Innovation and Design/ Computer Science

exercises in movement and acting, as well as how to multi-task to simultaneously perform all three. As a class, students also explore the history of musical theater: how it began as a uniquely American form and is now known worldwide. Ultimately, students build their “professional” skills, including what it takes to participate in a musical. Projects focus on building performance skills and creating original work, and the class culminates in a final musical project.

SIXTH-GRADE VOCAL MUSIC

In Sixth-Grade Vocal Chorus, students focus on learning vocal music from different genres, languages and time periods for several performances throughout the year. Students expand their choral knowledge, technique and music literacy skills, as well as learn how instruments, such as drums and other accompaniment instruments, enhance the concert experience. Sixth-graders show what they have worked on at the Winter and Spring Concerts and also perform several other times during the school year.

MIDDLE SCHOOL CHORUS

Chorus is a cooperative learning experience that develops musical awareness, self-discipline and commitment to the group process. Students who participate in this course sing music from the standard repertoire of folk, pop and art music, while learning sound vocal techniques with proper placement and diaphragmatic breathing. Sight-singing and choral techniques of balance, blend, intonation, expression and diction are also taught. The course facilitates students' development of performance techniques such as poise, projection and communication, as well as stylistic considerations of tempo, rhythm, tone color and dynamics.

MIDDLE SCHOOL ORCHESTRA

The Middle School Orchestra is open to any students who have worked with an orchestral instrument for at least one year. Beginners will be accepted but should consult the orchestra director prior to enrolling. The ensemble traditionally performs at the Winter Concert and the Spring Concert. The repertoire includes traditional orchestral music as well as music from the popular literature of today. Method books are employed to assist students in developing orchestral skills such as ensemble technique, intonation and music reading. Students are expected to practice their instruments outside of class. Rehearsals are challenging, fast-paced and musically rewarding. Students receive an effort mark based on preparation for rehearsals and performances as well as attitude during rehearsals

MIDDLE SCHOOL GARAGEBAND

GarageBand is a project-based trimester course that explores music composition, songwriting and arranging. Students use the GarageBand platform to learn how to write their own music, score music for movies and arrange the music of others into their own unique performances. No prior music experience is necessary, as students learn the building blocks of music using loops, MIDI interfaces and internal musical instruments to create, explore and collaborate.

UPPER SCHOOL CHORUS

Any Upper School students can join the Upper School Chorus. This activity contributes five credits toward the Chadwick Arts requirement of 15 credits.

UPPER SCHOOL ORCHESTRA

Upper School Orchestra is a performance-oriented activity rather than a primarily instruction-oriented class. The group works on music from a variety of styles and periods for winds and strings, designed to fit the talents and interests of the students involved. Performances include the Winter and Spring Concerts.

UPPER SCHOOL ADVANCED MUSIC COMPOSITION

The class is open to a small group of students who will learn how to write and arrange music using music technology in the Chadwick Mac classroom stations. Students work on pieces for the art show, pursue collaboration with students in other Performing Arts courses and write their very own film music trailer.

AP MUSIC THEORY

This course is equivalent to a first-year music theory course at most colleges and is designed to prepare young musicians for the Advanced Placement examination in music theory. The day-to-day routine includes discussion, analysis and ear training. Discussions are based on the content of the text "Scales, Intervals, Keys, Triads, Rhythm, and Meter," by John Clough and Joyce Conley. Additional discussion of related topics such as performance practice, acoustics, history, notation, etc. is encouraged. In-depth study of music from a theoretical point of view develops students' analytical musical skills. This includes music of the masters as well as student works. Ear-training through dictation and sight-singing strengthens students' aural skills.

Theater and Dance

SIXTH-GRADE DRAMA

"How can you effectively tell a story?" Students will investigate this question while learning to build strong ensembles built on personal responsibility and a collaborative mindset. Sixth-grade drama students will explore various ways stories can be adapted for the stage through a variety of theatrical elements including theater games, improvisation, stagecraft and dramatic play. Students will also learn how to make intentional creative choices to bring a story to life onstage. Students will have fun performing, playing, experimenting, and collaborating as they explore what it takes to adapt a story for the stage and then evaluate their creative choices.

SIXTH-GRADE ART OF DEBATE

Students in the Art of Debate class learn about the history of rhetoric beginning with Aristotle, the skills associated with a persuasive speech, and the importance of respectful participation within the debate and the debate classroom. Debaters practice their skills in the following types of debate: Declamation (an individual presentation to build speaking skills); Impromptu/Extemporaneous (a large groups activity); Lincoln-Douglas (to gain skills through collaboration); Dramatization; and upon student request, Policy (a small groups activity). Students consider the philosophy of “art” behind a debate as well as the ways in which to build a persuasive argument. Students also begin to understand that, while confidence and passion are essential aspects of the successful debater, the “artfulness” of debate lies in the goal to remain dignified and respectful at all times.

MIDDLE SCHOOL DRAMA 1

This course is all about exploration, play and growth. Starting with building a supportive community where students feel comfortable taking risks, the course moves on to games, activities, improvisation and role play. As a class and ensemble, students explore why performing has mattered, still matters and what it might look like in the future. Students also get a look into other storytelling forms and how they can learn from them to perform and create theater.

MIDDLE SCHOOL DRAMA 2/PLAYMAKING

Drama 2 focuses on building on the skills of Drama 1 and applies them to create an original piece of theater created by the class. Engaging in the process of “devising,” students use prompts, exercises and activities to create an original work of theater. Continuing through the production process, students work as an ensemble to mount the play for an invited audience.

MIDDLE SCHOOL SPRING MUSICAL/PLAY

Middle School Drama in Trimester 3 is dedicated to creating a major production for performance in Laverty Center. All Middle School students are welcome to audition, and there are performance, backstage and production roles to be filled. Lessons will be dedicated to the rehearsal process, and there might be additional time required after school for rehearsal time.

MIDDLE SCHOOL PUBLIC SPEAKING AND DEBATE

This course provides both performance and skills-oriented approaches to storytelling and public speaking essentials, enabling students to become more effective communicators in a variety of academic situations. Students are provided with numerous opportunities to perform and speak in front of a supportive audience; these opportunities culminate in formal speeches and debates in a structured format.

UPPER SCHOOL THEATER 1

Upper School Theater 1 provides a learn-by-doing course that is very practical. It tries to challenge the way students think, deal with problems, and how students might perceive others by using theater ideas and techniques to explore serious issues through fictional circumstances. Students start with the notion of what theater is and then explore what important practitioners have decided theater is. Students see this in action by exploring two very different plays and have the opportunity to perform in front of an invited audience. The course finishes by exploring how acting for screen and TV is different than acting on stage.

UPPER SCHOOL THEATER 2

Theater 2 provides an exciting, practical course that builds on the understanding that a student already has regarding how meaning is made in theater and requires them to devise, structure and perform new work they have created. Students create work for a range of audiences, including young children, peers and an adult audience.

UPPER SCHOOL THEATER 3

The course explores acting and directing through the study of existing plays, scenes, playwrights, directors and practitioners. Major performances include two acting showcases and the Festival of Scenes directing project. This course should only be considered by students who are serious about developing an in-depth understanding of theater, want to challenge their perceptions of theater through reading, writing and research, and are willing to work both independently and collaboratively. It is particularly appropriate for students auditioning or considering the pursuit of theater and performance in college.

UPPER SCHOOL THEATER 4

The course is designed to give students a full page-to-stage process. Students gain the theatrical vocabulary, skills and craft to be leaders in the process of developing, staging and reflecting on theater. This course should be considered by students who are interested in pursuing theater as a major or minor course or as a passion at college.

UPPER SCHOOL STAGECRAFT

Stagecraft provides an introduction to the art of creating and implementing the technical elements of theatrical production. It includes training in the techniques of scenic design and construction, lighting design and implementation, sound reinforcement, prop fabrication, and stage management. Understanding how these elements collaborate with and support the realization of the performing artists’ vision and expressing the intended meaning of a work is a key guiding principle in the training. Students understand and appreciate the role of technical elements in the creation of dramatic, musical or dance productions, and they possess the fundamental skills to design and execute those elements.

UPPER SCHOOL DANCE COMPANY

Dance Company is designed for students who are passionate about dance and performing. Dance Company has two levels. The Dance Company performs in one dance concert per trimester. The Spring Concert is predominantly a student-choreographed show.

CHADWICK

CO-CURRICULAR PROGRAMS

Chadwick's rich co-curricular opportunities take place outside the regular rotating Chadwick schedule.

All Chadwick sixth-graders take Physical Education, three trimesters of art and one year-long music class. All Chadwick Middle School students take Physical Education, at least one year of music, at least two trimesters of Visual Art courses, one trimester of Performing Arts and one trimester of a STEM course. See details in departmental course descriptions.

All Middle School students also participate in Middle School clubs. Trimester options include opportunities such as Book Club, Coding Club, Community Service Club, Debate Club, Eco Club, Geography Club, Middle School Newspaper, Math Club, Philosophy Club, Robotics Club and Young Round Square Club.

Upper School students can engage in a wide range of cocurriculars throughout the week, including leadership roles and opportunities in athletics, the arts, service and STEM.

Upper School Activities

LEADERSHIP

Academic Council serves as an intermediary among faculty, administration and students to promote two-way communication concerning academic decisions.

Admirals work at 30+ school events with a primary focus on admission programs/tours and applicant visits.

Athletic Council promotes athletics to the Chadwick community and learns leadership techniques to problem-solve for their teams.

The Community Service Advisory Board (CSAB) is responsible for planning and implementing both on and off-campus service trips, activities and fundraisers at Chadwick.

The Innovation and Design Board promotes, organizes and provides innovative STEM opportunities to the Chadwick community.

The Honor Council bears a joint faculty/student responsibility for upholding the school's Core Values and recommending appropriate action to the administration when a student has been known to violate a major school rule.

The Mainsheet Editorial Staff promotes strong journalistic values at Chadwick through a printed newspaper and digital edition. Students can lead the staff as editor-in-chiefs, staff writers and section editors.

Peer Mentors engage in wellness workshops to help develop skills and strategies that empower students to take care of themselves and others and help coordinate in each division that help connect and support the Chadwick community.

The Student Council is governed by the Chadwick Upper School Student Body Constitution and is a formal link between the students and the Administration. The following positions are available to students at each grade level in grades 7-12: class president, class vice president and class social chair.

The Student Wellness “SWELL” Council works with studentsupport faculty to enact wellness initiatives for the Upper School community throughout the year. They also serve as liaisons between the student body and administrators on wellness issues.

GLOBAL LEADERSHIP OPPORTUNITIES

Affinity Group leaders help lead affinity spaces, opportunities for reflection, dialogue and support in order to strengthen ties within the community.

Debate helps students learn about argumentation and public speaking while participating in a structured and timed competitive debate individually or with a partner.

The Model United Nations (MUN) Leadership Board is a group of dedicated MUN students who seek to enhance and support Chadwick's Mission to develop global citizens with keen minds. MUN is part of the National Model United Nations that seeks to advance understanding of the United Nations and contemporary international issues.

The Round Square Board of Directors is a student/faculty panel that oversees the Round Square program at Chadwick School. The Board integrates and promotes the Round Square IDEALS, works on collaborative partnerships with other student organizations and is responsible for raising the annual donation for the Prince Alexander Project Fund.

The Student Diversity Council is an advisory board that aims to provide opportunities for dialogue among students, faculty and administration, elevate intersectional awareness across identities, and advocate for equity, diversity and inclusion in student life in the Chadwick community.

The Upper School Sustainability Council (SUSCO) Leadership Team is responsible for choosing campaigns, setting targets, organizing and motivating teams and completing goals.