History

cave painting, political propaganda, and all the way to the museum. Students create graffiti names on a photographic brick wall, learning about letter styles, shadow and design. Next, they learn about the artist Shepard Fairey who is a street artist, museum artist and entrepreneur. He is most known for his "Hope" poster of former President Barack Obama. Students paint a portrait of themselves in the style of the three-tonal “Hope” poster. Their poster includes their own word that has meaning and represents them. This project teaches students how to paint with color tones and color values while strengthening their painting skills. For the final project, students conceptualize and create their own pieces based on the art of Claus Oldenburg and the techniques of grid drawing. Oldenburg is known for his giant sculptures that depict everyday household items. Students start with a small-scale snack chip bag and have to enlarge it to an extra-large chip bag. The final drawing gets painted and stuffed to look like a real giant bag of chips.

MIDDLE SCHOOL STUDIO ART

In this experiential trimester-length studio art course, students blend the enjoyment of the process with learning foundational skills in the areas of drawing, painting and design. Compositions span the areas of quick studies to finished works, utilizing color, texture and line. Media include various pencil types, pen, watercolor, acrylic, colored pencil, Conté crayon, charcoal and pastel. The elements and principles of design are taught in assignment sequences intended to build upon prior knowledge and acquired skills. An inquiry-based format provides lively interaction, and emphasis is placed on craftsmanship and selfreflection as students move through the projects. Students also learn how to think creatively as they manage space, materials, cleanup and other aspects of studio protocols throughout the trimester. The primary project is painting self-portraits on canvas using acrylic paint.

Upper School Studio Arts Courses

STUDIO ART 1

This is a full-year foundation course that meets the UC college requirement. Students explore composition in the 2-D contexts of drawing, painting and design. Drawings stem from observation of stilllife objects and models for figure drawing. Utilizing the imagination and memory serve to provide further sources of imagery. Practice, patience, craftsmanship and the development of creative expression all play a part in a curriculum designed to teach the elemental foundation of studio art. 3-D design, presented using paper sculpture as the medium, serves to round out their experience. Students learn how to think creatively using an inquiry-based format for discussion, while managing materials, space, cleanup and other aspects of studio protocols. Assignments are completed during class time. Course activities include a field trip to an LA area art museum or gallery, participation in critiques and the maintenance of a portfolio. This course serves as the prerequisite for all other studio art courses and Graphic Design 2A.

STUDIO ART 2A

Throughout this semester-long course, students build upon basic drawing, painting, design and composing skills as presented in Studio Art 1 where protocols are observed and greater opportunities for responsibility are offered. Developing technical proficiency as draftsmen, students challenge themselves by drawing subjects using line, tone and color in each of the mediums. Students have the opportunity to paint with acrylic on canvas as well as carry out any number of quick color studies. Discussions about various aspects of art utilize the framework of inquiry to get students thinking on a deeper level. In addition to students practicing their craft while enjoying artistic expression, other course activities include a field trip to an LA area art museum or gallery, critique participation, studio management, cleanup and the maintenance of a portfolio.

STUDIO ART 2B

In this semester-long course, students work on directed assignments as well as projects of their own, choosing as they build on previous drawing and painting instruction. Project options include working with portraiture and the figure, as well as various stylistic approaches to still life. The goal is to identify an issue of importance and express it in ways that are unique and capture an audience. Students practice their craft while moving toward self-knowledge and appreciation. Discussions about various aspects of art use the framework of inquiry to involve student thinking on a deeper level. Course activities include a field trip to an LA area art museum or gallery, critique participation, studio management and cleanup, and the maintenance of a portfolio.

STUDIO ART 3A

Students identify ideas and media of personal interest and reflect on what and how they wish to express themselves. Concept-driven work is encouraged and students have an opportunity to make art that is derivative, thus adding the compelling nature of art history to their efforts and discussions. In addition to working on directed assignments, students are offered a broad scope of personal choice allowing them to fill gaps in their experience. While students work on directed assignments, they also have the opportunity to follow through on independent work of their own choosing. Course activities include a field trip to an LA area art museum or gallery, critique participation, studio management and cleanup, and the maintenance of both a sketchbook and a portfolio.

STUDIO ART 3A HONORS

This course covers equivalent material to Studio Art 3A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and research, observational writings and sketchbook entries, and they must also set aside time to do outside classwork as well.

STUDIO ART 3B

The semester-long course is designed for advanced-level students who desire freedom of choice in creating a project sequence based on their interests and intentions. Students can work individually or in groups to create a single major piece or series. Inquiry, risktaking, and working independently with purpose and motivation is the expectation. Outside sketchbook activities, supplemented by inquiry-based discussions and an independent study contract between each student and the instructor will provide the framework. Course activities include a field trip to an LA area art museum or gallery, critique participation, studio management and cleanup, and the maintenance of both a sketchbook and a portfolio.

STUDIO ART 3B HONORS

This course covers equivalent material to Studio Art 3B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and research, observational writings and sketchbook entries, and they must also set aside time to do outside classwork.

STUDIO ART 4A

This semester-long course is designed for advanced-level students who wish to hone technical and conceptual skills gained over the past three years in studio art classes. The semester consists of three parts. First, the student will create a portfolio of compositions concentrating on subject matter, with mediums chosen by the student and inspired by a master painter. Second, the creation of an autobiographical piece or series having to do with the student’s personal vision and their place in the world will be carried out. Finally, an independent project will be completed. The three units will involve inquiry, self-motivation and artistic risk-taking. Students will work independently,defining their course of study in terms of overall concept and technique, identifying artists of interest and note and planning a timetable for completion of work. A certain amount of time spent outside of class is expected. Course activities include a field trip to an LA area art museum or gallery, critique participation, studio management and cleanup, and the maintenance of both a sketchbook and a portfolio.

STUDIO ART 4A HONORS

This course covers equivalent material to Studio Art 4A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and research, observational writings and sketchbook entries, and they must also set aside time for outside class work.

STUDIO ART 4B

This course must be taken in the second semester of the senior year. It is designed for advanced-level students who wish to hone technical and conceptual skills gained over the past three-plus years in studio art classes. The semester consists of three parts. First, the students will create portfolios of compositions concentrating on subject matter inspired by a modern painter (1945 to the present). Second, the creation of a piece or series based on the work of one or more muralists will be completed, as well as an independent project, possibly extending one of the above mentioned. The three areas of study will involve inquiry, self-motivation and artistic risk-taking. The resulting projects should comprise a cohesive body of work and build on skills and insights acquired in Studio Art 4A Honors. Students will work independently, defining their course of study in terms of overall concept and technique, identifying artists of interest and note, and planning a timetable for completion of work. A certain amount of time spent outside of class is expected. Course activities include a field trip to an LA area art museum or gallery, critique participation, studio management and cleanup, and the maintenance of both a sketchbook and a portfolio.

STUDIO ART 4B HONORS

This course covers equivalent material to Studio Art 4B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and research, observational writings and sketchbook entries, and they must also set aside time outside of class to work.

AP DRAWING: STUDIO ART

This full-year course is designed for serious drawing students who have taken every prerequisite course from ninth through 11th grade. This requires that a student specialize their focus of interest in drawing and/or illustration in ninth and tenth grade. Advanced Placement students are expected to maintain a high level of productivity in all that they do. They should demonstrate the ability to respond to feedback with remakes and revisions, take creative risks, go beyond expectations, work with independence and motivation and show personal commitment to a particular mode of working. Their bodies of work will represent inquiry, concentration, breadth and quality. AP students are expected to take initiative regarding their productivity, working with the instructor when necessary and managing their time successfully. Course requirements primarily include doing artwork but also participating in critiques, attending museums and a school field trip, keeping a sketchbook and helping to hang student exhibits. Students must develop and fulfill all three sections of the AP portfolio including breadth, concentration, and quality as follows: they will prepare a written commentary describing their process, digitally submit 24 pieces of art, and finally, send five actual pieces of their artwork to the Advanced Placement Board for adjudication.

AP 2D ART & DESIGN: STUDIO ART

This full-year course is designed for serious art students who have taken every prerequisite course from ninth through 11th grade. This course allows a student to generalize their foci of interest, not necessarily working in a single medium, beginning in ninth grade. They explore drawing, painting, mixed media, printmaking and photography. Advanced Placement students are expected to maintain a high level of productivity in all that they do. They should demonstrate the ability to respond to feedback with remakes and revisions, take creative risks, go beyond expectations, work with independence and motivation and show personal commitment to a particular mode of working.

Their bodies of work will represent inquiry, concentration, breadth and quality. AP students are expected to take initiative regarding their productivity, working with the instructor when necessary and managing their time successfully. Course requirements primarily include doing artwork but also participating in critiques, attending museums and a school field trip, keeping a sketchbook and helping to hang student exhibits. Students must develop and fulfill all three sections of the AP portfolio including breadth, concentration, and quality as follows: they will prepare a written commentary describing their process, digitally submit 24 pieces of art, and finally, send five actual pieces of their artwork to the Advanced Placement Board for adjudication.

AP 3D ART & DESIGN

AP 3D Art & Design is a course that is taken by self-motivated, committed and independent students with a strong arts background who are willing to accept the challenge of a rigorous curriculum. In this year-long course, students are expected to apply their understanding of three-dimensional design principles to the task of effective selfexpression. Fulfilling directed assignments to fill gaps in their artistic experience as well as creating independent projects of their own choosing, students are expected to produce work which successfully integrates the elements and principles of the visual arts. Using the AP College Board specifications as their guide, students inside and outside of class will address the three sections of their digital portfolio, which include the components of breadth, quality and concentration. Course requirements primarily include doing artwork but also: fulfilling sketchbook work, participating in critiques, reading about and discussing art analytically, participating in field trips, doing outside lab time, hanging exhibits and, most importantly, developing their collection of digital images, and preparing a written concentration commentary for submission to the AP Board by early May. This is a course taken by seniors who have completed three years of ceramics whereby they have developed conceptual, compositional and technical experience.

Performing Arts

Chadwick's performing arts program prepares students to become global citizens who: • Experience, develop, and reflect upon the creative process. • Explore ways to devise, present and perform as part of a community. • Understand and respond to the work of others and celebrate cultural perspectives. • Learn to persevere through challenges and build resilience. • Discover and understand one’s uniqueness and build empathy toward others.

Music Courses

SIXTH-GRADE INSTRUMENTAL MUSIC

Sixth-grade instrumental music students can be experienced or beginning musicians. All instruments of the symphony orchestra are welcome (flute, oboe, clarinet, bassoon, saxophone, French horn, trumpet, trombone, tuba, percussion, violin, viola, cello and string bass). Pianists will need to learn an additional orchestra instrument beyond the piano. Saxophonists and percussionists will need to audition. Daily practice at home is expected. Sixth-graders show what they have worked on at the Winter and Spring Concerts as well as the all-community Family Day event.

SIXTH-GRADE MUSICAL THEATER

Sixth-Grade Musical Theater explores skills in musical theater performance, builds knowledge of the subject, and explores various issues within musical theater. With a heavy emphasis on building skills in music, students engage in exercises and activities around reading music, music theory and singing. Because musical theater includes the disciplines of theater and dance, students also participate in