Middle School Curriculum Guide 2022-2023

Middle School 2022-23 Curriculum Guide

2022-23

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CONTENTS 3

Mission, Faculty Core Purpose, Values Statement, Equity and Inclusion

4

Introduction to the Middle School

5 Middle School Course Offerings 7

Course Meeting Frequency

8 English 10 Social Studies 11 Mathematics 13

Science

14 World Languages 15 Visual Arts 17 Theatre 18 Dance 20 Music 22 Physical Education 23 Life Balance 25 Library and Technology/Coding and Computational Thinking 26 Premier Programs • Enrichment Classes • Leadership Program • Scholars Engaged in Extending Knowledge (SEEK) • Lego League Robotics

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CURRICULUM GUIDE

ABOUT HARPETH HALL MISSION STATEMENT Harpeth Hall is an independent, college-preparatory school for young women where each student realizes her highest intellectual ability in the sciences, the humanities, and the arts, and discovers her creative and athletic talents. Harpeth Hall develops responsible citizens who have global perspectives and make meaningful contributions to their communities and the world.

With a tradition of excellence and a commitment to lifelong learning, Harpeth Hall educates young women to think critically, to lead confidently, and to live honorably.

FACULTY CORE PURPOSE Our core purpose is to nurture a sense of wonder, to instill a will and facility for learning, and to promote cultural understanding, environmental stewardship, and service to others. The pursuit of these goals will inspire students and faculty to combine knowledge with goodness and reflection with action.

VALUES STATEMENT The Harpeth Hall community — students and faculty — has chosen respect, integrity, individuality, and trust to be our guiding principles. These values reflect our reverence for expressing kindness toward and acceptance of others, our commitment to diversity, forgiveness, and achieving one’s personal best, and our dedication to the service of others.

EQUITY AND INCLUSION Diverse school experiences enrich individuals with deeper understandings of themselves and others.

Only within an inclusive environment is the highest level of learning and understanding achieved.

Our students engage in curricula that reflect themselves and others, and they develop the global perspectives essential to make meaningful contributions to their communities and the world.

We take seriously our obligation to cultivate a strong sense of community so that all students, faculty, and families feel a sense of belonging at Harpeth Hall.

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INTRODUCTION TO THE MIDDLE SCHOOL The Daugh W. Smith Middle School at Harpeth Hall is a place where girls take center stage. Girls occupy every leadership role, fill every position on the math and robotics teams, run the student council, lead classroom discussions, and excel on athletic teams.

The Middle School curriculum is challenging, relevant, and exploratory. It encompasses every aspect of a girl’s educational program: academics, arts, physical education, life balance, leadership, athletics, and community service. In addition to content and skills in the individual disciplines, the curriculum engages students in interdisciplinary study and reflection on their learning process. Students learn study skills and strategies and gain confidence by developing the tools needed for academic success at every level.

Every aspect of the Middle School student experience is designed with the needs of adolescent girls in mind. Our teachers know the best way to capture their students’ attention is to give them a challenging and thoughtful program of study where they can explore both the why and the how of things. Through varied teaching methods and ongoing assessments that advance and measure learning, teachers empower students to engage deeply in the learning process, advocate for themselves, and explore new possibilities for growth. Our teachers inspire a sense of wonder and guide students to see the practicality of what they are learning by making connections to the broader society.

Adolescent girls achieve their highest academic potential in a nurturing, diverse, and inclusive environment that supports their intellectual, emotional, social, and physical needs. The Middle School program is designed to ensure that each girl is seen and known well by her teachers and classmates. We believe a sense of belonging and meaningful relationships with teachers and supportive peers are essential in cultivating an optimal learning environment for young women. To that end, every student works closely with a faculty advisor and meets regularly with a small advisory group to foster authentic relationships and community building. In addition, students have access to their classroom teachers every morning before the start of the school day to ask questions or receive extra support.

The Harpeth Hall motto — Let us lift up the mind and spirit — reflects a vital aspect of our community; a place where the voices of girls and women are ever-present and valued.

Judi O’Brien Director of the Middle School

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CURRICULUM GUIDE

MIDDLE SCHOOL

COURSE OFFERINGS GRADE

5

GRADE

6

GRADE

7

GRADE

English

English

English

English

•

•

•

•

Geography

Ancient History

American History

U.S. and the World

•

•

•

in the 20th Century

Mathematics

Mathematics

Pre-algebra

•

•

•

•

Algebra I

Science

Science

Accelerated

•

•

•

Pre-algebra

Accelerated

Chinese,

Chinese,

•

Algebra I

French,

French,

Science

•

Spanish

Spanish

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Science

•

•

Chinese, French,

•

Art, Theatre,

Art, Theatre,

Latin, Spanish

Chinese, French,

Orchestra,

Orchestra,

Chorus

Chorus

•

•

Physical

•

8

Latin, Spanish

Art, Public Speaking,

•

Chorus, Orchestra,

Art, Theatre,

Physical

and Music

Chorus, Orchestra,

Education/

Education/

and Culture (MAC)

and Music

Dance

Dance

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•

Physical

•

Life Balance

Life Balance

Education/

Physical

Dance

Education/

•

• Life Balance

and Culture (MAC)

Dance • Life Balance

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MIDDLE SCHOOL COURSE OF STUDY 6

CURRICULUM GUIDE

Course Meeting Frequency 5th and 6th Grades • English classes meet six times in each seven-day rotation.

• Math, science, and social studies classes meet four times in each seven-day rotation.

• World language classes meet twice in the seven-day rotation.

• Theatre and art classes meet twice in each seven-day rotation for a semester.

• Chorus and orchestra meet two times in each seven-day rotation all year.

• Dance class meets one time in each seven-day rotation all year.

• Physical education meets two times in each seven-day rotation all year.

• Life Balance is a yearlong character education course that meets once during each seven-day rotation in grades 5 – 8.

7th Grade • English, math, science, social studies, and world language classes meet four times in each seven-day rotation.

• Chorus and orchestra classes meet twice in each seven-day rotation all year. Students taking chorus or orchestra will also take semester courses in speech/theatre and visual arts that meet twice in the seven-day rotation.

• Students may choose to take a full year of visual arts that meets two times within each seven-day rotation and semester courses in Music and Culture (MAC) and speech/theatre that both meet twice in each seven-day rotation.

• Dance class meets one time in each seven-day rotation all year.

• Physical education meets two times in each seven-day rotation all year.

• Life Balance is a yearlong character education course that meets once during each seven-day rotation in grades 5 – 8.

8th Grade • English, math, science, social studies, and world language classes meet four times in each seven-day rotation.

• Chorus and orchestra classes meet twice in each seven-day rotation all year. Students taking chorus or orchestra

may also choose to take a yearlong visual arts class or semester courses in theatre and visual arts that meet twice each seven-day rotation.

• Students may select a yearlong visual arts course that meets twice within each seven-day rotation. These

students may opt to take chorus, orchestra, or semester courses in Music and Culture (MAC) and theatre that meet twice each seven-day rotation.

• Dance class meets one time in each seven-day rotation all year.

• Physical education meets two times in each seven-day rotation all year.

• Life Balance is a yearlong character education course that meets once during each seven-day rotation in grades 5 – 8.

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ENGLISH

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he Middle School English program lays the foundation for students to read, write, and speak well. In addition to these primary goals, we build a comfortable and open community for girls to explore and share ideas and opinions. The curriculum includes the analysis of literature, the study of grammar and usage, vocabulary, spelling, and the development of writing skills across multiple genres. At their core, these activities foster each girl’s love of reading, intellectual fortitude, and writer’s voice.

5th Grade

English

The 5th grade English program harnesses the energy and enthusiasm girls bring for reading and writing and begins to apply the disciplines of argumentation. Students practice providing textual support for their opinions about a book, considering others’ viewpoints in the discussion and presenting their ideas with precise language and usage, especially at the sentence level. To accomplish these goals, students read international folk tales (Tatterhood), historical fiction (The Watsons Go to Birmingham), and a novel written in verse (Serafina’s Promise), among others.

As they collaborate with their peers and receive daily feedback from their teachers, their confidence in the language arts grows.

6th Grade

English

The 6th grade English curriculum further develops students’ critical reading and writing skills through the study and discussion of class novels, ranging from Stargirl by Jerry Spinelli to a graphic novel version of The Odyssey by Gareth Hinds, among others. These texts serve as the basis for a deep practice of the writing process as students explore their ideas about each one in brainstorming, drafting, and revision of both creative and expository pieces. The grammar focus in 6th grade builds on the foundation laid in the 5th grade, reviewing the concepts of parts of speech, parts of the sentence, and usage while working with more complex sentences.

7th Grade

English

The 7th grade English curriculum forms the class into a cohesive community of writers as students regularly practice the writing process throughout the year through both academic and creative assignments. Girls are empowered to express their voices in complex ways as they practice writing in class often and learn how the study of grammar can help them put their thoughts into words more precisely and completely. Seventh grade literature selections promote girls’ global awareness and independent thinking as they encounter multiple genres and voices, from Anne Frank’s Diary of a Young Girl to Before We Were Free by Julia Alvarez, among others. Using these rich literary works as a springboard, girls become more sophisticated in utilizing textual evidence to support their claims in academic writing and through the give and take of structured class discussions. Confident in their preparation, girls depart 7th grade as proficient writers, readers, and thinkers.

8th Grade

English

The 8th grade English curriculum focuses on the analysis of literature, the study of grammar in its most complex forms, the process of writing, and the acquisition of vocabulary. Students think about the value of the humanities in understanding the world and their place in it, applying lessons from Shakespeare’s Romeo and Juliet, Harper Lee’s To Kill a Mockingbird, and William Golding’s Lord of the Flies to their own lives and current issues. In every discussion and writing assignment, students critique their ideas, evaluating the logic and textual evidence they use to form their opinions. Students write often and in varied forms, including handwritten journals in class, electronic discussion board posts, well-researched opinion pieces, and formal literary analysis. Building on the foundation laid in earlier years, 8th grade students leave Middle School as sophisticated, confident thinkers and writers.

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CURRICULUM GUIDE

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SOCIAL STUDIES

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he Middle School social studies program cultivates a foundational awareness of complex global connections and the knowledge that a student’s actions can, and should, make a positive change in her world. Through a study of geography, history, civics, and current issues, each student learns to listen to the ideas of others as she learns to shape and clearly express her own.

5th Grade

World Geography and Cultures

The 5th grade geography curriculum develops an understanding and a sense of curiosity for different places, environments, and cultures. Students begin their journey by observing the Earth as geographers, learning how to read and interpret information from various types of maps and graphs. Students also create maps and practice identifying physical features, places, and environments on Earth’s surface. In the first semester, research and communication skills are introduced in a collaborative project between the geography and science classes on Earth’s main biome. During this project, learning is focused on the interactions between living things and the impact of human activities within a specific biome. During the spring semester, students gain a foundational understanding of the relationship between geography and various political, cultural, and economic systems. Students learn about citizenship, how a market economy functions, and how geography has influenced cultures around the world.

6th Grade

Ancient History

The 6th grade course engages students in the study of ancient societies to help them understand how the world functions. Building upon the geographical and cultural elements learned in the 5th grade, students are introduced to historical thinking by reviewing examples of historians using evidence to build a hypothesis. Students then apply this knowledge to their study of artifacts from both the ancient and modern worlds. Each unit of study highlights the history of a civilization and links it to a theme of study. Over the course of the year, students explore additional themes of power, propaganda, government, philosophy, and religion through research, debate, group work, and discussion. The year concludes with two major projects designed to allow students agency and choice in their learning. In the law project, students evaluate ancient and modern law codes, consult school and local leaders, and create their own rules, laws, and policies designed to improve their communities. In the student choice project, each student pursues an area of interest in the study of Greece and Rome. Ultimately, students develop an appreciation for ancient civilizations and improve their research, note-taking, and public-speaking skills in the process.

7th Grade

American History

Seventh grade students explore the growth of the United States and its civic institutions from the nation’s beginnings as an Enlightenment idea to its imperfect and painful recovery following the Civil War. Classes engage in primary source excavation, formal and informal debates, long-term project creation, simulations, student-led discussions, and more traditional lectures in order to see the varied perspectives and experiences within the American story. Throughout the course of the year, students will work to understand U.S. government structures, recognize the connection between current political debates and debates of the past, and explore the connection between the choices people made and the values they prioritized. The American history curriculum provides the foundation for understanding and discussing the history of race, class, and identity in America, the theory of civil disobedience, and the impact of this history on the American people.

8th Grade

U.S. and the World in the 20th Century

Throughout the 8th grade social studies curriculum, students hone collaboration strategies and independent research skills as they explore the 20th century. Three global themes drive their study: 1) the relationship between the government and the economy 2) social interactions and how groups of people challenge injustice and 3) global interactions and conflicts. In order to provide historical context to contemporary events, we look deeply at the continuous efforts of various marginalized groups to gain rights and dismantle Jim Crow in the 20th century. Through this lens, we intentionally build upon the efforts from previous courses in fostering an appreciation of differences in people, evaluation of effective leadership, and understanding the legacy of race in America.

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CURRICULUM GUIDE

MATHEMATICS

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he Middle School mathematics program stresses performance in basic operations using natural through real numbers and proficiency in working with percentages, fractions, and decimals. Skill in solving and graphing equations and inequalities, performance in linear, square, and cubic measure, and practice with problems in statistics and probability are explored in depth. Problem-solving and real-world application are incorporated into daily lessons. Communication in the language of mathematics is emphasized through written reports and oral presentations in each grade. Appropriate and fluent use of technology is inherent in each course.

5th Grade Emphasis in 5th grade mathematics is on the fundamental operations with whole numbers, decimals, and fractions.

Graphing, probability, measurement, conversions, ratio and proportion, and geometry topics are also studied. Content is taught through a problem-solving format, allowing differentiation within the course and emphasizing application, flexibility, and creativity.

6th Grade Mathematics in the 6th grade is a bridge from arithmetic to upper-level computation, problem-solving, and numerical relationships. The big ideas in 6th grade are: integer operations, area models, proportions, and percent applications.

Woven throughout these content strands are algorithms, estimation, mental arithmetic, number sense, and problem solving. Content is taught through a problem-solving format allowing differentiation within the course and emphasizing application, flexibility, and creativity.

7th Grade

Pre-Algebra

The 7th grade pre-algebra course provides a strong foundation in the operations and properties of the real number system to ensure a background in the arithmetic concepts necessary for success in Algebra I. The big ideas in 7th grade are: linear equations, inequalities, probability, and 3D geometry. Content is taught through a problem-solving format, allowing differentiation within the course and emphasizing application, flexibility, and creativity.

7th Grade

Accelerated Pre-Algebra

This is a fast-paced course designed to cover all of the topics taught in the regular pre-algebra course and more advanced topics of Algebra I. Emphasis is placed on student-led learning and problem-solving skills. Technology is integrated throughout the course to allow students to explore mathematics in real-world contexts and to help facilitate learning.

8th Grade

Algebra I

The Algebra I course introduces students to the structure of algebra and the real number system. Solutions of linear equations and inequalities in one and two variables, laws of exponents and quadratic equations, and systems of linear equations are among topics stressed. Special attention is given to graphing and deriving equations of lines, operations with polynomials, and linear systems. Special projects using technology to apply concepts are completed throughout the year.

8th Grade

Accelerated Algebra I

This course covers the same concepts as Algebra I, but in more depth and at a faster pace. In addition to the regular Algebra I curriculum, students investigate topics such as rational exponents and nonlinear relationships. Emphasis is placed on self-directed exploration, problem-solving, analysis, and logical reasoning. Use of technology is emphasized.

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CODING AND COMPUTATIONAL THINKING

Math and science courses emphasize computational thinking. We believe these skills empower our students to solve current and future problems with perseverance, collaboration, and innovation. Through programming projects and unplugged activities, students explore the steps of computational thinking, including decomposition, pattern recognition, abstraction, and algorithm design. More in-depth projects occur in 7th and 8th grade as students design apps in collaboration with service learning projects, program Lego Mindstorm Robots to tackle challenges, create interactive toys using physical computing, and learn CSS and HTML to code websites. Development of research skills, an understanding of copyright issues, and digital literacy are all components of the website project.

This integrated curriculum allows our students to develop the computational tools needed to be productive digital citizens rather than passive users of technology.

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CURRICULUM GUIDE

SCIENCE

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he Middle School science program is designed to encourage wonder, teach scientific skills, and facilitate experiment-based inquiry and the engineering design process while exploring a broad range of topics within the earth, life, chemical, and physical sciences. In everything we do, the emphasis is placed on helping students make meaningful connections between the material learned in class and the world around them.

5th Grade In 5th grade science, students are encouraged to wonder about systems in the natural world, beginning with our universe and then gradually moving closer to home. Students explore our solar system and begin to examine the many spheres that make Earth a living planet as they learn about plant life and photosynthesis, water, ecosystems, and weather. Engineering design projects include creating an alien that could survive on a planet of the student’s choice after learning about Earth’s biosphere and application of a student’s knowledge of the Earth’s atmosphere to design carbon dioxide emission capture devices. Students gain experience in scientific research and communication through the Genius Hour project that allows students to choose and learn about a topic of their interest. Equipped with the knowledge and skills gained in each unit, students spend time applying their learning in our garden throughout the year.

6th Grade Sixth grade science explores the characteristics of life. The year begins with students learning about insects in the garden and applying the engineering design process to trap various types of insects for population monitoring or for entrapment. In a collaborative project across all disciplines, students read the book A Long Walk to Water and use the engineering design process to build a water catchment system to address the water scarcity crisis that faced the main character of the book. As the year progresses, students examine the structure and function of plant and animal cells and how they acquire energy to perform specific functions. Students gain an understanding of the specialization of cells which allows them to discover how systems work within an organism and ultimately how these systems interact with each other as students monitor the incubation and hatching of chickens.

7th Grade This physical science course focuses on energy in all its forms within an engineering design framework. At the same time that scientific principles are introduced, each unit includes a presentation of a related problem requiring an innovative solution. Students apply their knowledge through many different engineering projects, including building bridges after understanding forces, motion, and computer modeling, creating a Rube Goldberg machine that demonstrates energy transformations, and designing an interactive electrical toy after learning about electricity and circuits. A unit on robotics using Lego EV3 products solidifies the engineering principles emphasized all year.

Throughout the entire curriculum, opportunities abound for students to gain confidence in innovation and problem solving with our unique approach to combining fundamental scientific principles with engaging and relevant engineering designs.

8th Grade Building on previous knowledge, experience, and an understanding of scientific concepts and the engineering design process, the 8th grade curriculum focuses on matter and how the very small can lead to big things. With an emphasis on experimental design, students will explore the properties of matter, atomic theory, and chemistry. Projects include designing a submarine based on the property of density, separating mixtures in a sludge project to develop lab skills, exploring spatial skills through molecular geometry, and observing chemistry in action through an activity based on neurochemistry. In addition, authentic computer-programming experiences are incorporated throughout the course as students apply their scientific understanding to real-world issues. Through project-based learning, the curriculum allows for collaboration, critical thinking, communication, and empathy. This course prepares students for future science courses and promotes confidence in experimental design, a spirit of inquisitiveness, and a disciplined approach to inquiry and research.

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WORLD LANGUAGES

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he Middle School language curriculum offers a variety of language and cultural experiences. Students begin their world language study in the 5th and 6th grades with a story-based program in Chinese, French, or Spanish. Students in 7th grade may choose Chinese, French, Latin, or Spanish and continue the study of the same language as 8th grade students.

5th and 6th Grade Language The 5th and 6th grade world language courses (Chinese, French, or Spanish) provide the opportunity to start acquiring a non-native language and developing global awareness and empathy. The language classes promote risk-taking in a nurturing environment and enhance problem-solving and performance in all skill areas. Students acquire foundational listening, interpersonal speaking, and intercultural communication skills through stories, songs, games, conversations, and cultural exploration. World language classes meet twice during each seven-day rotation. Please note, this program is an entry-level program for students with little to no prior exposure to the language. If your child has had sizable previous exposure to a language, you may consider enrolling her in a different language in 5th and 6th grade.

7th and 8th Grade Language

Chinese

In 7th and 8th grades, students take a beginning Chinese course equivalent to one year of high school Chinese. This course introduces the Chinese language system and establishes a solid foundation of the Pinyin and characters. Tones of pronunciation are emphasized to ensure learners’ speaking skills and listening comprehension. Reading and writing characters are practiced extensively. Students acquire a basic vocabulary that allows them to communicate about family, personal interests, and daily life. Preliminary research and study on China, such as the land, the people, the environment, and the society, enrich students’ understanding and appreciation of Chinese cultures and values.

French

In 7th and 8th grades, students take a beginning French course equivalent to one year of high school French. This French course aims to enable students to communicate effectively on a variety of familiar topics (home, school, food) and to make simple but meaningful comparisons between their own cultures and a variety of Francophone cultures. To this end, French is used in the classroom as much as possible with opportunities to listen, read, and interact with speakers across the Francophone world. Emphasis is placed on proficiency and communication in a variety of everyday contexts.

Throughout the course, students are introduced to the diversity of the Francophone world, with emphasis on contemporary culture. An optional weeklong immersion trip to Quebec in June is available to 8th grade students.

Latin

In 7th and 8th grades, students take a beginning Latin course equivalent to one year of high school Latin. Small classes offer opportunities to practice oral and written skills and to have maximum interaction with the teachers. In addition to learning Latin grammar and vocabulary, students learn about the Latin roots of English vocabulary and are exposed to basic linguistic principles applicable to many languages. Students investigate topics on Roman history and culture and are introduced to classical influences on art, architecture, government, mythology, and literature. They present this knowledge through a variety of creative methods.

Spanish

In 7th and 8th grades, students take a beginning Spanish course equivalent to one year of high school Spanish. This course aims to enable the student to communicate with native speakers, and to this end, the class is conducted in Spanish. The class emphasizes the oral, aural, written, and spoken attributes of the language, cornerstones of language proficiency.

While students improve linguistic proficiency, they also gain cultural appreciation through the study of Spanish-speaking countries. Activities include conversational Spanish, short readings, written compositions, cultural projects, and audio and online recordings. Eighth grade students have the opportunity to travel to Costa Rica for an optional weeklong immersion trip in June.

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CURRICULUM GUIDE

VISUAL ARTS

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he Middle School visual arts program is designed to stimulate and encourage creativity, build confidence in technical abilities, and provide students with a solid foundation in the elements and principles of art. Skills are developed in each medium through age-appropriate projects that build upon what students have learned in the previous years as they advance from 5th through 8th grades. The halls of the Middle School continually display student artwork. All students receive sketchbooks to establish the habit of drawing, and sketchbook assignments are given throughout the course. An introduction to various influential art and artists of the world is incorporated into appropriate lessons. A love of art and creating art is nurtured at each grade level, and individual self-expression is encouraged.

5th Grade Fifth grade art focuses on developing the students’ natural creative abilities and instilling the belief that art, with patience and practice, everyone can learn to see and create good art. Art vocabulary is introduced and practiced with projects that teach about line, shape, color, form, and texture. Students work in various mediums, including drawing, painting, printmaking, collage, sculpture, and textiles.

6th Grade Sixth grade art builds upon skills learned in 5th grade, and projects expand to encompass more complex concepts and skills. Students hone their technical competency through more lengthy and involved drawing, printmaking, painting, and sculpture projects. Projects are technically rigorous and designed to challenge varying levels of ability.

Experimentation is highly encouraged, and students are expected to push the boundaries of their creativity.

7th Grade Students gain sensitivity in drawing from careful observation and learning how parts come together to form a whole.

Experiences in three-dimensional and two-dimensional art continue to build, including creating spatial depth and using value to shade realistically.

8th Grade Eighth grade students will continue to develop their technical skills in a series of exploratory exercises, which will result in smaller projects using a variety of media. The 8th grade focus is learning to think conceptually and how to translate those thoughts into visual imagery. The yearlong option for 8th grade goes into greater depth and allows time for some experimental work

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O NT

RE EAT H T

TRE S A E RT TH DU ND ICAL A RO E A T G R • IN ATR KIN HEAT A E E T H P •T TO CS BLI TION U C •P DU O R T • IN O CTI

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CURRICULUM GUIDE

THEATRE

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iddle School theatre and speech courses give students opportunities to explore essential communication and presentation skills. Course work provides opportunities to explore different modes of self-expression related to public speaking and drama in an environment where the student feels challenged yet safe and encouraged. Classes impart useful information and provide a forum for presentations, discussions, and peer critiques to broaden the students’ intellectual understanding and appreciation of the art form involved.

5th Grade

Introduction to Theatre

Students participate in creativity exercises incorporating specific elements of the performing arts to which they add their own imaginative inventions of movement, characters, and plots. Students in 5th grade learn classic illusion mime techniques that they demonstrate through original character sketches, creative writing, and short skits presented to their classmates.

6th Grade

Theatre

Students participate in advanced creative theatre exercises about life experiences set in historical contexts. For example, 6th grade students may study the myth of Theseus and the Minotaur by reflecting upon their own first nights away from home. Students then place this experience into the character of a young person in ancient Athens whose name has been drawn to go to Crete where the Minotaur dwells. They participate in activities and recreate scenes from Greek mythology through role-playing and playwriting exercises. Students also learn to recognize the elements of comedy that have been prevalent in Western theatre from the times of the ancient Romans through improvisation, playwriting, and presentation of class projects.

7th Grade

Public Speaking and Theatre

Seventh grade students participate in a variety of speech projects giving them several opportunities to prepare formal and informal presentations in front of a group of people. Practical experience, imaginative vocal interpretation, and paradigms for entertaining, informative, and persuasive public speaking are introduced. Projects are sometimes individual and sometimes group related. All projects emphasize poise and self-confidence, as well as the importance of critical listening skills and peer support.

8th Grade

Introduction to Theatrical Arts

Eighth grade students survey various theatrical arts components through individual study and collaborative projects.

Introduction to practical acting, play, stage terminology, theatre genres, playwriting, design, character analysis, scene study, and play presentation are part of the class. Activities and projects encourage critical thinking, skills of analysis, synthesis, and application, along with creativity, concentration, and self-expression in defined formats and ensemble work.

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DANCE

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iddle School dance covers creative movement, modern, ballet, jazz, and tap techniques. The goal of each class is to provide a safe environment that helps the student become comfortable with movement in a wide variety of genres. Performance opportunities are available in the co-curricular dance companies which meet after school.

5th Grade Creative movement and basic ballet technique are introduced in the first semester. Cultural diversity in movement is added, with students exploring global folk traditions. Choreographed dances also incorporate jazz and allow the students to begin work with popular forms of movement. The goal of the class is to allow each student to work in a structured, creative environment and understand the pleasures and benefits that dance has to offer. Each student develops a basic vocabulary, builds a base of movement, and learns choreographed combinations from various disciplines and dance styles.

6th Grade Using creative movement, modern and ballet techniques are reviewed and expanded. Linking steps, jumps, and turns are covered with a continuing emphasis on terminology. Cultural diversity in movement is continued and jazz is introduced as a technique focusing on isolations, rhythm, and motor coordination. Basic tap dance is also introduced at this level. The goals of this class are to allow the student to work in a structured, reassuring environment at an individual pace and understand the value of dance as an exercise and as an art form. Each student will develop more confidence and freedom with a kinesthetic awareness while building a broader base of movement vocabulary in multiple genres, which will allow her to share this developing talent with her peers or an audience if she so chooses.

7th Grade

Basic Fundamentals of Tap

Students are introduced to beginning-level tap vocabulary. Emphasis is placed on basic sounds and how they work together with weight and rhythm. Students work individually and in groups using center work and movement across the floor, as well as improvisation and collaboration to master choreographed sequences. Students are allowed to progress at an individual pace while maintaining the basic group structure. Students also learn a choreographed combination/dance sequence for performance opportunities. The goal of this class is for each student to work in a nurturing environment, acquire and utilize tap terminology, develop the rhythmical and kinesthetic awareness that tap supports, and appreciate and better understand tap dancing as an American concert and entertainment art form.

8th Grade

Historical Introduction to Jazz and Theatrical Dance

Students learn classic jazz movements from theatrical and social dance in a historical and cultural context.

Emphasis is placed on movement vocabulary to understand how cultures combine to influence dance. Students work individually and in groups on creative solutions in choreography and improvisation using character study, movement, pantomime, abstraction, and analysis. They also learn prepared combinations and create solos for class performance. The goal of this class is for each student to work in a creative, supportive environment, acquire and develop a basic understanding of combining movement, create an appropriate style for the movement, and apply her movement to the processes involved to create a performance.

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CURRICULUM GUIDE

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MUSIC

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usic courses in the Middle School are designed to give students a broad experience in both choral and orchestral music as well as a survey of music history and music theory. The primary focus is on acquiring techniques that will enhance students’ performance skills and prepare them for Upper School ensembles. The program includes music from a variety of cultures, countries, and languages.

Orchestra 5th Grade Fifth grade students begin to work toward musical literacy through the systematic study of a string instrument.

Students learn basic musical notation while developing instrumental technique. Students may choose to play the violin, viola, or cello. There are no prerequisites required to participate in 5th grade orchestra, and students who already play the violin, viola, or cello are encouraged to participate in the orchestra. Students may have an opportunity to start string bass after completing one year on the cello or upon approval of the director.

6th Grade Sixth grade orchestra is designed for students who wish to continue their study of a string instrument. Beginners may participate in the 6th grade orchestra with prior approval from the instructor and sessions with a mutually agreed upon private instructor. In the 6th grade, orchestra students continue to develop technique on their chosen instrument while gaining an even greater knowledge of the concepts of rhythm, pitch, melody, harmony, and timbre.

7th Grade String students in the 7th grade build on the basics through advanced string techniques and continue to fine tune basic musical skills. This is accomplished through the use of literature and music that is appropriate for developing basic musical concepts and skill levels. String students entering the 7th grade are eligible to participate in the Middle School advanced orchestra.

8th Grade String students entering the 8th grade orchestra grow in their understanding of advanced string techniques, including vibrato, shifting, and improvisation. Students continue to advance their skills while working on appropriate ensemble literature. A prerequisite for this class is 7th grade orchestra. Students in this class are also eligible to participate in the Middle School advanced orchestra.

Middle School

Advanced Orchestra

Students participating in this audition-only ensemble rehearse and perform a varied repertoire spanning many different musical periods and styles at an advanced level. One to two years of experience on their instrument is a prerequisite for this class. Middle School advanced orchestra meets before school once per week.

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Chorus 5th Grade Fifth grade students explore a general music curriculum that includes development of the concepts of rhythm, pitch, melody, harmony, and timbre. They work toward music literacy by developing a knowledge of basic notation, articulations, and dynamic markings as well as the ability to sight-sing. Students sing in unison and two parts and also learn the basics of beautiful choral singing, including vocal tone, breathing, and phonation.

6th Grade In 6th grade chorus, students continue to work on proper vocal technique and sing choral literature from a variety of periods and styles. They continue to expand their knowledge of notation, articulations, and dynamic markings.

In addition, students work to sustain and develop their sight-reading and aural skills.

7th and 8th Grade Students in the 7th and 8th grade chorus sing music from many different styles, cultures, and historical periods, emphasizing the ability to sing in three or more independent parts. Students continue to work on improving sight-singing, developing good aural skills, and learning good vocal techniques.

Advanced 7th and 8th Grade

Honeybear Singers

Accelerated students participating in the 7th or 8th grade chorus may audition for the Honeybear Singers.

This group is designed to help talented students achieve at a high level.

Music and Culture (MAC) 7th Grade Students taking 7th grade music and culture will study a broad spectrum of music. This class provides a general overview of musical notation, genres, history, composition, and instruments.

8th Grade Students taking music and culture in the 8th grade explore intersections between music and other disciplines such as science, geography, and math. Students expand their knowledge of musical notation, genres, history, and instruments while also gaining experience with songwriting and recording.

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PHYSICAL EDUCATION

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he Middle School physical education program promotes the importance of lifetime fitness and physical activity. Core movements and exercises, such as body weight push-ups and squats, are intertwined throughout the program. Students are encouraged to understand the importance of regular physical activity as an essential component of overall physical and mental health. The program is designed for every student to find a love of physical activity by introducing students to a variety of activities and sports that focus on movement and fitness. Students will learn how to work with a team, practice good sportsmanship, and demonstrate respect for one’s self and others while participating in games and sports.

5th and 6th Grade In 5th and 6th grade, students will focus on gross motor skills and core fitness movements with an emphasis on teamwork and sportsmanship. These are explored through a variety of activities and sports. Units include striking, dribbling, throwing and catching, and kicking. These units are explored through playing games and sports such as volleyball, Omnikin, kickball, and soccer.

7th and 8th Grade In 7th and 8th grade, students focus on lifetime sports and fitness. Students learn more about individual fitness, emphasizing proper technique while performing core fitness movements. Students will have the opportunity to practice these movements and techniques during the weight room orientation unit and fitness days throughout the year. Students will also learn how to play lifetime sports such as golf, tennis, pickleball, badminton, spike ball, and ultimate frisbee while emphasizing strategy and leadership skills.

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iddle School is an ideal time to learn healthy ways to balance one’s life. Our emphasis on leadership development and its role in helping girls learn to make meaningful choices is woven throughout the Life Balance curriculum. Various formats are used as springboards to discuss the following developmentally appropriate principles of our wellness model: leadership, relationships, emotional life, mind-body connection, meaningful life purpose, movement, and nutrition.

Topics include: 5th Grade Theme:

Learning to Lead Myself

Transition to Harpeth Hall, team-building, emotional intelligence, resilience, conflict resolution, relational aggression, internet safety, equity and inclusion, and becoming an independent learner 6th Grade Theme:

Learning to Lead within a Community

Friendships, family relationships, media and females, diversity, puberty, optimistic learner, values clarification, and digital citizenship 7th Grade Theme:

Learning to Lead as a Team

Team building, communication skills, relational aggression, diversity, drugs and alcohol education, and stress management 8th Grade Theme:

Learning to Lead A Community

s s e n l wel

Self-assessment, stress management, eating disorders and body image, human sexuality, diversity, values clarification, leadership style, transition to the Upper School, and coping skills

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LIBRARY AND TECHNOLOGY

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hen students graduate from Harpeth Hall, they have the skills to perform sophisticated research and feel comfortable using many common applications. Information literacy skills, including library and technology skills along with digital citizenship, are taught at all grade levels and across all disciplines. These skills are taught within the context of the curriculum. Professional librarians work with students at all levels to develop a love of reading. Librarians also present book talks and create reading lists to assist students in finding just the right books to read.

In addition, students learn the entire research process, from accessing and evaluating materials to presenting research and properly citing sources. Research skills are introduced in the Middle School and are reinforced throughout the Upper School. Students are taught to use the library catalog to locate print and online sources, organize and incorporate information from a variety of sources into a single presentation, prepare a list of works cited, and understand how to avoid plagiarism.

Technology specialists work with students to teach them the technical skills necessary to enhance classroom learning. They also guide students in ways to be responsible digital citizens. These skills are taught collaboratively with the classroom teacher to enhance specific projects and assignments.

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PREMIER PROGRAMS Enrichment Classes

Students have additional opportunities to grow their talents during enrichment class electives that meet during the school day. Enrichment classes include Forensics Club, Lego League Robotics, Model United Nations, Number Crunchers, Library Leaders, and the Middle School Literary Magazine.

Leadership Program

Harpeth Hall’s leadership development program sees every girl as a leader. Grounded in respect, integrity, individuality, goodness, and trust, girls hone their leadership skills through a variety of experiences, including public speaking, classroom presentations, on the athletic field, on stage, and in interactions with the greater community through service learning and internships.

Scholars Engaged in Extending Knowledge (SEEK)

Harpeth Hall established the SEEK program to provide 7th and 8th grade students a means to pursue independent study in an area of their choice. The initiative encourages a student to expand her learning beyond the standard curriculum by extending the work she has done for a specific class, studying an area untapped by the Middle School curriculum, or pursuing a new skill or creative endeavor. Students apply for a SEEK Scholarship in September and, if accepted, receive the guidance and financial support necessary to delve more deeply into the study of their choice in history, literature, film, science, technology, engineering, politics, world cultures, or mathematics. A SEEK scholar may also wish to develop her talents in creative writing, art, music, photography, drama, or dance. Each scholar works with a faculty mentor or an expert in the field who helps her formulate questions and guide her research. All scholars complete a final product such as a research paper, a publication, a performance, or an original composition that they present to the SEEK faculty committee and the Middle School student body. Harpeth Hall recognizes each scholar at an all-school assembly in the spring.

Lego League Robotics

Lego League Robotics focuses on applying coding, engineering, and teamwork to accomplish missions using Lego Mindstorm robots. Teams also identify and solve a problem connected to the Lego League theme for the year.

Previous themes include how to be an animal ally, solving the world’s trash problems, and human exploration of space.

Harpeth Hall has stood out at both the regional and state levels, earning awards each time the school competed and demonstrating the power of girls in coding and engineering design. Students received awards in core values at past Music City Qualifier tournaments, reflecting their strong teamwork and outstanding research projects.

Harpeth Hall has also won the overall Champion’s Award. At previous state tournaments at Tennessee Tech University, teams placed first in the inspiration core values category, an award given to a team empowered by its Lego League experience and displaying extraordinary spirit and enthusiasm. Students also earned first place in an award category that recognizes a team’s outstanding programming.

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Harpeth Hall School 3801 Hobbs Road | Nashville, TN 37215 HarpethHall.org 615-297-9543