2018-19 Course Catalog

Courses are open to all forms unless otherwise stated. Courses at the upper levels of each department throughout the academic program are labeled “Advanced Study” to denote the quality and rigor of college-level instruction. “Advanced Topics Tutorials” are individualized and often student-directed courses allowing further advanced study in particular disciplines.

Courses are yearlong, full-credit courses unless otherwise indicated.

Classics

Latin

Latin 1

Open to III, IV, V Form Students

Latin 1 provides an introduction to the forms and syntax of the Latin language. Students begin to develop their ability to speak, listen, and write in Latin in addition to gaining an introductory history of the ancient Greek and Roman world through the middle stages of the Roman Republic. Readings include passages of historical and mythological interest. Text: Minkova and Tunberg, Latin for the New Millennium, Level 1.

Latin 2

Open to all forms

Latin 2 continues the study of the oral and written components of Latin grammar and sentence structure through close reading and composition. Students are introduced to the prose of Latin authors and begin to encounter unadapted Latin texts, continuing their study of Roman history through the end of the Roman Republic. Texts: Minkova and Tunberg, Latin for the New Millennium, Levels 1 and 2.

Latin 3

Open to all forms

Students learn to read Latin prose through extensive study of the works of classical and neo-Latin authors such as Caesar, Cornelius Nepos, Eutropius, and Columbus. Students continue to develop an appreciation for the Latin language, as well as the skills of linguistic sensitivity and cultural awareness. Through close readings and collaborative in-class activities, students discuss issues of style and rhetoric, and they grapple with questions of history, mythology, and reception. Readings may vary from year to year, depending on the interests of the class and instructor. Text: Francese, Selections from the Gallic War (Dickinson College Commentaries).

Advanced Study in Latin: Vergil

Open to IV, V, VI Form Students

Students read the epic poetry of Vergil's Aeneid, while exploring the historical, social, and political background of the Augustan period. This intensive reading and writing course teaches students to read both carefully and closely; students develop skills of close analysis and sensitivity to literary nuance. Students also learn the craft of literary criticism by writing commentaries and short essays and by reading secondary criticism. In its readings in Latin, this course follows generally the syllabus for Advanced Placement Latin: Vergil; students read the entire Aeneid in English. Texts include: LaFleur, Aeneid: Song of War and Vergil (trans. Fagles), The Aeneid.

Advanced Study in Latin: Lyric Poetry

Open to V & VI Form Students

PREREQUISITE: ADVANCED STUDY IN LATIN: VERGIL

Students read the lyric poetry of Catullus and Horace and gain an understanding and appreciation of poetic structure, versification, and literary criticism. Students read and write extensively, presenting their readings to class and responding to secondary criticism. They begin to gain a sense of the breadth of Latin literature, as they read theses authors as a counterweight to Vergil and consider how each poet approaches similar thematic material. Texts include: Garrison, ed., The Student's Catullus; and Garrison, ed., Horace: Epodes and Odes.

Advanced Topics Tutorial in Latin

Open to V & VI Form Students

This individualized course allows the advanced student to explore further literature in Latin according to the interest of the student and instructor. Readings may include selections from Roman comedy (Plautus and Terence); orations of Cicero; and histories (Livy, Sallust, and Tacitus).

Greek

Greek 1

Open to IV, V, VI Forms

Semester-long Half-credit course

Greek 1 introduces students with backgrounds in both Latin and modern languages to the vocabulary, grammar, and syntax of Attic Greek. Students read passages of historical and mythological interest, continuous narratives, and selections from the New Testament. Texts: Balme and Lawall, Athenaze Book 1; Hansen and Quinn, Greek: An Intensive Course.

Greek 2

Open to V & VI Forms

Prerequisite: Greek 1

semester-long Half-credit course

Greek 2 continues the grammatical and rhetorical study of Attic Greek, and introduces students to the work of the author Lysias and the literature and philosophy of Plato. Texts include: Balme and Lawall, Athenaze Book 1 and 2; or Hansen and Quinn, Greek: An Intensive Course; Scodel, ed., Lysias, On the Murder of Eratosthenes; and Helm, ed., Plato: Apology.

Greek 3

Open to VI Form

PREREQUISITE: GREEK 2

Semester-Long Half-credit Course

This individualized course allows dedicated students to pursue their interest in Greek language and literature by reading Greek texts of different styles, time periods, and dialects. Students explore the genres of Attic oratory (Lysias, On the Murder of Eratosthenes); tragedy (selections from Euripides' Medea); and epic (selections from Homer's Odyssey and Iliad).

English

Literature

English Literature I

Open to III Form students

This course introduces first-year students to critical thinking, careful reading, and effective writing. Students learn close reading skills—the ability to discern tone, character, diction, syntax, and symbolism—through extensive reading of classic and contemporary literature. Readings focus on themes and issues connected to American life (III Form Students concurrently take US History), such as the changing meaning of the “American dream”, the particular American tension between the individual and the community. Class discussion focuses on both the readings and the issues contained therein, and develops skills of critical thinking, listening, and debating. Texts are chosen and examined both for their rhetorical power, and as models for student writing.

Writing assignments are frequent and primarily analytical in nature: students develop the ability to craft a written analysis of a text, and learn to explore diction, imagery, character, and meaning in their writing. Students work throughout the year on the important rudiments of clean and clear writing: paragraph structure, grammar and punctuation. Through the use of journals, exploratory writings, papers, exhibitions, and two semester exams, students learn to write precisely, effectively and convincingly.

Texts include:

  • F. Scott Fitzgerald, The Great Gatsby;
  • Julie Otsuka, When the Emperor Was Divine;
  • William Shakespeare, Macbeth;
  • Zora Neale Hurston, Their Eyes Were Watching God;
  • Short fiction, essays and poetry by Robert Hayden, Elizabeth Bishop, Julia Alvarez, Annie Dillard, Nathan Englander, and John Steinbeck.

English Literature 2

Open to IV Form Students

In this course, second-year students explore how literature from a variety of traditions illuminates and gives meaning to the human experience. In reading a diverse group of texts, students consider ways these texts present perspectives on place and culture, identity and belief. Through class discussions and writing assignments, students focus on the power of effective argument, and through the year learn how to craft their own.

Building on the habits of close textual analysis developed in English Literature I, this course examines linguistic patterns and choices an author makes in a text and introduces students to the language of argument. Students pursue questions such as:

  • What does an argument look like?
  • What is the difference between observation and a claim?
  • What constitutes evidence?
  • What makes certain arguments stronger than others?
  • How do we adjudicate between positions or conflicting arguments presented in the text?
  • How do we deal with ambiguity and do justice to the complexity of the text?

Students also examine how a work of fiction, in and of itself, articulates an argument.

Discussions about argument translate directly into the teaching of writing, considered specifically as a process: in order to generate ideas and craft a logical and persuasive argument, students must commit to the process of developing, drafting, and revising their essays. Students write frequent journals and short exploratory essays and learn to develop these pieces into more polished papers of three to four pages. By the end of the year, students are expected to be able to write grammatically clean, clear, and effective prose.

Texts include:

  • Jesmyn Ward, Salvage the Bones;
  • William Shakespeare, Othello;
  • Jane Austen, Pride and Prejudice;
  • Annie Proulx, Brokeback Mountain;
  • Athol Fugard, Master Harold... and the boys;
  • William Faulkner, As I Lay Dying;
  • Short fiction and essays by Chimamanda Ngozi Adichie, Maya Angelou, Sherman Alexei, Jhumpa Lahiri, James Baldwin, Junot Diaz, and George Orwell; and
  • Sonnets by Spenser, Drayton, Shakespeare, Donne, Shelley, Rilke, Cummings, William Carlos Williams, Gwendolyn Brooks, Seamus Heaney, and Billy Collins.

Advanced Study in English Literature 3

Open to V Form Students

This course for third-year students canvasses a range of literary genres, including poetry, plays, novellas, and novels. Students continue to develop their skills of close textual analysis and build on their familiarity with the conventions of literary argument. They work on longer, more sustained and sophisticated analytical arguments in their writing assignments about literature and, in the latter half of the year, begin developing their own paper topics.

The culminating project of the year is the Junior Exhibition: students read an assigned novella on their own, devise a central question about the text that serves as their paper topic, and write a seven- to eight-page paper that they subsequently assess and critique in a 30-minute oral defense with their teacher. Students rework and revise this essay after their oral defense.

Texts include:

  • William Shakespeare, Hamlet;
  • Emily Bronte, Wuthering Heights;
  • Mary Shelley, Frankenstein;
  • Jay McInerney, Bright Lights, Big City;
  • Colson Whitehead, The Underground Railroad;
  • Cormac Macarthy, The Road;
  • James Joyce, Dubliners;
  • Toni Morrison, Song of Solomon; and
  • selected poetry and contemporary American short fiction.

Advanced Study in English Literature 4

Open to VI Form Students

This course is an intensive, one-semester introduction to advanced forms of literary study. It challenges fourth-year students to become more independent, insightful readers and more forceful, artful writers with confident, critical voices. Through careful study of narrative structure, form, and style, students learn to discern and articulate authors' methods of making meaning. In this course, all VI Formers study Toni Morrison’s Beloved as a central text, as well as one or two other texts , introducing students to the kind of focused analysis and comparative study that occurs in college literature courses.

The centerpiece of the course is the Senior Exhibition. Each student chooses a work of literature from a short list of exhibition books to study carefully. Through rereading, forming critical questions, and writing and rewriting, students develop a critical argument and work to clarify, complicate and polish the argument over the course of the project. Although the drafting process involves frequent meetings with the instructor, the project is essentially independent and culminates in a 45-minute oral exhibition in which students assess, discuss, and refine their papers in a critique with at least two members of the English Department. The Senior Exhibition is a challenging and exciting project that prepares students to think and work independently, to refine and explore sophisticated concepts, to revise and rework thoughts into polished prose, and to self-assess in the interest of improvement.

In addition to Beloved, course texts for AS English Literature 4 have included:

  • Toni Morrison, Beloved;
  • Junot Diaz, The Brief and Wondrous Life of Oscar Wao;
  • Ian McEwan, Saturday;
  • Truman Capote, In Cold Blood;
  • Julian Barnes, The Sense of an Ending;
  • Samuel Beckett, Waiting for Godot; and
  • Ta-Nehisi Coates, Between the World and Me.

Exhibition texts for AS English Literature 4 recently have included:

  • Isabel Allende, The House of the Spirits;
  • Colum McCann, Transatlantic;
  • Tim O’Brien, In the Lake of the Woods;
  • Edward P. Jones, The Known World;
  • Chimamanda Adichie, Americanah; and
  • Virginia Woolf, To the Lighthouse.

Advanced Study in English 4: History, Literature, and the Contested Past

Open to VI Form students

DOUBLE-CREDIT COURSE; CREDIT RECEIVED FOR BOTH AS English 4 AND two Semesters of AS History

This interdisciplinary VI Form course, taught jointly by members of the English and History Departments, examines how novelists, poets and historians have wrestled with and made sense of the past, and their own relation to it. Structured around a series of case studies at the intersection of literature, history and memory, the course explores the relationship between the documented past (historical primary sources) and the imagined one (literature). Students study novels and poems deeply shaped by the social and cultural moments from which they emerged and consider how an understanding of the historical circumstances that produced a work of literature can inform their reading of it. They also examine how writers of fiction have used history as source, inspiration and charge. Can the imaginative work of literature actually help us more fully understand the “real” past? What responsibility does the novelist have to history? Students also consider how the construction of a narrative—the storytelling—of a novelist differs from that of a historian. What might each learn from the other?

Case studies and related texts may include the following:

  • slavery and its legacy, with Toni Morrison’s Beloved or Edward Jones’ The Known World;
  • the American immigrant experience, with The Brief Wondrous Life of Oscar Wao by Junot Diaz;
  • war and its effects, both social and personal, with Pat Barker’s Regeneration or Tim O’Brien’s In the Lake of the Woods; and
  • Reagan-era political and cultural identities and the AIDS crisis, with Tony Kushner’s play Angels in America.

Senior Spring Seminars & Tutorials

Open to VI Form students

Following completion of AS English 4 in the fall semester, VI Form students may use their spring semester to take either a directed seminar in English or a tutorial offered in various disciplines by faculty throughout the school. Comprised of three students or fewer, these tutorials offer a culminating academic experience for graduating seniors, as they have the opportunity to work very closely with a faculty member on a topic of their particular interest and passion. Each tutorial possesses strong written and oral components: students write and deliver weekly essays of three to four pages and discuss their findings among their classmates. Both the English seminar and the tutorials (no matter the discipline) are designed to help students further hone their skills of research, writing, argumentation and problem solving that will serve them well in college and beyond.

Topics of recent English seminars have included:

  • the Victorian novel;
  • Shakespearean tragedy;
  • modern drama;
  • American autobiography;
  • modernist poetry;
  • the gothic novel;
  • the modern short story; and
  • American film.

Students have also had the opportunity to take seminars on creative writing, the expository essay, and literary journalism (many of which use the New Yorker and other literary journals as texts). For more information on tutorials, visit our Senior Tutorial Program page.

Advanced Topics Tutorial in English Literature

Not offered 2018-19

This individualized course, to be taken in the VI Form concurrently with AS English 4, allows the advanced student to explore further literature according to the interest of the student and instructor. This course offers the opportunity for student-directed reading and research. Departmental permission required.

Creative Writing

Creative Writing 1

Open to IV, V, VI Forms

Semester-long Half-credit course

Through class discussion of both contemporary examples and student work, students are introduced to strategies and techniques used in the composition of original verse and fiction. Students will explore tone, voice, diction, theme, and style in a given text, with the goal of becoming attuned to the nuances and rhythms of language. Writing assignments will allow students to develop both the confidence and the ability write creatively and precisely in a variety of forms and styles.

Creative Writing 2

Open to V & VI Forms

Prerequisite: Creative Writing I

semester-long Half-credit course

Students continue to refine their writing skills in prose and verse, through readings in a wide range of authors both classic and contemporary, and through class discussion and critique of student work. Careful attention is paid to tone and voice, style, selection of detail, narrative and formal structures, and rhetorical proficiency.

History

United States History: Research Challenges

Open to III Form Students

This course serves not only as an in-depth introduction to American history but also as an introduction to the field of history itself. Students use primary sources to answer authentic historical questions; these "research challenges" require written responses based on students primary source reading and additional research. Prepared each class period with his or her own research and arguments, each student is actively invested in and responsible for the class discussion. This method encourages students to think deeply about the past, to ask questions and interpret evidence, to develop cogent arguments, and to collaborate with their peers. By the end of the course, students will have an understanding of American history, and a well-developed ability and desire to ask meaningful questions when presented with an unfamiliar historical text, whether document or newspaper, film or book. Course readings come from a primary source reader developed by the History Department, supplemented by journal articles, excerpts from monographs, and texts, such as the Narrative of the Life of Frederick Douglass, an American Slave.

United States History: Interpretations of the Past

Open to V & VI Form students

This is our U.S. history course for students who enter St. Andrew's in the sophomore or junior year; it can be taken in the junior or senior year. While the texts and topics in this course differ somewhat from those encountered in U.S. History: Research Challenges course, they share the same methods and objectives. Course readings come from a primary source reader developed by the History Department, supplemented by journal articles, excerpts from monographs, and texts, such as the Narrative of the Life of Frederick Douglass, an American Slave.

Advanced Study in History: American Social Reform Movements

Readings Seminar

Open to IV, V, VI Form Students

Semester-Long Half-Credit Course

Previously Offered as History of Social Reform

How is change—social, economic, political—achieved in American society? What role can individuals play in social change? In this Advanced Study course, we will seek answers to these questions through historical study of social reform movements that have created—or attempted to create—that change. The course pays particular attention to issues of race, ethnicity, gender, sexuality, religion, class and power in our study, examining how these issues can both unite and divide efforts for social change. We will also examine how participation in social movements shapes the identities of the individuals involved in them. While the focus of the course is historical, in understanding how and why some efforts to create change in society have succeeded while others have failed, students may begin to see how social change may be possible today. Topics for the American portion of the class may include: utopian societies, abolition, women's suffrage, eugenics, the civil rights and black power movements, women's liberation, the conservative movement, and the environmental movement. (The interests of the students who take the class will help to shape this list.) The course approaches this history with extensive reading in primary sources (including literature, film, art and music), immersing students in the ideas, tactics and challenges of these movements. Articles and chapters from secondary scholarship supplement these readings, allowing us to consider and respond to the arguments historians have made about the movements we study.

Advanced Study in History: A World at War

Research Seminar

Open to IV, V, VI Form Students

SEMESTER-LONG HALF-CREDIT COURSE

Previously Offered as 20th Century History

The dawn of the 20th Century was filled with great promise. Innovation and industrialization redefined society and suggested that progress would be bountiful for individuals and nations alike. Soon after the turn of the century, however, greed, corruption and arrogance made waste of this promise and ushered a somewhat reluctant world into war not once, but twice. In this course, we will look at the reasons the wars started, the way they were fought, and the way these wars were ended. To best understand the first half of a century marred by catastrophe and loss, we must also carefully study genocide. We will try to understand the motivations behind these events, as well as the international response. Our examination will require us to dig deep to better understand nationalism, militarism, fascism, communism, republicanism and other “isms” at play. Students will work to gain a better understanding of each wars’ unique narrative. In short, we will examine the causes and consequences of the world wars. Discussions questions include: When should a country go to war? How should a nation best apply the lessons from the past? How should a nation respond to a country it has identified as its enemy? Emphasis is placed on critical reading of primary and secondary sources and written work that requires research, careful analysis, independent thought, and compelling argumentation. Some of the text we will explore include: Modris Eksteins’ Rites of Spring; Vera Brittain’s Chronicle of Youth; and Adolf Hitler’s Mein Kampf.

Advanced Study in History: Coming of Age: America in the Early Atomic Era

Readings Seminar

Open to IV, V, VI Form Students

SEMESTER-LONG HALF-CREDIT COURSE

This reading-intensified course examines the American identity in contemporary history. It has been argued that the 1950s were a decade marked by renewed prosperity, social conformity, and political consensus. Our exploration begins once WWII ends and a new era dawns. We will examine America’s new role in the world as an emerging superpower and its relationship with, former ally, the Soviet Union. Closer to home, a sense of national pride led to a cultural and economic boom. This helped define the nation’s identity. Likewise, it has been argued that the 1960s were a decade of turbulence, protest and political disillusionment. With continued military operations in Southeast Asia, unease and anxiety around civil rights at home, and a slowly eroding trust in the government, the nation questioned what it meant to live in a free and democratic society. During these decades we witnessed some of the most compelling, most memorable and most controversial events in American history. Using an array of primary and secondary sources, our studies will allow us to hear from the history makers in these moments while also allowing us the advantage of historical hindsight. Emphasis is placed on critical reading of these sources and written work that requires careful analysis, independent thought, and compelling augmentation. Some of the text we will explore include: David Halberstam’s The Fifties; William Whyte’s “The Decline of the Protestant Ethic”; J. Edgar Hoover’s “Who Are the Communist”; Norman Podhoretz’s “The Know Nothing Bohemians”; Robert F. Kennedy’s Thirteen Days; and Betty Friedan’s The Feminine Mystique.

Advanced Study in History: Democracy and Empire—Athens in the 5th Century

Readings seminar

Open to IV, V, VI Form Students

Semester-Long Half-Credit Course

This course will provide snapshot of the concomitant development of Athenian democracy and empire in the 5th century BC. In particular, we will examine how democracy becomes the symbol of Athenian supremacy, particularly during the aftermath of the Persian Wars and in contrast the Spartans during the remainder of the century. Athenian excellence was built on notions of Athenian exceptionalism. Through an examination of primary sources including histories, speeches, and dramas, we will trace this development through the 5th century.

Advanced Study in History: Histories of Hate: American Racism and German Anti-Semitism

Research Seminar

Open to IV, V, VI Form Students

SEMESTER-LONG HALF-CREDIT COURSE

As we seek to wrestle with the complex threat of racism and anti-Semitism today, we must understand the long and pervasive histories of these ideas and how they have grown and gained traction. This course will consider two parallel and occasionally intertwined histories in conversation with one another: American racism—particularly against African-Americans, focusing especially on the years described as the “nadir of race relations,” from the waning days of Reconstruction through the early 20th century—and German anti-Semitism, culminating in the Nazi Holocaust in the 1930s and 1940s. We will look at the rise and emergence of these ideologies of hate in their specific cultural contexts, tracing their codification in law and reinforcement through violence, and how these histories have—and have not—been engaged in national memory. In addition to primary and secondary historical sources, we will draw on the work of social psychologists who have sought to understand racism; the course will work from a reader of primary sources, and scholarly secondary sources, such as journal articles and excerpts from monographs. Following our shared study, in the final third of the course, students will major research paper, grounded in significant work with primary source material.

Advanced Study in History: History, Literature, and the Contested Past

Open to VI Form Students

DOUBLE-CREDIT COURSE; CREDIT RECEIVED FOR BOTH AS ENGLISH 4 AND two semesters of AS History

This interdisciplinary VI Form course, taught jointly by members of the English and History Departments, examines how historians, novelists, and poets have wrestled with and made sense of the past, and their own relation to it. Structured around a series of case studies at the intersection of literature, history and memory, the course explores the relationship between the documented past (historical primary sources) and the imagined one (literature). Students study novels and poems deeply shaped by the social and cultural moments from which they emerged and consider how an understanding of the historical circumstances that produced a work of literature can inform their reading of it. They also examine how writers of fiction have used history as source, inspiration and charge. Can the imaginative work of literature actually help us more fully understand the “real” past? What responsibility does the novelist have to history? Students also consider how the construction of a narrative—the storytelling—of a novelist differs from that of a historian. What might each learn from the other?

Case studies and related texts may include the following:

  • slavery and its legacy, with Toni Morrison’s Beloved or Edward Jones’ The Known World;
  • the Trujillo regime in Dominican diasporic history, with The Brief Wondrous Life of Oscar Wao by Junot Diaz;
  • war and its effects, both social and personal, with Pat Barker’s World War I novel Regeneration or Tim O’Brien’s Vietnam War novel In the Lake of the Woods; and
  • Reagan-era political and cultural identities and the AIDS crisis, with Tony Kushner’s play Angels in America.

Advanced Study in History: Latin American History

Readings seminar

Open to IV, V, VI Form Students

SEMESTER-LONG HALF-CREDIT COURSE

This course endeavors to introduce students to the history of Latin America via both primary and secondary sources. Despite being a major trading partner of and the closest geographic region to the United States, Latin America is usually one of the least studied areas of the world. While a great deal of this course will follow chronological progression, we will also track themes that thread through the experience of the region over time and transcend modern international borders, such as colonialism, independence and neo-colonialism; democracy and dictatorship; development and exploitation; and revolution and response. In addition, we will explore the distinct histories of many of the nations of Latin America, thereby gaining an appreciation for how they fit into the current global and regional systems, as well as for their individual and unique experiences.

Advanced Study in History: The Mediterranean World 500-1500

Readings Seminar

Open to IV, V, VI Form Students

SEMESTER-LONG HALF-CREDIT COURSE

Globalism is a powerful feature of today’s world, but it is not the first time different cultures have come into sustained contact. This course will examine the interaction of the many peoples around the Mediterranean basin from the fall of the Western Roman Empire to the fall of al-Andalus. We will ask: How did people of differing faiths negotiate their beliefs? How did commerce, conflict, and conquest inform cross-cultural relations? What were some experiences of religious minorities, ethnic minorities, sexual minorities and linguistic minorities under various majorities? How did some individuals bridge identities or cross borders—pirate/trader, ruler/exile, plutocrat/pauper, infidel/convert, pilgrim/holy warrior?

Advanced Study in History: Modern East Asia

Research Seminar

Open to IV, V, VI Form Students

SEMESTER-LONG HALF-CREDIT COURSE

This course is designed to introduce students to the modern history of East Asia, roughly from the middle of the 19th century until the present. Spatially, it will encompass China, Korea, and Japan. The history of East Asia during this period is one of encounters from near and far. More precisely, it will attempt to provoke reading, writing, and discussion on these questions: How did East Asia react to the challenges of European and American power? How did this reality of a changed global power dynamic provoke reforms, nationalism, and internal and external imperialism? How did China, the traditional regional hegemon, react to an external power that overawed its ability to adapt? How might this be related to the instances when “China” was conquered by nomads in the past? How did Korea, a kingdom that typically recognized China’s cultural supremacy but had resisted its political rule, react to this new order? How did Japan, which had been at a distance from Chinese hegemony for some time, adapt to this new order and attempt form an imperial order of its own? In the end, how do we remember this tumultuous period today? Are we still in this “modern” era or have we moved on to something else?

Advanced Study in History: The Modern Middle East

Research Seminar

Open to IV, V, VI Form Students

SEMESTER-LONG HALF-CREDIT COURSE

How did the people of the Middle East negotiate their various identities under the pressure of modernization? How did the involvement of outside powers shape the region? What can the recent history teach us about paths toward a more stable and prosperous Middle East? This course introduces the students to the political, religious, and social history of the Middle East from the late 19th century to the present day. We will examine the late Ottoman Empire, the colonial period, the establishment of nation-states, the Israeli-Palestinian conflict, the rise of political Islam, the Iranian revolution, and the Arab Spring of 2011. We will discuss issues of colonization, nationalism, religious and ethnic identity, security and physical resources. Students will examine primary sources and write an in-depth research paper.

Advanced Study in History: Victorious Rome—The Creation of a National Identity through Conflict

Research Seminar

Open to IV, V, VI Form Students

SEMESTER-LONG HALF-CREDIT COURSE

Previously offered as Ancient Greece & Rome

Beginning with the murder of Remus at the hands of his brother Romulus, Romans took great pains to celebrate glorious victors of their culture such as Romulus as well as to commemorate those whom they defeated, like poor Remus. Starting with this myth and tracing the development of Rome as a city and then an empire, we will examine who and what the Romans glorified as well as how the depicted those they defeated. In particular, we will examine how the Roman reaction to civil conflict such as Romulus and Remus, the murder of Julius Caesar, and even the persecution of Christians led to major changes in the government and daily lives of Roman citizens. In this course, we will focus on primary documents from Rome including poems, histories, and inscriptions as well as material evidence such as buildings and statues. Following our in-depth study of the Roman identity, we will spend the final portion of the course on a major research paper.

Global Studies: Current Issues in International Policies

Readings Seminar

Open to IV, V, VI Form Students

Semester-Long Half-Credit Course

What forces—cultural, economic, environmental, and political—will shape the twenty-first century? Drawing on a range of disciplines, including ethics, economics, geography, ecology and cultural and literary study, students will work to develop an intellectual toolkit for understanding some of the most pressing issues facing the world today. This work will serve as the foundation for crafting informed points-of-view, responding to the ideas of others, and attempting to articulate paths forward. Students first examine the duties and obligations of citizens in a global world, and ways in which the media and popular culture shape—and misshape—our understanding of people and events beyond our national borders. Further topics include:

  • the scope and limits of military power;
  • the emergence of the international human rights movement;
  • climate change impact;
  • world poverty;
  • the cultural and political impact of economic globalization; and
  • the debate over climate change, overpopulation and environmental collapse.

Each unit is framed around a series of readings that offer multiple perspectives on a single issue. Because the topics covered in this semester, and the Global Studies: Current Issues in United States Policies course will be different, the courses can be taken consecutively. Course readings include newspaper and magazine articles, and all students will receive a subscription to The Week. Texts include Brooke Gladstone, The Trouble with Reality; Fareed Zakaria, The Post-American World; and Paul Collier, The Bottom Billion.

Global Studies: Current Issues in United States Policies

Readings Seminar

Open to IV, V, VI Form Students

Semester-Long Half-Credit Course

What forces—cultural, economic, environmental, and political—will shape the United States in the twenty-first century? Drawing on a range of disciplines, including ethics, economics, geography, ecology and cultural and literary study, students will continue to work to develop an intellectual toolkit for understanding some of the most pressing issues facing the United States today. This work will serve as a foundation for crafting informed points-of-view, responding to the ideas of others, and attempting to articulate paths forward. Students first examine the duties and obligations of U.S. citizens, and ways in which the media and popular culture shape—and misshape—our understanding of people and events. Further examinations will focus on historic and current U.S. policy on: education, immigration, taxation, race relations, healthcare, and criminal justice. Each unit is framed around a series of readings that offer multiple perspectives on a single issue. Because the topics covered in this semester, and the Global Studies: Current Issues in International Policies—Politics, Conflicts, Economics, and Development course will be different, the courses can be taken consecutively. Course readings include newspaper and magazine articles, and all students will receive a subscription to The Week. Texts include Michael Eric Dyson, Tears We Cannot Stop; Alexandra Cox, Trapped in a Vice: The Consequences of Confinement for Young People; and Sheryll Cashin, Place, Not Race: A New Vision for Equality in America.

Great History Books

Readings Seminar

Open to IV, V, VI Form Students

HALF-CREDIT COURSE

In this course, students are introduced to a wide range of historical topics by reading entire works of historical scholarship. Students examine the ways in which the author collects and uses evidence to create and sustain a historical argument. Students read multiple books over the course of the semester, taught by different members of the History Department when schedule allows, with a focus on opportunities for interdisciplinary study. Texts will vary from semester to semester, but may include:

  • Drew Gilpin Faust, This Republic of Suffering: Death and the American Civil War;
  • Jung Chang, Wild Swans: Three Daughters of China;
  • Christopher R. Browning, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland;
  • John W. Dower, Embracing Defeat: Japan in the Wake of World War II;
  • William Cronon, Changes in the Land: Indians, Colonists, and the Ecology of New England;
  • Timothy B. Tyson, Blood Done Sign My Name.

Advanced Topics Tutorial in History

Not Offered 2018-19

PREREQUISITES: FULFILLMENT OF SCHOOL GRADUATION REQUIREMENT FOR HISTORY & DEPARTMENTAL PERMISSION

This individualized course allows the advanced VI Form student to explore further topics and research in history outside of normal departmental curriculum. For example, in a recent tutorial, students researched the antebellum Episcopal Church in Delaware and its dual participation in and opposition to slavery. Students studied the broad history of slavery in the mid-Atlantic region and then worked through extensive diocesan and individual church archives to understand the church's fluctuating stance on slavery. Their research contributed to a larger ongoing contemporary history project. Students experienced real-life deadlines for their written work and presented their papers and findings to the Diocesan Committee on Slavery in Delaware intermittently during the school year.

Mathematics

Math 1: Problem Solving in Algebra & Geometry

Open to III & IV Form students

This course introduces students to the problem-solving techniques used by mathematicians and employed throughout the St. Andrew’s math curriculum. Students move beyond the straightforward application of algorithms and are pushed to use abstract reasoning and creativity to solve problems they have not explicitly seen before. They learn that good mathematicians do not immediately see the answer to every problem but enjoy experimenting with possible solutions. The disciplines of algebra and geometry provide excellent vehicles to practice and hone the skills required for such an approach. Although students may enter the course with a variety of backgrounds in algebra and geometry, they are equally challenged in applying and synthesizing their knowledge as they collaborate with peers in class and puzzle through solutions. Students also develop resilience and good communication skills, while solidifying their skills in algebra and recognizing its connections to geometry.

Honors Math 2: Honors Problem Solving in Geometry & Algebra II

Open to III & IV Form students

This course develops the problem-solving skills required for advanced mathematics, with an emphasis on the in-depth study of traditional topics of geometry, such parametrics and vectors. Students explore the relationships between geometry and more advanced algebraic topics, including quadratics, transformations. Students are expected to have a mastery of basic algebra and a facility with the investigative and collaborative approach of problem solving. Placement is determined by the department.

Math 2: Problem Solving in Geometry & Algebra II

Open to IV Form Students

Prerequisite: Math 1

This course continues to develop the problem-solving skills introduced in Problem Solving in Algebra and Geometry with greater emphasis on traditional topics of geometry. Students explore the relationships between geometry and more advanced algebraic topics, including quadratics and transformations. Further topics are studied in depth, including parametrics and vectors. Students are expected to have a mastery of basic algebra and a facility with the investigative and collaborative approach of problem solving.

Honors Math 3: Honors Problem Solving Algebra II & Trigonometry

Open to IV & V Form Students

Prerequisites: Honors Math 2

This course covers all of the topics in Problem Solving in Geometry and Algebra 2, and adds a full treatment of trigonometry. While students consider the properties and applications of each of the major trigonometric function families in isolation, significant time is also dedicated to the study of function composition and transformations. Text: Larson et al., Algebra and Trigonometry.

Math 3: Problem Solving in Precalculus & Trigonometry

Open to V & VI Form students

Prerequisite: Math 2

This precalculus course reviews and expands on the study of functions introduced in Problem Solving in Geometry and Algebra 2. Special emphasis is placed on using functions to model real-world phenomena. Students also study bivariate data analysis and a full treatment of trigonometry. Text: Connally et al., Functions Modeling Change: A Preparation for Calculus.

Honors Precalculus & Differential Calculus

Open to V Form Students

Prerequisite: Honors Math 3

In the first half of the year, Honors Precalculus students review topics in trigonometry and study a variety of precalculus topics drawn from discrete mathematics and analysis. The second half of the course covers differential calculus and its applications to prepare students for Advanced Study in Calculus BC. Text: Hughes-Hallett et al., Calculus and supplementary material.

Calculus

Open to VI Form Students

Prerequisites: Math 3

This course is a study of the concepts and skills of differential and integral calculus. An emphasis on the applications of calculus allows students the opportunity to investigate and collaborate on projects. While this course provides students with a sound understanding of calculus, it is not intended to prepare students for the Advanced Placement Calculus AB examination. Text: Hughes-Hallett et al.,Calculus.


Advanced Study in Calculus AB

Open to V & VI Form Students

Prerequisites: Math 3 or Honors Math 3

This course covers differential and integral calculus, with an emphasis on applications drawn from the physical, biological and social sciences. After completing this course, students may elect to review independently for and take the Advanced Placement Calculus AB examination. Text: Hughes-Hallett et al., Calculus.

Advanced Study in Calculus BC

Open to V & VI Form Students

Prerequisites: Honors Precalculus & Differential Calculus

This course continues the study of calculus begun in the second half of Honors Precalculus. Students study integral calculus and its applications, as well as polynomial series approximations. After completing this course, students may elect to review independently for and take the Advanced Placement Calculus BC examination. Text: Hughes-Hallett et al., Calculus.

Advanced Study in Mathematical Economics

Open to V & VI Form students

Corequisite: AS Calculus AB or AS Calculus BC

A basic understanding of economics is fast becoming a requirement for effective citizenship in a modern democracy. This course aims to provide students the necessary tools to understand and participate in discussions of economic policy. In any authentic economics curriculum students study decision-making: they learn to recognize the myriad constraints in life—not only those of budget and how to spend one’s money, but also those of time and how to spend one’s life—and then study how to maximize various goods in the face of those constraints. This is not a course in finance. Stocks and bonds are largely just an example of a particular marketplace. Their role in macroeconomic policy is important to understand, but the real focus of the course will be the study of scarcity in general. Heavy emphasis will be placed on the application of mathematical techniques drawn from algebra, calculus and statistics. Some new techniques will be introduced, but much of the focus will be on the application of previously studied concepts.

Advanced Topics Tutorial in Mathematics

Open to VI Form Students

Prerequisites: AS Calculus BC

Advanced Topics Tutorial in Mathematics has, in recent years, focused on an introduction to linear algebra. Matrices and their relationship to systems of linear equations are studied in detail. Special emphasis is given to the application of matrices to various disciplines, including economics, game theory, computer science, statistics, physics, and biology.

Advanced Study in Statistics

Semester-long half-credit course

Open to VI Form students

Prerequisites: Math 2

This course is a non-calculus-based introduction to statistics that focuses on four major themes: exploring and analyzing data, planning studies and collecting data, mathematical modeling, and testing hypotheses through statistical inference. After completing this course, students may elect to review independently for and take the Advanced Placement Statistics examination. Text: Bock, Velleman, DeVeau, Stats: Modeling the World.

Modern Languages

Chinese

Chinese 1

Open to III, IV, V Form students

Offers students an introduction to Chinese language and culture. Students develop Chinese listening and speaking skills in everyday situations, and work on building basic reading comprehension and writing skills. Chinese history, art, calligraphy and cuisine are also integrated into the course. Students master a minimum of 300 characters, become familiar with basic sentence patterns and expressions, and are able to converse on such topics as family, hobbies, school life, shopping, weather and transportation. Text: Yuehua Liu and Tao-chung Yao, et al., Integrated Chinese, Level 1, Part I.

Chinese 2

Open to all forms

This course builds on the skills mastered in Chinese 1. Short plays, poems, songs and online resources supplement the textbook as students develop listening, speaking, reading and writing skills. Students learn approximately 300 characters, as well as more sophisticated sentence patterns. They write and converse on topics such as dining, travel, a doctor's appointment, renting an apartment and other basic survival subjects. Text: Yuehua Liu and Tao-chung Yao, et al., Integrated Chinese, Level 1, Part II.

Chinese 3

Open to all forms

This course is a continuation of Chinese 2, and aims to consolidate students’ knowledge of fundamental grammatical structures of Chinese and increase their abilities to communicate using Chinese in a wide range of situations of daily life. Students are introduced to reading materials of increasing complexity on a variety of topic in traditional and modern Chinese culture. Movies, articles from Chinese newspapers and magazines, internet resources and television programs supplement reading in the text.

Texts:

Yuehua Liu and Tao-chung Yao, et al., Integrated Chinese, Level 1, Part II, Lesson 16-20
Yuehua Liu and Tao-chung Yao, et al., Integrated Chinese, Level 2, Part I, Lesson 1-4

Chinese 4

Open to IV, V, VI Form students

Conducted entirely in Chinese, this intermediate level course strengthens the four language skills of listening, speaking, reading and writing through comparative cultural and social studies. Movies and articles from newspapers and magazines supplement readings in the text.

Text: Yuehua Liu and Tao-chung Yao, et al., Integrated Chinese, Level 2, Part I, Lesson 5-10

Advanced Study in Chinese

Open to IV, V, VI Form students

Conducted entirely in Chinese, this course prepares students to participate in ongoing discussions of important Chinese social and political issues. It equips students with the necessary vocabulary and advanced sentence patterns to engage in discursive writing and oral presentation. Students discuss current issues such as China’s economic reform, population policy, and the relationship between mainland China and Taiwan. Movies and television programs, articles from Chinese newspapers and magazines, and online resources continue to supplement readings in the text.

Text: Yuehua Liu and Tao-chung Yao, et al., Integrated Chinese, Level 2, Part II

Advanced Topics Tutorial in Chinese

Open to V & VI Form students

This advanced course is designed to be equivalent to the first semester of a second-year college-level course for students who have mastered basic Chinese language skills. Students learn the full complexity of Chinese society from the point of view of an American student living in China. Students discuss themes such as population and housing, education and employment, privacy, women and children, and economic development issues. Challenges and opportunities facing China are explored through analysis, explanation, and debate. Students lead discussion in class and write weekly essays.

Text: Chih-ping Chou, A Trip to China: Intermediate Reader of Modern Chinese (Princeton University Press)

French

French 1

Open to III, IV, V Form students

French courses at St. Andrew’s are guided by the philosophy of using meaning-driven stages such as reading and acting stories for understanding, and interacting with analytical, form-driven stages. We emphasize the skills of reading, listening, speaking and writing, while bearing in mind that language learners naturally acquire reading and listening skills well before speaking and writing ones. In French 1, we are first concerned with reading and listening skills, which we develop through the use of stories, songs, and news reports. Students practice and develop skills in speaking and writing through partner conversations, short writing exercises, and video presentations summarizing stories read and re-enacting them as well. Students will have seen and used a variety of high-frequency language and verbs in present, past and future tense, but will be assessed more for comprehension of the language than for production of the language.

French 2

Open to all forms

In French 2, we build upon the skills gained in French 1 and continue using contextualized stories but have more emphasis on student output, which is to say speaking and writing. The verb conjugations that students saw and used repeatedly in French 1 will now be presented as explicit conjugations, with assessments including not only comprehension but also production of the language. Students are expected to be able to ask and answer questions in complete sentences on commonplace topics.

French 3

Open to all forms

In French 3, we emphasize even greater attention to form and expect students to move from writing at the paragraph level to writing coherent papers of 1 to 1 ½ pages in length. Students are expected to not only ask and answer questions in complete sentences on more diverse topics but also to move towards discussion in both smaller groups and with the whole class. This level includes some study of literature and film.

French 4

Open to IV, V, VI Form students

French 4 reviews grammatical concepts as needed, but focuses more on analyzing content in the form of several literary works, more sophisticated news items, and some full-length films. At this level, students are expected to be able to sustain spontaneous analytical discussions on a variety of topics, both fiction and non-fiction. Students write regular compositions of 1-3 pages in length with greater responsibility for editing their work and attending to both form and content. Human rights, gender issues, immigration, historical events and literature are among the themes of this course.

Advanced Study in French

Open to IV, V, VI Form students

AS French focuses on content, both literary and current-events related, and on reviewing and practicing grammatical concepts as needed by students. At this level, students further develop their writing skills in progressively more independent persuasive essays on topics such as the impact of technology on human relations, housing options for the elderly, immigration, and a variety of literary works and films.

Advanced Topics Tutorial in French

Open to V & VI Form students

ATT French is primarily project-based and driven by student interests and research inquiries. Each student is responsible for establishing a research topic and pursuing individual research that will culminate in a formal presentation at the end of the third quarter. Students then choose a novel to read fourth quarter.

Spanish

Spanish 1

Open to III, IV, V Form students

This course is an introductory course taught in the target language using the concept of "comprehensible input". Teaching and learning revolves around the use of stories encountered both on paper and in speech. Students acquire both vocabulary and grammatical structures via constant and targeted practice, seeing and hearing them repeatedly. Initially, each story utilizes the one hundred most-used words in Spanish, and we expand the vocabulary, verbs and grammatical constructions as the year progresses. Increasingly, then, students begin to be able to use these tools in their own language production. While no verb tense or grammar is off limits at any level, the primary targets of input and of a few more traditionally taught units are the present and past tenses. Students read short novels and stories and listen to songs chosen so that they include the vocabulary and grammar to be acquired and yield opportunities for conversation and written expression.

Spanish 2

Open to all forms

This course reviews and builds upon the concepts presented in Spanish 1. Students continue to develop a mastery of Spanish grammar, acquire vocabulary, and improve the form and content of their active language skills. Readings continue to expose students to various aspects of Spanish and Hispanic life and culture. Text: Vistas: Introducción a la lengua española, 4th ed., and supplemental readings.

Spanish 3

Open to all forms

Spanish 3 extends and deepens the skills developed in the first two levels of the language. Based around the concept of "comprehensible input", teaching and learning revolves around the use of stories encountered both on paper and in speech. Students acquire both vocabulary and grammatical structures via constant and targeted practice, seeing and hearing them repeatedly. Increasingly, then, students begin to be able to use these tools in their own language production. While no verb tense or grammar is off limits at any level, the primary targets of input and of a few more traditionally taught units are the past, future and perfect tenses, as well as the subjunctive mood in all of its tenses. Students read short novels and stories, listen to songs, and view video programs all chosen so that they include the vocabulary and grammar to be acquired and yield opportunities for discussion and written expression.

Spanish 4

Open IV, V, VI Form students

Spanish 4 focuses on a survey of Latin American history through film. Each unit aims to further develop the students’ ability to understand spoken Spanish with a variety of native accents, and to increase their vocabulary and grammatical accuracy through daily class discussion and persuasive and analytical essays. Students will engage in debates, major presentations, culminating with a major project-based assessment. The course work will be supplemented by grammar review and reinforcement using Breaking the Spanish Barrier.

Advanced Study in Spanish

Open IV, V, VI Form students

AS Spanish is a college level course that centers in developing students’ understanding of Latin America through topics such as the intersection of race and class, nation and gender, and current globalization issues. In this course, students continue to develop their analytical skills through literary texts, documentaries, films, art, music and current events. Typical assessments are 3-5 page analytical papers, oral exhibitions, debates, presentations, and student-led project-based assessments. Grammar is reviewed within the context of each topic under study.

Advanced Topics Tutorial in Spanish

Open V & VI Form students

This college-level course is the culmination of a student’s progress through the St. Andrew’s Spanish program. The course is designed by student interests and research inquiries, and it is primarily project-based. Students will also be expected to read works of literature in Spanish as well as do major presentations, analytical papers,and oral exhibitions with mastery of advanced grammar.

Religious Studies

History of Religious Thought

REQUIRED FOR IV FORM STUDENTS

IIn this course, students rigorously examine the claims of great thinkers from Aquinas to Marx, Avicenna to Vivekananda, Maimonides to the Dalai Lama, St. Theresa of Avila to contemporary theologians and philosophers. In dialogue with such scholars and with the Hebrew Bible, the Christian Bible, the Qur’an, the Upanishads and Buddhist Scriptures, students consider differing answers to central religious questions such as:

  • Is there a divine? If so, how have people claimed to know the nature of the divine?
  • What is religious experience? What, if anything, happens after death?
  • Why does suffering exist?
  • How shall we act in the world as a result of our views on the divine?

Our studies are informed by classroom visits with imams, rabbis, ministers, and scholars, as well as trips to local places of worship (synagogues, mosques, churches, etc.) and the United States Holocaust Memorial Museum in Washington D.C.

Students write frequent short analytical essays. In conjunction with their work in English Literature 2, they build their understanding of argument, evidence, the difference between an observation and a claim, and how to deal with ambiguity and complexity in an author’s writings. To prepare students for their work in Advanced Study history courses and VI Form philosophy and religious studies electives, students examine their own positions in the context of the wider scope of human history and culture, strengthening their ability to identify a writer’s rhetorical maneuvers and implicit assumptions. About midway through the course, they write and deliver a ten-minute long talk exploring a religious or philosophical conundrum. For their capstone project, students use their shorter writings from the year as the backbone for a ten to twelve page theological analysis, then assess and critique their papers in an oral defense with their teacher and a classmate.

Applied Ethics

Open to V & VI Form students

Semester-long half-credit course

This course introduces students to the basic principles of moral reasoning, with the goal of enabling students to engage independently in critical analysis of contemporary ethical issues. Students practice constructing formal logical arguments, and briefly examine the ethical theories of divine command, virtue (Aristotle), utility (Mill), and duty (Kant). They then use these tools to discuss topics including:

  • abortion;
  • euthanasia;
  • cloning;
  • civil rights;
  • criminal justice;
  • the death penalty;
  • sexual orientation and gender identity;
  • poverty and welfare;
  • drug legalization;
  • animal rights; and
  • just war theory.

Students prepare short position papers on these issues, and present their viewpoints in class for discussion and debate.

Asian Philosophy & Religious Traditions

Open to V & VI Form students

SEMESTER-LONG HALF-CREDIT COURSE

What happens when my truth and your truth are not the same? In this class, students explore what it means to live in a world where so many religions and worldviews coexist. As a complement to History of Religious Thought, students study traditions including (but not limited to):

  • Hinduism;
  • Buddhism;
  • Confucianism;
  • Taoism;
  • Jainism; and
  • Sikhism.

The course seeks to understand historical and contemporary expressions of the world's religions through readings, films, current events, site visits, written reflections, and classroom discussions. Students consider why religions exist in the first place, and how, as global citizens, we might enter into a more effective dialogue with various traditions.

The Call to Serve

Open to V & VI Form students

SEMESTER-LONG HALF-CREDIT COURSE

This course examines the intellectual, moral, and spiritual mandates for community service as an integral part of human development. By participating in service-learning work, students develop a sense of their individual link to the larger world, and a sense of responsibility to care for it. Students explore concepts such as vocation, voluntarism, and the “ethic of care." The aim of the course is to find links between school coursework, opportunities to serve our world, and how students react to those opportunities. Weekly journals reflect on both classroom discussions and various service activities. Guest lecturers—advocates for the homeless and those with disabilities; blood bank executives; United Way representatives; Habitat for Humanity builders—join us in the classroom to share their insights and experiences of serving others.

Global Wisdom

OPEN TO V & VI FORM STUDENTS

SEMESTER-LONG HALF-CREDIT COURSE

This course is a cross-cultural exploration of diverse philosophical traditions into accounts of reality (being and existence). What do some of history’s greatest thinkers throughout the ages have to teach us about the nature of reality and the meaning of our existence? Is existence an event, flux, process? Or is it something static, stable, or unchanging? What is thinking? What are the capacities of our mind, and how should we use it? What is the relationship between consciousness and reality? Our journey into these questions begins with the work Plato’s Phaedo and the famous Hindu epic, The Bhagavad Gita. We then look to the French philosopher, Rene Descartes’ Meditations on First Philosophy, followed by the Buddhist text, The Dhammapada. Readings may also include excerpts from Carl Jung, Gnostic literature, indigenous Peruvian thought, German philosophy, Alan Watts, and others. What do these wisdom teachers have to tell us about the universe and how we should live in it?

The Hero’s Journey

OPEN TO V & VI FORM STUDENTS

SEMESTER-LONG HALF-CREDIT COURSE

Since St. Andrew’s is a boarding school, you have already begun to start your own individual journey—or as Joseph Campbell would call it, “the hero’s journey,” just by making the decision to leave your families, friends, and home to come to the middle of Delaware in the pursuit of knowledge. Similar to the protagonist in many epics, religious texts, and myths, as part of your journey, you will wrestle with the ideas of free will, destiny, and fate as you start to develop your own philosophy based on your own personal experiences. Thus the hero’s journey serves as an appropriate metaphor for the individual journey that you must take in your life.

While, the hero will often receive gifts, supernatural aid, or the advice from a wise old hermit, in the end the hero will have to find the resources from within in order to overcome the obstacles standing in their path. In life, the monsters and the dragons you must encounter often represent the inner conflict between our irrational desires and the needs of the community. Only through slaying these inner dragons can one progress to the next stage of life and eventually achieve self-realization.

In this class you will also explore the universal patterns that have supported the hero’s journey; specifically, the archetypes, symbols, and guides that serve as a roadmap for human development and assist the individual’s integration into society. These patterns (archetypes) are found in the ancient myths of Hercules, King Arthur, Thor, and even in the modern day Disney movies, comics, and Harry Potter books. In short, these myths (stories) help us to understand who we are and what our place is in this world while continuing to inspire, comfort, and provide hope in a world that often feels in peril.

In-class readings to include excerpts from:

  • Joseph Campbell, The Power of Myth;
  • The Red Book, Carl Jung;
  • Ramayana, an ancient Indian epic poem;
  • Epic of Gilgamesh
  • Idylls of the King (Arthurian Legend), Lord Tennyson;
  • Harry Potter and the Sorcerer’s Stone, J.K. Rowling; and
  • Anthem, Ayn Rand

Films:

  • Star Wars: A New Hope
  • Whale Rider
  • Disney's The Lion King

Religion and Violence

OPEN TO V AND VI FORM STUDENTS

SEMESTER-LONG HALF-CREDIT COURSE

Throughout history, there has existed an uneasy relationship between religion and violence. In this course, students will critically examine the intersection of religion and violence, studying two central questions:

  • How is it that violent acts are committed and justified in the name of religion? What is, for example, the path from "blessed are the peacemakers" to the brutality of the Crusades?
  • How have religious movements actually sought to alleviate violent conflict? What role, for example, did religious traditions have in the Civil Rights Movement and the Indian Independence Movement in the 20th century?

Students will look both to historical and present-day examples, focusing on conflicts noted above as well as those located in Latin America, the Middle East, and Africa.

Science

Biology

Biology

Open to III & IV Form students

As the first course in the departmental sequence, Biology is designed to equip students with scientific skills that they will continue to draw upon throughout their education. Particular emphasis is placed upon systematic observation and the formation and testing of scientific hypotheses. Students learn to be skeptical and to construct scientific explanations that are detailed, logical and supported by evidence. The course also seeks to stimulate student appreciation and concern for the natural world. Areas of primary conceptual focus include:

  • energy transformation;
  • genetics;
  • evolution;
  • ecology;
  • human impacts on the environment; and
  • the diversity and characteristics of species.

Each spring, students journey to nearby Lewes, Delaware to review research conducted at the University of Delaware's College of Marine Studies and to tour dune, beach and forest ecosystems at Cape Henlopen State Park. Texts:

  • Hoagland, Dodson and Hauck, Exploring the Way Life Works: The Science of Biology;
  • Johnson and Raven, Biology: Principles and Explorations;
  • Jane Goodall, Through a Window; and
  • Farley Mowat, Never Cry Wolf.

Advanced Study in Biology

Open to VI Form students

Prerequisites: Biology and Chemistry

The aim of this advanced biology course is to more closely examine a range of topics in biology, with a thematic emphasis on the unity of life and life's molecular basis. Topics that recur throughout the year include:

  • evolution;
  • the structure-function relationship;
  • the importance of energy; and
  • the role of information.

In addition to its factual content, the course stresses rigorous scientific analysis and reasoning. Many lab investigations are student-designed and involve long-term, open-ended inquiry. Several labs closely follow the College Board's Advanced Placement recommendations. Text: Campbell, Reece and Mitchell, Biology: Concepts and Connections.

Advanced Study in Environmental Science

Open to VI Form students

Prerequisites: Biology

This college-level course is intended to foster in its students the awareness and appreciation of the natural world and the interdependencies that exist within it. Students explore the natural environment and resources of the School and surrounding areas while becoming acquainted with the principles and methods used to examine environmental issues. Topics include:

  • sustainability;
  • ecosystems;
  • population dynamics;
  • water;
  • energy efficiency:
  • climate change:
  • food resources; and
  • biodiversity.

The course includes visiting speakers, supplemental readings, investigations and labs drawn from college curricula, and a year-long independent project. Students make visits to nearby organizations and locales that provide insight into environmental issues, including a spray irrigation water treatment plant, a local cemetery and an organic farm. An overnight camping trip exposes students to the natural beauty of the Appalachian Mountains; students hike the Appalachian Trail and canoe on Antietam Creek. Students are prepared to sit for the Advanced Placement Environmental Science examination at the end of the year. Texts: Miller, Living in the Environment; McPhee, Encounters with the Archdruid, and supplemental readings.

Chemistry

Chemistry

Open to IV & V Form students

Prerequisite: MAth 1

Chemistry is concerned with discovering the natural laws governing the transformations of matter. It is also concerned with inventing theories to explain these laws in terms of atomic interactions. This rather prosaic summary actually represents a rich and intriguing field of exploration whose findings touch on nearly every aspect of our lives. Chemistry is often called the central science because it connects so many other scientific disciplines and technologies, particularly physics to life and environmental sciences. Success in chemistry depends upon the development and practice of a unique language. This language consists of chemistry definitions, chemistry drawings, chemistry facts and algorithms used to solve chemistry problems. This language, like all languages, can be used to express and manipulate ideas that may be inexpressible otherwise. This language will offer a new perspective on the nature of the universe and our students connection to it. Students will emerge from this course with an enriched view of themselves and the world in which they live. They will see how some of the big ideas of chemistry can be used to reframe and digest some of the biggest problems humanity faces. Text: Russo and Silver, Introductory Chemistry, 2nd ed.

Honors Chemistry

Open to V & VI Form students

Prerequisites: Honors Physics

Honors Chemistry applies the foundation of concepts, computational techniques, and laboratory practices students learn in Honors Physics to support their study of chemistry. The course begins with an introduction to descriptive and analytical chemistry through several weeks of laboratory work. Students here become familiar with important chemical properties and tools for uncovering patterns of chemical behavior and the laws that govern them. Laboratory work remains the central focus of the course as it recreates the empirical lines of evidence and creative reasoning from which modern chemical theory evolved during the 19th and 20th centuries. Students are challenged to construct their knowledge from their own experiments and collaborative discussions that utilize their prior knowledge of physics. Text: Brown et al., Chemistry: The Central Science, 10th ed.

Advanced Study in Chemistry

Open to VI Form students

Prerequisite: Honors Chemistry and Honors Physics

This course offers students an opportunity to continue their study of chemistry at an advanced level by further exploring topics in physical and organic chemistry. The course is laboratory-centered with structured experiments that extend the students' experience with analytical techniques and instrumentation, followed by opened-ended projects that develop students' research skills. Text: Brown et al., Chemistry: The Central Science, 10th ed.

Physics

Physics

Open to IV, V, VI Form students

Co- or prerequisite: Math 2

In Physics, students discover the fundamental laws that govern nature through the process of inquiry—posing their own questions within an agreed-upon framework and conducting careful experiments to find their own answers. The class is taught using Modeling Instruction pedagogy, a research-based approach developed at Arizona State University. Students organize their knowledge according to a series of physical models which can be used to analyze and explain increasingly complex phenomena. This course also devotes significant time to helping students articulate the methods and results of their experiments to their peers in discussion, in writing, and in the models they create to explain the physical world. Text: Adapted from publically available Modeling Instruction materials.

Honors Physics

Open to IV & V Form students

Corequisite: Honors Math 3

The Honors Physics curriculum is derived from a course developed by the Physical Science Study Committee (PSSC), a group first organized at the Massachusetts Institute of Technology under the auspices of the National Science Foundation. This rigorous curriculum is coupled with the Modeling Instruction pedagogy used in Physics 1 to create a unique and research-based approach to teaching physics. Its strength resides in its guidance of students through experiments and conceptual constructions that require authentic scientific thinking and practice. Rather than asking students to memorize a catalogue of facts and equations, coursework is organized around a a series of physical models students use to explain and predict the structure and interactions of matter. Each student is called on to develop his or her abilities to analyze, infer, evaluate, synthesize and reason quantitatively from the results of his or her experimental work. Laboratories involve extensive use of computer-interfaced instrumentation. Text: Teacher-authored text inspired by Haber-Schaim et al., PSSC Physics.

Advanced Study in Physics (Calculus-Based)

Open to VI Form students

Prerequisite: Honors Physics

corequisite: AS Calculus BC

This course covers a calculus-based college-level physics curriculum, and includes explorations of mechanics, thermal physics, and electricity and magnetism. This course assumes a deep curiosity about physics and willingness to work on the part of the students. The course approaches the above topics by focusing on matter and its interactions at the atomic scale through students' creation and application of models. Toward this end, students learn V-Python, a powerful object-oriented computer-programming language that they use to model real physical systems. Students are prepared to sit for the Advanced Placement Physics examination, Level C. Text: Chabay and Sherwood, Matter and Interactions (vols. 1-2).

Computer Science

Computer Science 1

open to all forms

semester-long Half-credit course

In this course, students are introduced to object-oriented program design using the Java computer programming language. Platforms for teaching Java may include BlueJ, Eclipse, and Sun’s native Java Development Kit. Through a project-based approach, students are led to a mastery of Java’s syntax, data types, and control structures. Course topics include arrays, lists, two-dimensional graphics, and basic Graphic User Interface (GUI) design.

Computer Science 2

open to IV, V, VI Form students

Prerequisite: Computer Science 1

semester-long Half-credit course

Students extend their knowledge of Java programming learned in Computer Science 1. The course begins with concepts of inheritance and polymorphism and continues through the study of interfaces and abstract classes. Course topics also include recursion, analysis of algorithms, data structures.

Students use case studies to pursue a more in-depth exploration of these concepts. Independent completion of all programming projects is encouraged and supported by student participation in the American Computer Science League.

Computer Science 3

open to IV, V, VI Form students

Prerequisite: Computer Science 2

semester-long Half-credit course

Students in this course explore a multitude of new programming languages and techniques in order to form a foundation on which to work collaboratively as a software development team in the latter part of the course. Students work together to develop a deliverable software package, solving problems as they arise and enhancing its features, using the language skills and programming techniques developed throughout their study of computer science at St. Andrew's.

Science Electives

Advanced Study in Anatomy & Physiology

open to V & VI Form students

Prerequisites: Biology and Chemistry

semester-long Half-credit elective

Anatomy and physiology is the study of the structure and function of human biology. This course will cover the general principles of anatomy and physiology, including cells, tissues and organs, homeostasis and embryology, and we will use readings, lab work and case studies to accomplish learning. The following systems will be studied in detail: respiratory, circulatory, muscular, and nervous. Emphasis will be on interrelationships among systems and regulation of physiological functions. The lab will provide a hands-on learning experience for exploration of human system components and basic physiology, and case studies will provide insight into the pathology of these systems.

Advanced Study in Astronomy

open to V & VI Form students

Prerequisite: Physics

Co- or Prerequisite: Math 3 or Honors Precalculus

semester-long Half-credit Elective

Astronomy students will investigate the solar system's key components and their features and formations; the methods for exoplanet discovery and the search for extraterrestrial life; the formation and evolution of stars and galaxies; the study of the Universe as a whole, including the Big Bang theory, dark matter and dark energy. Each week, students will be working in teams on a research project, based on which they will prepare a poster or presentation. Some of the many, varied, and exciting topics of research will include:

  • the search for habitable exoplanets,
  • solar system missions such as Cassini-Huygens,
  • historical asteroid impacts and their effects,
  • the source of life on Earth,
  • constellations and comets in history and folklore,
  • the mechanics of galaxy collisions, and
  • the evidence for the Big Bang theory.

Advanced Study in Bioengineering

open to V & VI Form students

Co- or Prerequisites: Biology, Chemistry & Physics

Semester-long Half-credit elective

We humans seek solutions to all sorts of questions. However, unsolved problems exist despite dedicated work by teams of highly trained experts. One subset of such experts are the engineers, who seek pragmatic solutions and who utilize highly valuable resources to make progress in their search. Resources include the team's limited time, its domain-specific tools and its aggregate brain power. Throughout our intellectual history, humans have solved problems again and again. Some solutions are invented, whole-cloth, using human ingenuity. Others are on loan from the natural world: consider the piece of fruit that exactly matched an ancestor's daily caloric need. Still other solutions are inspired by the natural world: as George de Mestral was inspired to invent the hook and loop system of velcro after noticing burdock burrs clinging to his socks. Stationary, brainless burdock had solved the problem of being fixed in space. It had learned to attach its genes to moving animals. In Bioengineering, students will study nature-inspired solutions. Students will learn to take the view that evolution through natural selection is primarily an engine of innovation. From the smallest viruses to the largest organisms on earth, we are all problem solvers. And, it is the view of bioengineers that there are many hidden solutions left to find. Our work is to become better collaborators with Nature.

Engineering

open to IV, V & VI Form students

Co or Pre-requisites: Physics and Math 2

Semester-Long Half-credit elective

The goal of Introduction to Engineering is to provide an introduction to design thinking and a variety of engineering disciplines. The course will be broken into six parts that include: design thinking, experimental design, mechanical advantage, structural engineering concepts, aeronautical concepts, and a culminating independent design project. In each part of the course, students will learn the basic principles associated with the subject and conduct hands on projects using the principles learned. Students will leave the course with a greater appreciation of engineering problems and solutions.

Visual & Performing Arts

Introduction to the Arts

Required for III Form students

Half-credit, year-Long Course

Team-taught by visual and performing arts faculty, this course introduces all III Form students to the breadth of the arts curriculum at St. Andrew's through six-week long workshops in dance, music, theatre, and art (students will have rotated through all four by the completion of the course). Developing an appreciation of art patronage is also a strong component of this course; students are asked to attend and reflect upon both peer and professional performances and exhibits offered at the School throughout the year.

Art History

Art History: Medieval and Renaissance European Art through the Baroque Era

Open to IV, V, and VI Form Students

Semester-long half-credit elective

This course looks at the art and architecture that rose from the collapse of the Roman Empire and the rise of Christianity to the birth of the modern world during the Renaissance and its continued development in post-Reformation Europe. Students will draw from a variety of texts and video resources to understand and appreciate the historical forces that gave rise to the astonishing richness of the architecture and imagery that marked these times. Students will design visual presentations and sketchbooks that seek to compare a given work with examples from other cultures and time periods, thereby widening the breadth of cultures they will be looking at and comparing to one another.

Art History: Realist and Modernist Art through the Post-Modernist Age to the Present

OPEN TO IV, V, AND VI FORM STUDENTS

SEMESTER-LONG HALF-CREDIT ELECTIVE

This course looks at the art and architecture that rose out of Post-French Revolutionary Europe to become a truly global phenomenon during the middle of the 20th and the beginning of the 21st centuries. Students will draw from a variety of texts and video resources to understand and appreciate the historical forces that gave rise to the astonishing richness of the architecture and imagery that marked these times. Students will design visual presentations and sketchbooks that seek to compare a given work with examples from other cultures and time periods, thereby widening the breadth of cultures they will be looking at and comparing to one another.

History of Photography

Open to IV, V, & VI Form students

Semester-Long Half-Credit Elective

For the past 200 years, no other medium has impacted the human race quite like the photograph. This course is an introduction to the photographic medium, from its birth in the early nineteenth century through today. Students will survey major artists and makers as well as important developments in aesthetics, theory, and the role of photography in culture. Classes will be augmented by demonstrations of certain photographic processes in order to better understand the technical advancements of the medium over time.

Choral & Instrumental Music

Jazz Improvisation

Open to all forms

saxophone, trumpet, trombone, guitar, bass, piano, drums, and vibraphone students

Semester-long Half-credit elective

Learn how to play jazz, including reading ensemble parts, learning chords and scales, and how to accompany and solo in various rhythmic styles. This course is designed to support Jazz Combos and studio support for members of the jazz ensembles. Open to all forms, this course may be repeated.

Strings

Open to all forms

Violin, Viola, Cello, Bass, and Piano students

SEMESTER-LONG HALF-CREDIT Elective

Learn how to practice effectively and efficiently and how to collaborate vibrantly with all members of the orchestra in order to create well-rehearsed performances of music repertoire for major school concerts and recitals. This course is designed for all string players in the Orchestra, including meetings for Chamber Music groups and sectionals for learning all technical aspects of each of the instruments.

Winds and Percussion

Open to all forms

flute, oboe, clarinet, bassoon, saxophone, horn, trumpet, trombone, tuba, mallet percussion, timpani and all other percussion students

SEMESTER-LONG HALF-CREDIT Elective

Student will develop his/her ability as a wind or percussion player by improving his/her practice effectiveness in collaboration with other members of the “band.” This course is designed to support groups for Chamber Music and sectionals for learning all technical aspects of each of the instruments.

Music Theory

open to IV, V, VI Form students

Semester-long Half-credit Elective

This course is an introduction to the fundamentals of music, including reading notes and rhythm. Students learn to construct melodies and to work with basic harmony. Regular ear-training exercises as well as music history listening assignments prepare students both to compose their own music and to analyze selected repertoire, ranging from the Baroque through the modern eras.

Advanced Study in Music

Prerequisite: Music Theory

This yearlong course is open to students who have demonstrated proficiency in the fundamentals of music (the ability to read and perform written music at a strong level; the possession of a working knowledge of all chord and scale types). Regular ear-training and part-writing assignments help students develop as composers; students produce original works on a monthly basis. Score analysis supplements readings as students develop interpretations of important repertoire, ranging from the medieval through the modern eras. Texts: Donald J. Grout and Claude V. Palisca, A History of Western Music; Stefan Kostka and Dorothy Payne, Tonal Harmony.

Founders Choir

Open to all forms

Semester-Long Half-credit Elective

Choir is open to all students regardless of prior vocal experience and focuses on building individual and ensemble singing skills. Students learn basics of healthy singing through performance of a wide range of musical styles, individual voice lessons, and sight singing and theory practice. The choir performs at school gatherings, in the School chapel, and at our annual Service of Lessons and Carols. This course also prepares singers who would like to sing in Andrean Ensemble or Noxontones.

Andrean Ensemble (previously Choral Scholars)

Open to all Forms by permission of instructor

Our Andrean Ensemble program challenges students with some previous vocal or choral experience. This course develops the complete singer through instruction in vocal development, sight-reading, ear training, music theory, and choral style. The Andrean Ensemble performs as the School's choral ensemble in the School Chapel, at off-campus events, and on tours. The Andrean Ensemble is open to all forms, but students must have instructor approval to join.

Dance

Beginning Dance

open to all forms

Semester-Long Half-credit Elective

This course builds a basic foundation for the beginning dancer by focusing on the fundamental positions and movements of a variety of dance styles, including ballet, modern and jazz. Students learn proper dance technique while developing physical and artistic awareness. Coursework addresses an overview of dance elements, including:

  • line;
  • form;
  • body placement;
  • movement quality;
  • musicality;
  • muscle control; and
  • artistic expression.

The course is designed to inspire an appreciation for the art of dance, while also preparing students for a more advanced study of dance technique. No previous dance experience is necessary.

Intermediate Classical Ballet

open to all forms

Semester-Long HALF-CREDIT ELECTIVE

PREREQUISITE: Beginning Dance OR PERMISSION OF THE INSTRUCTOR

Building on the foundation of students’ previous ballet experience, this course explores more advanced theories of classical ballet technique. Students increase their ballet vocabulary and perform more complex and advanced ballet combinations as they continue to refine their use of:

  • core control;
  • movement quality;
  • body placement; and
  • aesthetic line.

Increasing strength, agility, coordination, flexibility and stamina is emphasized. The aim of the course is to develop the discipline to combine the physical demands of ballet with artistic freedom of expression.

    Intermediate Contemporary Dance

    open to all forms

    Semester-Long Half-credit Elective

    PREREQUISITE: Beginning Dance OR PERMISSION OF THE INSTRUCTOR

    Building on the foundation of students’ previous modern dance experience, this course explores more advanced theories of modern and contemporary dance. Movement and creativity are highlighted with an emphasis on personal expression. Students practice floor exercises and center combinations designed to increase their:

    • core strength;
    • flexibility;
    • use of weight and momentum;
    • body isolation;
    • improvisation; and
    • freedom of movement.

    Utilizing these tools, students develop their own personal styles through self-expression, movement and choreography, and ultimately have the opportunity to create their own choreographic piece.

    Advanced Study in Dance

    Open to V & VI Form Students

    Prerequisites: Intermediate Contemporary dance or Intermediate Classical Ballet, plus permission of instructor

    This structure of this yearlong course is a working model of the professional dance world; students experience what it means to be a professional artist in the field of dance. Students will continue their training in advanced classical and contemporary technique while discovering other aspects of the profession. Each student will learn how to prepare a dance class from start to finish as well as the skills necessary to teach the class. They will also learn how to compose a piece of choreography and take that piece from conception to the stage. This process will require students to develop a concept, choose music, find dancers, schedule rehearsals, produce sets and props, create costumes, develop a lighting design and rehearse the piece until it is ready for the stage. Students will be doing the work of professional dancers, teachers and choreographers, and will develop a foundational understanding of the inner workings of the dance world.

    Photography and Film Studies

    Film Studies 1

    open to IV, V, VI Form students

    Semester-Long Half-credit elective

    Film Studies introduces students to the basic elements of the film medium. Students examine both classic and contemporary films and analyze cinematography, plot, thematic and sound elements. In conjunction with the critical component of the course, students also explore the film production process. Students shoot and edit their own pieces for the class, and, during the latter part of the course, develop and produce individual projects.

    Film Studies 2

    open to IV, V, VI Form students

    Semester-Long Half-Credit Elective

    Prerequisite: Film Studies 1 or instructor permission

    The Film Studies 2 course follows the curriculum begun in Film Studies 1 and provides a deeper exploration of screenwriting and story structure, cinematography, lighting and sound. Students work on four or five larger projects as individuals and in teams as they further explore the technical and artistic aspects of creating for the moving picture. Students will work with more advanced cameras, lenses, and sound equipment and spend seven to eight weeks developing a script of an original story.

    Photography 1

    open to IV, V, VI Form students

    Semester-Long Half-credit elective

    This course allows students to explore the expressive qualities of black-and-white photography while learning both the fundamentals of image-making with a 35mm manual camera, and the functions of a black-and-white wet darkroom. Students hone their photographic voice in an open critique setting and learn to edit their work by compiling a comprehensive final portfolio. They are introduced to medium-format film and have the opportunity to experiment with a Holga camera. A study of historical and contemporary photography complements practical exercise and work in the darkroom. No prior experience is required, but access to a 35mm camera with manual exposure capability is necessary.

    Darkroom/Wet Lab

    open to IV, V, VI Form Students

    Semester-Long Half-Credit Elective

    Prerequisite: Photo 1

    This course explores all aspects of traditional wet-lab photography. We will learn about, and experiment with, small, medium, and large format film cameras. Students will learn how to work with the wide variety of chemicals involved in the creation of analog photographic materials, and discover how many contemporary artists are reinventing the past and finding inspiration in these beautiful techniques . Most importantly, student will walk away with a portfolio of beautiful, unique prints from a wide array of fine art photographic processes.

    Advanced Lighting

    open to V & VI Form students

    SEMESTER-LONG HALF-CREDIT Elective

    PREREQUISITE: PHOTO 1

    Understanding light is undeniably the most important skill that a photographer can possess. In fact, many photographers believe that light IS the subject of every photograph. This course will guide students through all aspect of lighting, from natural/available, to studio, to location shoots where artificial and natural light come together. We will explore how to modify, shape, and balance lighting of all kinds in order to achieve whatever look we want, in any situation.

    Advanced Study in Photography

    open to VI Form students

    Two semesters of a Photo class, one of which must be photo 1

    This yearlong course is an intensive studio art (in this case, photography) class designed for VI Form students interested in investigating advanced methods and concepts central to the visual arts. Students concentrate on hands-on studio work with individual faculty in one of the visual arts disciplines (painting, photography, sculpture, or film), and come together for lectures and discussions of contemporary issues in art, practical demonstrations, such as portfolio development, and critiques. Coordinated, thematic assignments stimulate comparative discussions among visual art disciplines as in an advanced collegiate fine arts seminar.

    History of Photography

    OPEN TO IV, V, & VI FORM STUDENTS

    SEMESTER-LONG HALF-CREDIT ELECTIVE (OFFERED SPRING SEMESTER ONLY)

    For the past 200 years, no other medium has impacted the human race quite like the photograph. This course is an introduction to the photographic medium, from its birth in the early nineteenth century through today. Students will survey major artists and makers as well as important developments in aesthetics, theory, and the role of photography in culture. Classes will be augmented by demonstrations of certain photographic processes in order to better understand the technical advancements of the medium over time.

    Studio Art

    Drawing 1

    open to IV, V, VI Form students

    semester-Long Half-credit elective

    Students in this course work with a variety of media to create a visual language for describing natural form. Using charcoal, conte, and pastel, students render still-lifes, landscapes, and portraits with the goal of creating strong representational images.

    Drawing 2

    open to IV, V, VI Form students

    Prerequisite: Drawing 1 or instructor permission

    semester-long, half-credit elective

    Painting 1

    open to IV, V, VI Form students

    semester-long Half-credit Elective

    In Painting 1, students work on on still-lifes, landscapes, and portraits, and in doing so learn how to use color as a means for describing light and form.

    Painting 2

    open to IV, V, VI Form students

    Prerequisite: Painting 1 or instructor permission

    semester-long, half-credit elective

    Printmaking

    open to IV, V, VI Form students

    SEMESTER-LONG HALF-CREDIT Elective

    PREREQUISITE: PHOTO 1 or Drawing 1

    The medium of printmaking provides an arena of creativity where photography, drawing, collage, and painting collide. Through an examination of etching, relief, and screenprinting, students will have the opportunity to create a portfolio of prints that showcases each of these areas. By its nature, Printmaking is a communal activity that relies on each person playing a different role in the print studio. In this way, each print becomes a collaboration between the participants, with every student supporting the other.

    Ceramics

    open to IV, V, VI Form students

    Semester-Long Half-Credit Elective

    This class is open to students of all levels of ceramic experience. With open-ended assignments, various demonstrations and techniques will be shown by the teacher so that students can advance at their own pace. With students of various levels working together in one class, a community of support will develop.

    Glaze Formulations

    open to IV, V, VI form students

    Semester-Long Half-Credit Elective

    This class will be run more like a science lab with students testing base glaze recipes with various oxide and stain additions. Bilateral and triaxial blends will be explored as well as various kiln firings. Students will learn some basic skills working with clay to make their own items on which to test glazes.

    Advanced Study in Drawing & Painting

    open to VI Form students

    Prerequisite: Drawing 2 or Painting 2

    This yearlong course is an intensive studio class designed for VI Form students interested in investigating advanced methods and concepts central to the visual arts. Students concentrate on hands-on studio work with individual faculty in one of the visual arts disciplines (painting, ceramics, photography, or film), and come together for lectures and discussions of contemporary issues in art, practical demonstrations, such as portfolio development, and critiques. Coordinated, thematic assignments stimulate comparative discussions among visual art disciplines as in an advanced fine arts seminar.

    Advanced Study in Ceramics

    open to VI Form students

    Prerequisite: two semesters of ceramics

    This yearlong class is for the serious ceramic arts student. Assignments will be self-generated, and with that independence comes greater expectations and responsibilities. Students will expand their understanding of what it means to be a ceramic artist. Students will develop a body of work that shows their creative thinking as well as their developing skills. They will take greater ownership of the entire process of working with clay and maintaining a healthy studio, including clay recycling, mixing glazes, and loading the kiln.

    Theatre

    Acting 1

    Open to IV, V, VI Form students

    Semester-long Half-credit elective

    This course exposes students to the essential aspects of acting, and emphasizes acting as technique rather than emotion. Students study plays and selected scenes by Ibsen, Chekhov, Shakespeare, and Williams, and other more contemporary playwrights. They explore:

    • expanding vocal techniques;
    • physical alignment;
    • theatrical make-up;
    • stage combat;
    • script analysis; and
    • the First Folio technique of performing Shakespeare.

    Time permitting, students attend at least one professional theatrical production during the course.

    Acting 2

    Open to IV, V, VI Form students

    Semester-long Half-credit elective

    Prerequisite: Acting 1 or instructor permission

    Essentially a continuation of the Acting 1 class, this course delves deeper into the techniques of acting, focusing on script and character analysis as well as directing and improvisation. Student work is more individual and performance more frequent. By the end of the first semester, students will have three audition-quality monologues ready for performance and possible videotaping for college applications.

    Acting 3

    Open to IV, V, VI Form students

    Semester-long Half-credit elective

    PREREQUISITE: ACTING 1 & Acting 2 or instructor permission

    Acting 3 is for the serious acting student and will be formatted to match that students’ specific interests and talents. Courses in the past have included student teaching, formal performances, and workshops on directing.

    Public Speaking

    Open to IV, V, VI Form students

    Semester-long Half-credit elective

    This course focuses on the fundamentals of speaking in public. Coursework seeks to enhance students' ability to use effective and engaging vocal dynamics and strategies, including:

    • emphasis;
    • pace;
    • pitch;
    • tone;
    • volume; and
    • clarity.

    Assignments include:

    • experimenting with famous speeches;
    • conducting interviews;
    • preparing persuasive advertising;
    • sonnets;
    • theatrical monologues; and
    • impromptu speaking.

    The course also explores techniques for calming and masking the nervous habits often provoked by public performance.

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