GENERAL PERFORMING ARTS: Behind the Scenes (SD­CA) Lights, Costumes, Sets, ACTION! Do you ever wonder what it takes to light a show or create a set? Students involved in this class will get the opportunity to focus on the behind the scenes aspects of the theatre. Students will discuss the various roles including stage manger, set designer, lighting technician, among others and gain an appreciation for the men and women behind the curtain. Hands on projects will give each student a chance to work in a variety of roles throughout the semester. Theatrical Makeup Design (SD­CA) Have you ever wondered how an actress gets that flawless look onstage? Curious to learn how to age yourself for a role? Or maybe you have always wanted to learn about fantasy and special FX makeup? Students in this course will take a look into the world of stage makeup. We will take a hands­on approach, as we learn about what goes on behind the curtain before it rises. Students will learn a variety of techniques and focus on many important makeup skills for performance on the stage. [Incidental fees will be incurred for personal stage makeup kit, costs not to exceed $75.] Survey of Performing Arts (9th Graders Only) This course is required for all Ninth graders. Students first explore the disciplines of Music, Dance and Drama in small workshop settings. Journals are required and small vocabulary quizzes are also given in each workshop. Eventually the full class comes together to create an ensemble show highlighting students in all three disciplines. All students will perform at the End of Term Performing Arts Showcase. Students may also attend a professional performance on which they will write a critique. [Student Incidentals will be charged for tickets, not to exceed $50.] DANCE: Beginner Dance (SD­CA) Want to learn how to dance? Ever wonder how dance as you know it today originated? Students in this class will not only get the chance to learn the various techniques of ballet, jazz and modern, but also see how they have evolved over time. Students will focus on developing their turn out, alignment, and overall grace at the barre during ballet class, through floor work both center and traveling, and by learning variations and choreography. Basic jazz vocabulary and movements exploring the fundamentals of the style through rhythm and isolations will be introduced. Students will build a technical understating of modern techniques of Martha Graham and Lester Horton. As students gain an understanding of the movements we will discuss the key players, performances, and choreographers that have shaped the art form today. Choreography will be created for the class to perform in the End of Term Showcase. Students will see one dance performance and write a critical review of the show. [Student Incidentals will be charged for tickets, not to exceed $50.] No experience necessary. I’ve Got Rhythm: Tap dance (SD­CA) Have you ever wanted to learn the intricate style of tap dance? Whether rhythm tap or Broadway tap, both showcase the musicality and percussive use of your feet as an instrument. Students in this class will not only get the chance to learn the techniques of both styles but also see how they have evolved over time. As students gain an understanding of rhythm they will begin focus on intricate footwork creating a percussion instrument with their feet. Choreography will be created for the class to perform in the End of Term Showcase. Students will see one dance performance that incorporates tap dance and write a critical review of the show. [Student Incidentals will be charged for tickets and tap shoes, not to exceed $100.] Tap shoes MUST be purchased. No experience necessary.

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Intermediate Ballet (Fall Term) (SD­CA) Every dancer has heard the saying “Ballet is the basis for all forms of dance”. Every great dancer knows this to be true. Whether your focus is contemporary, modern, jazz, tap, or even hip­hop, ballet is an important technique for any dancer to learn. Students in Intermediate Ballet will focus on developing their turn out, alignment, and overall grace at the barre, through floor work both center and traveling, and by learning variations and choreography. Emphasis will be placed on demonstrating the ability to incorporate musicality and performance qualities within the correct execution of intermediate ballet movement vocabulary. Through movement videos and one live performance trip, students will gain an appreciation for the Ballet. (Pointe work optional for students at proper technical level determined by instructor.) [Incidental fees up to $50 will be incurred for ticket costs.] Must have permission by instructor to participate in this class. Literature and Dance (Spring Term) (SD­CA) Ever wonder how ballet companies create new ballets? In this exciting new class students will turn stories into movement. Throughout the semester students will take part in movement classes, read 2 classic stories, then work to turn the story into a One Act ballet. Students will focus on the techniques of ballet and contemporary dance as well as important elements of choreography and partnering. [Student Incidentals will be charged for tickets, not to exceed $50.] Some experience necessary. THEATRE: Acting: Wilde about the Classics (SD­CA) Have you dreamed about playing Blanche Dubois or Nora Helmer? This course is designed for the experienced actress interested in those types of coveted roles. Of the many plays considered “classics”, a few will be read and studied focusing on character development and cultural significance. Several acting techniques will be explored with special attention to voice and movement, environment building, and sensory perception. Students will then have the opportunity to see a play they’ve studied, performed at a professional theatre. Students will perform monologues and scenes from the plays read for the class as well as in the End of Term Showcase. [Incidental fees will be incurred for ticket costs.] Previous acting experience necessary. Children’s Theatre (SD­CA) Children's Theatre is designed for the student interested in both theatre and/or education. Students in this class will get the chance to work first hand as a teacher and a performer. Students will first learn strategies and techniques for introducing children to theatre from the perspective of a teacher. Students will gain knowledge on ensemble building, positive reinforcement, and the ability to engage a classroom through improvisation, puppetry, mask making, and other creative drama techniques through "Viola Spolin's Theatre for the Classroom". Students will then get the opportunity to create a stage presentation for children and work directly on the production process from all angles in the final showcase piece which will be performed for an audience of children with an included workshop taught by the students. “Who’s Line is it Anyway”­ Improvisational Acting (SD­CA) Do you want to be creative, use your imagination, and create theatre without a script? Would you like to learn the secrets and tricks of one of the most entertaining forms of theatre? Then improvisation is for you! Every actor knows that listening and responding are key elements to making a scene work. During the course of the semester students will gain the skills of spontaneity, reaction, storytelling, movement, teamwork, and character to use in future acting endeavors. Through coaching, warm­up exercises, creative performance games and basic short­form scene­work, you will learn how to be more spontaneous, trusting and cooperative and how to listen in a fun, creative atmosphere. Students who have previous experience or no experience at all will enjoy the exhilarating and exciting experience that improvisational acting has to offer. Students will create a final performance piece to be performed at the End of Term Showcase.

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Shakespeare: Remixed (Spring Term Only) (SD­CA) Do you love the theatre? Have you ever read Shakespeare and thought it was boring, confusing, or dated? In this class students will get the opportunity to read two of Shakespeare’s plays. Since Shakespeare wrote directly for the stage, students will read aloud in class to help understand and analyze the material. Through acting exercises, scene­work and historical readings, students will begin to understand Shakespearean language so that the actor can easily perform the exciting characters. Then students will work to “remix” the play and modernize it. We will create a final product that will incorporate music, dance, and theatre. There will be a final presentation created for performance at New Jersey’s Shakesperience in the spring and for the End of Term Showcase.

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SCIENCE DEPARTMENT Biology This yearlong course is an introduction to life sciences. Through the year, students will be provided an understanding and appreciation of the diversity and interconnectedness of life on our planet. The students will build a solid base of knowledge from which to draw on in future science classes, as well as in life. Because biology is literally the study of living things, this course will be divided into the following major topics: criteria for living things, cellular biology, characteristics of living things such as reproduction, growth and development, structure and function, energy used, obtained and transferred, and ecology. The students will be asked to consider the following questions: What determines if a substance is considered living? How do the processes that occur in living organisms help them create their niche? How do living organisms exist together? In addition, throughout the course students will put their science knowledge to practice by conducting scientific experiments on various topics. Prerequisites: Requirement for ninth graders.[Incidental fees up to $50 may incur for field trips.] Chemistry What are we made of? Why do things explode? If these questions intrigue you, then this course is for you. This is a yearlong course that will explore the wonders of chemistry and help students bring chemistry into their everyday lives. They will discover that chemistry is not just limited to their textbooks but is also constantly surrounding them. Students will unfold the basic structure of all matter by studying the atom. With this new knowledge, the students will go on to investigate molecules, compounds, chemical reactions and bonding. Throughout the course, the students will continually be relating what they are learning to their everyday lives. We will be investigating the scientific method, scientific measurement, atomic structure, chemical names and formulas, chemical quantities and reactions, electrons in atoms, chemical periodicity, ionic and covalent bonding, acids and bases, specific properties of various elements and various chemists and their contributions to society. Students will be graded on tests and quizzes, daily homework, lab reports, projects and a final exam as well as a willingness to work. Prerequisites: Successful completion of Biology and Algebra I [Incidental fees up to $50 may incur for field trips.] Conceptual Physics If a heavy person and a lightweight person open their identical parachutes at the same time, who will reach the ground first? If a potted plant were to fall on your head, would it hurt more if the pot were to break or to bounce? Why does the earth orbit the sun? What causes the water level to rise and to fall at the beach? Why do you get that funny feeling inside when the elevator starts moving? This yearlong science elective is designed to be a study in the basic concepts of physical science and their application to our everyday lives, answering the questions above and many more. The class will focus primarily on the study of mechanics: linear and projectile motion, inertia, forces, impulse and momentum, work and energy, circular motion, center of gravity, rotational mechanics, universal gravitation, and gravitational interactions. If time allows during the year, concepts involving electricity, magnetism, sound and light will also be examined. Although successful mathematical application of the concepts covered is a must, emphasis is placed on each student’s conceptual understanding of these concepts and on her opportunity to learn them through first­hand experience, experimentation and analysis. Student grades will be based on participation, homework, tests and quizzes, projects and presentations, and lab activities. Prerequisites: Successful completion of both Geometry and Algebra I. [Incidental fees up to $50 may incur for field trips.]

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ELECTIVES: (Actual courses offered from list below will vary depending on student interest.) Anatomy and Physiology Do you ever watch Grey’s Anatomy or House and wonder about the medical terms? Have you ever had a headache and taken an aspirin, but not sure why? Do you ever wonder what the numbers in your blood pressure mean? Have you ever had more questions when you left the doctors, then when you arrived? This course will look at practical applications for anatomy and physiology. Students learn the gross and microscopic anatomy of the following systems: integumentary, skeletal, muscular, circulatory, respiratory, digestive, urinary, nervous, and reproductive. Some systems will be covered in depth, while others will be discussed at an introductory level. The course will investigate the body through lectures, hands­on activities, dissection, and field trips. Prerequisites: Successful completion of Biology. Engineering, Design & Robotics Engineering, Design & Robotics is a two­semester course with the option for a student to opt in at the start of the second semester if she has already taken the elective PLTW Introduction to Engineering course previously offered as part of the Purnell School science curriculum. The first semester of this course will answer questions such as: Who is an engineer? What do engineers do? What fields do engineers work in? What skills to engineers need? and What is the engineering design process all about? Students will investigate engineering and the design process through regular exposure to current events in STEM, team instant design challenges, design case studies, and a look at current global design initiatives and relevant engineering research and development. Additionally, students enrolled in the course will gain skills in computer aided design through the use of Autodesk Inventor, a state­of­the­art, 3­dimensional CAD interface. The second semester of the course will focus primarily on logical flow and basic robotics programming using the Lego Mindstorms NXT platform and will involve an introductory unit on electricity and magnetism wherein students will learn about and create simple electric motors and generators. Students will work to model, to build, and to program Lego robots to perform a variety of tasks and to solve simple design problems. Related topics introduced throughout will include torque, power, rotational and translational motion and simple gearing systems. If you are curious about science and technology, and you like to tinker, to create, and to solve problems, then this course is for you! Prerequisites: Successful completion of Algebra I and Geometry. Environmental Science (SD­GC) What are implications of fracking on our drinking and ground water? Why were there so many dead pigs in Chinese rivers this March? Environmental Science will provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human­made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Humans have made an enormous impact on the Earth, particularly in the past few decades, with our advances in technology, rapid population growth, and excessive energy use. This course will consist of ethical discussions and collaborative projects designed to probe how different cultures and social structures affect the environment, and to explore potential solutions to today’s environmental issues. Students will engage collaboratively to investigate the real­world problems that face our environment today such as biodiversity loss, energy conservation, and climate change. They will study not only our environment but also work collaboratively to understand our role in it. Prerequisites: Successful completion of Biology and Chemistry. Forensic Science(OSG) Forensic Science will examine the application of science to the criminal and civil laws enforced by the criminal justice system. Students will explore the science of criminology by using a combination of science disciplines, including biology, chemistry, physics, geology, and computer technology. Students will learn to differentiate between actual techniques and some of those portrayed on popular television shows and will also evaluate current procedures used by real crime labs to understand some of the limitations of the law, police, and forensics science. Throughout the year, students will

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examine scientific techniques behind the analysis of physical and chemical evidence, toxicology, DNA fingerprinting, fire and explosives, glass, bones, handwriting and document analysis, and other relevant pieces of evidence. Simulated crime and accident scenes will be investigated, and as evidence is collected and analyzed, students will develop observation skills and deductive reasoning. The course will also include a study of the variety of careers in forensic science. This exploration will be completed through a mixture of laboratory exercises, class discussions and projects, online simulations and games, and analysis of representation of forensic science in the media. Prerequisites: Successful completion of Biology and Chemistry. Genetics and Human Biology (OSG) It can be argued that an understanding of the human body, and how it works, is one of the most important biological disciplines that a person can explore. After all, our bodies are with us no matter where we go or what we do! From the DNA that ultimately determines all of our traits and how every cell in our body works to the complex interactions of our organ systems, the human body is an incredible, complex machine that must be able to adapt to changes in both the internal and external environment. Genetics and Human Biology will look at the human body from a variety of different levels by combining an in­depth study of DNA and genetics to an exploration of the structure and functions of the body from the cells and tissues to the organ system level. Through the study of genetics, students will look at how traits are passed from one generation to the next, how DNA creates and controls the cells of the human body, and how human traits have changed over time. These topics will be combined with deep study of human anatomy (the structures of the body) and physiology (how the structures of the body work). Students will participate in discussions, as they examine the causes and treatments of a variety of diseases, both genetic and infectious. In addition, students will explore new and emerging research in the field along with the social and ethical controversies and questions that often accompany technological advances. Prerequisites: Successful completion of Biology and Chemistry. Introduction to Computer Programming (OSG) Introduction to Computer Programming will cover introductory programming concepts through a variety of tools, as well as focusing on current day issues related to girls, women, and computer science. The course will start by introducing students to object­oriented programming concepts through the use of 3D graphics. Students learn to use methods, functions, parameters, arguments, if­else statements, and loops in this creative, animated environment. Students then will learn to create Android apps as they explore app development with MIT’s App Inventor and also work in Processing, a java­like language that incorporates an electronic sketchbook with graphics, animation, and keyboard and mouse events, while utilizing more traditional, line­by­line, text­based coding. Students will conduct research and investigate current day issues surrounding computer science, specifically focusing on recent studies about girls and computer science, and mentoring programs and scholarships that are aimed at getting and keeping girls interested in the field. Students participate in regular discussions and work collaboratively and creatively with their classmates. Students will collect their programs, animations and screencasts in individual portfolios. This course fulfills the prerequisite for both AP Computer Science and iOS App Development at the Online School for Girls. Prerequisites: Successful completion of Algebra I and Geometry.

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Marine Science (OSG) Marine Science will introduce students to oceanography, and aid them in application of biological concepts to marine organisms. Major topics of study will include the anatomy and behavior of marine organisms, the ecology of marine habitats, and the role of climate change in affecting the marine environments. There are three goals for the course: 1) to develop a solid knowledge base and understanding of marine ecological systems, 2) to integrate that knowledge base into practical applications of science that affect students’ world and futures, and 3) perhaps most importantly, to foster critical thinking skills and a keen understanding of the scientific process necessary to become well­informed and scientifically aware citizens, whether students’ futures directly involve marine science or not. Coursework will include a variety of methods and mediums, including but not limited to: virtual and at­home laboratory exercises; scientific literature analysis; reading and video assignments; and research using online journals and current oceanographic data. This work will be largely collaborative as students engage with the teacher and with their classmates on projects and labs. There will be a significant emphasis on the application of creativity and innovation in dealing with environmental challenges. Prerequisites: Successful completion of Biology and Chemistry.

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STUDIO ARTS DEPARTMENT Fall: Art History: Ancient to Renaissance (SD­CA) This course explores the development of the cultural achievements of Western civilization through the study of significant art and architecture. The sequential growth Western art history is examined from the prehistoric paintings in European caves to the Renaissance masterpieces of painting, sculpture and architecture. Several studio projects are created to reinforce the central concepts pertaining to the periods being studied. Slides, films, lectures and discussions are used to reinforce the text ‘Discovering Art History’. Students also share individual research projects by presenting their discoveries to the class. This course culminates with a visit to the Metropolitan Museum of Art. While exploring the museum students complete an art historical ‘scavenger hunt’. This course builds the students’ confidence and knowledge about Western art history and its relevance to the world around us. Art History: Visual Culture (SD­CA) Visual culture investigates the production, form, and reception of artistic images past and present. It incorporates painting, sculpture, and architecture from various cultures including Africa, the Americas, Asia, Europe, and the Pacific Islands. Students encounter complex questions about the social, economic, religious, and psychological influences on those who produce visual images as well as on those who view them. Also considered is how images form beliefs and values, taking into account the issues of gender, sexuality, ethnicity, race, and class. Art History: Women Artists (SD­CA) Where were all the women artists? This question perplexed art historians and enthusiasts alike for centuries. This course explores the art and crafts of women artist throughout history. Students will learn how the expectations for behavior and educational opportunities affected women as they tried to find outlets for personal expression. Painters like 17th century artist Artemisia Gentileschi will be discussed because of the barriers they broke in the face of overwhelming obstacles. Quilting, pottery and fibers will also be studied to learn how female craft artists challenged the notion of purely utilitarian art to create unique forms of self expression. Students will enjoy the hands­on projects. Spring: Art History: Baroque to Modern (SD­CA) Between the 17th century and the beginning of the 20th century Western art went through enormous changes, and developed the visual iconography that we recognize today. This course studies the developments that occurred in art from Caravaggio to Picasso. Students will explore the changing nature of visual expression and recognize its continuity as well. Students will have the opportunity to explore these conceptual achievements in hands­on projects. Art History: Non­Western Art (SD­CA) This survey class introduces students to the world of art beyond Western culture. The students will explore the art and architecture of Meso­America, Africa, China, Japan, India and Australia. Familiarity with the art and concepts of many cultures helps the students develop the idea of a world community and increases the awareness that European art has been, and still is, influenced by the art of other cultures. There is a considerable hands­on component in this course. Students will produce several artworks that exemplify the highlights of the material being studied. Art History: Art in Social Context (SD­CA or SD­GC) Art in Social Context is a semester long course that focuses on the various purposes of art and examines how art improves the lives of the people who view it or live amongst it by delighting, examining, redefining, challenging or otherwise changing the way the world is viewed. The students will explore art in thematic topics rather than in chronological sequence, studying the great themes in human expression from across the ages. The students will read,

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research, write, examine and create art while delving into some of the ideas that have stimulated thought, discussion and art making since human beings began to express their ideas. The essential questions for this course are: How does art communicate the values and ideas of a society?, and How can art change the world? Ceramics I (SD­CA) This course is an introduction to the medium of earthenware clay and various fired techniques for decoration. We will explore the processes of hand­building, using methods of pinch, slab, and coil. Projects will focus on making figures, vessels and a self­directed conceptual project. Artwork will include the creation of both functional and non­functional pieces, always with an emphasis on craftsmanship and overall design. Art history will be introduced in a project appropriate, non­linear fashion. Ceramics II (SD­CA) This course is an introduction to the use of the potters wheel. Students will learn the basics steps necessary to integrate form and function. The first project will focus on creating the most basic form, the cylinder. Making sets of items such as cups, plates, and bowls, assist students in gaining strong craftsmanship. Proper studio practice and glazing techniques, with special consideration for food safety, will be covered. The final project will be a self­directed non­functional project, which stresses concept and its connection to form. In the final weeks of the term students learn about firing a kiln. Darkroom Photography I, Independent Study (SD­CA) Photography I is an introduction to the medium of black and white film photography that is offered to the exceptional photography student as an independent study option. In this course, the student will learn how to use a 35 mm film camera, how to develop film into negatives, make a contact sheet, how to enlarge and develop prints, and the importance of narrative as a mode of exhibition. They will maintain a photography notebook and understand the importance of composition and craftsmanship in photography. The student will also work on a conceptually based, self­directed, final project with a focus on synthesizing interests, communication to viewers, and a project­based format. Prerequisite is Digital Photo 1. Digital Photography I (SD­CA) Digital Photography I is a semester long introduction to the technology of the digital SLR camera. They will learn essential photographic principals which will serve as a springboard to the operation of a digital camera, and the use of photographic software. All fundamental instruction for the use of the digital camera, the use of Photoshop, and learning how to present their work, will take place in this course. In addition to the basic technology, students will become familiar with the language, history, and cultural background of photography. A balance of instructional activities will provide the beginning student with a basic understanding of photographic visual expression and the development of creative thinking and problem solving skills. The Purnell School has a number of simple digital point and shoot cameras that are available for Purnell Students, but a personal DSLR is recommended. Digital Photography II (SD­CA) This semester long course continues to develop digital shooting and software skills for the more advanced student. The advanced photographic principals that they will learn from this project will serve as the foundation for the creation of more complex digital artwork. Students will acquire more in depth knowledge of photographic language, history, and cultural background, particularly pertaining to digital photography. A balance of instructional activities will provide the student with an in depth understanding of photographic visual expression, Photoshop, and the development of creative thinking and problem solving skills. Digital Photography I is a prerequisite for this course and a personal DSLR is needed.

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Drawing I (SD­CA) Drawing is a semester long course designed to build a strong foundation in the visual arts. Proficiency in drawing expedites learning in all other studio classes. Projects begin with observational drawing. These ‘learning to see’ exercises teach the artist how to create two­dimensional interpretations of form, space and light. The elements of art and principles of design are part of the art­specific vocabulary that is learned and used in class critiques. The second half of the course progresses to abstract and non­objective drawing. Instruction is through demonstration, example, practice and suggestion. Research and analysis of various artists comprises the writing component of this course. In this manner students increase their knowledge of various important artists. Drawing II (SD­CA) This course builds on the foundation established in Drawing 1. Students will incorporate the exploration of color thorough the use of colored pencil and pastel in drawings ranging from observational studies to abstractions. Teaching will include demonstrations, discussions and examples by master artists. Students learn to discuss and evaluate art with art terminology during class critiques. Experimentation and risk­taking are encouraged as part of the development of a personal aesthetic. Fashion Design (SD­CA) This semester long course begins with learning to draw the croquis figure in fashion proportion. Students learn how render fabrics, textures and accessories using various art media. The students then create unique fashionable designs by using nature, architecture, art and other cultures as inspiration. Fashion is explored as ‘wearable art’ rather than utilitarian garments. The second half of the semester is filled with the construction of two garments that will be modeled on stage during Spring Showcase. The themes are: a deconstructed and reinvented garment and a garment fashioned from non­traditional material. Emphasis is placed on creativity and unique forms of expression. Graphic Design I (SD­CA) In Graphic Design, students will gain experience in the layout and design of a variety of typography, flyers, brochures, signs, posters, and logos. Students will learn the criteria for a good layout, including how to use the elements and principles of design. While using a variety of media, students will practice on related assignments and have the opportunity to create finished products of their own designs. Emphasis will be placed on the design­process (problem solving), employing methods, strategies, research and techniques that encourage creativity, and may include an introduction to graphics design software, such as Adobe Photoshop. This course provides students with a foundation in graphic design, advertising design and concepts, communication design basics, two­dimensional design, color, and learning to think visually. Graphic Design II (SD­CA) Graphic Design II will expand on the design process and problem­solving learned in Graphic Design I. The main goal of this course is to develop the students' awareness of the presence of design in all aspects of our environment and to help them recognize that design is the basic structure of art. Through further study and experimentation with elements and principles of design, greater emphasis will be placed on how to combine the concepts of design to achieve the maximum visual effect. Graphic Design II also further develops student knowledge and skills with graphics software such as Adobe Photoshop. Students will apply the combination of computer and design skills to satisfy various graphic and communication needs in the school and community as well as using them as a valuable means for self­expression and self­discovery. In addition to the actual design production, this course helps students to develop critical and analytical skills through the examination of works by professional artists and graphic designers. Jewelry Design (SD­CA) In this semester long course students create designs for unique forms of wearable art. Nature, architecture, art and history are the concept resources for inventive jewelry design. Students will develop the jewelry from concept though working drawings, final designs and then manufacture the artwork themselves. Jewelry is created from wire, string, and authentic silver clay. These materials can used with semi­precious stones, beads and found objects to create inventive expressions of jewelry design.

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Mixed­Media (SD­CA) This course explores the use of various combined media to produce two­dimensional, mixed­media artworks. Students learn how to layer ink, pastel, watercolor, collage, and acrylic paint in projects that range from observational to imaginative invention. Picasso, Schwitters, Rauschenberg and other master artists are examined and discussed. Artwork varies in size from small­scale artworks to a large complex final project. Students are encouraged to express themselves in artworks that are rich in surfaces and unique imagery. Painting I (SD­CA) This semester long course will begin establish fundamental painting skills and techniques. Projects begin with monochromatic exercises in watercolor to build the students experience, confidence and understanding of composition and value. Still­lives are used for this introductory project and also in beginning color exercises in acrylic paint. Portraits and layered abstractions are some of the other projects that are created as students acquire experience and proficiency with paint. Demonstrations, and individual instruction are used to give the students direct feedback and feedback. Project critiques are used to increase the student’s proficiency in critical discussions. Painting II (SD­CA) This course builds on the foundation established in Painting I. Students will work in both acrylic and oil paint as they become confident painters and develop a greater understanding of color theory. Projects begin with observational paintings, and progress to unique and individualized forms of self­expression. Subjects will be still­lives, portraits, landscapes and abstractions. As students gain confidence and experience the scale and complexity of the projects will increase. Students will study the imagery and techniques of master artists, and incorporate these concepts into their own work while relating it to the world around them. Printmaking (SD­CA) Printmaking is an introduction to the process of making art in multiples. In this course, students will learn various printmaking processes such as woodcut, linoleum block print, monotype, and screenprint. They will develop imagery that reinforces basic drawing skills and encourages the development of creative and personal solutions to project parameters. The history of printmaking will be studied by examination of the art of key printmakers throughout the ages. Sculpture (SD­CA) This semester long course explores the use of traditional and non­traditional materials in the construction of relief and sculpture­in­the­round. Students use clay, plaster, cardboard, foam core, bristol board and found objects to create sculptures that range from figurative sculpture­in­the­round to mixed­media assemblages. Michelangelo, Rodin, Picasso, Rauschenberg, Murray and Cornell are among the artist examined and discussed in class. Projects include small table­top sculptures and wall pieces and culminate with a large collaborative installation. In the final project, students work together to design and construct a large­scale sculpture. This collaboration helps the students build skill in communication and teamwork as well as craftsmanship. Survey of Studio Arts Survey of Studio Art is a required introduction to the Johnson Art Center for ninth grade students. This semester­long course develops creative problem solving and fundamentals design skills through structured projects that range from 2­D to 3­D. Students learn the basic etiquette of working in an art community and the associated responsibility for giving and receiving critical feedback through critiques and collaboration.

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