AP Capstone Program
The AP Capstone Seminar is the first year of a two-year AP Capstone Program. The general topic of the Seminar is global studies. The specific topics are those global issues of interest to students — for example, global warming, pollution, terrorism, nuclear arms control, immigration, etc. The goal of the course is to develop students’ skills and capacity to analyze and evaluate non-fiction texts; communicate orally, in writing and via other media; work collaboratively; reflect on their learning and do research.
All 10th- and 11th-grade students who take AP Capstone Seminar are eligible in the following year to take AP Capstone Research, which allows them to design, plan and conduct a year-long research-based investigation on a topic of individual interest. The course culminates in a 4,500- to 5,000-word academic paper and prepares students for major research projects in college or thereafter.
Students who complete the Seminar and the Research Project with scores of three or higher receive the AP Capstone Certificate, signifying successful performance in those courses. Students who earn scores of three or higher on both Capstone courses and on four additional AP exams of their choosing receive the AP Capstone Diploma.
English
Chadwick's English program prepares students to become global citizens who:
• Read for various purposes and comprehend texts in a variety of genres.
• Make intentional choices to communicate ideas effectively in a variety of contexts.
• Critically and creatively respond to texts of multiple types and genres.
• Actively and respectfully engage in a range of discussions in order to learn, reflect and respond.
ENGLISH 6: THE POWER OF STORIES
While building strong literacy skills, students explore how stories reflect the human experience. They explore how their own growth and challenges are mirrored in literature. Through the study of different styles of storytelling, students learn how authors use specific strategies to convey meaning in stories, and they develop the skills to discuss stories in order to explore universal themes. This class places significant emphasis on active, reiterative reading and writing processes as students learn how to read critically and write clearly with increasing independence. It also focuses on the application of foundational grammar conventions, vocabulary words and collaboration skills.
ENGLISH 7: CIVILIZATION AND CITIZENSHIP
English 7 introduces students to foundational learning habits, literary concepts, and reading and writing skills that set them up for success in the Middle School, Upper School and beyond. This course develops strong skills through five major themes related to civilization. The English course traces these themes through close examination of
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fiction and nonfiction texts while the corresponding history course explores them through Ancient Greece and Rome, drawing explicit connections to events in U.S. history and select non-Western societies. Both semesters in English place significant emphasis on the reading and writing process, foundational grammar conventions and relevant vocabulary words.
ENGLISH 8: CONTACT AND GLOBALIZATION
English 8 maintains a humanities approach in building skills and exploring themes of global citizenship. In eighth grade, students explore the way different cultures come into contact and expand in an increasingly interconnected world. The literature in English class continues to examine these themes across multiple genres. Skill development continues to be a primary focus as both semesters in English emphasize the development of strong reading and writing skills, key grammar concepts and relevant vocabulary words.
ENGLISH 9: GLOBAL STUDIES I
English 9 begins a global studies sequence with World History 9 that engages students in a two-year interdisciplinary exploration of the world around them, its history and their role in it. English 9 places an emphasis on the development of the skills and dispositions of global citizenship: it asks students to explore what it means to be ethical and empowered global citizens while providing them with a strong foundation in reading, writing, grammar, discussion and critical thinking skills. This course uses global literature to teach students how to read carefully and critically and write clearly and persuasively. Students read and discuss a range of nonfiction and fiction texts in order to develop these skills; while doing so, the course material provides students with an ethical framework that helps them to more reflectively consider personal, historical and global issues.
ENGLISH 10: GLOBAL STUDIES II
Global Studies II uses an interdisciplinary approach to further develop themes and skills introduced in the ninth-grade program. This course builds increasingly strong reading, writing and historical skills by exploring current global issues through the lens of complex and relevant topics such as resources, human rights and responsibilities, and migration. Students continue to develop the elements of a global perspective by using literature, film and nonfiction texts to examine each theme from multiple angles, and each unit focuses heavily on personal decisions and problem-solving with regards to each topic and its corresponding case study from their history class. The course culminates with a project which stresses the development of research skills and has students “live out” their learning.
ENGLISH 11: AMERICAN IDEALS
English 11 examines American ideals such as “All Men Are Created Equal,” “The Pursuit of Happiness,” “City upon a Hill,” “A More Perfect Union” and the “American dream” to explore life in America from its founding to the current day. Students critically investigate a variety of nonfiction, poetry and fiction texts (including film) and also
reflectively explore themselves and the dynamic role that they play in the ongoing story of America in order to develop critical and creative thinking, communication, and collaboration skills. Students strengthen their ability to write and speak clearly, persuasively and thoughtfully, as well as to express themselves creatively. Grasping the complexities of American ideals helps students to better understand the world around them, themselves, why they make the choices they do, and how to make future meaningful personal and social choices.
AP ENGLISH LANGUAGE AND COMPOSITION 11: AMERICAN IDEALS
AP English Language and Composition will consider the works of various prominent American writers, thinkers and leaders, and through close readings of novels, essays, poems and historical documents, students will discuss the ways in which these works shape the American conscience. Students hone their critical and creative thinking skills, as well as their communication and collaboration skills, through longer essays, shorter in-class essays, frequent reflections, small group work, and full-class discussions.
AP ENGLISH LANGUAGE AND COMPOSITION 11: INTO THE AMERICAN WILDERNESS
This course examines the changing and evolving definitions of wilderness in the United States and how these differing ideologies have impacted Americans' understandings, relationships, and decisions regarding the land, nature, and identity. In addition, this course content focuses on examining and developing leadership and decision-making skills through literature, case studies, and most importantly direct experience. At the core of this course is a “hands-on” experiential approach to learning with an integral part of the course being student expeditions into the California outdoors throughout the year where students practice and refine leadership skills and concepts discussed in class while also learning basic navigational and camp craft skills. Students will hone their critical and creative thinking skills, as well as their communication and collaboration skills, through longer essays, shorter in-class essays, frequent reflections, small group work and full-class discussions. Students are expected to commit to the goals of the program by participating in all four student expeditions over the course of the academic year.
All senior English courses end with the Chadwick milestone experience, the Apex Project. With the Apex Project, every senior conducts an extended, research-based project on a topic of their choice. The project gives students a chance to contribute meaningfully to their local, national and global communities. The Apex Project culminates in a 20-minute public presentation with a question and answer session to Chadwick students, faculty and parents and a written reflection on the experience.
ENGLISH 12: KNOW THYSELF
“Know Thyself” appears at the entrance to Apollo’s temple at Delphi in Greece. According to Plato, the philosopher Socrates stated, “The
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unexamined life is not worth leading” (Apology 38a5–6). This course uses novels, plays, short stories, poems, films and non-fiction to inspire students to examine and know their lives, particularly their inheritance at birth, their political views, their place in society, their spiritual views, and the “face to meet the faces that [they] meet” ("Prufrock" 27). By studying texts in a variety of genres to learn about ourselves and people in general and by responding using various media, this course targets Chadwick School’s Mission to engage in self-discovery that enables us to understand ourselves in relation to others.
AP ENGLISH LITERATURE AND COMPOSITION 12: STORY AND THE SELF
This course asks students to explore the creation, components and meaning of one’s self while examining the intersection of narrative and identity. Students are asked to reflect deeply on each question while also applying such inquiries to the stories, characters and persons presented throughout the course. While examining various types of texts (literature, film, non-fiction, etc.), students adopt a critical stance as well as focus on how a given text is unique and meaningful to them as individuals. Coursework requires students to write purposefully, critically and creatively (in a variety of different modes), think analytically and openly, and communicate clearly.
AP ENGLISH LITERATURE AND COMPOSITION 12: LEADERSHIP THROUGH THE CLASSICS
The classics continue to hold many great truths about how best to live — and not to live — a purposeful life. They contain many of the cultural references to which today's society still alludes, and they represent masterpieces of language. This course brings the canon back in an effort to explore ideas and lessons classic literature offers about leadership and, more broadly, about being well and doing well in life. The course treats challenging fiction as case studies, and students read and think deeply about serious literary works, expressing ideas about these readings and applying them outside of the text in complex and persuasive ways, including applying skills to a variety of real-world contexts. The spring semester, in conjunction with the Apex project, inspires students to engage in an even deeper study of leadership.
AP ENGLISH LITERATURE AND COMPOSITION 12: SCIENCE ETHICS THROUGH LITERATURE AND FILM
This course investigates issues of citizenship through the intersection of science, culture and ethics with regard to the following topics: artificial intelligence, cloning, HIV-AIDS and the natural environment. The course revolves around the portrayal of scientific ethical dilemmas in fiction, poetry, drama and film, and guest speakers occasionally visit class to provide the science background necessary to understand the issues as well as current-day, real-world applications. Students read purposefully and critically, think abstractly and ethically, and communicate clearly and purposefully both in writing and in speech, as well as formulate their own personal stance towards matters of citizenship embedded in each topic.
Global Languages
Chadwick's global language program prepares students to become global citizens who:
• Communicate in speaking and in writing with varied audiences and for different purposes, while displaying appropriate cultural understanding.
• Read, listen and interpret information from a variety of sources in the target language.
• Negotiate meaning in the target language in a variety of interpersonal situations.
• Acknowledge, embrace and respect cultural differences and multiple perspectives.
SIXTH-GRADE CHINESE
Chinese in sixth-grade is an introductory language course offered to students with little or no previous Chinese language experience. Starting with a variety of games to help students learn the pronunciation system including initials, finals and tones, students will apply 20 of the most popular expressions in daily life during the first month of school. Fun pictures, signs of strokes and meaningful radicals are incorporated into lessons sequentially to enhance students' Chinese character literacy. After gaining an understanding of the Chinese language system and the routines of second language acquisition, students present group skits, create comic books, produce Chinese songs and rhymes, and enjoy tests and errors together. Cultural practice includes Chinese martial arts performances, opera mask painting and more.
CHINESE 1A
At the 1A level, students have the opportunity to develop basic Chinese communication skills in a cultural context. They start to listen and respond to structured social conversations. They practice
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writing basic characters and learn their origins. They write simple sentences and brief paragraphs. Students also learn basic grammatical structures and sentence patterns. Cultural knowledge is introduced at appropriate intervals to enrich students' understanding of Chinese culture. The computer is used as a tool to master the phonetic system, which is quite challenging in Chinese.
CHINESE 1B
Chinese 1B is a continuation of Chinese 1A. In this class, students engage in an in-depth study of the language. They increase their vocabulary and learn phrases to increase their ability to communicate effectively in Chinese. Grammatical structures are emphasized, and students write short essays in Chinese. Reading comprehension is an integral aspect of the course. Students continue to use the computer extensively to enhance their language capability. Conversation is an important feature of the class. Students engage in dialogues on various topics and interact with their peers to practice their language skills. Voice recordings serve as a valuable tool for students to check their own reading and listening skills. The computer is used as a tool to master the phonetic system, which is quite challenging in Chinese.
CHINESE INTENSIVE
At this level of Chinese, students develop basic communication skills in a cultural context. They listen and respond to structured social conversations, practice writing basic characters and learn their origins. Students also learn basic grammatical structures and sentence patterns to write simple sentences and brief paragraphs. During the second semester, students learn to use phrases to increase their ability to communicate effectively in Chinese. They engage in dialogues on school-related topics and interact with their peers. Cultural knowledge relating to each topic is introduced at appropriate intervals to enrich students’ understanding of Chinese culture. This course is designed for Upper School students with little to no background in the Chinese language.
CHINESE 2
This course expands on what was learned in Chinese Intensive or 1B, aiming to increase oral proficiency in everyday conversation as well as reading and writing proficiencies. Students learn more complex grammar patterns and broader vocabulary. Cultural connections are made at appropriate intervals to help students become more familiar with Chinese society. The primary goal of Chinese 2 is to build functional ability in the language, as well as to provide a foundation for Chinese 3.
CHINESE
3
This course is designed to expand students’ language skills from their previous Chinese studies. Many of the grammatical constructions introduced in earlier courses are reinforced with increasing sophistication in terms of style and usage. Both pedagogically prepared texts and authentic materials, including articles from Chinese newspapers and short stories, are used to expand students’ knowledge and awareness of Chinese culture and history. Rigorous
practice of spoken and written Chinese in a wide range of situations of daily life will be conducted in order to help students communicate constructively, creatively and appropriately at the intermediate level.
CHINESE
3 HONORS
This course aims to enhance aural-oral skills and train students in a more advanced study of grammar, reading and writing. While the curriculum in Chinese 3 and Chinese 3 Honors is similar, in this course students will be expected to speak for greater periods of time and write more sophisticated compositions. Both pedagogically prepared texts and authentic materials, including articles from Chinese newspapers and short stories, will be used in this course in order to expand students’ knowledge and awareness of Chinese culture and history. Additionally, students will be expected to research, write and present their findings to the class.
CHINESE 4
In this intermediate-level course, students develop their Chinese language skills while also gaining a deeper understanding of Chinese culture and daily life through various audio, visual, and textual materials. The course continues to develop students’ skills in listening, speaking, reading, and writing Chinese, and introduces many practical grammatical structures and sentence patterns which will enhance students’ abilities in oral and written communication. With each new lesson, students also acquire more substantive vocabulary related to a wide variety of topics concerning daily life and culture. A strong emphasis is placed on students’ active, engaged participation. By the end of the course, the successful student will have the ability to write short compositions, present oral reports, and read short narratives on a variety of topics related to daily life and culture.
CHINESE 4 HONORS
While the curriculum in Chinese 4 and Chinese 4 Honors is similar, in this course students will work at a quicker pace, explore content in greater depth, and be expected to speak for greater periods of time and write more sophisticated compositions.
AP CHINESE LANGUAGE AND CULTURE
AP Chinese Language and Culture serves as both a Chinese language course as well as an introduction to the interdisciplinary field of Chinese culture. Equivalent to a fourth semester college course, the primary focus has been to provide students with the opportunity to experience a variety of themes in Chinese history, geography, sociology, literature and politics, etc. The course deepens students’ immersion into the language and culture of the Chinese-speaking world and challenges the students to use language as a means to study different disciplines and topics rather than just the language itself. The course is taught entirely in Chinese.
CHINESE
5
The objective of this course is for students to gain a general understanding and appreciation of Chinese literature, culture and society through in-depth study of selected literary texts and
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audiovisual material. Students study written texts such as short fiction, essays and news articles, as well as audiovisual materials, including films, recorded interviews and various other media such as commercials and short videos. Literary/cultural texts include traditional parables and proverb stories, excerpted chapters of modern fiction and film screenplays, popular Chinese lyric music and poetry. Readings about contemporary Chinese society include units on Chinese ethnic diversity (ethnographic travel narratives about various regions in China), environmental problems, the educational system, Chinese-U.S. relations and cross-cultural differences. The class is conducted almost entirely in Chinese. In addition to regular listening and reading assignments, students hone their speaking and writing skills by writing short essays and giving oral presentations on various topics related to the arts, culture and society.
CHINESE 5 HONORS
Chinese 5 Honors is an advanced Chinese course intended for students who have successfully completed AP Chinese. This course applies a flipped-classroom approach and honors personalized learning. By studying authentic audio, visual and textual materials, including news and articles, movies and TV shows, essays and speeches, daily scenes and conflicts, social cues and popular proverbs, classic and modern literature etc., this course emphasizes the application of Chinese language and cultural knowledge to real-world situations. Students develop skills of effective communication in a modern contextual Chinese language setting, while also developing their critical thinking and problem-solving skills.
CHINESE 6
Chinese 6 enables students to function in Chinese in a wide variety of circumstances. Students lay a solid foundation for lifelong Chinese learning. This task-based course follows a communicative approach using both authentic resources and the materials created by the teacher and the students. Themes include the influence of technology, population explosion, marriage and family transformation, education and employment, business negotiation, moral conflicts, argumentative writing etc. Through exposure to Chinese popular culture and social transformation in recent decades, students gain insights about a variety of current issues. Students engage meaningfully through interviews, project presentations, discussion and debates, speeches, field trips, reports and simulated problem-solving situations. This course is conducted in Chinese.
CHINESE 6 HONORS
Chinese 6 enables students to function accurately and effectively in Chinese in a wide variety of circumstances, and to engage with multiple forms of Chinese classical and contemporary literature. Students develop the skills to lay a solid foundation for lifelong Chinese learning. This task-based course follows a communicative approach using both authentic resources and the materials created by the teacher and the students. Themes include the influence of technology, population explosion, marriage and family transformation,
education and employment, business negotiation, moral conflicts and argumentative writing. Through exposure to Chinese popular culture and social transformation in recent decades, students gain insights about a variety of current issues. Students engage meaningfully through interviews, project presentations, discussion and debates, speeches, field trips, reports and simulated problem-solving situations. This course is conducted entirely in Chinese.
SIXTH-GRADE FRENCH
Sixth-Grade French is an introductory course for students with very little or no experience in the language. By engaging in collaborative and communicative activities, students learn to describe themselves, others, things and activities; ask and answer personal questions (speaking); understand high-frequency words, expressions, simple directions and questions (listening); recognize names, common words and expressions in simple messages; follow simple directions (reading); and write sentences about themselves and others (writing).
FRENCH 1A
In French 1A, students are introduced to linguistic functions related to greetings, pastimes, preferences, weather, food and drink, places in school and in the city, family members, character description, and professions. They begin to acquire the high-frequency vocabulary needed to establish solid foundations in their written and oral expressions. Students are also introduced to the cultural diversity of the francophone world, with a special emphasis on Paris, the French school system and French-speaking areas of Africa.
FRENCH 1B
Designed for students who have completed French 1A, French 1B is built upon the structural foundations learned in seventh grade and continues to develop the students’ reading, writing and conversational skills. Students learn more regular and irregular verbs, the past tense, the near future and other grammatical structures that allow them to express themselves creatively in French. Students continue to be exposed to French and Francophone cultures. The class is increasingly conducted in French.
FRENCH INTENSIVE
Students develop listening, speaking, reading and writing skills in French in a low-stress, dynamic classroom. Lessons are conducted almost entirely in French. They include discussion of diverse French-speaking cultures, as well as discussion of students' own culture and experiences in other academic disciplines. The course encourages students to make comparisons between French, English, and other languages that may be spoken at home. This course is designed for Upper School students with little to no background in the French language.
FRENCH 2
French 2 continues the study of grammar and offers a variety of activities such as role-playing and simulations to help students apply new expressions and structures to real-life situations. Students
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are introduced to new past tense forms, direct and indirect object pronouns, the use of the future tense, the conditional and subjunctive modes, negative expressions and more specialized thematic vocabulary. Students learn to appreciate in more depth the target culture, including poems, films, and cultural readings that incorporate both new and already learned cultural and linguistic elements. This course is conducted primarily in French.
FRENCH 3
This course builds upon the structural foundations learned in French 2 and continues to develop the students' reading, writing and conversational skills. Students learn more regular and irregular verbs, the imparfait (past tense), and other grammatical structures that allow them to express themselves creatively in French. Students continue to be exposed to French and Francophone cultures. The class is conducted in French.
FRENCH 3 HONORS
In French 3 Honors, students build upon and refine previously-learned grammatical structures while learning new vocabulary to communicate in French on a variety of topics. This course emphasizes all aspects of language: listening, speaking, reading, writing and culture. This course is conducted exclusively in French.
FRENCH 4
The curriculum of French 4 develops vocabulary and grammar in the context of studying global issues. The course initially explores the regional diversity of France and its historical monuments and figures, then moves to a study of colonial history and current conservation efforts in the Antilles Islands. Topics then broaden to global issues such as social networking, transportation, education, immigration and employment. Assignments are designed to trigger comparisons between French-speaking cultures and the student’s own community.
FRENCH 4 HONORS
The curriculum of French 4 Honors develops vocabulary and grammar in the context of studying global issues. The course initially explores the regional diversity of France and its historical monuments and figures, then moves to a study of colonial history and current conservation efforts in the Antilles Islands. Topics then broaden to global issues such as social networking, transportation, education, immigration and employment. Assignments are designed to trigger comparisons between French-speaking cultures and the student’s own community. This course uses more complex resources and demands more sophisticated communication than does French 4.
AP FRENCH LANGUAGE AND CULTURE
This college-level course emphasizes the use of language for active communication and helps students develop the ability to understand spoken French in various contexts. Students develop sufficient French vocabulary to read newspaper and magazine articles, literary texts and other non-technical writings without dependence on a
dictionary. Students also learn to express themselves coherently and with reasonable fluency in both written and spoken French. A comprehensive review of intermediate and advanced grammar structures is included in the course.
FRENCH
5
French 5 is an immersion course that introduces students to the many cultures making up the francophone world. Over the course of the year, students build their cultural competency as they discuss, read and write about francophone literature, films and other authentic material. The course provides a comprehensive review of intermediate and advanced grammar as needed, and provides students with ample opportunities to refine their language skills in all four target areas. Students will leave this course as fully functional French speakers with a deep appreciation and understanding of francophone culture.
FRENCH 5 HONORS
This French immersion course introduces students to the various cultures making up today’s francophone world. Students develop their cultural competency through exposure to a selection of contemporary literature, films and other authentic materials. With ample opportunities to discuss and write about what they see, hear and read, students continue to refine their language skills in all four target areas. This course prepares students for entry into the world as fully functional French speakers with a deep appreciation and understanding of francophone culture.
SIXTH-GRADE SPANISH
Sixth-Grade Spanish is a beginning level course focused on the communicative aspect of the language. The goal of this course is to improve the four language skills: speaking, writing, listening and reading. Through an ongoing study of Spanish vocabulary and various aspects of grammar, students will be able to formulate and discuss their ideas and to make specific comparisons between Spanish and English. By engaging in collaborative and communicative activities, students will be able to greet people, describe people and places, tell time, talk about weather, hypothesize about the meaning of new words and speak in the present tense. Teachers will differentiate accordingly for more advanced Spanish speakers.
SPANISH 1A
Students in Spanish 1A learn vocabulary and grammar in the present tense, while developing their ability to read, write, speak and understand Spanish. Students participate in speaking and collaborative activities such as role-play, projects, presentations and short readings. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Spanish is spoken during instruction and in classroom activities.
SPANISH 1B
The primary objective of this course is to develop communication skills in Spanish. Students in Spanish 1B learn basic grammar and
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vocabulary while developing their ability to read, write, listen and speak. Students participate in speaking and collaborative activities such as role-play, projects, presentations and reading short stories. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Spanish is spoken during instruction and in classroom activities.
SPANISH INTENSIVE
During the first semester, students learn basic grammar and vocabulary while also developing their ability to read, write, speak and understand Spanish. During the second semester, they learn more regular and irregular verbs in the present and past tense and other grammatical structures that allow creative expression in Spanish. By the end of the year, students can ask and answer questions, speak about themselves and their interests, listen and understand short directed conversations or dialogues, read for facts and answer factual questions based on readings. Students will participate in speaking activities and collaborative activities such as role-play, projects, presentations and short readings. In addition, students will learn about the cultural diversity that exists among the many Spanish-speaking countries. Spanish will be spoken during instruction and in classroom activities. This course is designed for Upper School students with little to no background in the Spanish language.
SPANISH 2
Spanish 2 emphasizes oral production and writing as a means to build a strong vocabulary and greater proficiency in the target language. Classes are conducted almost exclusively in Spanish. Students do oral presentations and interviews and write three- or four-paragraph compositions. Furthermore, students read short stories, articles and one novel. Special attention is paid to the development of listening skills and some cultural aspects that are built into the language are also introduced.
SPANISH 3
The primary objective of this course is to develop stronger communication skills and even greater proficiency in Spanish. Students in Spanish 3 learn vocabulary and grammar in more depth while developing their ability to read, write, listen and speak. Students participate in speaking and collaborative activities such as role-play, projects, presentations and reading short stories. In addition, students learn about the cultural diversity that exists among the many Spanishspeaking countries. Only Spanish is spoken during instruction and in classroom activities.
SPANISH 3 HONORS
The primary objective of this course is to develop stronger communication skills and proficiency in Spanish. Students in Spanish 3 Honors study grammar and vocabulary in greater depth and at a quicker pace as they develop their ability to read, write, listen and speak. The focus of the class is communication, with a very studentcentered approach. Students participate in many speaking and collaborative activities such as role-play, projects, presentations and reading short stories. In addition, students learn about the cultural
diversity that exists among the many Spanish-speaking countries. Only Spanish is spoken during instruction and in classroom activities. This course is much more demanding than Spanish 3.
SPANISH 4
Students in Spanish 4 continue learning vocabulary and grammar in greater depth. Conducted entirely in Spanish, this course emphasizes the four core skills of speaking, listening, reading and writing. The primary goal is to further enhance students’ ability to understand both spoken and written Spanish, as well as to be able to communicate more effectively through speaking and writing. Through a variety of readings and films on contemporary Spain, as well as research projects and grammar review, students have the opportunity to discuss, debate and interact using the target language on a wide variety of relevant topics including current events, the Spanish Civil War and the Dictatorship period, and music.
SPANISH 4 HONORS
Spanish 4 Honors is an advanced course designed to enhance students' ability to understand and produce both spoken and written Spanish. This course builds upon the grammatical foundations of Spanish 1, 2 and 3H while continuing to develop speaking, listening, reading and writing skills. Students further refine their language skills through discussions, paired activities and presentations, and by interacting with short stories, articles, local resources and authentic materials from Spain. All three modes of communication (interpersonal, interpretive and presentational) are emphasized.
SPANISH 5: ADVANCED SPANISH CONVERSATION
The goal of this course is to develop and refine students’ conversational skills in the context of current events and everyday life. Students explore various themes such as health, art, urbanism, technology and how to make the world a better place. Through the study of these themes, students have the opportunity to recognize and respond thoroughly to ethical dilemmas, to develop integrity with which to confront injustice, and to embrace and respect different perspectives. Students also have the opportunity to express their points of view as they learn idiomatic expressions and other stylistic devices that will allow them to use the language in a creative way.
AP SPANISH LANGUAGE AND CULTURE
This college-level course emphasizes the use of language for active communication and helps students develop the ability to understand spoken Spanish in various contexts. Students develop sufficient Spanish vocabulary to read newspaper and magazine articles, literary texts and other non-technical writings without dependence on a dictionary. They also learn to express themselves coherently and with reasonable fluency in both written and spoken Spanish. Grammar is reviewed as needed to achieve these goals. Six major themes drive the content of the class: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics.
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SPANISH 5 HONORS: SPANISH SEMINAR
This course helps students to use and refine conversational skills through the study of several Spanish and Latin American authors and films. Students explore social and political issues from the history of Spain and Latin America up to modern times. Short stories, theater, poetry and film provide the foundation for class discussions, presentations and writing. Through comprehensive exposure to literary works and film, students have ample opportunities to expand their intellectual outlook and develop knowledge, respect, and appreciation for cultural differences and similarities. The writers studied in the course include Tirso de Molina, Miguel de Cervantes, Federico García Lorca, Miguel de Unamuno, Gabriel García Márquez, Juan Rulfo, Jorge Luis Borges, Carlos Fuentes, Isabel Allende, Pablo Neruda and Laura Esquivel, amongst others. The course is conducted entirely in Spanish.
History/Social Studies
Chadwick's history program prepares students to become global citizens who:
• Critically read and understand sources to construct meaning.
• Recognize and seek out various perspectives in order to embrace complexity.
• Gather and evaluate sound evidence from multiple sources to synthesize interpretations, form arguments and inform decision-making.
• Communicate to demonstrate understanding of the past and present.
• Actively listen and engage in discussions in order to learn, reflect and respond.
• Apply historical thinking skills to demonstrate understanding of the past and present and to prepare for the future.
SIXTH-GRADE HISTORY
Sixth-grade history focuses on the development of various civilizations and communities (Ancient Mesopotamia, Ancient Egypt and various countries around the world) and the factors that helped shape and define them. This class emphasizes geography and the development of historical thinking, non-fiction reading and research skills. A significant research project culminates the course.
HISTORY 7: WORLD HISTORY
Seventh-grade history expands students’ understanding of different civilizations or societies and the roles of citizens within them. The course focuses on developing skills and content, while enriching students’ explorations of their own identity, the functions of a society and their role as citizens (Who am I? Who are we? What’s my role?). Students will study ancient and medieval civilizations to better understand a society’s foundations or origin stories; its political structure and sources of power (including economic); the participation, rights and responsibilities of citizens; methods of change and reform; and expansion, war and decline. Each unit will focus on one theme, with different areas of the world providing the foundational content.
HISTORY 8: WORLD HISTORY
In eighth grade, students explore the way different cultures come into contact and expand in an increasingly interconnected world. Students study some of the great and diverse non-Western and Western cultures in the period between about 750 BCE to the early modern period, tracing the development of major world religions, transformational ideas, key developments in technology and the controversial nature of sustained contact between Afro-Eurasia and the Americas. Eighth grade ends with a significant independent research endeavor.
HISTORY 9: GLOBAL STUDIES 1
This course traces early modern and modern world history (1600s to the present) through both a thematic and chronological approach, exploring the major forces and events that have shaped the contemporary world. Each unit focuses on meaningful global themes and traces the development of those themes through recent history, paying particular attention to relevant current issues. The history course pairs with the corresponding English course and some discussions, readings and assessments draw from both disciplines. Global Studies places an emphasis on the development of the skills and dispositions of global citizenship.
HISTORY 10: GLOBAL STUDIES 2
This interdisciplinary and interdepartmental course explores current global issues and recent historical events that shape the world today. Looking through the lens of complex topics such as “decolonization” and “resources,” students develop state-of-the-planet awareness by understanding major tensions in regions throughout the world. With an emphasis on developing a global perspective and making decisions in an effort to solve global problems, the history and English courses
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work together to help students understand the world around them. The history course tells the story of various global issues, one from each major region of the world. The English course explores connected global topics through literature and current events, resulting in units that help illuminate the issues of the contemporary world.
U.S. HISTORY 11
U.S. History 11 is a survey of the major political, social, cultural and economic developments in the United States from the pre-colonial period to the present. The course deals with the key events of that time period, while also seeking to encourage deep consideration of questions that Americans still face today. By examining important events, trends and people in modern America, students develop their analytical, reading and writing skills.
AP U.S. HISTORY
Students with dedication and talent in the field of History are encouraged to take on the challenge of Advanced Placement United States History. This course covers essentially the same content as the regular course but uses an advanced college-level text in order to delve into the material in greater conceptual depth and historical detail. Students continue to develop reading, writing and thinking skills, making extensive use of primary source documents, engaging in daily class discussions and conducting original research. Students are expected to take the United States History AP Exam in May.
AP ART HISTORY
AP Art History, available to all eligible sophomores and juniors, and to seniors, is a truly global history course. Students look at the history of the world and its varied and dynamic cultures by examining objects, from King Tut's funerary statue to the Forbidden City in Beijing, China, to the video art of Bill Viola and Nam June Paik. The course begins with pre-history, moves to ancient civilizations such as Egypt, Greece and Rome, and examines the art and religion of Christianity, Islam, Hinduism and Buddhism, as well as the belief systems of ancient American cultures. Students study paintings, sculpture and architecture of the European tradition, as well as those from different periods in Asia, Africa and the Americas. Students develop their powers of observation and learn the concepts, vocabulary and analytical tools that will allow them to walk into any museum or view any building in the world and understand the deeper meaning of what they see. The course centers around student analysis and group discussions.
AP U.S. GOVERNMENT AND POLITICS
This course begins by introducing students to basic concepts in political and moral philosophy, encouraging them to consider the purpose of a just society. The class then engages in an exploration of the history and contemporary issues surrounding the structure of the American political system, giving students the opportunity to apply their knowledge by interacting directly with their local and federal representatives. In the spring semester, students first examine issues
surrounding civil liberties and civil rights, paying close attention to the Supreme Court's role in shaping these topics. Students then examine issues pertaining to political ideologies and participation by reflecting on what shapes their beliefs and perspectives and the ways engaged citizenship extends far beyond the ballot box. The course concludes with individual civic action projects, giving students an opportunity to see the value that lies in interacting with real-world political issues, processes, institutions and/or policymaking.
ETHNIC STUDIES
Ethnic Studies, available to juniors and seniors, provides an avenue to more fully include the voices of marginalized groups in the historical narrative. By examining primary and secondary sources, art, music, and various other media, students develop their critical and creative thinking, cultural competence, and communication skills. The fall semester explores the unique histories of four major racial-ethnic groups (Black Americans, Mexican-Americans, Asian Americans and Native Americans) with a heavy emphasis on post-World War II experiences, particularly in California. In each unit, students work to identify each group’s agency and contributions and celebrate culture, while also addressing the racial injustice and violence embedded in the history of predominantly California-based civil rights movements. Additionally, students will grapple with the idea of progress and the pursuit of civil rights as an ongoing process. The spring semester explores more contemporary issues (LA Riots, Prison Industrial Complex, Black Lives Matter) and provides students an opportunity to continue their own identity work and study their positionality to various other social movements, lead a project in the Chadwick community, and complete individual research based in Los Angeles on a specific topic of their choosing.
ECONOMICS
Through this course, students master basic economic concepts in order to better understand how the real-world market economy works. The course makes connections between the skills and knowledge associated with economics and current events on the state and national levels so that students can make informed decisions as voters. Finally, the course studies basic investment concepts involved in wealth building so that students will be able to make informed financial decisions in their personal lives.
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Innovation and Design/ Computer Science
Chadwick's innovation and design program prepares students to become global citizens who:
• Apply previously learned technologies to inform the understanding of new or unfamiliar technologies.
• Evaluate and use technologies, techniques, and materials that effectively and efficiently address a problem.
• Use a creative and iterative process to identify and solve problems by creating new, useful and/or imaginative solutions.
• Explore ideas outside of their comfort zone and learn from failures.
SIXTH-GRADE STEM
Taught by members of the Innovation Department, students explore and build in the Makerspace Lab and learn how to ask questions and think and uncover new ideas as scientists, designers and engineers. Designed around hands-on projects, like the primary project to build a functioning settlement on Mars, students develop valuable engineering, coding and technology skills, such as 3D modeling and digital fabrication.
SIXTH-GRADE CODING AND THE ARTS*
Students unlock their creative potential by exploring the intersections between computer science and art. This multidisciplinary class allows students of all levels to develop their computer science skills across various media types, including drawing, animation, video games, music and physical interactive art. Projects are designed to incorporate computer science and art components. For example, students might build custom blocks in Minecraft, create interactive multimedia experiences with circuits, learn how to program and use microcontrollers, develop digital stories, and more to apply their developing coding and computing skills to design, create and problem-solve.
SIXTH-GRADE FIELD OF NATURAL HISTORY*
This course gives students the tools to replicate what they observe in nature so others can enjoy what they have discovered. The field of Natural History Illustration is about observing and illustrating subjects from nature, science and culture. Chadwick's beautiful campus provides a natural world to be discovered. Being able to observe and replicate it through illustration offers insights into life that can change how students think about themselves and their surroundings. Sixth-graders learn essential skills and techniques that form the foundation for creating accurate and stunning replications of subjects from the natural world.
Middle School Innovation and Design Electives:
ANIMATION AND RIGGING*
This elective helps students learn the art of stop motion animation with animation and rigging. The course begins with a dive into the history of stop motion with a look at classic stop motion films as well as the pioneering individuals who furthered the craft. Students practice animating simple human motions like walking and jumping using small mannequins. Then students design and build their own animatronic puppet with wireframe and ball joints. Lastly, students take a kinesiological look at human movement and attempt to accurately recreate human movements with our puppets. If time permits they sculpt with clay and give the puppet form.
CODING WITH GAME DEVELOPMENT*
We have all played and enjoyed games, but how do people actually design them? How do you describe a game? What are the basic elements? What about prototyping and iterating? How do we use the power of coding/programming to create an experience for the player? This course explores these questions and others. No previous programming experience is required.
CULINARY CHEMISTRY*
Students explore the connection between science and food. The course reviews scientific concepts that underlie everyday cooking and explore new exciting molecular gastronomy techniques practiced in some of the top restaurants around the world. Students also learn how to become experimental scientists in their own kitchens.
DIGITAL FABRICATION*
Designers today have access to a variety of tools for rapid prototyping and fabrication, from 3D printers and laser-cutters to digital cutter/ plotters and CNC mills. In this course, students gain exposure to the skills and strategies for designing and prototyping that begins on a computer and ends in the real world. Their final project is to use these 21st-century fabrication tools to design and construct a playable tabletop board or card game.
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*Please see course scheduling website for most up-to-date trimester courses.
EXPLORING ELECTRONICS AND CIRCUITS*
Students learn how to build electrical circuits and code in a language called “C” by working on immersive electronics projects in a beginner-friendly, collaborative environment. Some of the projects include a “crypto-mining” project where students will make their own custom cryptocurrency and then mine cryptocurrencies using a microcontroller called the Raspberry Pi. Students will also build a custom FPV racing drone using electronic components and fly them at the end of the course. Throughout the course, students develop important skills such as designing custom circuits, coding in “C,” and working with microcontrollers such as the Arduino and Raspberry Pi.
“MIDDLE MAKING” – DESIGN AND ENGINEERING*
This is a project-based course that introduces students to design and engineering. The course includes experiences at the intersections of science, art, technology, music and engineering. Students are introduced to a broad range of engineering topics and develop essential "maker" skills (design, CAD, problem-solving, collaboration, communication and research) through a series of engaging, challenging and meaningful projects.
ROBOTICS
The VEX IQ robotics course enables both experienced and inexperienced engineers and future programmers to build and program their own robots. Students learn all about gears, levers, drive trains, sensors and motors. In small, collaborative groups, students produce robots that are able to carry out a variety of tasks.
WOODSHOP
Students are introduced to the art and science of woodworking, reading isometric plans, scaling designs, exploring various methods of joining wood and project planning, including tool selections, material summaries and board foot estimations required for projects. The students are also introduced to various types of wood and the characteristics that make the wood appropriate for particular projects.
Upper School Innovation and Design Courses
AP COMPUTER SCIENCE PRINCIPLES
The course is designed for 10th- through 12th-grade students who do not already have a strong background in programming. In this introductory course, students learn the fundamentals of computer science. Students learn how to use variables to store and manipulate data, and they learn how to use conditionals and loops to have their program execute complex behavior. In addition, students learn how to break up their code into functions to write modularized code and practice developing algorithms, debugging programs and collaborating with teammates to build complicated projects. This course prepares students to take the AP Computer Science Principles Exam in May.
AP COMPUTER SCIENCE A
This course is designed for students with previous programming experience who want to further their computer programming skills in the Java programming language. Students learn the basics of objectoriented programming by building Android applications. Students practice utilizing input/output, conditionals, loops and dynamic data structures to build complex applications. This course prepares students to take the AP Computer Science A exam in May.
POST-AP: SOFTWARE ENGINEERING
This is a yearlong course that gives advanced students the strong foundation needed to build complex applications using object-oriented principles. This course covers the design and implementation of data structures including arrays, stacks, queues, linked lists, binary trees, heaps, balanced trees (e.g. AVL-trees) and graphs. Students are also introduced to the software design process. Students build real-world applications and go through the entire process from interviewing stakeholders to deploying an application and implementing feedback.
POST-AP:
ADVANCED SOFTWARE ENGINEERING
These third-year, highly advanced students develop leadership and project management skills, discipline-specific knowledge and skills, research skills, critical thinking skills, and communication skills applicable to professional work. Students develop those skills in the context of a chosen domain (e.g. 3-D modeling, autonomous navigation or complex web design) that builds upon work done in the AP Computer Science and Intro to Software Engineering prerequisite courses. The three units of this course require increasing independence, as students learn and apply new software design skills to real-world projects.
STEM: INNOVATION AND RESEARCH
This course is a multidisciplinary introduction to engineering and design that includes experiences at the intersections of science, art, technology and engineering. Students will explore a broad range of engineering topics and develop essential skills (design, CAD, problemsolving, circuitry, collaboration, communication and research) through a series of engaging, challenging and meaningful real-world problems.
This course gives students the opportunity to apply and develop skills previously explored in math, science and tech/STEM classes of previous years. STEM Innovation and Research course introduces and expands students’ understanding of mechanical, electrical, environmental, marine, production and industrial engineering. At the end of the course, students have the opportunity to identify a problem and use the knowledge, skills, and tools explored in class to perform independent research and develop a solution. The goal of this course is to develop students who create products, solutions and services using creative, imaginative and iterative processes that identify and address a specific need through the lens of engineering and design.
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*Please see course scheduling website for most up-to-date trimester courses.
Math
Chadwick's math program prepares students to become global citizens who:
• Reason and communicate abstractly, quantitatively and in multiple ways.
• Persevere in solving problems effectively and efficiently.
• Actively make sense of the world using mathematics.
SIXTH-GRADE MATH
Chadwick's challenging sixth-grade math course emphasizes problem-solving, conceptual understanding, reasoning, transfer skills and communication of mathematics. Students explore pre-algebra concepts, including real-world applications with an intentional focus that includes technology integration. Math instruction is adapted to meet the varying needs of each student, providing appropriate challenges for students who are ready for higher level math.
PRE-ALGEBRA A
Pre-Algebra A covers all of the topics needed to be successful in Algebra I. There is a strong emphasis on fundamental skills as well as on a thorough understanding of math concepts. A great deal of time is spent working on the basics of understanding numbers and math reasoning. Topics studied include order of operations, solving equations, exponents, percents, ratios and proportions, solving linear equations, graphing and an introduction to probability. Problemsolving is also a key skill that is emphasized throughout the course.
PRE-ALGEBRA B
This course covers the usual pre-algebra course topics in greater depth. Additionally, the course explores extra topics and projects including applications in coding and spreadsheets, solving radical equations, and in-depth investigations of linear functions. Emphasis
is placed on problem-solving. The use of equations to solve word problems is taught along with solving equations in one and two variables. The class is also a pre-geometry class in which students learn basic geometric relationships along with the Pythagorean theorem, distance formula and special right triangles.
ALGEBRA 1A
Algebra 1A is the first course of a two-year sequence designed to lay a solid foundation in algebra. The pace of the sequence is adjusted to maximize student understanding. While there are many skills, definitions and concepts that will be covered, there is also an increased emphasis on problem-solving and reading the math text. The course begins by focusing on basic algebraic skills and, as the year progresses, the focus shifts to solving non-routine problems. In addition to developing strong problem-solvers, other goals of the course are to improve technical reading skills as well as foster independent learners. A full year in Algebra 1A covers approximately one half of the material covered in a standard Algebra 1 course.
ALGEBRA 1
In this course, students explore traditional algebra concepts and form a strong foundation for future math courses. A heavy emphasis is placed on application of algebraic concepts. Students will simplify and evaluate algebraic expressions and operations on polynomials; graph linear and quadratic equations; solve linear absolute value, rational, and radical equations and inequalities; solve systems of equations and inequalities; extensively explore quadratic equations and their applications; and investigate functions, proportions, exponents and radicals.
ALGEBRA 1B
Algebra 1B is the second course of a two-year sequence designed to lay a solid foundation in algebra. The pace of the sequence is adjusted to maximize student understanding. First semester topics include graphing linear equations, systems of linear equations, linear and absolute value inequalities, polynomials and factoring. In the second semester, students cover radicals, solving and graphing quadratic functions, operations with rational expressions, fractional equations and a variety of problemsolving. Students apply these tools to solve problems in real-life situations. Students are expected to communicate their mathematical thinking through numeric, graphic and analytical avenues.
ALGEBRA 1 HONORS
The overall content of Algebra 1 and Algebra 1 Honors are largely the same, except for some additional applications. In the honors course, depth and rigor increase, and a deeper understanding is expected. This advanced course requires students to have enthusiasm for mathematical challenges, strong work and study attitudes, a growth mindset, time in their schedule to master challenging topics, strong reading skills and superior pre-algebra skills.
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GEOMETRY
The main goal of Geometry is to enable students to comprehend and use Euclidean geometric relationships in two and three dimensions. Some of the topics covered are deductive and inductive reasoning, writing coherent proofs, graphing lines, areas and volumes of plane figures, and solids and transformational geometry. In addition to traditional classroom discussions, computer technology and group exercises are used to allow students to explore geometric relationships and discover theorems.
GEOMETRY HONORS
This course generally follows the description of the traditional geometry course but provides extensive experience from early stages with the devising, presentation and defense of student proofs. The Honors course includes a more extensive coverage of solid geometry, an introduction to vectors (when time permits), and an introduction of analytic geometry and trigonometry.
ALGEBRA 2
This is a full-year course in second-year algebra designed to help students who found more challenge in Algebra I and Geometry. Topics are very similar to those of Algebra 2 with Trigonometry, but the pace is slightly slower, involves slightly less depth, and trigonometry is not included.
ALGEBRA 2 WITH TRIGONOMETRY
This second year of algebra is designed to prepare students for precalculus and any other non-calculus collegiate mathematics course. The topics include advanced algebra techniques, linear equations, inequalities, and functions; polynomials and polynomial functions; rational expressions; irrational and complex numbers; quadratic equations and functions; exponential and logarithmic functions; right triangle trigonometry and their functions; powers, roots, and radicals; and an introduction of probability and statistics. Students extend further with functions by looking at their characteristics and transformations, applications of functions such as piecewise functions and functional relationships with their inverses.
ALGEBRA 2 HONORS
This course explores many of the same topics as Algebra 2 with Trigonometry, but often in greater depth and complexity, including extensions and connections with technology. Topics include advanced algebraic techniques, use of complex numbers, mathematical modeling with regression equations, functions and transformations, polynomials of higher order, rational functions and expressions, exponential and logarithmic functions, conic sections and their graphs, arithmetic and geometric series, trigonometric functions and their graphs, and probability and statistics.
PRECALCULUS: TRIGONOMETRY AND FUNCTIONS
This course is designed for students who are interested in exploring introductory calculus. Topics include trigonometric functions,
trigonometric identities and equations, applications of trigonometry, piecewise functions, inverse relations and functions, exponential functions, logarithmic functions, polynomial functions and rational functions. Graphing techniques for transformations are studied with respect to the elementary functions.
PRECALCULUS
This course is designed for students interested in the study of calculus and further mathematics. Students enrolling in this course are ready to learn complex and abstract mathematical concepts and their applications. Topics include extensive studies in trigonometric functions, vectors, matrices, parametric equations, conics, polar equations and graphs, piecewise functions, inverse relations and functions, sequences and series, and a review of all key features of the elementary functions with an introduction to limits.
PRECALCULUS HONORS
This course is designed for 11th-grade students who wish to prepare for the AP Calculus AB course, a college calculus course, or further mathematics. Topics covered at an advanced level are functions in general (notation, composition, transformations and inverses), polynomial functions, rational functions, exponential functions, logarithmic functions, trigonometric functions (including circular functions, triangle trigonometry, trigonometric formulas and graphs), conic sections, complex numbers, parametric and polar equations, and three dimensional vectors.
CALCULUS
Calculus is organized around the themes of limits, derivatives, integrals, and application and modeling. Within the context of these themes, the following topics are explored in depth: limits, continuity as a property of functions, the concept of derivative, computation of derivatives, applied derivatives, techniques and applications of antidifferentiation, interpretations and properties of definite integrals, applications of integrals, fundamental Theorem of Calculus and numerical approximations to definite integrals. Students apply these tools to solve problems such as local linearization, related rates, optimization and analysis of graphs of functions. Students are expected to communicate their mathematical thinking through numeric, graphic and analytical avenues.
STATISTICS AND ADVANCED TOPICS
The first semester of Statistics and Advanced Topics focuses on statistics: data distributions, data relationships, data for decisions and probability. The second semester uses non-calculus techniques to study diverse applications that can include linear programming, management science, voting and social choice, fairness and game theory, the study of growth or financial mathematics. This is the final math class the student will take at Chadwick unless the student is also taking a concurrent math course.
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AP
STATISTICS
AP Statistics is the equivalent of a one semester, introductory college statistics course. The topics covered include strategies and methods for designing experiments, obtaining data then organizing, summarizing, presenting, analyzing, interpreting and drawing conclusions based on the data. Students learn to construct models for chance-based phenomena through simulation and probability theory. Statistics is a powerful analytical tool that makes it possible to develop more generalized and meaningful conclusions about data. Throughout the course, students apply knowledge and skills to realworld contexts.
AP
CALCULUS AB
This course is designed for 12th-grade students who are ready for the rigor and responsibility of college-level mathematics. Topics covered in this course include limits, continuity, differentiation, integration, graphing techniques, logarithmic and exponential functions, simple differential equations and volumes of solids. This is a year-long course designed to prepare students to take the AP Calculus AB Advanced Placement Exam.
AP
CALCULUS BC
This full-year course is designed to prepare students to take the AP Calculus BC Advanced Placement Exam. In addition to reviewing topics from AP Calculus AB, students study advanced integration techniques, improper integrals, logistic equations, applications of integration to physics, Euler’s Method, differential equations, curves in parametric and polar coordinates, vectors, and polynomial approximations and infinite series.
MULTIVARIABLE CALCULUS
This course is generally taught with participation from other students through the Malone School Online Network, “The mathematics of three dimensions is the emphasis of this college-level course. Multivariable Calculus will explore the geometry of three-dimensional space, including vector arithmetic. It will also explore three-dimensional surfaces, using the tools of derivatives and integrals expanded into multiple dimensions. A robust unit on differential equations will allow students to review the topics of single-variable calculus. The emphasis throughout the course will be on problem-solving and on real-world applications of the tools students learn in fields such as economics, astronomy, physics, engineering and medicine.”
Online Learning Courses: Malone Schools Online Network and Global Online Academy
Chadwick's membership in the Malone Schools Online Network (MSON) and Global Online Academy (GOA) programs provides remarkable opportunities to take advanced courses with students and teachers from other excellent independent schools around the world. Courses include both semester and full year options. The courses are aimed at talented, independent and motivated students at member independent schools. A MSON or GOA course must fit within an Upper School student's schedule as one of their six core academic classes (not as a seventh class). Typically, MSON and GOA courses extend and enrich Chadwick courses and cannot be taken to replace a course in a progression or to meet graduation requirements. An MSON course requires 6-8 hours a week, including two weekly, one-hour synchronous (real-time) class meetings at set times. GOA courses require about 5-7 hours a week, including logging in 5-7 times for interaction on a flexible schedule with moments of synchronicity.
The available courses change from year to year. Courses available in the past include Arabic, International Relations, Game Theory, Modern Physics, Personal Finance, Psychology and post-AP courses in calculus, chemistry and computer science.
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Physical Education, Athletics and Health
Chadwick's health program prepares students to become global citizens who:
• Engage in beneficial, enjoyable wellness activities to create and maintain healthy habits.
• Compete skillfully and with healthy sportsmanship.
• Make informed judgements and decisions with a balance of curiosity, critical questioning and self-awareness that sustain physical, mental and social wellness.
• Persevere through fear of failure to take responsible risks and respectfully explore new opportunities.
HUMAN DEVELOPMENT AND HEALTH
The Human Development and Health course sequence is designed to provide Chadwick students with a coherent foundational understanding of the physical, cognitive, social and emotional changes that occur during these critical years. The aim of this program is to help students develop a shared set of vocabulary, strategies and skills that empower them to better understand themselves and others and effectively navigate the opportunities and challenges they will face. Throughout the course sequence, students engage in developmentally appropriate and culturally responsive learning experiences and discussions that help them apply their learning to real-life situations. Students learn more about their identity and the identity of others while building a toolbox of critical thinking skills and decision-making strategies that help them to make healthy, informed choices about personal behavior and relationships. This program's objective is to equip students with the knowledge, skills and attitudes necessary to become healthy, resilient and successful teenagers and adults.
HUMAN
DEVELOPMENT AND HEALTH 6: THE FOUNDATION
Sixth graders gain foundational understanding of a shared set of vocabulary, strategies and skills that set the stage for increased selfawareness and healthy decision-making, including self-management; self-expression; the capacity to recognize, understand and manage one's own emotions and the emotions of others; the impact of social media and technology on personal relationships; and the physical and emotional changes that happen during puberty.
HUMAN DEVELOPMENT AND HEALTH 7: DISCOVERING SELF
Seventh graders focus on exploring and understanding one's own identity. They examine cognitive development, including memory, attention and problem-solving skills, including their own values, beliefs, motivations and body, more deeply exploring topics such as self-esteem, self-worth, personal growth, anatomy and boundaries. Students also explore how these skills develop throughout childhood and adolescence and the impact of genetics, environment and culture, including the digital world, on these processes.
HUMAN DEVELOPMENT AND HEALTH 8: BUILDING RELATIONSHIPS
Whereas seventh grade focuses on self-identity, eighth grade expands to the role of relationships in shaping identity. Eighth graders build on the previous courses by exploring the more social aspect of human development and how individuals interact and connect with others, exploring topics such as the "Big 8" social identifiers, communication, empathy, peer pressure, conflict resolution, digital communication and the forming and maintaining of healthy relationships with family, friends and romantic partners, including consent, boundaries and selfadvocacy.
HUMAN DEVELOPMENT AND HEALTH 9: NAVIGATING LIFE TRANSITIONS
This ninth-grade course focuses on the challenges and opportunities that arise throughout life as individuals face new stages of development and experiences. They learn about the importance of self-care, stress management and healthy relationships, including the development of skills such as self-awareness, self-regulation, motivation, empathy and social skills, which will be important for building healthy relationships and achieving wellness and success across contexts. Students also explore sexual health skills, learning about healthy sexual behavior, contraception and STI prevention, coercion and sexual violence prevention, and communication skills for navigating sexual relationships. Lastly, they learn more about the role of digital media in their lives and how to use technology in a safe and responsible manner. Ultimately, students develop tools that foster greater agency to make choices that help them to navigate the challenges of adolescence with resilience and confidence.
During the semester where ninth graders are not enrolled in "Human Development and Health" they are engaged in other "Wick Skills" curriculum where they gain exposure to real-world skill building and Chadwick resources and systems that help set them up for success in the Chadwick Upper School and beyond.
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SIXTH-GRADE PHYSICAL EDUCATION/TEAM SPORTS
Sixth-graders choose and participate in a variety of sports and physical activities throughout the year. From team sports to individual fitness, from the pool to the dance studio, sixth-graders work with coaches four times each week to build athletic skills. Just as important, students learn to participate in healthy competition with positive sportsmanship, while also learning how to approach challenges with flexibility, problem-solving and creative thinking. Sixth-grade physical education choices include both team and individual activities, such as basketball, baseball, dance, flag football, golf, rock climbing, soccer, softball, swimming, track and field, volleyball, and water polo. Students can also opt into sixth-grade athletic teams throughout the year that compete against other local sixth-grades.
MIDDLE SCHOOL PHYSICAL EDUCATION/ATHLETICS
Middle School students enroll in a team sport each trimester (fall, winter and spring). Each season, students can also elect to participate in inter-school competitions on a weekly basis.
• Fall Sports: Co-Ed Cross-Country, Co-Ed Dance, Co-Ed Flag Football, Co-Ed Water Polo, Co-Ed Yoga and Girls Volleyball
• Winter Sports: Boys Soccer, Boys Basketball, Co-Ed Dance, Co-Ed Golf, Co-Ed Yoga, Girls Basketball and Girls Soccer
• Spring Sports: Boys Baseball, Boys Volleyball, Co-Ed Dance, Co-Ed Swimming, Co-Ed Track and Field, Girls Lacrosse and Girls Softball
UPPER SCHOOL PHYSICAL EDUCATION/ATHLETICS
Upper School students must earn a minimum of nine PE/Athletic units and participate in a minimum of one team sport in ninth and tenth grade to reach the graduation requirement. Each sport team participation (including Dance Company) is two units per season and each "Fitness For Life" class is one unit.
Fall Sports:
• Boys: Cross-Country, Dance Company, Football and Water Polo
• Girls: Cross-Country, Dance Company, Football, Golf, Tennis and Volleyball
Winter Sports
• Boys: Basketball and Soccer
• Girls: Basketball, Soccer and Water Polo
Spring Sports
• Boys: Baseball, Dance Company, Golf, Swimming, Tennis, Track and Field and Volleyball
• Girls: Baseball, Dance Company, Lacrosse, Softball, Swimming and Track and Field
UPPER SCHOOL PHYSICAL EDUCATION CLASSES
• Dance PE
• Fitness for Life: Strength and Conditioning and Yoga
• Winter Musical
• Yoga
Science
Chadwick's science program prepares students to become global citizens who:
• Understand, explain and even improve how the world works.
• Generate questions, gather and analyze evidence to investigate those questions.
• Effectively share scientific ideas with diverse audiences.
SIXTH-GRADE SCIENCE
Sixth-grade science continues the emphasis of Chadwick's science program on inquiry, skill development, and nurturing the natural curiosity of students. The course integrates topics from the earth sciences, life sciences and physical sciences, including ecology, geology, human growth and development, physics, and engineering.
SCIENCE 7
The seventh-grade science curriculum teaches students how to think, communicate and collaborate like scientists. Students spend the year developing essential science skills and working with foundational concepts from a variety of scientific disciplines. The course emphasizes relevant, hands-on, inquiry-based instruction while nurturing innate curiosity and challenging students to think critically and creatively about the world around them.
PCB 1 – PHYSICS, CHEMISTRY, BIOLOGY 1
This eighth-grade science course marks the beginning of Chadwick's three-course PCB (Physics, Chemistry, Biology) series. This series is designed to establish a firm foundation of science skills and understanding of key concepts before students embark on specialized,
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discipline-specific study in grades 11 and 12. Like the sixth- and seventh-grade courses that came before it, PCB1 brings together concepts from several scientific disciplines and encourages students to think critically and creatively in a variety of contexts.
PCB2 - PHYSICS, CHEMISTRY, BIOLOGY 2
Chadwick's Upper School science program begins with PCB2. This inquiry-based course challenges students with integrated units focused on foundational concepts from each of the major subdisciplines of science. Work in this course also emphasizes the development of essential science skills including the application of the scientific method, experimental design, data analysis and quantitative scientific problem-solving.
PCB2 HONORS - PHYSICS, CHEMISTRY, BIOLOGY 2 HONORS
This course is designed for exceptionally independent learners in the ninth grade. PCB2H covers the same material as PCB2 but does so in ways that demand significantly greater student independence, increased quantity and complexity of quantitative work, superior reading comprehension skills, and greater ability to cope with and make sense of complexity, ambiguity, abstraction and theoretical work.
PCB3 - PHYSICS, CHEMISTRY, BIOLOGY 3
PCB3 is the third course in Chadwick's integrated science series. Like the other integrated courses, PCB3 is a laboratory science class that covers a range of key topics from the major subdisciplines of science. Concepts are grouped to enhance relevance and interest and to highlight and take advantage of the deep relationships among the branches of science.
PCB3 HONORS - PHYSICS, CHEMISTRY, BIOLOGY 3 HONORS
This course is designed for exceptionally independent learners in the 10th grade. PCB3H covers the same material as PCB3 but does so in ways that demand significantly greater student independence, increased quantity and complexity of quantitative work, superior reading comprehension skills and greater ability to cope with and make sense of complexity, ambiguity, abstraction and theoretical work.
MARINE BIOLOGY
Marine Biology students dive into the fascinating world of the ocean and its inhabitants. Students participate in hands-on field research and explore the diversity of organisms that call marine ecosystems home. An overarching theme of the course is the impact of human activity on the ocean and its habitats. Overall, Marine Biology is a dynamic course that provides students with a deeper appreciation for the complexity of the ocean while fostering critical thinking and scientific inquiry skills.
BRAIN AND BEHAVIOR
This course investigates animal behavior through the lens of nervous system anatomy and physiology. Students begin with an examination
of nervous system evolution, and they compare nervous system structure in the major animal classes. As the course turns to focus more on humans, the role of genetics, brain anatomy and neural physiology are explored to shed light on topics such as sensory perception, motion, memory and learning, sleep and dreaming, emotion, personality and cognition. Students in Brain and Behavior gain a deeper appreciation for the strengths and limitations of the human mind, the connection humans have with each other and with other living organisms, and the role that neuroscience can have in improving the human condition.
FORENSIC SCIENCE
We have all seen TV shows or movies depicting the exciting world of forensic science, but how does the science really work? This year-long course aims to explain the scientific principles and techniques behind the work of forensic scientists. Forensic science is the application of science to criminal and civil law. It depends on the scientific method to be able to analyze a crime scene, collect evidence and process that evidence. Topics include crime scene investigation (history of forensics, scientific principles and how a crime scene is preserved, recorded and processed), trace evidence (glass analysis, hair, fibers and fingerprints), blood types, blood splatter, DNA, bones, time of death, odontology, entomology, weapon/tool analysis, firearms and ballistics, arson, drug testing, handwriting analysis, counterfeiting, cyber forensics and more
.
AP BIOLOGY
This challenging, college-level course provides an advanced introduction to key ideas in biological science. Each unit in the course focuses on deep understanding of concepts and engages students in the process of science through laboratory work. Essential questions guide the course, including inquiries such as these: How is it that I am related to my cousin and I am also related to a piece of kelp in the ocean? How does a single fertilized egg cell become a human teenager with a body made up of trillions of cells? Why do I look so much like my grandmother when she was my age? And what would happen to life on Earth if the sun stopped shining? At the conclusion of the course, students may elect to take the AP Biology exam.
AP CHEMISTRY
This laboratory course deals with the structure and properties of atoms and molecules, the stoichiometry and energetics of chemical processes and technological and environmental applications. At the conclusion of the course, students may elect to take the AP Chemistry exam.
AP ENVIRONMENTAL SCIENCE
This course is designed to help students learn the scientific systems and processes that govern the natural world and to understand the impact of humans on the environment. Through deep dives into agriculture, land use, energy production, pollution and climate change, students connect actions to consequences and explore how changes in our behavior may make life on earth more sustainable.
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At the conclusion of the course, students may elect to take the AP Environmental Science exam.
AP PHYSICS 1: ALGEBRA-BASED
This college-level laboratory course is a mathematical survey of motion, mechanics, waves, sound and electricity. Students in AP Physics 1 may elect to take the AP Physics 1 exam.
AP PHYSICS C: ELECTRICITY AND MAGNETISM
This course will run in years when there is sufficient enrollment of students with the appropriate background. This college-level physics laboratory course is calculus-based and focuses on topics related to electricity and magnetism. Students in AP Physics C may elect to take the appropriate AP exam.
Visual Arts
Chadwick's visual arts program prepares students to become global citizens who:
• Generate ideas and produce meaningful and high-quality artwork.
• Utilize personal experience and cultural perspective to create works that express artistic intention to viewers.
• Critically interpret, evaluate, and respond to art created by self and other artists.
• Persevere through challenges and sustain artistic energy.
SIXTH-GRADE CERAMICS
The sixth-grade ceramics curriculum has been developed to challenge both beginning and experienced ceramics students. Every student starts the trimester by practicing the building blocks of clay — sphere, cube, coil, cone, slab and pinch pot. Mastery of these items results in the ability to hand build anything the artist wants to make. Projects usually include: pinch pot cups, face magnets, slab cups, slab face vessels and a challenge project where each student designs an object of interest to them that uses the skills they have mastered so far.
MIDDLE SCHOOL CERAMICS
The Middle School ceramics course introduces students to two of the most fundamental hand-building methods: slab and pinch. Structures vary between cylindrical forms, folded bowls, pots, trays and sculptures. We discuss the physical properties of clay and the relationship between form and function, as well as how to use the Elements and Principles of Design to create a visually compelling piece. They are introduced to a variety of surface enhancement techniques and learn how color can enhance a form through different glazing processes. Emphasis is on experimentation, exploration, and the
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discovery of what each student is capable of and responds favorably to. In addition to creating, students also learn to build appreciation for themselves, each other, and their ideas in a comfortable and safe environment. The completion of the experience lies in gaining respect for the studio environment and materials and the importance of maintaining them.
CERAMICS 1
This year-long foundation class focuses on the creation of threedimensional forms through the use of various hand-building and glazing methods. Students spend the first semester using basic methods such as slab, coil and pinch, while they explore utilitarian and sculptural approaches to the medium. The second semester focuses solely on the wheel, where students will acquire the fundamental techniques of centering, raising and shaping numerous vessel forms. A variety of glazing and firing procedures will be employed while students work on directed assignments. Course requirements include field trip participation, sketchbook entries, participation in class critiques and field trips, and studio maintenance.
CERAMICS 2A
This semester-long course continues with either the hand-building or wheel-throwing of Ceramics 1. Using the slab roller and extended pinch and coil methods of construction, hand-builders will begin working on large-scale sculptural and utilitarian pieces either in an organic or geometric fashion. Making primarily functional forms, potters will expand on basic throwing methods previously learned and explore more complex pieces such as vases, bottles and lidded containers. As students gain experience, they address elements of proportion, balance, positive and negative space, surface texture, color and overall design. A variety of high and low fire surface treatments and firing methods will be employed to finish all of their artwork. Course requirements include sketchbook work to pursue personal meaning, critique participation, studio management, outside lab time and field trip attendance.
CERAMICS 2B
In this semester-long advanced level class, students continue refinement of handbuilding, wheel-throwing, and glazing techniques in a more conceptual and sculptural approach to the medium. Handbuilders will gain a broader understanding of form, design, and surface enrichment as they explore new methods of construction such as reductive carving, large scale bas-relief, and mold making. Potters will explore sophisticated methods of vessel making as they learn to fabricate teapots, various sets, and sectional pieces in an attempt to define a personal style. Course requirements include sketchbook work to pursue personal meaning, critique participation, studio maintenance, field trip attendance, outside lab time and exhibit setup.
CERAMICS 3A
In this semester-long, advanced level course, students identify ideas of individual interest and reflect on what and how they wish to express
themselves. Students continue refinement of hand-building, wheelthrowing, modeling, and glazing techniques in a more conceptual and sculptural approach to the medium. Working mainly on directed assignments, hand-builders will gain a broader understanding of form, design, positive and negative space, and surface enrichment as they explore new methods of construction such as reductive carving, basrelief and mold-making. Potters will continue to explore sophisticated methods of vessel-making as they acquire skills to fabricate and assemble pitchers, teapots, various sets and sectional pieces in an attempt to define an individual style. Course requirements include sketchbook work to further develop personal meaning, critique participation, outside lab time, portfolio development, studio management and field trip attendance.
CERAMICS 3A HONORS
This semester-long course covers equivalent material to Ceramics 3A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings and sketchbook entries, and they must also participate in weekly lab time.
CERAMICS 3B
This semester-long course is designed for advanced level students who will work on directed assignments for the most part and then culminate with several projects of their own choosing. Students expand upon their clay experience through challenging assignments such as working with plaster molds to create multiples, the figure in order to express the human form, and imaginative abstract combinations of vessels and sculpture, including the use of mixed media. Inquiry, creative risk-taking, and working with purpose and motivation is the goal. Above all, they practice their craft while enjoying artistic expression in the collaborative environment of the ceramics studio. Course requirements include sketchbook work to further deepen their conceptual ideas, one-on-one and peer-critique participation, portfolio development, studio management, outside lab time, and field trip attendance.
CERAMICS 3B HONORS
This semester-long course covers equivalent material to Ceramics 3B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings and sketchbook entries, and they must also set aside one afternoon period per week as a lab period.
CERAMICS 4A
This semester-long course is for advanced seniors who can work on some directed assignments yet who also desire freedom of choice in designing a project sequence tailor-made to their interests. Students will generate projects of their own choosing to define their course of study in terms of overall concept, number of pieces, technique, scale and duration of time allotted. They can fabricate a variety or series of themed pieces throughout the semester and can also choose to collaborate on a single
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major exploratory piece, all with the Core Competencies as the impetus. The artistic process will involve creative risk-taking, heightened motivation and a desire to make personally meaningful artwork conveying a personal style. Course requirements include heightened online and sketchbook work to further deepen their conceptual ideas, one-on-one and peer critique participation, portfolio development, outside lab time, studio management and field trip attendance.
CERAMICS 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 more research, observational writings and sketchbook entries, and they must also set aside time for outside lab work.
CERAMICS 4B (ONE SEMESTER)
This course must be taken in the second semester of the senior year. This is a course for advanced level seniors who want to further hone their conceptual, compositional and technical skills learned over the past three and a half years in the clay medium. Students will continue to generate projects of their own choosing, working in an independent study mode to define their course of study in terms of overall concept, number of pieces, technique, scale and a timetable for completion of their work. However, students will also have the opportunity to develop a portfolio of pieces concentrating on one thematic idea inspired by a chosen master in the clay medium or culminate with an autobiographical piece or series having to do with both the student's personal vision and place in the world. The artistic process will involve creative risk-taking, heightened motivation, and a desire to make personally meaningful artwork conveying their individual voice and style. Course requirements include heightened online and sketchbook work to continue enhancement of conceptual ideas, one-on-one and peer critique participation, portfolio development, studio management, outside lab time, field trip attendance, and art exhibit setup.
CERAMICS 4B HONORS
This course covers equivalent material to Ceramics 4B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, sketchbook entries and outside lab time.
MIDDLE SCHOOL MEDIA ARTS
In this introductory class, you will make pinhole-camera photographs in a dark room and learn video-editing skills using iMovie to express your own unique perspective, feelings and ideas about the world around you.
Upper School Media Arts Courses
MEDIA ARTS 1
This is a year-long course offering students a broad-ranging introduction to the photographic and time-based arts. Through a series of assigned projects, readings and screenings, students focus on significant moments in film, video, and art history. They will learn the basics of darkroom photography and video production, with an eye toward the principles of design. Course requirements include participation in class critiques, art field trip attendance and supplying required materials including a 35mm SLR camera. This course serves as the prerequisite for all other media arts courses and Graphic Design 2A.
MEDIA ARTS 2A AND MEDIA ARTS 2B
As students move from a photography sequence to a media arts sequence, this semester-long course adapts to the background of its students, with an emphasis on art and communication through still and moving digital images.
MEDIA ARTS 3A AND MEDIA ARTS 3B
This semester-long class continues where level 2B leaves off. As students move from a photography sequence to a media arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.
MEDIA ARTS 3A HONORS AND MEDIA ARTS 3B HONORS
This course covers equivalent material to Media Arts 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 one afternoon period per week as a lab period.
MEDIA ARTS 4A
This is a semester-long class for advanced-level seniors who want to hone the technical and conceptual skills learned over the past three years in camera-based art. As students move from a photography sequence to a media arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.
MEDIA ARTS 4A HONORS
This course covers equivalent material to Media Arts 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 one afternoon period per week as a lab period.
MEDIA ARTS 4B
This semester-long course must be taken in the final semester of the senior year and continues where the level 4A class leaves off.
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It is designed for students who want to further explore a personal creative vision in the field of media arts. As students move from a photography sequence to a media arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.
MEDIA ARTS 4B HONORS
This course covers equivalent material to Media Arts 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 one afternoon period per week as a lab period.
AP 2D ART & DESIGN: MEDIA ARTS
A senior in Media Arts may take AP Art & Design and fulfill their photographic portfolio through this course. Their work will be accomplished under the direction of the Media Arts teacher and the Studio Art teacher.
GRAPHIC DESIGN 2A
This semester-long course aims to teach students the techniques and uses of the medium, beginning with an introduction to the purpose and history of graphic design. Graphic design is currently one of the most prevalent and relevant art forms, bridging the gap between functionality and creativity. Successful design stems from critical and creative thinking and results in effective communication and cultural competence. Students develop a fluency in the elements and principles of design, master a discerning eye, and use their voices by making intentional choices in their work. The first several projects will be paper compositions made by hand using collage and drawing materials, followed by computer-based design using Adobe programs. As the semester progresses, students will become increasingly comfortable using these programs to create aesthetically pleasing and informative graphics. Units cover typography, infographics, editorial illustration, pattern design, product advertisement, package design and webpage visuals. Students complete the course with a portfolio of work demonstrating a range of approaches and purposes.
GRAPHIC DESIGN 2B
The second semester of Graphic Design is built around a greater investigation into previously covered material and an introduction to new techniques. Assignment choices include logo design, web design, pattern design, package design and more. By providing more room for autonomy, the intention is for students to explore topics and techniques that they find of interest and gain a deeper understanding and competence of the medium. Additionally, there are collaborative projects with practical applications, including the advertisement of campus events and student initiatives.
SIXTH-GRADE PAINTING AND DRAWING
The Sixth-Grade Painting and Drawing class provides an introduction and survey of street art and graffiti by learning about its origins in
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.
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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
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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.
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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
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.
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UPPER SCHOOL CHORUS
US Chorus is a multi-faceted ensemble that explores the possibilities of group singing in a variety of styles through rehearsal and performance. With a focus on both group and personal expression, the chorus experience will also consider ways of listening and thinking musically with the fundamental goal of enriching the community experience at Chadwick and beyond. Each year this ensemble will participate in at least one musical travel experience. World music, classical, folk/rock, gospel, pop and musical theater will all be explored. Choral excellence, personal vocal development and group fun combine to make chorus an unforgettable social, cultural and musical experience.
All are welcome to join Chorus. Chorus meets during Seventh Period on Tuesday and G Period on Thursday and is a full-year activity. This activity contributes five credits toward the Chadwick Arts requirement of fifteen 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
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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 students with the basics of improvisation (improv) as a foundation for creative storytelling. Students will learn how to play a variety of improv games, practice vocal and physical warmups and perform for their class, invited audiences and for the Village School. Students will also work on acting fundamentals such as identifying their WANT, overcoming obstacles, developing a variety of tactics and learning foundational stage directions and blocking. Students will perform in scenes, monologues and a short play each semester.
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 that they have created. Students create work for a range of audiences, including young children, peers and an adult audience. In the first semester, students will focus on the voice, culminating in a Radio Drama. In the second semester, students will learn stage combat and movement, culminating in the filming of a silent movie, complete with their own stunt work. Assessment and grading is based on the student's contribution to the creative process and performance skills as exhibited throughout the year.
UPPER
SCHOOL THEATER 3
The course explores acting and directing through the study of existing plays, scenes, playwrights, directors and practitioners. Different styles of acting will be explored, including Stanislavski, Meisner, Classical. Major performances include two acting showcases and a Festival of Scenes directing project. This course should only be considered by students who are serious about developing an in-depth understanding of theater, who want to challenge their perceptions of theater through reading, writing and research, and who 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. Assessment and grading is based on the student's contribution to the creative process and performance skills as exhibited throughout the year
UPPER SCHOOL THEATER 3 HONORS
This course covers equivalent material to Theater 3 but with higher expectations. Students taking this course must be prepared to engage in and complete a greater body of work, demonstrating a stronger understanding of the application of skills. Students will create a portfolio of each show and role they play.
UPPER SCHOOL THEATER 4
The course is designed to give students a full page-to-stage process. 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 in college.
UPPER SCHOOL THEATER 4 HONORS: AUDITION TECHNIQUE
This course covers equivalent material to Theater 4 but with higher expectations. Students taking this course must be prepared to engage in and complete a greater body of work, demonstrating a stronger understanding of the application of skills. Students will create a portfolio of each show and role they play and will engage in more in-depth audition technique development so that they can learn how to best book the part.
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.
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Chadwick School 26800 S. Academy Drive Palos Verdes Peninsula, CA 90274-3997
