Allendale Columbia Sample Curriculum Guide
At Allendale Columbia, we prepare students for the world they will inherit. In our trusting and responsive environment, students 18 months through grade 12 grow in confidence and develop scholastic independence. Together, our students and teachers imagine, design, and create.
Ú Making connections that matter
Ú Mastering strategies for learning
Ú Inspiring curious and creative learners
Ú Sparking resilient
Ú Daring
A contributing citizen balances critical thinking, ethics, and empathy to act as influential agents of change to understand and solve contemporary social problems locally and globally.
A Respectful Relationship Builder acts with integrity, listens with an open mind and heart, and embraces various perspectives to build and maintain healthy relationships. They challenge and speak out against inequity and injustice to find innovative, fair, and just solutions to complex problems to live lives of consequence.
An innovative creator conceptualizes and expresses ideas by creating unique artifacts. They listen to understand, reflect on feedback, and foster progress to enhance or improve the human experience.
A rational problem-solver analyzes information for truth and accuracy to formulate solutions, possibilities, and ideas to ethically and responsibly solve complex problems across disciplines and in authentic ‘real world’ contexts.
A compelling communicator clearly and confidently articulates thoughts, ideas, arguments, and messages using various mediums for an authentic audience.
A balanced person confidently and compassionately transforms themselves and others through a journey of self-discovery that respects, appreciates, and embraces diverse perspectives, individuality, and identity.
MIDDLE SCHOOL
What are the key characteristics that define an entrepreneur? How do they identify market needs and structure their business? In this introductory course, students will learn about marketing, financial literacy, consumer behavior, product and price decisions and communication as they learn what it takes to be a successful business owner!
Have you ever wanted to write your own article and have it published? Have you ever wanted a way to contribute to your school community in a unique way? Whether through interviews, sports articles about our teams, or even comics - this semester-long course is for anyone interested in running a school newspaper.
Where do ideas come from? Have you ever wanted to solve a problem? How do you move from idea to solution? Students will work with mentor entrepreneurs from Rochester and the global community to create real solutions to problems that they identify in their local communities as well as the global community. Students will build upon an entrepreneurial mindset and skill set that is essential in problem-solving and developing a small business. The goal of this experience is to bring students’ solutions (product or service) to market. This program is not an introduction to business, it is about solving problems. Students will, however, learn practical aspects of business along the way as they are introduced to concepts such as startups, marketing, ethics, legal issues, and how to pitch ideas. Students will apply the Design Thinking process as they prototype and test products and services for real consumers. This is an experience that combines all disciplines and creates opportunities for collaboration with Global Engagement and the Invent Center. This program will stretch students as individuals and learners. Students should be prepared to think, work, and develop their ideas into viable and marketable solutions.
Essentials of Entrepreneurship provides students with the mindset and skill set necessary to start a business. In this culture of innovation, young entrepreneurs will need business skills to support launching the concepts and products they envision. This semester-long class will cover the fundamentals of thinking like an entrepreneur, finance, marketing, management, and promotion. Students will learn how to come up with new business ideas, attract investors, market their business, and manage expenses. The class will culminate with students developing a business plan, and they will pitch their idea, product, or service to a panel.
MIDDLE
Students are introduced to a new level of reading and writing in English 6 when they enter Middle School. During the year, they practice both expository and creative expression with a focus on building writing stamina. They learn how to examine texts in greater depth and respond analytically. Classes consist of discussions and workshop sessions where students receive individualized instruction. Rubrics are used to evaluate student work and illustrate their growth over time. In order to promote a love of reading, students have the freedom to choose their own books for most of the year. They are expected to try new authors and genres, and they participate in online class discussion posts about what they are reading, along with setting reading goals for themselves. English 6 and English 7 complement each other as a two-part course.
English 7 expands on the foundation built the previous year in English 6. Students experience new types of literature and polish their evolving reading and writing skills. They continue practicing close reading and analytical responses. Expository and creative expression form a significant part of the structure of this course, along with a regular vocabulary regimen. The class format is consistent with English 6: students participate in literary discussions and workshop sessions with individualized instruction. Rubrics provide students with clear and useful feedback and allow them to track their progress throughout the year. Reading for pleasure is emphasized and modeled this year as well. Students are able to choose which books they read a majority of the time and follow their own personal reading goals.
In the first semester of English 8, students examine a variety of critical approaches to literature and apply these literary lenses to novels, short stories, and poems. They demonstrate their understanding both through expository essays as well as through formal and informal discussions of the texts. Although the literature varies each year, we address critical approaches to literature such as reader-response, psychological criticism, historical criticism, and gender analysis. Students also work to become more advanced, nuanced readers by developing their understanding of foreshadowing and complex symbolism. Our major texts often include a selection from the following titles: Lord of the Flies, Romeo and Juliet, The Book Thief, Of Mice and Men, House on Mango Street, and The Diary of Anne Frank.
During the second semester, students embark upon a collaborative learning adventure among English, History, and Science, culminating in the traditional eighth grade trip to Washington, D.C. Students will read one novel and one play on the overarching theme of World War II, which will help prompt them to select topics to explore in groups. Each student will compose a 5-page, research-based, expository essay complete with in-text citations and a works cited page that explores one aspect of their groups topic, which will then be presented to a broader audience at 8th Grade Exhibition. Each essay goes through a comprehensive revision process, focusing on reviewing basic expository writing skills, honing more advanced writing skills, learning to conduct sound research, refining sentencelevel problems, and practicing presentation skills.
English 9 begins with a study of short stories depicting characters who are faced with decisions at critical moments in their lived experience. In addition to examining the writing style and context of the stories, students explore the internal and external factors at play in characters’ decision-making. Our major texts often include selections from the following titles: Born a Crime by Trevor Noah; Persepolis by Marjane Satrapi; the teleplay 12 Angry Men; short stories by Rynosuke Akutagawe with Akira Kurosawa’s film Rashomon; comic and tragic plays by William Shakespeare. As we explore major theme; the single story fallacy, coming-of-age in a changing world, objectivity and ambiguity, empathy and understanding; students also develop strategies for narrative and argument writing using real-world mentor texts. This course is taken by all ninth graders.
UPPER SCHOOL
In this year-long course, students will be exposed to a variety of different ideas and cultures with the double aim of developing personal positions on the one hand and participating in civil discourse on the other. Students will read a diverse selection of traditional and modern literature, exploring themes such as the individual’s place within society, masculinity and femininity, conscience, and contentment. Over the course of the year, students will continue to develop important communication and critical thinking skills through discussions, projects, creative writing, analytical essays, and a major research paper that they will work on in both their English and History courses. This course is taken by all tenth graders.
UPPER
In English 11, students read a variety of historic texts, fiction, nonfiction, and poetry with attention to both historical context and contemporary questions about American identity, society, and culture. Readings and discussions focus on the tensions inherent in the American experience, as students explore uniquely American paradoxes such as individual freedom and social responsibility, censorship and freedom of speech, and art/literature as social commentary. Students will refine their ability to analyze complex text, to construct effective written arguments, and to cultivate their creativity through imaginative writing. Our major texts present a wide variety of cultural and societal perspectives, and often include plays by Arthur Miller and Lorraine Hansberry; fiction by authors such as F. Scott Fitzgerald, Ray Bradbury, and Octavia Butler; and narrative nonfiction by a variety of American authors.
UPPER SCHOOL
This course will take a global perspective and focus on works representing the lasting effects of colonization and the various ways in which the people of oppressed cultures reassert their power and cultural identities through literature. Students will learn about magic realism, the resistance of authoritative discourse, the use of collective and communal identity, and the maintenance of cultural identity through oral tradition, among other concepts. They will express their understanding of this literature through both written and spoken means. The course will culminate in a project that allows for student choice and incorporates research and presentation skills. Some major texts may include: The Way to Rainy Mountain, One Hundred Years of Solitude, The God of Small Things, Song of Solomon, and Obasan.
This course is designed for students who want to develop their ability to write fiction and poetry. Students will write short stories and poems in a variety of forms and read literature that will serve as models for their own work. Collaboration will play an important role in this class as students share their writing and learn how to both encourage and challenge each other through constructive feedback. While continuing to practice the fundamentals of good writing and careful reading, students will also experiment with different writing styles and independently explore the work of writers they admire.
Students in Upper School will work collaboratively to produce a monthly newspaper in February, March, April, and May. The team will learn research techniques, how to interview sources, and how to exemplify the journalistic code of ethics for any media. They will also explore all roles related to journalism and media including writing, editorial and production. Lastly, students will have an opportunity to learn more about photography and its role in storytelling.
UPPER SCHOOL
Students enrolled in Science in Literature will study science through popular non-fiction science books: While reading through these books, students will have the opportunity to work in the lab to uncover data that supports the topics discussed. For example, through reading The Immortal Life of Henrietta Lacks, students will learn about the history of the HeLa cell line through the life of the Henrietta Lacks. This novel explores aspects of microbiology, cancer, socioeconomic issues related to healthcare, and biomedical ethics. In the lab, students will have the opportunity to observe HeLa cells under the microscope as they learn karyotyping techniques and will study damage to cellular DNA from carcinogens.
UPPER SCHOOL
Advanced Placement English: Language and Composition is essentially a college-level study of rhetoric. Students practice reading in a new way: not only for what an author might be arguing, but also how they do so. Using concepts of classical rhetoric as a foundation, students analyze the exigence, audience, and purpose of a rhetorical situation and an author’s use of rhetorical appeals and devices as means of persuasion. Students also read and analyze a wide range of essays, from classic to contemporary, examining the craft of effective arguments. Units of study include rhetorical analysis, structure of argument, claims and evidence, tone and style, and synthesis of sources. Texts in the course are primarily nonfiction, although students also study literature and visual texts through a rhetorical lens.
Advanced Placement English: Literature and Composition is a college-level course that introduces students to literary analysis through close reading, thematic analysis, and historical contextualization. Students read poetry, fiction, and drama ranging from the 17th century to the present. Student progress is assessed through in-class essays, as well as out-ofclass critical writing assignments. Possible texts include: Shakespeare’s Hamlet, Mary Shelley’s Frankenstein, Charlotte Bront’s Jane Eyre, George Eliot’s Silas Marner, Henrik Ibsen’s A Doll’s House, Nella Larsen’s Passing, William Faulkner’s As I Lay Dying, Tennessee Williams’s A Streetcar Named Desire, Jean-Paul Sartre’s No Exit, John Irving’s A Prayer for Owen Meany, Anita Desai’s Feasting, Fasting, Mohsin Hamid’s Moth Smoke.
MIDDLE SCHOOL
Sixth grade is the first year of full-time language study, and students will have the opportunity to use Spanish for authentic communication almost every school day. Students will gain exposure to basic regular verb structures as well as some frequently occurring irregular verbs. They will also develop a working knowledge of expressions related to the calendar, basic adjectives, the family, occupations, telling time, the weather, clothing, parts of the body, and numbers from 0 to 1000. In addition, students will design, complete, and present at least one in-depth exploration of an aspect of Spanish-speaking culture.
MIDDLE
In seventh grade, students will have the opportunity to build on the foundation they have constructed in Spanish 6. They will be introduced to more complex language structures and will apply them to real-world communicative simulations requiring more extended writing and speech. Students review all basic regular verbs and add high-frequency irregular verbs. They practice using the two different verbs meaning to be and learn how to express likes and dislikes. They acquire thematic vocabulary and idiomatic expressions related to nationalities, emotions, school, ordinal numbers, addresses, places around town, celebrations, and food. In addition, students will design, complete, and present at least one in-depth exploration of an aspect of Spanish-speaking culture.
Model UN is a simulation of the United Nations General Assembly and its other multilateral bodies where students perform an ambassador role while debating topics such as gender equality, climate action, global health, and more. This course introduces middle school students to the UN and diplomatic processes. Through research, debates, and simulations, students develop crucial skills in public speaking, research, and teamwork, while gaining insight into global challenges and cultural perspectives.
Designed for students with little or no previous experience in the language. Focuses on communicative skills of sign comprehension and production. Includes
high frequency vocabulary, basic sentence constructions, common phrases, and cultural aspects of the Deaf community. Also stresses student participation in skills development.t
A continuation of ASL 1, with emphasis on basic language skills for communication and on cultural aspects to promote understanding and appreciation of Deaf culture.
French 1 is designed for students who have limited or no previous exposure to the language. This course provides students with the opportunities to develop novice low to mid proficiency across three modes of communication: Interpretive, Interpersonal, and Presentational. The course focuses on the comprehension and understanding of basic structures and vocabulary, and students are regularly encouraged to engage in situational conversations. Students learn how to develop their writing, listening, and reading skills through an introduction to cultural topics concerning the Francophone world. Materials are selected from a variety of sources and are supplemented by authentic audiovisual materials. At the end of the course, students will feel comfortable using the present and near-future tenses, will be able to ask and answer questions relating to real-life situations, and will have had the opportunity to engage with overseas peers to practice their skills outside of the classroom.
UPPER SCHOOL
French 2 is designed for students who have successfully completed French 1 (or have demonstrated completion and understanding of French 1 foundations). This course provides students with the opportunities to develop novice high to intermediate low proficiency across three modes of communication: Interpretive, Interpersonal, and Presentational. It introduces students to more complex conversational situations, and they learn to apply acquired grammar and vocabulary through storytelling. Materials are selected from a variety of sources and are supplemented by authentic audiovisual resources. Students will delve deeper into cultural topics related to the Francophone world, and will continue to collaborate with overseas peers. At the end of the course, students will feel comfortable expressing themselves in the present, past, and future tenses and will have a solid grasp of reading and writing at a more complex level.
UPPER
French 3 is designed for students who have successfully completed French 2 (or have demonstrated completion and understanding of French 2 foundations). This course provides students with the opportunities to develop intermediate low to mid proficiency across three modes of communication: Interpretive, Interpersonal, and Presentational. Students will complete their study of French grammatical concepts and fine-tune their ability to use all verb tenses and moods as they make the transition from situation-based activities and dialogues to more sophisticated conversations. Writing and reading become more advanced as students study authentic articles on Francophone topics and current events, and listening comprehension becomes a daily practice through the use of audiovisual resources. At the end of the course, students will feel comfortable expressing themselves in all grammatical tenses, will have had exposure to literature in preparation for French 4 through the study of Le Petit Prince, and will have been exposed to various opportunities to use French outside of the classroom.
French 4 is designed to expose students to French geography and culture through the close study of art, literature, and philosophy. This course provides students with the opportunities to develop intermediate high to advanced low proficiency across three modes of communication: Interpretive, Interpersonal, and Presentational at a college level within a high school setting. Although this course includes a comprehensive review of all grammar, it assumes that students are already equipped with the tools necessary for communication and written expression at an intermediate to advanced level. French literature and drama will be integrated throughout the course. Depending on size, the class may be combined with French 5 and French 6 where students will study similar thematic units. In this case, the activities will be adjusted to better match the needs of level 4.
Spanish 1 begins with reviewing the geography of the Spanish-speaking world and linguistic basics, such as parts of speech. This course provides students with the opportunities to develop novice low to mid proficiency across three modes of communication: Interpretive, Interpersonal and Presentational. Students work on all aspects of communication: Interpretive, Interpersonal,
and Presentational. The themes are personal and social in nature and will provide students with what they need to communicate at a low to mid novice level. Themes include: self, family, school, leisure, meal taking, home, community, and physical environment. The primary objective of this course is to provide students with the vocabulary and simple grammar that they need to communicate using isolated expressions and simple sentences.
Spanish 2 is the course in which students become emerging speakers and writers. This course provides students with the opportunities to develop novice high to intermediate low proficiency across three modes of communication: Interpretive, Interpersonal, and Presentational. At this level, students are now internalizing Spanish, as they are identifying with it, creatively playing with grammatical structures, and beginning to develop a feel for the language. This course empowers students to string sentences together while incorporating their own ideas. Students work on all aspects of communication: Interpretive, Interpersonal, and Presentational. The themes are very practical in nature and will provide students with what they need to communicate at a mid to high novice level in social settings such as: school, leisure, daily routine, shopping, town/city, health, cooking, and childhood. The primary objective of this course is to provide students with the grammar they need to deepen their communication skills into the past and future tenses.
Spanish 3 is the course in which students begin to gain enough grammar and vocabulary to demonstrate their opinions, ideas, and critical thinking. This course provides students with the opportunities to develop intermediate low to mid proficiency across three modes of communication: Interpretive, Interpersonal, and Presentational. The leap occurs this year, when a student progresses from being someone who is studying Spanish to an emerging Spanish speaker. The progression to more advanced grammatical structures and idiomatic expressions allows for more detailed insight into culture and literature. Students now use all verb tenses and moods, including the subjunctive. A new theme is presented every four or five weeks, and, within the basis of the theme, students work on all aspects of communication: Interpretive, Interpersonal, and Presentational. The themes are very practical in nature and will provide students with what they need to communicate in social settings such as: leisure, travel,
community involvement, environment, employment, and holidays. The primary objective of this course is to finish providing students with a linguistic foundation at the low-mid intermediate level, from which they can continue their studies of Spanish to deepen their skills and demonstrate higher level thinking.
UPPER SCHOOL
Spanish 4 provides students with the opportunities to develop intermediate mid to advanced low proficiency across three modes of communication: Interpretive, Interpersonal, and Presentational. Students learn about culture through the use of authentic materials that are representative of the Spanish-speaking world. Materials include a variety of different media: journalistic and literary works, podcasts, interviews, movies, videos, charts, and graphs. This is a language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where Spanish is spoken and as such, is an immersion experience requiring almost exclusive use of Spanish. Additionally, students will learn to think critically about overarching themes within various cultural contexts with the goal of deepening an appreciation of not only Spanish speaking cultures but also that of their own. The themes to be explored in this course are driven by student interest and may include topics such as Latino identity, the roles of men and women, immigration, Latino leaders and heroes, art and architecture, and science and technology. Additional objectives are to gain mastery over complex grammatical structures and gain more proficiency in written and spoken communication.
UPPER
Spanish 5 provides students with the opportunities to develop intermediate high to advanced low proficiency across three modes of communication: Interpretive, Interpersonal, and Presentational at a college level within a high school setting. Students learn about culture through the use of authentic materials that are representative of the Spanish-speaking world. Materials include a variety of different media: journalistic and literary works, podcasts, interviews, movies, videos, charts, and graphs, however, this year we focus mainly on film as a springboard for each theme. This is a language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where Spanish is spoken and as such, is an immersion experience requiring
almost exclusive use of Spanish. Additionally, students will learn to think critically about overarching themes within various cultural contexts with the goal of deepening an appreciation of not only Spanish speaking cultures but also that of their own. The themes to be explored in this course are family, politics and war, environmental world challenges, origins of Latin American culture, community and relationships, and beauty. Additional objectives are to gain mastery over complex grammatical structures and gain more proficiency in written and spoken communication. Taking the AP exam is optional at the end of this course.
Introduction to Classical ChineseEssays and Poems is designed to increase students’ knowledge of Asian culture and enhance their Chinese literacy. Students will choose a Classical Chinese essay or poem and write a critical analysis of it with the help of the teacher. During the process, students need to search sources online and refer to research articles. The final project is a research paper with proper citations.
UPPER SCHOOL
Make an impact globally by seeking to understand the needs of humans and systems. Students will work to identify and investigate challenges through the lense of the UN Sustainability Goals. This process will utilize the Design Thinking framework as students collaborate with global and local community members to prototype, test viability, and iterate solutions. Students will create a Global Hub as a resource for developing the skills and mindset needed to be a social innovator. This Global Hub will connect and engage students at Allendale Columbia with students around the world. Students will explore deeper cross-cultural understanding through weekly Empathy Labs and other human centered activities to promote social emotional learning. This course is a collaboration between the Center for Global Engagement and the Center for Entrepreneurship.
UPPER SCHOOL
Make an impact locally by seeking to understand the needs of local organizations and partners. Students will work to identify and investigate problems and collaborate with community members in order to test and iterate solutions utilizing the Design Thinking framework. These mutually beneficial partnerships allow
students and community members to evaluate and create systemic change including sustainable solutions. Students will engage in a Global Hub as a resource for developing the skills and mindset needed to be a social innovator. This Global Hub will connect students at Allendale Columbia with students around the world.
UPPER SCHOOL
AP French provides students with the opportunities to develop intermediate high to advanced low proficiency across three modes of communication: Interpretive, Interpersonal and Presentational at a college level within a high school setting. The themes covered in this course are personal & public identity, world challenges, science and technology, families and communities, contemporary life, and beauty and esthetics. Students learn about these themes through the use of authentic materials and audiovisual resources that are representative of the French-speaking world. Students will be asked to think critically about overarching themes within various cultural contexts and be able to express these ideas both individually and in group contexts. Students enrolled in this course will be well prepared for the AP French Language and Culture Exam, which they will have the option of taking in May to potentially earn transferable college credits.
UPPER SCHOOL
AP Spanish Language and Culture is equivalent to an intermediate level college course in Spanish. Students cultivate their understanding of Spanish language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.
All students in eighth grade take a one-semester Health class. By presenting accurate knowledge and correcting misinformation, the class gives students the ability to make informed, intelligent decisions that positively affect their well-being. Much of the course focuses on the clarification and personalization of values. Discussion centers around health/wellness, effective communication, adolescent issues, human sexuality, substance abuse, nutrition, and eating disorders.
This course empowers students to take ownership of their physical, mental, and emotional well-being. Through discussion-based learning, reflection, and real-world application, students explore topics such as nutrition, physical activity, mental health, substance use prevention, injury and violence prevention, reproductive health, and personal wellness. The course emphasizes critical thinking, values clarification, and skill-building to help students make informed, healthy decisions that align with their personal and social responsibilities.
Students in grades six, seven, and eight are required to participate in physical education class. The curriculum includes a variety of team and individual sports, recreational activities, and opportunities for elective activities, and it is presented with a focus on cooperative games and fitness. We want our students to be physically active while learning to be cooperative with their peers and to improve their fitness level. Students will gain knowledge on how to be lifelong learners when it comes to physical activity while learning appropriate communication and cooperation.
MIDDLE SCHOOL
History 6 focuses on local, national, and global current events with an eye toward how historical issues and figures affect our world today. We also emphasize and integrate geography into our classes so that the place is never separate from the people, the history, and the issues our students are studying. We frequently dig deeper into regions of current interest, exploring the ancient cultures and world religions that formed the foundations of modern societies. We continually ask what connections can be made between today’s current events and the major events of the past. In this class, students work on projects that promote research, writing, organization, collaboration, and presentation skills.
MIDDLE SCHOOL
Seventh graders study the history, geography, and culture of the United States from the pre-Columbian era to the birth of the nation. We begin with a close look at the Native American, European, and African roots of the various cultures of the Western Hemisphere, including the Aztec, Maya, Inca, and other Native American civilizations. Next, we compare the Spanish and French explorations and colonial experiences in the Americas to Britain’s, and we continually examine how the United States’ relationships with Canada and Latin America have helped shape American history. We also explore the human toll and economic effects of the American slave trade as it emerged and took root, and we examine the religious and economic causes of early European migration to the Americas, as well as the effects of these events on North America’s indigenous peoples. The class then investigates the philosophical roots of our democratic republic, with special attention given to the reasons for the American Revolution. Students also participate in role-playing activities, present songs and skits, and complete research projects. Additionally, students examine current events and issues and relate them to our study of American history.
MIDDLE SCHOOL
Eighth graders study the early history, geography, and culture of the fledgling United States as it established itself as a new republic. We focus first on the American Revolution itself and the factors leading to the creation of the U.S. Constitution. We then examine how the
Constitution works and affects our lives daily. Students learn the intricacies of the U.S. government, including the structure of the three branches, the checks and balances system, the passing of laws, federal election requirements, the electoral college system, and how our individual liberties are protected by the Bill of Rights. We later explore the widening divide between the cultures and economies of the North and South, the nation’s westward growth, its war with Mexico, and an era of reform epitomized by the Abolitionist Movement. Students examine how all of these situations laid the groundwork for the Civil War, the triggers and progress of the war itself, and the Reconstruction period following the war. During the second semester, 8th graders also explore the two World Wars, and they complete a comprehensive, interdisciplinary WWII research project that encompasses History, Science, and English. Students write a five-page paper driven by a topic of interest related to some aspect of WWII. As students conduct research, we continue to explore the story of the war, always checking each student’s progress against the historical record. The project culminates with the 8th Grade Class Trip to Washington, D.C., the class’s involvement in writing letters to Honor Flight veterans, and the 8th Grade Exhibition, when students present their research to a public audience. This project helps our students develop the global and empathetic mindset that is a major goal of an AC education.
Students in this course examine the origins and evolution of world religions, the foundations and transformation of democracy, and the establishment of law and justice from ancient times up through current day. Throughout the course, students engage in projects and simulations that allow them to explore the connection between the historical notions of religion, democracy, and justice and present-day practices and traditions. In addition, students hone their research and writing skills, and they complete the course with a capstone research project that focuses upon a legal issue of their choosing.
This course examines key global historical events and developments since 1350. The course will develop two major themes - connections and revolution - in order to help students focus their studies and understand how history shapes our present. Additionally, students will
refine their critical thinking, reading, and communication skills through reading & taking notes; writing essays; conducting research; delivering oral reports; and engaging in simulations and debates.
UPPER SCHOOL
From early human migration to space exploration, many people seem driven to go to new places. This course looks at the reasons people have ventured into the unknown through history, and the technologies that enabled them to explore. These types of movements have transformed the world in dramatic ways, reshaping the way people interact with each other, and the way people view the world they live in.
UPPER SCHOOL
This course is designed to provide students with a thorough examination of American History in a way that challenges them to analyze and write about the forces of the nation’s history that have shaped their own world. The students will read from a college level text, as well as from a wealth of supplemental materials, in order to explore the problems, issues, and events of American history from the pre-Columbian period through the beginning of the 21st century. The culminating activity of the course will be a major research paper that analyzes the historical roots of a contemporary social, economic, or political problem. While the course will not be organized according to the College Board’s official A.P. U.S. History outline, the students will have the option of taking the national exam in the spring.
UPPER SCHOOL
This course is designed to provide students with a thorough examination of the cultural, economic, political, and social developments that have shaped the world from c. 1200 CE to the present and offers balanced global coverage, with Africa, the Americas, Asia, Oceania, and Europe all represented. The students will read from a college level text, a variety of supplemental materials, and will engage in a rigorous curriculum designed to encourage and challenge historical thinking. The study of primary and secondary source documents, and the development of critical analysis in writing and discussion is of the utmost importance. While the course will not be organized according to the College Board’s official A.P. Modern World History outline, the students will have the option of taking the national exam in the spring.
UPPER SCHOOL
This one-semester course will examine the sources, transformations, and significance of the cultural history of the United States in the 20th century. It will by definition be cross-curricular in nature, as it will address history, literature, music, the visual arts, and communication technology, as we study the ways in which culture is both impacted by, and in turn reflects, historical forces. One of the overriding questions that the course will address is whether there exists, or has ever existed, something that could be identified as an American culture. Student assessment will be done primarily through formal essays written outside of the classroom.
UPPER SCHOOL
This course is designed to provide students with a thorough examination of European history while preparing them to take the Advanced Placement Exam in May. Students study Europe from the Renaissance, starting at approximately 1450, to the present, examining changing political, economic, social, philosophical, and demographic events that occurred over 500-plus years. In addition to understanding, comparing, and analyzing these different changes, students also investigate each major country of Europe, comparing and contrasting its development with that of other European countries. In preparation for the national exam, students write numerous historical essays and document-based questions. Finally, students work in conjunction with their English class to write a research paper on a European history topic of their choice.
UPPER SCHOOL
This course focuses on contemporary world, national, and local issues with the aim of helping students better understand the world around them. Students will follow the news and read, watch, and listen to a variety of media in order to gain the pulse of the important developments shaping people’s lives. They will develop their communication and critical thinking skills as they discuss, debate, write, and present on a variety of topics. Students will leave the class better informed global citizens and stronger thinkers and communicators.
UPPER SCHOOL
This one-semester course examines the ways in which public discourse is conducted through both written and oral expression. The course will begin by looking at the First Amendment to the Constitution and its implications for public discourse in the United States. Then we will look at the question of how one judges the written information that is presented in our nation’s public discourse, most notably via the internet. The various specific modes of written discourse will be explored, with the students both examining pieces already published and producing their own. The class will also examine the various ways in which public discourse in the United States is conducted orally, including speeches, debates, and public demonstrations. The course will finish with an exploration of the issues of public discourse on college campuses and evaluate the accusation that free speech is under assault at the nation’s universities. Issues such as race, religion, and American politics will form the core of the material that we analyze as we evaluate the arguments at the heart of the tension between individual freedom and the desire for a civil society. Student assessment will be done through their own written and oral work, which will include some of the modes of expression that we are examining: essays, letters to the editor, blog posts, speeches, and debates.
The Economics elective is a one-semester introduction to the basic principles of both microeconomics and macroeconomics, with an emphasis on how these principles and concepts apply to the lives of the students. The course begins with an examination of the basic questions of economics, then moves into the workings of supply and demand. The study of
microeconomics also includes the characteristics of the various types of market situations that are present in the American free enterprise system. The investigation of macroeconomics includes an examination of the Federal Reserve system, the nature of the national economy, and the various macroeconomic theories (classical, Keynesian, supply-side, monetary). As we study the specific topics of economics, we will spend time exploring the issues that have a more practical application to the lives of the students, including credit cards, banking, buying cars and houses, starting a business, and advertising.
UPPER SCHOOL
Students in the Humanities Capstone Project will begin the year surveying various kinds of humanities research, as well as different ways to present that research to both academic and public audiences. They will then move through a structured series of milestones (proposal, annotated bibliography, etc.) in order to identify independent topics and undertake sustained inquiry into those topics. All students will create websites to log and reflect on their progress, as well as to showcase their products. At the end of the year, they will present their work to a panel audience. It is important to know that, while some students may choose to write a thesis paper as their product, they may also choose other forms, such as podcasts, documentaries, websites, and creative writing portfolios.
UPPER SCHOOL
Ethics asks questions about human behavior, questions such as the following: What is right and wrong, and how do I know the difference? What if my choice is not between right and wrong but between two things that are both good? What does it mean to live a good life? In this class, we look at these and other questions. We will learn about how various philosophers approached them. We will think through ethical questions raised by fiction, drama, and case studies--both having to do with everyday situations and having to do with various professions (business, medicine, science). Over the course of the semester, students will write informative/ expository papers about different approaches to ethics, analytic and persuasive papers, and creative work that engages with ethical philosophy.
UPPER SCHOOL
This course will focus on defining modern international and domestic terrorism, examining the motivations of
terrorist groups and individuals, studying some specific terrorist incidents, and assessing the ways that various countries attempt to cope with, prevent, and/or respond to acts of terrorism. Students will read current accounts and view documentaries and movies, in addition to researching terrorist incidents in order to gain insight before writing a final paper for the course. Films to be viewed include Patriots Day, Argo, Eye in the Sky, and Zero Dark Thirty.
UPPER SCHOOL
Drawing from several disciplines including cultural anthropology, sociology, history, and linguistics, this course will take a thematic approach to learning about commonalities and differences amongst world cultures. Themes and topics will include: gender relations and expectations, marriage rituals and practices, religious practices, childhood/adolescence, and the history of the concept of race. Students will explore similarities and differences between cultures as well as their implications. Additionally, the class will investigate how developments such as technology and globalization impact cultural development and identity. Current events and contemporary issues will be highlighted and interwoven throughout the units of study. This course counts toward the required culture course for the Global Diploma Program.
UPPER SCHOOL
During this unique, fast paced course, students will connect with local and global community organizations to explore the essential role that each plays in sustainability and science fields in today’s world. Class topics change bi-weekly to align with the current partner organization. Engaging students in relevant research and projects will strengthen student understanding of the important roles that the numerous organizations hold in today’s society, occasionally offering students the opportunity to provide assistance and alternative options to organizations. Students will be connecting with the organizations through in-person or remote field trips. Topics could include, but are not limited to, areas such as zoology, ecology, forestry, agriculture, environmental, biology, and stewardship.
UPPER SCHOOL
This course explores the ethical problems/questions of everyday contemporary issues, such as the treatment of animals and the environment, abortion, euthanasia, free
speech and hateful or inflammatory language, social media and artificial intelligence. Students will learn to analyze issues from multiple perspectives, to be critical of their own positions (as well as others’), and apply basic ethical principles in their arguments.
UPPER SCHOOL
This course in psychology provides students with a systematic and scientific approach to the study of human behavior and mental processes. Students will explore various aspects of human behavior including theories of personality, aspects of thought processes, states of consciousness, motivation and emotion, basic areas of mental illness, and treatment of psychological disorders. Coursework includes several response papers and reviews, and a final research paper and presentation.
Taught by our Upper and Middle School learning advocate, Seth Hopkins, this course is taken by every 6th grader in the fall semester. Middle School to the Core asks 6th graders to explore Allendale Columbia’s Core Values as they work to understand and individualize the Middle School context.
During the time in the class, each student will increase their understanding of themselves as an individual learner and identify and tailor learning strategies that promote their own success. Here, 6th graders explore the importance of resilience and curiosity as they leverage their individual and collective creativity in solving Middle School problems at the individual and community level.
Building on the sense of community, they participate in activities and conversations that deepen the robust connections they have already made with their classmates, as well as begin to build these relationships with new classmates just starting out at AC.
Through selected readings from Sean Covey’s The 7 Habits of Highly Effective Teens and using George Dorans S.M.A.R.T criteria, 6th graders gain a sense of ownership and power throughout their transition, easing their anxiety.
Another key component of Middle School to the Core is digital literacy. One of the goals of our 6th grade program is to develop students who are digitally literate and are able to navigate within digital environments using various devices while also evaluating, managing, and communicating information efficiently and ethically.
In this course, students engage in a variety of projects, both collaborative and individual, which are designed to promote growth in the areas known as the 5 Cs: Critical Thinking, Creativity, Communication, Collaboration, and Citizenship and Personal Growth.
In a safe environment, 6th graders become adept Chromebook users as they experience the powerful possibilities of the digital world while learning the ethics and responsibilities necessary to find success in any discipline. This helps to build a solid foundation of digital confidence, while honing in on clear expectations around technology usage and ethical decision making.
MIDDLE SCHOOL
This class is designed to help students improve their learning effectiveness, attitudes, and motivation. The following are part of the curriculum: time management, concentration, note-taking skills, study methods, test-taking strategies, and critical-thinking skills. Students will be able to use part of this time for their own self-organized work study as well.
MIDDLE AND UPPER SCHOOL
BIRCHES projects are guided independent study projects designed to give students autonomy to create self-directed, interest-based proposals for credit. Students will work with a mentor teacher to design a project that is subject to final approval by the Head of Upper School. These projects may include an internship experience.
UPPER SCHOOL
Mini-BIRCHES is a chance for students to extend their BIRCHES projects or complete an Engagement Diploma final project. You will need to meet with your mentor to outline your timeline and goals for this session.
UPPER SCHOOL
Engagement Diploma Programs & Humanities Capstone Project: Allendale Columbia School students have the opportunity to reach further than the AC graduation requirements. The three Diplomas with Distinction are programs that students can use to supplement their AC education and dive deep into an area of interest. They may focus on just one diploma or combine their pathways in STEM, Creativity and Entrepreneurship, and/or Global Engagement. Students who take on the Humanities Capstone Project will research humanitiesbased topics that they identify for themselves, develop their work through various media, and present it to both specialized and general audiences.
All Allendale Columbia Upper School students participate in May Term during the time period between the end of AP exams and Commencement. May Term was created by the faculty to provide educational opportunities outside of the normal structures of the school year to support intellectual discovery, encourage collaboration, and foster community involvement. Seniors have the opportunity to participate in a Senior Project during May Term. Senior Projects are off-campus experiences, designed by the student, to explore a potential career, to participate in community service, or to indulge their curiosity in a constructive way about some field of interest. May Term courses are listed as an addendum to the Director of College Counseling’s Recommendation letter.
MIDDLE SCHOOL
What makes a great coach? In this middle school May Term, students will be given the opportunity to think and learn about being a coach. Students will also have the opportunity to participate in and coach sports they enjoy.
MIDDLE SCHOOL
We will explore the fascinating history of bread, from ancient civilizations to modern techniques. Get ready to knead, rise, and bake your way through time!
MIDDLE SCHOOL
Learn how to raise chickens and other farm birds through hands-on experience. We will hatch eggs in the classroom, keep the chicks healthy, and document their growth. A trip to the farm where the eggs were produced (and where the chicks will return once our class is done) will allow students to immerse themselves in the ecologically balanced environment that supports a healthy, happy flock.
MIDDLE SCHOOL
The food is alive!! See how yeast and bacteria transform our food. We will be experimenting with mold, sourdough bread, kombucha, ginger beer and pickled veggies. You will get a behind the scenes look at exponential growth and the reproductive processes of fermentation.
In this course, students will learn about and play unique games from around the world. The games that are introduced will then be incorporated into escape rooms. Students who join this May Term should be prepared to spend time both indoors and outdoors.
MIDDLE SCHOOL
We will spend four days and three nights hiking the Greenway Trail from Letchworth State Park in Mount Morris to its northern end at the Genesee Valley Park in Rochester. From there we will make our way back to Allendale Columbia along the Erie Canal. During our journey, we will experience the natural beauty of the countryside along the Genesee River, practice backpacking and camping skills, and grow closer as a group. We will camp overnight for the entire session, but it is not mandatory. This trip is also a chance for you to take a break from your electronic devices and practice your independence. Let’s go for a walk!
On each of these days, students will participate in a day hike to a nearby destination, and then back to campus. Each day of the May Term will include a hike of 6-8 miles over the course of four to six hours. Each of these hikes are very appropriate for a younger, beginner, or novice hiker.
MIDDLE SCHOOL
Students will be exposed to a variety of traditional food from different Hispanic countries, through videos , photos and live cooking demos. Students will then form teams, decorate their street stands and will cook different types of dishes. Food will be sampled by an expert faculty and staff panel of judges. No previous cooking experience necessary!
In this course, you will learn the basics of ballet, tap, and jazz. We will focus on beginner dance skills, dance terminology, quality of movement, style, and musicality. Students will learn and create a variety of combinations and routines. Tap shoes are required.
MIDDLE SCHOOL
Students will use fresh ingredients to create colorful pasta dishes, appetizers, entrees and desserts. Along with cooking, students will become familiarized with basic words and phrases in the Italian language. They will learn the basics of a camera and how food photography is set up, so they can document their dishes. The best part? Students get to taste each creation and build new memories! Get your aprons on and get ready to mangia!
MIDDLE SCHOOL
Middle schoolers who join this May Term course will camp for two nights in Naples, NY, and spend three days learning in the area of outdoor education. Activities will include hiking, cooperative games, practicing daily living skills in the outdoor space, and self-reflection activities.
MIDDLE SCHOOL
May Term participants can exercise their musical expression through playing by ear, understanding song structures, and being able to play along with their favorite music. Students will be able to choose material from pop songs, jazz standards, themes from movies and musicals, or anything else that they like. This is open to anyone, regardless of prior experience with instruments. Students will have the option to record themselves or create electronic music (such as making beats or remixes) as part of this course.
MIDDLE SCHOOL
This will be a super-short version of National Novel Writing Month (NaNoWriMo). Students will learn about the novel writing and publishing process, brainstorm ideas, outline a short story, set a word count goal, and write! Students will participate in writing sprints, their peers.
MIDDLE SCHOOL
Many people have heard about and perhaps played Dungeons & Dragons. This course will introduce you to other excellent tabletop roleplaying games besides D&D. Our game sessions will consist of working together to solve problems, overcome challenges, and accomplish common goals in a non-competitive format.
We will create collaborative stories in a couple of different genres, such as science fiction, postapocalyptic adventure, Gothic mystery, or dark fantasy. No experience is necessary. Come and enjoy playing screen-free games in this four-day session!
MIDDLE SCHOOL
This semester-long course for both beginners and experienced players is an introduction to a variety of imagination-based tabletop roleplaying games. Students work as a team to create a story by contributing to the plot’s progression during each of their turns. Collaboration, creativity, and a willingness to take risks are necessary for the games to work. The majority of the action takes place in the theater of the mind. The more creatively the game is played, the more entertaining it is. Tabletop roleplaying games do not require any screen time, unlike video games, and they are non-;competitive by nature. Problem solving is a primary feature of roleplaying games. Players must react and improvise solutions to unexpected situations as the story evolves. They are encouraged to think critically and look at problems from multiple perspectives. Best of all, these games are fun!
MIDDLE SCHOOL
Are you interested in running your own tabletop roleplaying games? Learn how to be a game master so you can lead adventures and campaigns for your friends. We will discuss many different roleplaying games in a variety of genres, game master strategies and procedures, necessary equipment, and where to go for more information. If the idea of leading a roleplaying game intimidates you, sign up for this course! It is intended for complete beginners, as well as students with a range of experience. If you take the Worldbuilding for TTRPGs and Storytelling course, you can use the world you create there to start putting together an adventure or campaign.
MIDDLE SCHOOL
Students will engage in a variety of wellness and s ports activities led by student athletes and faculty over the course of 4 days. Each day will begin with a short meditation and yoga practice. Be prepared to be outdoors.
MIDDLE SCHOOL
Students will pedal from AC to the Erie Canal and beyond learning about local history and science. Members of RCommunity bikes will teach us about bike safety and their important service to the Rochester community. Students will bike to other places of historical significance including the historic villages of Fairport and Pittsford, historic and current locks, and Mount Hope Cemetery.
Must have a bike with 24 tires (or larger) to participate.
UPPER SCHOOL
In this May Term Course, students will develop/ showcase their love of LEGO in a variety of challenges that will test their skills of engineering, communication, creativity, and resilience as they work in teams to rise to the challenges set before them. Potential activities include: Design the best bridge in the class; Create your own;how it should have ended for the movie of your choice; Using bricks to reduce stress and anxiety; Recreate an important structure from history; Personally designed creative project of your choice Whether you are into movies, books, history, social justice, engineering, this course will have something for you! Even if you’ve never enjoyed LEGO before, you can absolutely contribute to this experience!
UPPER SCHOOL
We will use fabric and printing and manipulation techniques to print a variety of textiles including tie dye or reverse tie dye (using bleach painting techniques), indigo dye to create Shibori patterns, screen print, cyanotype print photos onto fabrics and block print. We will expand upon the Fabric of Reality May Term from last year. No prior knowledge is required and all are invited—even if you’ve already done some of these processes!
UPPER SCHOOL
Adventure! Travel! Outdoors! Let’s backpack in Central New York! During this May Term Session, students will travel to Syracuse by train and hike back to the AC campus along the Erie Canal. We will camp overnight on days one, two, and three at canal locks. Our goal will be about 20 miles per day over basically flat terrain with irregular access to bathrooms and water. Students will need good walking shoes, a backpack, rain gear, and other gear appropriate to a four day, three night
backpacking experience. Students must plan for their needs and balance them with what they can carry. We will get meals at stops on the canal. Students will be asked to attend three or four short after school planning sessions during the two weeks before we leave.
UPPER SCHOOL
Come discover the art of reed basket weaving! Students will learn different weaving techniques, how to read and follow a pattern and how to combine techniques to design and make their own baskets. While weaving our own baskets, we will also explore the importance of basket making in different cultures and historic time periods. Each student will be able to complete their own baskets to take home with them.
UPPER SCHOOL
Love science classes? Are labs your favorite part? Are you a self-described science nerd? If so, this is the May Term experience for you! Students will complete a variety of lab activities in all three disciplines of science (Bio, Chem, Physics). We will perform lab activities, learn about the science behind them, and then present our findings in a variety of ways. Don’t worry, lab reports will not be required!
UPPER SCHOOL
Big Fish in a Small Pond will be a musical theatre workshop where students will focus on sharpening performances skills (singing, dancing, acting), as well as strengthening their audition prep, and improving their understanding of how to take direction and make strong choices on stage. The material used in this workshop will include pieces from next year’s US musical. (Participation is not required to be in the musical next year.)
UPPER SCHOOL
Dance on over to the CPC and learn the basics of choreography for musical theater. We’ll explore what makes a great dance number and how the Great White Way has evolved its choreography over time. We will learn famous numbers, different styles of dance for the stage, and will have the opportunity to create a showcase of original choreography created by YOU.
UPPER SCHOOL
During the week, students will visit 5 local cultural centers, discuss and explore ideas to bridge gaps in cultural differences, and celebrate cultural similarities. We want to bridge the gap between our cultural differences as we celebrate their similarities.
UPPER SCHOOL
Learn about electricity and magnetism through hands on activities. We will start at the very basics, assuming no knowledge, and and then progress through building our own speakers and calibrating them with digital signal processing. Experience 500 years of scientific development in a week!
UPPER SCHOOL
We will be working with students and faculty to organize Exhibition Night for this year’s May Term. This is a great course to join if you like to organize and plan events! We’ve had a great time in the past, as students in this course get to immerse themselves in what’s happening all over campus, and get creative with how other courses can showcase their work.
UPPER SCHOOL
We will delve into historical and non-traditional methods of camera-less photography. Through a combination of presentations and hands-on practice, students will learn about various alternative processes, explore their unique aesthetics, and create their own photographs using these techniques. Topics will include chemistry, paper treatments and preparation, toners, and working on understanding exposure.
UPPER SCHOOL
The goal for this May Term is to indulge students into the history of different cultures that are not touched upon nearly as much as traditional Euro-centric history. Allow students to experience cultures that they are not regularly exposed to.
UPPER SCHOOL
Artists will explore five different printing and textile design techniques. You will learn how to make cyanotypes, screenprint, block print fabrics, and shibori dye fabrics. Special guest artists visit, show their work, and teach various processes. You will make wearable pieces of clothing that they can keep, give as gifts, or sell as creative entrepreneurs at this year’s Exhibition Night. No prior experience necessary.
UPPER SCHOOL
In this May term session, students will get hands-on experience collecting freshwater samples for analysis and be able to design and conduct their own experiments. We will visit a local lake (or two) to study the water quality and collect samples of pond life, which we will use in experiments to see how a variety of disturbances affect their behavior.
UPPER SCHOOL
This course will provide opportunities for students to create games for the Apple iOS software platform with the Ursa Coding team. Students will learn the basics of the creation process and be able to apply it to their own applications.
UPPER SCHOOL
This May Term will be part game- jam part game development. If students know how to make video games or board games they will have 3 days to make a video or board game from the ground up based on a theme. Students who don’t know how to create a video game will learn how to make one using UNITY; learning basic coding skills and enhancing problem-solving skills.
UPPER SCHOOL
Production team for 4th and 5th grade musical, Honk. Jr. Students will help with the lights, sound, stage crew, headshots and promotional photos/video, filming, costumes, etc.
UPPER SCHOOL
Students in this session will capture all the goings on of other May Term experiences. You will be able to interview, write articles about, and provide editorial articles about may term. We will create daily summaries of events and activities as well as producing and publishing a special may term edition of the paper to be released on our last day of May Term.
UPPER SCHOOL
Students will spend 4 days in the studio working with Craig Waxman, former creative producer at CNN, visual designer, film producer and graphic artist. Spaces are limited to 10 participants.
UPPER SCHOOL
In this course, students will come to have a deeper understanding of our legal system by hearing from a practicing prosecutor and defense attorney. They will also research court cases and human rights abuses on the Amnesty International and Southern Poverty Law Center web sites, and watch two movies dealing with legal injustices: Trial of the Chicago Seven and Inherit the Wind, and then discuss the legal issues surrounding those two actual cases.
UPPER SCHOOL
Students will be introduced to various percussion instruments as well as playing techniques used by percussionists. There will also be a focus on rhythmic performance. Use of percussion around the world will be explored. This course includes an introduction to famous performers and will culminate in learning percussion ensemble pieces.
UPPER SCHOOL
Get a head start on your college applications so that you can use your summer vacation to pursue meaningful academic, volunteer, or work experiences. Harness your voice and tell your own unique story to the admissions committee through writing a compelling personal essay. Showcase your talents and experiences through composing your activities resume. And complete the Common Application so that you can apply to any of their 900+ member colleges in the
fall and have all the nuts and bolts available to complete additional applications. You will become confident speaking about your experiences, interests, and goals with admission counselors through a Mock Interview Workshop and enjoy the experience of touring local college campuses with your class (TBD). This course is OPTIONAL for students in 11th grade; students that do not take the course will have access to all the course content via Canvas.
UPPER SCHOOL
In this class, students will experience the wonders of nature and outdoor photography while learning about our country’s national park system. The class will include excursions to a state park and other local outdoor attractions while practicing HDR landscape photography with DSLR cameras.
UPPER SCHOOL
Did you know that WWII was shortened and many lives saved because of the work of a man who was gay? Did you know that the first American astronaut who orbited the Earth was able to do so largely due to the mathematical work of three African-American women? And did you know that since the late 1980’s the students at Garfield High in East LA that take AP Calculus do so because of the vision of a BolivianAmerican? In this course we will explore the accomplishments of Alan Turing, Jaime Escalante, Dorothy Vaughn, Mary Jackson and Katherine Johnson by watching three movies - Stand and Deliver, The Imitation Game and Hidden Figures. We will then look at some of the mathematics that these mathematicians may have worked with, but perhaps on a much simpler scale. Topics we may explore are cryptography, trig and log tables, combinatorics, computer programming (FORTRAN) and much more I’m sure. We will also spend some time considering the discrimination each of these mathematicians faced and discuss whether or not their discrimination is now a thing of the past.
UPPER SCHOOL
We will be engaging in a variety of community service activities.
UPPER SCHOOL
Learn the basics of Tae Kwon Do, along with an introduction to nunchucks and bo staff training. Students will learn forms, self defense, and how to break boards. There will also be a focus on how the principles of Tae Kwon Do represents/ embodies aspects of Korean Culture
UPPER SCHOOL
This May Term is centered on building self esteem and uplifting female voices. One project we hope to accomplish is painting the US girls bathroom with positive affirmations and a colorful mural. We will offer a self defense class geared towards safety. Other projects will include journaling, vision boards, and art making.
UPPER SCHOOL
We will explore why music makes us feel things, remember things, picture things, through psychological and neurological lenses. We will use a wide range of musical genres and selections.
UPPER SCHOOL
This class will provide the students with an introduction to the elements of discourse and provide them with the opportunity to discuss a series of issues from the contemporary world. The issues selected will be up to the students in the class.
UPPER SCHOOL
In this term, we will explore the ways that humans coexist with plants in our local environment. How do we use plants in ways that you might not expect? How do you keep different types of plants and give them the environment they need for growth? We will have guests from local plant-focused establishments (STEM, Kittelbarger, others from food science/museum/ agriculture/viticulture) and hopefully visit one or two local arboretums. As our final project, we will curate a collection of plants along a theme (e.g. medicinal, agricultural, decorative) and present them along with their scientific names, history, uses, and growth needs.
UPPER SCHOOL
Not just for poets! Learn how to write with detail and to write figuratively in any genre. Poems may occur.
UPPER SCHOOL
The ultimate goal is to build a ping pong ball launcher with built-in facial recognition technology. Only approved users can fire it! Also learn about coding arduinos and rasberry pi computers!
UPPER SCHOOL
Using sound recording technology, we will spend this session creating sound recordings. Students may create something totally from scratch, make a podcast, or choose a song (and make a demo as a soloist or with friends). Once the recording is made, we’ll use plug-ins and learn how to master it to make a professional-sounding final product.
UPPER SCHOOL
Make a game in Roblox! Learn how to program in Lua and work as a team to go from concept to completed game in 5 days! You will need to work on planning a game, creating/finding assets to use to make the game world, program in game events and objectives, playtest the game to provide feedback, and implement the feedback to improve the game.
UPPER SCHOOL
Rocket science! Learn about how to build rocket engines, learn about aerodynamics of rockets, and build and launch model rockets!
UPPER SCHOOL
Build virtual rockets in Kerbal Space Program and build real model rockets! Learn about the physics of good rocket design, with a focus on concepts like center of mass, center of pressure, and negative feedback. Also learn about orbital mechanics, and be prepared to demonstrate those skills! We will finally build model rockets, analyze their properties, and launch them in the soccer field.
UPPER SCHOOL
This class will allow seniors to engage with their peers in a series of community building and celebratory activities both on and off campus to bring closure and celebration to their time at AC.
UPPER SCHOOL
Have you ever watched somebody solve a Rubik’s Cube and wished that you could do that too? Looked up at the stars and thought it would be cool if you could point out a few constellations? Tried shuffling cards but they ended up flinging everywhere? Wondered how people fold those cool origami cranes or juggle three balls, use chopsticks to eat, type super fast, write with your non-dominant hand, identify all 50 states, send a message using morse code, or roll a coin across your fingers? If you answered yes, and you love being persistent and mastering new skills, this course is for you!
UPPER SCHOOL
Come get your craft on by quilting, knitting and crocheting with us! Learn new hobbies and engage in your favorite stitching past times. You will make a small project for yourself and contribute to making blankets for charity
UPPER SCHOOL
In this course, we will gather supplies for various animal organizations, perform service work visiting one or more places housing animals, as well as host speakers from various animal assistance organizations..
UPPER SCHOOL
Did you know that after water, tea is the most frequently consumed beverage on Earth? Did you know that all true (non-herbal) varieties of tea and their respective traditions come from one plant? In The Art of Tea, we will learn all about the tea plant, Camellia sinensis! We’ll explore its origins, vast history and influence in different cultures around the world. We’ll discover the differences between the six categories of tea (green, yellow, white, oolong, black and Pu’er), learn traditional brewing techniques and tea drinking rituals.
Algebra 1 is the equivalent of a challenging introductory high school algebra course designed for eighth grade students who have demonstrated mastery of the material and skills taught through Math 7. Students in this course are expected to reason abstractly and take on the challenges of higher mathematical study. The curriculum stresses fundamental algebraic concepts and algorithms, emphasizing proper mathematical technique and expression. Students look for patterns, learn to understand alternative methods for solving problems, and examine why these algorithms and algebraic procedures work. The ability to clearly articulate and communicate mathematical concepts, ask intelligent questions, and understand solutions to problems are important aspects of this course. Course topics include solving linear and quadratic equations and inequalities, factoring polynomials, simplifying and using rational expressions, graphing equations and inequalities, examining functions and relations, solving systems of equations, and dealing with radical expressions and equations. Traditional graphing calculators are not required or recommended for this course.
MIDDLE
The mathematics program in grade six is designed to build students self-confidence and nurture their natural curiosity by challenging them with a wide variety of problems and enrichment activities. Students are encouraged to take active roles as investigators, explorers, risk takers, and reporters in a nurturing and supportive environment. Students master the process of learning as they make connections between topics in mathematics, concrete and abstract ideas, concepts and skills, real world applications, and other areas of the curriculum. Operations of whole numbers, decimals, and fractions are studied in depth as students develop their understanding of number theory. Students apply these skills to the study of ratios, proportions, and percentages. Fundamental concepts of algebra are introduced as students learn the basic algorithms of variable representation and manipulation. Some topics are communicated through the manipulation of objects, the preparation of graphs and charts, and written expression.
The seventh grade mathematics curriculum is a continuation and advancement of many of the concepts introduced in sixth grade. From the very beginning of
the course, students use proper problem solving strategies, make mathematical and real world connections, and learn skill building up to a series of projects that will take advantage of the things they have learned. The course begins with some review, followed by continued study of operations involving integers, fractions, decimals, and mixed numbers. During these units, students do not use calculators, leading them to internalize important concepts and skills that will help them excel in higher level mathematics. Students in this course also learn the basics of solving simple one- and two-step equations and inequalities, study number patterns and number theory, work hands-on with the concepts of probability, perform various investigations in geometry, and examine problems utilizing proportions and percents. The final material covered in this course challenges students to make the next leap from rational numbers into the world of real numbers. This important step includes some challenging concepts such as understanding square roots, working with imaginary numbers, and beginning to learn about the basic concepts of trigonometry.
UPPER SCHOOL
PREREQUISITE: ALGEBRA II
This one-semester course serves as a gateway course for students who may (or may not) be interested in Precalculus or AP Statistics, but would like additional skills before approaching these courses. The course will involve problem-solving, hands-on activities and will emphasize using technology for determining answers over pencil and paper methods. Student interests can be considered when choosing topics of study.
UPPER SCHOOL
PREREQUISITE: ALGEBRA II
This one-semester course teaches and uses advanced algebra topics in the contextual areas of banking, credit, auto ownership, employment, and taxes. Additional topics will be studied if time allows. The program draws upon selected topics from Advanced Algebra, Geometry, Precalculus, Statistics, and Probability.
UPPER SCHOOL
This course introduces students to basic algebra skills and techniques. The course starts with basic equation solution techniques, advancing to increasingly complex techniques as the year progresses. The course covers
topics such as linear and quadratic equations, literal equations, systems of equations, graphing on the Cartesian plane, and inequalities. Problem solving is incorporated throughout the course, and whenever possible, visual interpretations of concepts are used in addition to the traditional symbolic ones. Students learn a variety of methods that can be used to tackle a diverse spectrum of problems. Computer software and other tools are used as students study the behavior of equations and investigate word problems. Throughout the course, students are encouraged to take intellectual risks and develop analytical skills.
UPPER SCHOOL
PREREQUISITE OR COREQUISITE: GEOMETRY
This course is a continuation of Algebra I and provides an analytical, graphical, and numerical study of functions. Students work with expressions, equations and graphs from a variety of function families, including polynomial, radical, complex numbers, absolute value, rational, exponential, logarithmic, and trigonometric.
UPPER SCHOOL
PREREQUISITE: ALGEBRA II
This course explores the tools of mathematics and computer science - logic & Boolean algebra, proofs, number theory, set theory, and combinatorics. In this course, students will take a deeper dive into topics that they are already familiar with (even if the terms are new), such as number theory and combinatorics, while introducing topics that they may not have studied in other upper school math courses. Students should finish this course with a solid foundation of collegiate mathematical concepts.
UPPER SCHOOL
Geometry is a course focused on logical argument with an emphasis on deductive reasoning. A major goal of the course is to prepare students to think critically about nature and mathematics while learning the necessary vocabulary, relationships, and skills required to articulate those thoughts. Students begin with a study of Euclid’s Elements, which may be the most influential work of Mathematics in history. This provides the basis for investigations, explorations, and problem solving. Geometry software is used to gain better understanding of geometric concepts. Furthermore, programming on a cartesian plane (2D and 3D) is used to reinforce basic ideas, while allowing for student creativity and building digital literacy. Teaching
programming is especially appropriate in a Geometry class given that both programming and Geometry are based on the idea that simple rules can produce complex systems.
UPPER SCHOOL
With the support available in the Math Lab, students may choose an advanced option in select courses and/ or extra help. Students may choose to complete an accelerated curriculum in Algebra I, II or Geometry for the Honors designation in that class. Further, students may use Math Lab to catch up on missed work, and to get extra help.
UPPER SCHOOL
This course engages students in the deeper logic of problem-solving. Students gain more confidence in their analytical skills, and develop sound problem-solving strategies appropriate to the topics being investigated. Course topics include analysis of functions and relations, logarithmic and exponential functions, conics, trigonometric functions and more.
UPPER SCHOOL
PREREQUISITE: SUCCESSFUL COMPLETION OF GEOMETRY OR EQUIVALENT COURSE
This accelerated course prepares students with a high aptitude in mathematics for the study of calculus. Course topics include analysis of functions and relations, logarithmic and exponential functions, circular and trigonometric functions, complex numbers, theory of polynomials and more. Most topics are approached from three points of view: graphically (a picture), numerically (a table of values), and analytically (a formula). Thus, graphing calculators are used extensively. Upon successful completion of this course, students may be recommended for Calculus AB.
NOTE: This course will require summer work prior to the commencement of the school year, and may also require summer class work beginning in mid-August.
UPPER SCHOOL
PREREQUISITE: ALGEBRA II
This course explores the tools of mathematics and computer science - logic & Boolean algebra, proofs, number theory, set theory, and combinatorics. In this course, students will take a deeper dive into topics that they are already familiar with (even if the terms are
new), such as number theory and combinatorics, while introducing topics that they may not have studied in other upper school math courses. Students should finish this course with a solid foundation of collegiate mathematical concepts.
UPPER SCHOOL
AP Precalculus centers on functions modeling dynamic phenomena. This exploration of functions is designed to prepare students for college-level calculus and provide grounding for other mathematics and science courses. In this course, students study a broad spectrum of function types that are foundational for careers in mathematics, physics, biology, health science, business, social science, and data science.
UPPER SCHOOL
PREREQUISITE: ALGEBRA II
This course follows the curriculum outlined by the College Board. The main course goal is to provide students with an activity-based experience that investigates statistical concepts in the context of real-life situations. Activities are designed to allow students to investigate concepts, create hypotheses, and draw conclusions. Upon completion of the course, students will have a fuller understanding of statistical principles that can be applied to other disciplines. During the first semester, students focus on comparing and analyzing data sets. Through interpreting graphical representations, examining the meaning of measures of central tendency and spread, looking for patterns in data, and performing regression analysis, students will learn the basics of data analysis. Techniques of designing samples and experiments, interpreting bias, and using simulations allow students to survey published studies. Randomization, counting methods, binomial distributions, and basic probability theory complete the first-semester curriculum. During the second semester, the focus is on inferential statistics topics, including sample means, tests of significance, confidence intervals, and comparing means and proportions. Chi-square tests and two-way tables are investigated.
UPPER SCHOOL
PREREQUISITE: AP PRECALCULUS OR HONORS
ALGEBRA II/AP PRECALCULUS
In preparation for the Advanced Placement examination, this course follows the CEEB AB syllabus in calculus, a study of differential and integral calculus in one variable. This course approaches topics from multiple points of view: numerical, graphical, algebraic, geometric, and
verbal. In general, the course focuses on underlying concepts first, followed by in-depth skill development. Initially, topics are studied from the numerical and graphical points of view. These points of view are more concrete, although the associated problem-solving techniques are less efficient and often generate imprecise results. Then, the concepts are reexamined from the analytical point of view. Students learn problem-solving techniques which, while more abstract, are much more efficient. Topics include limits; pital’s rule; the formal definitions of the derivative at a point and the derivative function; the rules for differentiating functions; the second derivative and its implications; implicit differentiation; optimization problems; definite integral approximations; applications of the integral such as motion problems, area, volumes of revolution, and average value; the Fundamental Theorem of Calculus; basic integration skills such as integration of exact derivatives and integration by substitution; and an introduction to slope fields and separable differential equations.
NOTE: This course will require summer work prior to the commencement of the school year, and may also require summer class work beginning in mid-August.
UPPER SCHOOL
PREREQUISITE OR COREQUISITE: CALCULUS AB
This course covers all the topics of the CEEB BC syllabus in calculus, including a rigorous presentation of limits, integration to compute volumes, integration by parts, improper integrals, partial fractions, an introduction to differential equations, and infinite sequences and series including Taylor series. Graphical and numerical methods complement the more traditional analytical approach, enhancing students’ understanding of concepts.
NOTE: This course is offered based on enrollment. Students who are ready to move into advanced math courses may also consider coursework at FLCC that could include linear algebra, differential equations and/ or discrete mathematics.
MIDDLE SCHOOL
Music is everywhere—it’s hard to escape it! For most people, listening to music is a passive experience; we turn music on but then engage in another activity. Although you may listen to a lot of music, you don’t necessarily learn from it. You may know what you like, but you may not really understand why you like it or how it works. Listening is one of the most important skills you can have in all areas. Active listening simply means listening as the primary activity. In this class we will study how to listen to music and get the most out of it. We will listen to Western art music, film music, jazz, popular music, and world music like gamelan, African drumming, and more. We will learn strategies for active listening (that will translate to all content areas) and we will explore a vocabulary for discussing musical perceptions in a variety of musical genres.
MIDDLE
Sound and Music Production students will explore the world of recording and producing audio tracks. Students will learn to set up and use microphones to record original music and audio files. Students will then learn to edit these recordings into a variety of projects and share their creations with the community. Students will create original music using digital audio workspaces (DAWs) and produce their own album of music tracks in a genre of their choosing. Projects will include podcasts, interviews, original music creation, and projects of the students choosing. No experience with recording is required for this course.
MIDDLE SCHOOL
A variety of tabletop pencil and paper roleplaying games will form the mechanics of our collaborative storytelling adventures. Roleplaying game sessions serve as storytelling workshops where the students discover what the characteristics of a captivating tale are and make their own contributions to the plot’s progression. Imagination and creativity are necessary for the games to work; the majority of the action takes place in the theater of the mind. The more creatively the game is played, the more entertaining it is. Tabletop roleplaying games do not require any screen time, unlike video games. Teamwork and cooperation are required, and the games are non-competitive by nature. Problem solving is a primary feature of roleplaying games. Players must react and improvise solutions to unexpected situations as the story evolves.
They are encouraged to think critically and look at problems from multiple perspectives. Throughout this semester-long course, students will also work together to create their own fictional world that could potentially be the setting of future roleplaying campaigns or stories that they write.
MIDDLE SCHOOL
PREREQUISITE: PREVIOUS INSTRUMENTAL PERFORMANCE EXPERIENCE
Open to instrumentalists in grades 6 through 12, Concert Band is Allendale Columbia School’s intermediate-level instrumental performance ensemble. In Concert Band, students will learn essential musical skills through the study of an instrument and performance of music written and/or arranged for woodwind, brass, and percussion instruments. In keeping with our school’s core values, by performing in the band, students should strive to value the connections that exist between music and other areas of study, as well as the connections that are made from person to person as we make music together. Students will gain an understanding of the creative, expressive, and theoretical elements of music and develop life skills such as discipline, focus, personal responsibility, and teamwork. In addition to the collaborative learning that takes place in the full ensemble rehearsal, small-group lessons are offered for the purpose of providing individualized, instrumentspecific instruction. Extracurricular musical activities, such as performance in solo festivals, all-county ensembles, community events, etc., are highly encouraged and supported. Through work in Concert Band, students will maintain a strong level of determination to overcome challenges encountered through the course of study.
MIDDLE SCHOOL
Let’s face it, we live in a digital world. So let’s explore music that’s in that world. In Digital Music, we will create, analyze, and share digital music using tech tools like SoundTrap, TikTok, Incredibox, Chrome Music Lab, SoundCloud, and more. We will create music videos, perform TikTok duets, compose independent music, play in a one-person virtual ensemble, and more. We will explore common musical forms and structures and translate them into the digital world.
MIDDLE SCHOOL
Music Foundations is a continuation of musical learning from Lower School and an introduction to the musical
offerings of Middle School. Students will review basic musical concepts including rhythm, pitch, chords, form, melody, and genre. These concepts are explored through four units: ukulele, technology, keyboard, and composition. Projects in these units will give students the opportunity to explore, create, and collaborate with classmates while also learning about the musical world around them.
MIDDLE SCHOOL
The History of Music in Film will explore all facets of music as it functions in our movies from before 1902 to today. We will go in depth discussing how film has changed from conception to now and also how music has added to the evolution of film. We will watch clips from many films from the early 1900s to today to clarify our understanding and provide context to our learning. Students will explore how music functions as underscoring and source music, how music can give a film continuity, provide character recognition, and advance the action. The course will culminate in a final project of writing and scoring a short film clip in the style of a classic film. (Music in Film is split into two courses over two years—you can take one or both and in any order. Both Music in Film courses are different.)
MIDDLE SCHOOL
Welcome to Marvelous, Magnificent Music! In this general music course, we will explore Staff Stuff, you will be Cool Composers, we will go Bach in Time, and learn How It’s Made: A Career in Music. This course is perfect for those with an appreciation for different musical styles who aren’t ready to perform at this time. We will utilize different instruments and technologies to learn different facets of the music industry. This course will build on the groundwork set in lower school music and sixth grade foundational music.
MIDDLE SCHOOL
Do you love to sing? Me too! I am looking forward to welcoming you to the Middle School Chorus—a choral ensemble exclusively for Middle School Students. All students are invited to participate! Instruction will center on proper, age-appropriate vocal technique, with exposure to a variety of vocal styles and composers. We will explore connections between music and other areas of study, cultures, and time periods through a varied selection of vocal literature. All singers will be active participants in all areas of chorus rehearsal and performance. The MS Chorus will perform throughout
the year at a variety of locations, including at the winter and spring concerts and also in a choral competition at Darien Lake Amusement Park in May/June, followed by a fun day in the park!
Modern Band is for anyone who has ever wanted to play the guitar, drums, bass, and keyboard while exploring popular music. We will start the class by learning skills on guitar (both acoustic and electric), bass, drum set, vocals, and keyboard before forming small groups in class. No prior experience is required! Song selections for bands will be chosen by the band members, and public performance is not required. Along the way, we will explore many styles and decades of music including classics from long before you were born all the way through the bands that are popular today. Students will also be invited to compose and arrange their own songs with the help of band mates. Takeaways from this course include a basic understanding of multiple popular instruments, an understanding of the voice and how it’s used in popular music, a basic understanding of the recent history of popular music and how it has contributed to the music we hear today, and resources for further exploration and learning of popular music.
Music in Film will explore all facets of music as it functions in our movies from before 1902 to 2022. You will explore the history of film, the role of music in film, and more. We will go in depth discussing character themes, underscoring and source music, and how music can give film continuity. Using technology, you will create character themes, underscoring, and ultimately score a film! We will look at careers in film, how music functions in cartoons and in video games. We will watch clips from many films from the early 1900s to today to clarify our understanding and provide context to our learning. The course will culminate in your final project of scoring a short film clip complete with character theme.
PREREQUISITE: An audition on a NYSSMA level-3 (or higher) solo is required for participation in the Advanced Ensemble.
Advanced Ensemble is AC’s most advanced instrumental performance ensemble, comprising proficient instrumentalists in grades 6 through 12 who
demonstrate an advanced level of musical achievement and motivation to further develop their skills. Through the study and performance of music scored primarily for woodwind, brass, and percussion instruments, students will improve musicianship, gain insight into compositional practices, and work collaboratively to achieve effective musical expression. Extracurricular musical activities, such as performance in solo festivals, all-county and all-state ensembles, pit orchestras, community events, etc., are highly encouraged and supported. Skills developed in this ensemble will build upon strong musical foundations, prepare students for performance opportunities requiring an advanced level of musicianship, and allow access to a lifetime of meaningful musical experiences.
UPPER SCHOOL
Comprehensive Musicianship is offered to student musicians who have reached an advanced level of musical understanding and seek authentic applications of their skills. The course may be one semester or a full year and will be tailored to the needs and interests of individual students. Course activity may include, but is not limited to, score study, conducting, analysis, composition, arranging, and teaching assistantship. The culminating experience of this course will take the form of a public product or performance, such as conducting a piece of music in concert, having a composition performed and/or recorded, or presenting a paper on a piece of music, composer, or musical practice. Scheduling can be flexible; students enrolled in this course will meet regularly with one or both of the facilitators in the process of planning and implementing coursework..
UPPER SCHOOL
This is a class for students who are planning to be in one or more of the Upper School productions, and would like to receive credit. This class will be scheduled in one of the blocks. However, when we are actively rehearsing for the show, this will be a free block/study hall to use to complete other academic work, make up a rehearsal, receive extra coaching, on an as needed basis. When we are not in rehearsals, the class time will be used for skill building, character development, workshops and reflection. Students also have an opportunity to obtain PE credit through this class, with the proper documentation signed off by the director and/or choreographer, and approved by the athletics director.
This course will explore an overview of theatre. Students will take a hands-on approach to all aspects of theatre production from on stage to back stage to production team. All rehearsals will take place in class with limited rehearsals outside of school during tech week. Students will have the opportunity to creatively collaborate with their peers and other professionals on and off stage.
UPPER SCHOOL
Music Theory Fundamentals is a course that would prepare students for the more advanced course, AP Music Theory. In the Fundamentals course, students will build a foundation of music theory knowledge and skills, including proper nomenclature for musical elements, music literacy, conventional music notation, key signatures, time signatures, major and minor scales, intervals, and chords. Activities and projects are designed to foster learning through the acts of listening and responding, analyzing, composing, and performing. Students who have no formal performance experience are invited to join this class, as are students who have played in ensembles and can already read music. Students who wish to skip this course and enroll in the AP Music Theory course will be asked to complete an entrance exam to determine their readiness.
UPPER SCHOOL
We are looking to hire self-motivated students who are interested in hands-on learning experiences. The learning atmosphere is designed to feel like a collaborative workplace vs. a traditional classroom. As we learn and work collaboratively we will draw on the strengths and interests of the students in the group to accomplish common end goals. Students will have the opportunity to float between three areas or focus on one section for the entire semester. Those three areas will be; Theater Production, Communications, Marketing and Design. You will have the opportunity to contribute to multiple internal and external events including HAC sports. Students who have taken this class previously will get internship credits as a TA (Teaching Assistant) in the classroom. They will function as co-teachers and help lead workshops.
UPPER SCHOOL
This year-long course is intended to give students an opportunity to work on a real production team, supporting AC’s theatre season (US Musical, US Play, MS Musical, MS Play, and LS production). Students will work alongside directors in various roles such as set designer, stage manager, marketing director, costume designer, properties manager, social media director, or more, depending on the need for each particular season. Requirements will include attending and participating in production meetings, completing job duties and being a productive member of the team. Students will be recommended for the course based on prior experience, or expressed interest through a survey available prior to registration.
UPPER SCHOOL
Rock, Blues & Jazz Band comprises instrumental students in grades 9 through 12 who express a desire to be creative with music and explore a set of skills that would not typically be addressed in the large band setting. Entry into the ensemble is based on level of achievement and demonstration of an attitude toward learning that is exploratory, creative, and collaborative. Class content includes the performance and study of non-classical styles of music, introduction and development of improvisation skills and other performance techniques that are vital to such styles, the study of musical form and arrangement, elements of music theory, and references to events in American history that contributed to forms of musical expression that could have been developed nowhere else in the world. There are opportunities for leadership and the development of skills that will support students’ growth as leaders, creators, and innovators.
UPPER SCHOOL
Music is a universal language. It is able to cross borders and barriers and be enjoyed by many. Understanding the science behind it can help explain why we get so much enjoyment out of it. In this course, we will cover basic music theory, acoustics, ear and throat anatomy, the physics of instruments, the psychological aspects of music, and the benefits of listening and playing music. Students will be able to understand why certain types of music sound a certain way, why music is written the way it is, and will even construct their own working instruments!
This ensemble is to be taken in conjunction with Upper School Chorus. The ensemble is designed to give dedicated music students the opportunity to explore a wider variety of genres and skills both in small groups and as a full ensemble. Being the most advanced choir at AC, this chorus will travel into the community and perform in various venues throughout the course of the year including caroling around the holidays. This group will explore musical genres such as jazz, contemporary, Broadway, classical, and other repertoire; students will also refine skills such as improvisation and sight reading.
Since 1877, when Thomas Edison invented the phonograph cylinder, recorded sound gave rise to one of the world’s most profitable consumer industries, and the business and technology of sound recording have evolved significantly. Students in Studio Sound Production will form a foundational base of knowledge about the recording industry. Content will focus on the creation of music (or other audio material, such as dramatic productions, audio books, or podcasts), studio performance, and sound engineering and recording. All students will gain a basic understanding of the skills involved in producing either a live performance or a recording. Classwork will be both creative (composing, arranging, performing, story-telling) and STEM-related (sound engineering, recording, mixing, editing). While a portion of the course must be dedicated to establishing foundations in the subject area, most of the time will be spent in ways that are hands-on, experiential, collaborative, and project-based.
Photography is a fundamental language in our visual culture. This year-long course begins digital photography and editing in the fall. Students will practice the basics of exposure, camera functions, and shooting with Nikon DSLR cameras guided by journalistic, artistic, and improvisational approaches. The class will incorporate Adobe Photoshop CC for image editing and the creation of digital art. In the spring, students will use their foundation in photography to explore traditional black and white work, through the use of manual 35 mm film cameras and hands-on darkroom printing. Themes explored in the course include documentary photography and photojournalism, narrative work, editorial images, and altered digital media. Throughout
the class, we will examine the way visual images are used in our culture: are they a lamp or a mirror in our society? Students will be immersed in the rich heritage of photography in our city with visits to the George Eastman House and appreciation of historical and contemporary photographers.
UPPER SCHOOL
The purpose of this course is to give students an overview of theatre in general through asking two essential questions: What are the most important tools of the actors? and Who’s who in theatre?. Students will acquire answers to those questions by exploring: Stage Movement, Pantomime, Voice, Ancient Greek Theatre, Improvisation, Commedia Dell’Arte, Elizabethan Theatre, and Japanese Theatre. Students will have opportunities to experience live professional theatre and to be on stage themselves.
UPPER SCHOOL
This course is for students who are interested in learning more about the behind-the-scenes of theatre. Students will gain a basic understanding of what goes into scenic design, audio and lighting design, costume, hair and makeup design, stage management, and other areas of technical theatre. Students in this class will have the opportunity to support AC’s theatre productions throughout the school year.
UPPER SCHOOL
Upper School Chorus is a performance ensemble that demonstrates choral excellence through a variety of repertoire from classical to pop. Upper School students who are part of this ensemble will be exposed to basic music theory, a variety of choral literature, and proper vocal technique. They will also have the opportunity to cultivate an appreciation for many different styles of music. Students are required to be active, attentive listeners, are expected to contribute to the creative process, and are assessed in small groups at the end of each quarter. The Upper School Chorus performs at the winter and spring concerts, Strawberry Breakfast, and at select occasions throughout the year. Prerequisite: Open to all students in ninth through twelfth grade.
UPPER SCHOOL
This class offers students the chance to explore the physiology and acoustics of the human singing voice in
a group setting. Vocal techniques are taught in a group format as a healthy foundation for solo performance in both classical and non-classical singing styles. While this is a group class, students will be preparing solo repertoire, as well. No corequisite required.
UPPER SCHOOL
This class offers students the chance to explore the physiology and acoustics of the human singing voice in a group setting. Vocal techniques are taught in a group format as a healthy foundation for solo performance in both classical and non-classical singing styles. While this is a group class, students will be preparing solo repertoire, as well. No corequisite required.
UPPER SCHOOL
Wind Ensemble is an advanced instrumental performance ensemble comprising proficient instrumentalists in grades six through twelve who demonstrate an advanced level of musical achievement and motivation to further develop their skills. Through the study and performance of music scored primarily for woodwind, brass, and percussion instruments, students will improve musicianship, gain insight into compositional practices, and work collaboratively to achieve effective musical expression. In addition to playing music, students will learn the history and background of pieces in the repertoire, connecting musical studies with extra-musical disciplines. Extracurricular musical activities, such as performance in solo festivals, all-county and all-state ensembles, pit orchestras, community events, etc., are highly encouraged and supported. Skills developed in this ensemble will build upon strong musical foundations, prepare students for performance opportunities requiring an advanced level of musicianship, and allow access to a lifetime of meaningful musical experiences.
UPPER SCHOOL
RECOMMENDED PREREQUISITES: Students should be able to read and write musical notation, and it is strongly recommended that the student has acquired at least basic performance skills in voice or on an instrument. Successful completion of Music Theory Fundamentals is recommended but not required.
The AP Music Theory course corresponds to one or two semesters of a typical introductory college music theory course that covers topics such as musicianship, theory, musical materials, and procedures. Musicianship skills,
including dictation and other listening skills, sight singing, and harmony, are considered an important part of the course. Through the course, students develop the ability to recognize, understand, and describe basic materials and processes of tonal music that are heard or presented in a score. Development of aural skills is a primary objective. Performance is also part of the curriculum through the practice of sight singing. Students understand basic concepts and terminology by listening to and performing a wide variety of music. Notational skills, speed, and fluency with basic materials are also emphasized.
MIDDLE SCHOOL
Allendale Columbia is full of scientific wonder. In this course, middle school students will engage with our campus in an in-depth manner. Students will practice scientific inquiry and processing skills, learn how to produce maple syrup, investigate the water of Allens Creek, and do an analysis of the nature trail. This course will support their understanding of science from other courses and help hone their skills through hands-on and exploratory activities.
MIDDLE SCHOOL
The Earth is not a still object. It is constantly moving in unique and significant ways. This course will introduce a variety of natural disasters to students, giving them the scientific background, famous examples, how to prevent them or be protected, and lab experiences will be used to demonstrate the effects on a smaller scale.
MIDDLE SCHOOL
In this course, students will get an introduction to the objects within our immediate galactic vicinity. We will cover the Sun, the planets, dwarf planets, comets and asteroids, exploration, and the future of astronomical observations and discoveries. Telescopes will be used for observations and expanding our knowledge of what we see in the night sky.
MIDDLE SCHOOL
Earth is a dynamic planet, and the energy that drives the forces is unrelenting, dangerous, and, fortunately, able to harnessed. In this STEM course, students will learn about the many processes of the Earth’s energy machine, from weather to water. Earth’s natural resources will be investigated, and students will tackle questions and problems that challenge today’s engineers and scientists. Using their mathematical and analytical skills, students will research, design, and build their way to a better understanding of the power of our home planet.
MIDDLE SCHOOL
In this year-long course, students will get exposure to various environmental science topics to better understand how our natural world works. We will begin with a brief review of sixth grade science topics, moving
into the biosphere, biodiversity, natural resources, pollution, climate change, sustainability, and ending on civic responsibility and environmental policy. We will be completing a research project on climate change, while engaging in various hands-on activities, online labs and simulations, in-depth discussions and investigations, outdoor experiences, and potential field trips. This will help students gain scientific processing skills, understand global systems, and prepare them for the world they will inherit.
MIDDLE SCHOOL
In Science 7, students become scientists as they actively take part in research and labs surrounding the many areas of life. They learn how to form a hypothesis, research, use scientific tools, document and analyze data, and support conclusions through numerous hands-on lab experiments. Collaboration and technology use are an integral part of the class in order to prepare students for future life experiences. Through an investigative approach, students will learn about all living organisms that share our planet. Students explore bacteria through self-designed experiments using bacteria cultures and document growth using their Chromebooks. Microscopes enable students to explore protists to compare and contrast these fascinating organisms. The numerous in-class animals help students get a more hands-on approach to animal characteristics and behavior. Math, technology, and engineering come into play when students harness their inner scientist to explore the strength of insects. The maple sugaring project gives the students a first-hand experience with vascular plants, which ends in a sweet treat. Exploring the non-native plants on campus, raising honeybees, and taking a biotic index of a local stream while raising trout in the classroom for release into the stream helps students raise awareness of environmental issues both locally and globally. Forensics puts an exciting twist in the study of human anatomy and is an area that enables the students to combine many other previously learned science, technology, engineering, and math concepts as they explore life.
MIDDLE SCHOOL
This course is an introduction to the engineering and physics concepts associated with products in our everyday life. An important aim of the course is to develop and build students math abilities, performance in problem solving, scientific literacy, and technical communication skills that will be useful in later science courses and other areas of life. Students conduct investigations and experiments to deepen their
understanding of matter, mechanics, and energy. During the second semester, students embark upon a collaborative learning experience with English and History culminating in a public presentation of their learning at the 8th Grade Exhibition. The real world is not contained in separate silos, and this experience strives to incorporate that reality into the student experience. The ability to collaborate, ask insightful questions, form an intelligent hypothesis, design an experiment to test it, and clearly communicate results are fundamental in our world today. Students will work in small groups to utilize the scientific method to design and conduct an experiment. They will also do research to address the question, “How does the technology from WWII influence our lives today?”
UPPER SCHOOL
Anatomy and Physiology is designed to give Upper School students an overview of Mammalian anatomy combined with an analysis of how that anatomy, in concert with chemical and physical processes, works to maintain life. Students will study the cell and various tissue types, the skeletal system, the muscular system, the circulatory system, and the nervous system. Assessments will include a lab practical, presentations, and a research paper. Students are encouraged to take part in dissections to deepen their understanding.
UPPER SCHOOL
PREREQUISITE: COMPLETION OF THE PHYSICAL WORLD OR AP PHYSICS
This astronomy course will cover a survey of our solar system and planets, constellations, stellar life cycles, black holes, and the creation of the universe. We will also explore the history of astronomical science. Students should be comfortable with Algebra I level math. Weather permitting, we will host observation nights. Field trips to the RMSC Strasenburgh Planetarium and the Farash Center for Observational Astronomy are also possible.
UPPER SCHOOL
This course will examine the fundamental concepts of biology so that you will understand the history and building blocks of life, how life perpetuates itself, the unifying theory of biology, as well as how biology shapes the world we live in. The course will begin with a study of cells, focusing on how cells maintain life and, in turn, make up all living organisms. We will then examine how cells and organisms regulate their
internal environment. From here, we will discuss the theory of evolution, focusing on the evidence for the theory, natural selection and other causes of evolution, as well as speciation. Once we understand how organisms came to be in their present form, we can look at how these organisms interact with the living and nonliving aspects of our planet. Ecological topics will include community structure, food web interactions, population growth, succession, and human impacts on the environment. This class will include lab activities that are designed to demonstrate the concepts as well as teach you methods of experimental design, data collection and analysis, and presentation in both written and oral formats.
UPPER SCHOOL
This course introduces students to various applications of biotechnology and biomimicry in the fields of medicine, materials science, and environmental science. They will learn about how biological systems, processes and organisms can be combined with technological tools to solve problems in industry and healthcare. Similarly, students will use design and prototyping to study biomimicry models. Students will participate as a group in the Biomimicry Youth Design Challenge, an annual team competition that focuses on addressing critical sustainability issues with nature-inspired solutions. This course allows students to incorporate various aspects of life science, physical science and technology to design a real-world solution. In addition to their entry to the design challenge, students will have the opportunity to connect with companies in the biotechnology and nanotechnology sector.
UPPER SCHOOL
Forensic Science is the study of the application of science to the law, which combines a variety of disciplines including physics, biology, chemistry, and psychology. During this course, students will have the opportunity to explore how scientific principles are used in analyzing physical evidence found at crime scenes and explore the scientific and technological aspects of criminal investigations. The fundamental objective is to teach the basic processes and principles of scientific thinking so as to apply them to solving problems that are related not only to science but to all disciplines. The focus will be to introduce students to some of the specialized fields of forensic science, the principles of science and technology upon which they are based, and the application of these principles to various analyses of crime scene evidence. Topics may include the study of DNA, entomology, osteology, anthropology, pathology,
glass, blood, fingerprinting, fiber and hair analysis, ballistics, arson, poison, blood spatters, chemical residues, and evidence collection as it relates to forensic issues. Applications to court cases, literature, psychology, and criminology will also be examined.
UPPER SCHOOL
This lab science course will delve into the principles of heredity, the structure and function of DNA and the human genome, as well as the past and future of genome research and the entwined ethical dilemmas, such as the publication of one’s genome for the world to see. Labs will include analysis of family pedigrees for the purpose of genetic counseling and the sequencing of a portion of each student’s DNA for individual analysis. Students will be assessed in a variety of ways, including tests, lab reports, and a research paper focusing on an ethical question or dilemma in the field.
UPPER SCHOOL
In this class, students will explore different natural resources present on Earth. From this exploration, students will learn about how these resources are harvested, controversies associated with them, and alternatives that may be out there. Studies will culminate in presentations, highlighting research done by students throughout the semester.
UPPER SCHOOL
PREREQUISITES: THE PHYSICAL WORLD AND ALGEBRA II
This is a one semester algebra based physics offering more in depth coverage of several topics. We will start with principles of position, velocity, acceleration and forces. Once these ideas are established, we will apply them to principles of Energy, Impulse, and Momentum. Emphasis will be placed on real world applications and lab activities along with data analysis skills including using graphing software and learning how to use google sheets.
UPPER SCHOOL
In this course, students will explore earth science by doing a deep dive into geologic history. We will begin 4.6 billion years ago to talk about the formation of Earth, moving through time up until the most recent ice age. This journey through time will allow students to learn about fossils, mountain building events, mass
extinctions, planetary formation, evolution, climate change, and other various topics. We will learn about his topics through online labs, hands-on activities, research assignments, and exploratory learning.
Every day each of us eats a variety of food from a variety of sources, but how much have you really thought about that food? In this class, we will explore the science behind the food we consume from the molecular level all the way up to the global scale. Topics will include the basic molecules of our meals, the cultivation of our cuisine, the chemistry of cooking, and the global repercussions of our western diet. Students will be assessed in a variety of ways, including tests, presentations, lab reports, and a research paper.
UPPER SCHOOL
This course explores the fundamentals of physical science from the nature of matter to all forms of energy. This course will expose students to the basics of chemistry and physics. Successful completion of this course will allow students to move on to more complex studies within the course offerings. Students will cover several units including atomic structure, chemical bonding, chemical reactions and the periodic table. We will further explore the shift to study how energy affects matter. This will include a study of forces and energy transfer, and collisions between forces and objects on a large scale. As a lab science course, students will develop the skills necessary for designing, implementing, and successfully analyzing chemical data in an experiment.
UPPER SCHOOL
PREREQUISITES: ALGEBRA 1, ONE YEAR OF PHYSICAL SCIENCE
Physics of Sports is a semester-long course that explores how physics is applicable in athletics. Topics covered will include applying acceleration, forces, momentum, impulse, and pressure to baseball, football, soccer, and other sports. This is a math based course, strong skills in Algebra 1 are necessary.
UPPER SCHOOL
In this course, you will engage in a series of challenges designed to increase your own happiness and build
more productive habits. As preparation for these tasks, you will learn the misconceptions about happiness, annoying features of the mind that lead us to think the way we do, and the research that can help us change. You will ultimately be prepared to successfully incorporate a specific wellness activity into your life.
This course is based on a course taught at Yale University. It teaches students what the science of psychology says about how to make wiser choices and live a life that’s happier and more fulfilling. This course was Yale’s most popular course in over 300 years, with almost one out of four students enrolled.
UPPER SCHOOL
Earth science is a crucial scientific field that holds a lot of relevance in our world today. It allows us to look at the past and current times to understand how things will happen in the future. Topics will change from year to year, but will be picked from these options: minerals and mineralogy, groundwater and infiltration, history of Earth and life, weather patterns, plate tectonics and orogenies, or other topics to be decided. Various labs, activities, and assessments will be done to explore and understand these topics and their relevance to our modern natural world.
UPPER SCHOOL
In this course, we will examine the philosophies and methods that people have used to investigate nature, tracing the threads of history to the modern sciences. From ancient astronomy to nuclear physics, the way we view the world has changed radically over time. Studying this change can help us understand the capabilities of modern science, and give us insight into present scientific challenges and puzzles.
UPPER SCHOOL
PREREQUISITES: SUCCESSFUL COMPLETION OF ALL FOUNDATIONAL SCIENCE COURSES
This class is a college-level introductory course in biology. Topics covered include biochemistry, cell structure and function, energetics, genetics (classical Mendelian and molecular), evolution, and ecology. Students will deepen their understanding of the scientific concepts, experimental design, and data analysis through laboratory investigations in each unit of study. Additionally, students will learn to communicate their findings effectively through lab reports, scientific posters, and oral presentations.
UPPER SCHOOL
PREREQUISITES: SUCCESSFUL COMPLETION OF ALL FOUNDATIONAL SCIENCE COURSES
COREQUISITE: PRECALCULUS
Advanced Placement Chemistry is the equivalent of a first year college course in general chemistry. The fast-paced course is designed for students who have demonstrated strength in quantitative problem solving in other courses. The laboratory program is rigorous, involving pre and post-laboratory assignments in addition to experimental work. Data analysis using computers is a major part of the course. Students write formal and detailed laboratory reports, which are compiled into a notebook that may be used for college credit in some institutions. Students qualifying for the course are expected to start with a solid understanding of the basics of chemistry, derived from a strong performance in a high school chemistry course. The curriculum follows the topics recommended by the College Board. This is a challenging course requiring significant study time outside of class.
UPPER SCHOOL
PREREQUISITE: COMPLETION OF ALGEBRA II
AP Physics 1 is an algebra-based, introductory collegelevel physics course. Students cultivate their understanding of physics through inquiry-based investigations as they explore these topics: kinematics, dynamics, circular motion and gravitation, energy, momentum, simple harmonic motion, torque and rotational motion, electric charge and electric force, DC circuits, and mechanical waves and sound.
UPPER SCHOOL
AP Physics 2 is an extension of AP Physics 1 and will cover fluids; thermodynamics; electrical force, field, and potential; electric circuits; magnetism and electromagnetic induction; geometric and physical optics; and quantum, atomic, and nuclear physics.
UPPER SCHOOL
Explore concepts such as electrostatics, conductors, capacitors and dielectrics, electric circuits, magnetic fields, and electromagnetism. You’ll do hands-on laboratory work and in-class activities to investigate phenomena and use calculus to solve problems.
UPPER SCHOOL
Explore concepts such as kinematics; Newton’s laws of motion, work, energy, and power; systems of particles and linear momentum; rotation; oscillations; and gravitation. You’ll do hands-on laboratory work and in-class activities to investigate phenomena and use calculus to solve problems.
UPPER SCHOOL
PREREQUISITE: OPEN TO QUALIFIED ELEVENTH AND TWELFTH GRADERS
Science Writing and Research is an advanced course typically offered in a college setting that teaches students the fundamentals of writing for scientific publications, explores current research within a scientific topic of interest, and allows students to take on a leadership role in directing a research project. After devoting time to researching a topic of interest, students will have the opportunity to propose, develop, and implement an experiment that relates to their field of interest with the goal of writing a scientific journal article for publication and presentation. In addition to support from the instructor and from their peers, students in the course will be encouraged to work with the local scientific community to support their research and foster a deeper understanding of the experimental design and peer-review process.
MIDDLE SCHOOL
You use computer science every day! Why not learn how to make your own apps, games, and physical computing devices? Students will use challenges, puzzles, and real life scenarios as they learn problem solving and design thinking processes. There are many different hardware platforms, from circuit boards to robots. Students will learn about the role of hardware platforms in computer science. Students use games and apps daily, and in this course they will program their own. Lastly, they will explore how data is important to solve problems and how computers can be a powerful tool to streamline data collection and analysis.
MIDDLE SCHOOL
Participants in this course will compete in the FIRST LEGO League (FLL) qualifier tournament in November. Each Challenge has three parts: the Robot Game, the Project, and the Core Values. Students will work as a team to program an autonomous robot to score points on a themed playing field, develop a solution to a problem they identify, and be able to articulate and model team core values.
MIDDLE SCHOOL
In this course, middle school students will get experience growing plants indoors. This will be done through a variety of methods, some traditional and some with more advanced technology. Various factors will be tested to see how the most successful plants can be grown. Students will also explore sustainable farming practices and different growing techniques, learning how they could be successful indoor gardeners.
UPPER SCHOOL
PREREQUISITE: COMPLETION OF THE PHYSICAL WORLD OR AP PHYSICS
This course provides an introduction to the principles of engineering through a variety of topics chosen by student interest. Students may choose to learn fundamental electronics and circuits using microcontrollers and breadboards. They could also choose to work with digital fabrication tools such as 3D printers and our laser cutter and use computer aided design to build engineering prototypes. Students will have the option to explore topics of personal interest in applied physics and engineering via independent projects, creating and building their own designs.
UPPER SCHOOL
PREREQUISITE: AP COMPUTER SCIENCE PRINCIPLES OR EQUIVALENT PREPARATION
This year the applying programming course will focus on programming with cyber-physical systems and hardware. We will explore areas such as robotics as well as digital microcontrollers like Arduino and Raspberry Pi. Students will learn about digital electronics and they will program devices that interact with the real world in creative and useful ways.
UPPER SCHOOL
In the Cybersecruity class students will spend a semester learning about all things computer security. We will learn about the CIA triad, best practices, the history of cyber security, and types of encryption. Projects will include some penetration testing exercises as well as capture to flag events where virtual flags are hidden in unsecure websites and must be found by students.
UPPER SCHOOL
PREREQUISITE: AP COMPUTER SCIENCE PRINCIPLES OR EQUIVALENT PREPARATION
Students will learn the basics of full stack software engineering for web applications. Modern software development for online services is built in three general layers: a front end, a back end, and a database. Students in the Software Engineering course will learn about these three distinct layers and then how they integrate with each other. This course will include a combination of individual work and group work, including group work where each group member is responsible for a different layer of the development stack. Students will learn about frontend languages like HTML5 and JavaScript, backend languages like Java, and databases like MySQL.
UPPER SCHOOL
In this course we will look at the applications of machine learning, a topic in artificial intelligence. Machine learning is used to teach computers how to learn how to solve a problem by themselves, and get better at solving problems over time. It has been used to teach computers how to play games like Chess and Go, and it’s used to serve consumers suggestions on Amazon and Netflix. Students will use Reinforcement Learning to train an agent to navigate a maze and build a Deep Neural Network to accomplish tasks such as image recognition,
swapping faces in a video, identifying cancer. Using recurrent neural networks we may also make predictions for problems like the next word in a sentence to tomorrow’s weather or even the value of bitcoin.
UPPER SCHOOL
This interdisciplinary survey course will introduce students to a variety of foundational topics used to create video games, including the history of games, our personal relationships to games, using game design documents and flow charts, collaborative world building, creating text-based games, exploring platforms and programs, developing sound and music, and art and design in gaming. Course material will be enhanced by a multidisciplinary faculty team and visiting speakers. The class will take field trips and experience local resources such as RIT’s MAGIC Center and Strong Museum of Play. Students will practice skills that will allow them to pursue video game projects using multiple online and real-world resources.
UPPER SCHOOL
AP Computer Science A is equivalent to a first-semester, college level course in computer science. The course introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both object-oriented and imperative problem solving and design using Java language. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems. The AP Computer Science A course curriculum is compatible with many CS1 courses in colleges and universities.
UPPER SCHOOL
This Advanced Placement course offers a multidisciplinary approach to learning the underlying principles of computation and computer science. AP Computer Science Principles will give students the opportunity to use technology to address real-world problems and build relevant solutions. Together, these aspects of the course make up a rigorous and rich curriculum that aims to broaden participation in computer science. The five big ideas explored in this course are: creative development, data and information, algorithms and programming, computer systems and
networking, and global impact. This AP course is unique in that 30% of a student’s AP score is determined by a Performance Task, a software development project that students will independently submit to the College Board’s Digital Portfolio. This project will be completed as part of the course and is a requirement for the curriculum and the exam.
MIDDLE SCHOOL
Students of this foundation photography course will explore the medium of analog and digital photography from a technical, conceptual and creative point of view. They will study the basics of SLR and DSLR camera operation, as well as learn film processing, black and white printing, imaging software, and printing techniques. The course includes lectures, presentations, demos, shooting sessions, discussions and critiques of photographs produced by the students.
MIDDLE SCHOOL
Students explore digital art using Adobe Photoshop, Adobe Illustrator, Adobe InDesign, and Wacom tablets. Students will learn computer design techniques, image manipulation, graphic design, typography, and the principles of design and elements of art in composition. The class will create a variety of pieces including illustrations, posters, and objects. Students will actively plan, research, and produce their own work.
MIDDLE SCHOOL
Students will explore different aspects of digital art by using programs such as Adobe Photoshop, Adobe Illustrator, Adobe Premiere Pro and Wacom tablets. Students will learn computer design techniques, image manipulation, graphic design, typography, and the principles of design & elements of art in composition. The class will create a variety of pieces including illustrations, video and AR work. Students will actively plan, research, and produce their own work.
MIDDLE SCHOOL
This course introduces students to the foundational skills and methods of drawing. Students will experiment with different drawing styles and techniques used in historical artwork, as well as contemporary work, such as photorealism, illustration, anime/manga, surrealism and more. Through the study of line, value, shapes, lights & darks, and shading, students will gain knowledge of how to create a two-dimensional drawing with three-dimensional qualities. Students will use various drawing media such as charcoal, pencil, pen and pastel.
MIDDLE SCHOOL
This essential class will allow sixth-graders to delve into a variety of art materials and processes. Students are encouraged to express their individuality and develop technical skills as they work with media such as drawing and painting, printmaking, digital art, and sculpture. Through the semester, we will have fun researching, keeping sketchbooks, and creating personal work while we craft, envision, reflect, and explore.
This course involves paints, pencils, and printmaking, but not like you have seen them before. Traditional and non-traditional art materials will be explored, and an emphasis will be placed on the principles of design and elements of art in composition. Artwork will be created from observation and imagination. Students will actively plan, propose, research, and make their own work. Some materials the class might explore include watercolor, collage, spray paint, charcoal, wire, and more.
Students will explore the art of photojournalism, a process of storytelling through the use of photographs. Students will learn how to shoot manually with Nikon DSLR cameras. Instruction will begin with basic camera operation and evolve to capturing one shot. Students may explore more comprehensive visual storytelling that may incorporate audio, video, or other multimedia components. Students will photograph a number of events both on and off campus.
In this course, students will work with a range of threedimensional art media, including ceramic handbuilding and casting, along with sculpture, mixed media work, and installation. While establishing a vocabulary through critiques and reflections, students will develop constructive and spatial skills as they make functional and aesthetic pieces. Students will research artists and artworks in order to inform their process and broaden their knowledge of contemporary art. The class will explore projects such as book arts, fiber arts, wire sculpture, installation, and public art. This is a onesemester course with no prerequisites.
UPPER SCHOOL
PREREQUISITE: DARKROOM OR DIGITAL PHOTOGRAPHY
In this course, students will expand their technical skills in digital photography by mastering advanced camera settings/techniques and post-processing software. They will also dive into the world of alternative darkroom processes, exploring historic techniques such as cyanotype, Van Dyke brown printing, and gum printing.By the end of the course, students will have built a diverse portfolio that showcases their mastery of digital and alternative darkroom processes. They will have developed a keen eye for composition, acquired technical expertise in both digital and analog workflows, and cultivated their unique artistic voice in the field of photography..
UPPER SCHOOL
Students explore a variety of techniques with clay as they create vessels, tableware, sculptures, and installation work. As they research and use sketchbooks to develop their ideas, students make original artwork and investigate the expressive and cultural properties of three-dimensional forms. Ceramics students collaborate to organize and run our annual Empty Bowls fundraiser, a silent auction that benefits the hungry.
UPPER SCHOOL
This class explores technical and artistic elements of traditional film photography. Students will learn black and white photographic film processes through manual capture, manipulation and the creation of images. Techniques covered in this course will include how to use a 35mm SLR camera, film exposure and development, and how to use the darkroom equipment to create black and white prints. Weekly assignments and lectures on historical and contemporary photography will guide students in exploring the technical and aesthetic possibilities of photography. The majority of class time is devoted to working in the darkroom and building printing techniques.
UPPER SCHOOL
This course will focus strongly on design, communication, and publication. This course will emphasize design, photography, and video production.
Students will work hands on imagining and creating several types of media products. Real-life deadlines for the press and publications will dictate course assignments. Whether telling stories in the way a filmmaker might or developing promotional media, this course places a strong emphasis on planning Adobe workflow, being creative, and learning technical aspects of equipment. This will prepare students to publish and promote integrated aspects of media.
UPPER SCHOOL
Students will learn how to use exposure, f/stops, shutter speeds, lighting techniques, and depth of field to create powerful and compelling images in and out of the studio. Students will also learn about the tools and basics of editing images in Adobe Photoshop. Students will be keeping a digital portfolio of their work throughout the semester and will have opportunities to have their images submitted to gallery shows and contests. Nikon DSLR cameras are provided
UPPER SCHOOL
This course begins with the basic principles of drawing, as students learn to discern the qualities of visual forms in space and organize compositions on a picture plane. The class will use a variety of hand-held media, such as graphite, pen, charcoal, pastels, and colored pencil. As we progress, our critiques and discussions will allow us to build a vocabulary and work with the elements of art and principles of design. With printmaking, students further develop concepts and practice visual organization, line work, and the creation of patterns. Projects range from observational work to interpretive and expressive experiences. This is a one-semester fall course with no prerequisites.
UPPER SCHOOL
This semester-long course introduces students to the major artistic movements and key works from ancient civilizations to modern times. This course emphasizes visual analysis, critical thinking and research, offering a deeper understanding of the role art has in shaping the world. Ideal for students interested in art, history, or culture.
UPPER SCHOOL
PREREQUISITE: This course is for rising eleventh and twelfth graders with at least three semesters of Upper
School Visual Art courses, a demonstrated passion for art, and the ability to work independently.
Honors Seminar in Studio Art is an immersive, symposium-style course that will allow committed students to work in a variety of media at an advanced level. Students will cooperate in developing the course, plan a personalized course of study, and propose projects with their peers and teacher. Students will conclude the year with a significant portfolio of work, creating a digital or hand-rendered sketchbook of research and an online portfolio as they progress. Through discussions, research, and critiques, each member of the group will develop a broad artistic vocabulary and critiquing skills and be exposed to a variety of art teachers. The class schedule will be divided among studio time, critiques and exchanges, visiting teachers and artists, and work with professionals at galleries, universities, and museums in Rochester. The course will conclude with each student hanging an exhibition of his or her work and writing a thesis statement. This is a full year course and may be taken twice during Upper School.
UPPER SCHOOL
In this course, students will investigate historical and contemporary art from a variety of regions and cultures. Working with painting media, the class will practice technical and expressive work as they develop a facility with paint and malleable materials such as acrylics, watercolor, and mixed media. Critiques and reflections will allow us to broaden our visual and global vocabulary as we develop appreciation and insight into other cultures. Assignments will range from studio work and observation to independent projects inspired by research and investigations. This is a one-semester spring course with no prerequisites.
UPPER SCHOOL
In this course, students will investigate historical and contemporary art from a variety of regions and cultures. Working with painting media, the class will practice technical and expressive work as they develop a facility with paint and malleable materials such as acrylics, watercolor, and mixed media. Critiques and reflections will allow us to broaden our visual and global vocabulary as we develop appreciation and insight into other cultures. Assignments will range from studio work and observation to independent projects inspired by research and investigations.
PREREQUISITE: This course is open to tenth, eleventh, and twelfth graders with one year of Upper School Visual Art and the ability to work independently
This course will provide an environment to continue any of the introductory level art classes and can also be taken as preparation for the Honors Seminar Studio Art class. The Portfolio Seminar will allow in-depth investigation of ideas and build on the craftsmanship begun during an introductory level class. Assignments to further develop technical skills in a variety of media will be interspersed with independent projects. Students will play a role in developing the direction of the course and in writing their own assessment criteria.
Through discussions, research, and critiques, each member of the group will cultivate an artistic vocabulary and critiquing skills and be exposed to a variety of research and methods for conceptual development. Students will maintain a sketchbook as their primary organizational tool for visual evolution. Topics will range from community-based and collaborative work to historical, cultural, and contemporary art. The course will conclude with a significant independent topic chosen by each student, such as a global art investigation, art used as activism, a personal narrative in art, documentary photography, bookbinding, portrait painting, or a video short. Students will conclude the class with a portfolio of work and an artist’s statement. This is a full year or fall or spring semester course. Two semesters of this course may be taken in different years in Upper School.
We are looking to hire self-motivated students who are interested in hands-on learning experiences. The learning atmosphere is designed to feel like a collaborative workplace vs. a traditional classroom. As we learn and work collaboratively we will draw on the strengths and interests of the students in the group to accomplish common end goals. Students will have the opportunity to float between three areas or focus on one section for the entire semester. Those three areas will be; Theater Production, Communications, Marketing and Design. You will have the opportunity to contribute to multiple internal and external events including HAC sports. Students who have taken this class previously will get internship credits as a TA (Teaching Assistant) in the classroom. They will function as co-teachers and help lead workshops.e
This class takes students through the pre-production, production, and post-production steps in the creation of video projects. Students will plan, script, and storyboard their ideas and learn how to use a digital video camera effectively. They will familiarize themselves with video production equipment including, but not limited to cameras, lenses, lighting and sound recording devices. Class time will include viewing and discussing historical film work as well as giving feedback on completed student projects. Projects will explore techniques and ideas around basic shooting and editing. Additionally, students will gain familiarity with standard film and tv industry video editing systems such as Adobe Premiere Pro.
