Middle School Curriculum Guide

2020-21 Middle School Curriculum Guide

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CONTENTS Mission, Faculty Core Purpose, Values Statement, Diversity, Equity and Inclusion................................................................................................................... 3 Introduction to the Middle School............................................................................................................ 4 Middle School Course Offerings............................................................................................................... 5 Seven-Day Schedule and Course Meeting Frequency......................................................................... 6 English.......................................................................................................................................................... 8 Social Studies............................................................................................................................................... 9 Mathematics............................................................................................................................................. 10 Science...................................................................................................................................................... 11 World Languages..................................................................................................................................... 12 Visual Arts................................................................................................................................................... 13 Drama and Speech.................................................................................................................................. 14 Dance......................................................................................................................................................... 15 Music.......................................................................................................................................................... 16 Physical Education................................................................................................................................... 18 Life Balance............................................................................................................................................... 19 Library and Technology/Coding and Computational Thinking........................................................ 20 Signature Programs.................................................................................................................................. 21

• Enrichment Classes • Leadership Program • Scholars Engaged in Extending Knowledge (SEEK) • Lego League Robotics

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CURRICULUM GUIDE

ABOUT THIS GUIDE 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 life-long 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.

DIVERSITY, EQUITY AND INCLUSION The Harpeth Hall Values Statement identifies respect, integrity, individuality, and trust as the guiding principles in our work educating girls. These values reflect our commitment to providing a rewarding and equitable experience for all students, families, faculty, and staff. The population growth in Nashville and outreach efforts of the admissions team have contributed to the diversity of our applicant pools and student population. Our school community is enriched by diversity as defined by age, ability, race and ethnicity, gender, religion/spirituality, sexual orientation, and socio-economic status.

The school works to advance the dialogue around equity and inclusion. Professional development opportunities have been offered both on and off campus to empower all members of the Harpeth Hall community to grow in their cultural competence. The Committee on Equity and Inclusion is composed of faculty, administrators, and staff. The group facilitates conversations and initiatives around the following three areas:

• Community • Curriculum • Recruiting and Retention

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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, sports, 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 also see the practicality of what they are learning by making connections to the wider 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 prior to 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

GRADE

GRADE

GRADE

Language Arts

Language Arts

English

English

Geography

History of

American History

U.S. and the World

5 • •

6 •

the World:

Mathematics

Past and Present

Science

Mathematics

• •

Chinese,

• •

Science

French,

•

Spanish

•

Art, Drama, Orchestra, Chorus

•

Physical Education/ Dance

7 • •

8 •

in the

Pre-algebra

20th Century

Accelerated

Algebra I

•

Pre-algebra

•

• •

Accelerated

Science

Algebra I

Chinese,

•

French,

Chinese, French,

Science

Spanish

Latin, Spanish

•

• •

Chinese, French,

Art, Drama,

•

Art, Speech,

Orchestra,

Chorus, Orchestra,

Chorus

and Music and

•

•

Physical

Culture (MAC)

•

Latin, Spanish

Art, Drama, Chorus, Orchestra, and Music and

•

Education/

Physical

Culture (MAC)

Life Balance

Dance

Education/

Physical

•

Life Balance

Dance

•

Life Balance

Education/ Dance

•

Life Balance

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Middle School Seven-Day Rotating Schedule DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

DAY 6

DAY 7

7:55-8:05

Morning Mtg

Morning Mtg

Morning Mtg

Morning Mtg

Morning Mtg

Morning Mtg

Morning Mtg

8:10-9:15

A

E

B

F

C

G

D

9:15-10:00

Advisory

ASA

Community Time

MSM

Community Time

MSM

Community Time

10:00-11:05

B

F

C

G

D

A

E

E

B

F

F

C

G

11:05-12:00

Lunch and Recess

12:00-12:40

Study Hall

12:40-1:45

C

G

D

Break

1:45-2:00

2:00-3:05

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A

D

A

E

B

Course Meeting Frequency 5th and 6th Grades

• Language arts 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.

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

• Drama and art classes meet two times in each seven-day rotation for a semester.

• 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 year-long 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/drama 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/drama 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 year-long 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 year-long visual arts class or emester courses in drama and visual arts that meet twice in each seven-day rotation.

• Students may select a year-long 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 drama that 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 year-long character education course that meets once during each seven-day rotation in grades 5 – 8.

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English Courses The 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 are designed to foster each girl’s love of reading, intellectual fortitude, and writer’s voice.

5th Grade

Language Arts The fifth grade Language Arts program is designed to harness the energy and enthusiasm girls bring for reading and writing and to begin 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 (Out of the Dust), among others.

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

6th Grade

Language Arts The sixth grade Language Arts curriculum further develops students’ critical reading and writing skills through the study and discussion of class novels, ranging from Stargirl by 8

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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 sixth grade builds on the foundation that is laid in the fifth grade, reviewing the concepts of parts of speech, parts of the sentence, and usage while working with more complex sentences.

7th Grade

English The seventh grade English curriculum is designed to form the class into a cohesive community of writers where the regular practice of the writing process is repeated throughout the year with both academic and creative assignments. Girls are empowered to express their voices in complex ways as they practice writing in class daily and learn how the study of grammar can help them put their thoughts into words more precisely and completely.

The literature selected promotes 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.

In addition to content, seventh grade English supports essential skill building, such as utilizing textual evidence in support of a claim, experiencing the give and take of intellectual dialogue, and using technology tools to support their learning. Confident in their preparation, girls depart seventh grade as proficient writers, readers, and thinkers.

8th Grade

English The eighth 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 are prompted to 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 own 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 literary analysis. They leave Middle School as sophisticated thinkers who can approach any text or writing task with confidence.

Social Studies The Middle School Social Studies program is designed to cultivate 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 learn to listen carefully and openly to the ideas of others as she learns to shape and clearly express her own.

5th Grade

World Geography and Cultures The focus of the fifth grade geography curriculum is the fundamental appreciation and value for the rich and different cultures that make up the world community. The girls begin their journey to become global citizens by observing the Earth as geographers using the five themes of geography: movement, place, location, humanenvironment interaction, and region.

Students learn how to read maps and create their own to understand the relationship between a physical place and the people and culture. Research and communication skills are introduced with a collaborative project between the geography and science classes. During this project, students learn about the basic physical systems and their effects on everyday life by researching an extreme weather event that occurred in the U.S. They then apply this knowledge to create a largescale, U.S. climate zone map, as well as an extreme weather video report on the green screen. The culminating project of the year is Freedom School where students focus on four specific areas where girls’ education is underrepresented. They combine their knowledge of the physical and human geography with their knowledge from all other fifth-grade courses as they design their ideal school for girls.

6th Grade

Ancient History In the sixth grade course, students apply their knowledge of the geographical and cultural elements learned in the fifth grade to their study of the ancient world in a classroom filled with research, debate, and historical simulations. The year begins with a

focus on the characteristics of a civilization, as girls explore the role that government, religion, job specialization, class structure, public works, writing, art, and architecture play in society.

Each unit explores a civilization and the complex relationship between some of these elements with a focus on gaining knowledge through various perspectives, valuing differences found in many cultures, and understanding the relationship between power and leadership. For example, the study of Egypt reveals the impact of government and propaganda on the citizens, while an examination of ancient India provides a means to study the impact of religion on a society, which then leads into a broader study of the major world religions of Buddhism, Hinduism, Judaism, Christianity, and Islam.

Students then end the year with a project in which they examine the role of law and the impact of individual leaders in Greek and Roman societies. Students develop an appreciation for ancient civilizations and improved research, note taking, and public speaking skills.

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, explain the relationship between law, justice and power, and provide examples of both cooperation and conflict in the early years of our nation. 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 eighth 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 the status quo 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.

Alternating between an international and an American perspective, students construct a broad perspective and understanding of the century that considers multiple points of view and a variety of contexts. Each student develops her own well-supported and deeply considered answer to the course’s guiding question: How did the values of people and nations shape the path of the 20th century?

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Mathematics The 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.

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

5th Grade Emphasis in fifth 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 sixth grade is a bridge from arithmetic to upper level computation, problem solving, and numerical relationships. The Big Ideas in sixth 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 10

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within the course and emphasizing application, flexibility, and creativity.

7th Grade

Pre-Algebra The seventh grade pre-algebra course is designed to provide a strong foundation in the operations and properties of the real number system to ensure a background in the concepts of arithmetic 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, as well as more advanced topics of Algebra

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.

Science The 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 fifth 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 both 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 the concept of energy in all its forms within a framework of engineering design. At the same time that scientific principles are introduced, each unit of study includes 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 that we emphasize 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 eighth 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. The curriculum allows for the teaching of collaboration, critical thinking, communication, and empathy through project-based learning. 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 The Middle School language curriculum seeks to offer a variety of language experiences for fifth, sixth, seventh, and eighth grade students. Students begin their foreign language study in the fifth grade and continue in the sixth grade with a conversation-based program in Chinese, French, or Spanish. Seventh grade students may choose Chinese, French, Latin, or Spanish and continue the study of the same language as eighth grade students.

5th and 6th Grade Language The World Languages Department determined that the inclusion of the fifth and sixth grade French, Spanish, and Chinese languages improves proficiency, heightens global awareness, and enhances cognitive problem-solving and performance in all skill areas. The fifth and sixth grade modern languages focus on introducing conversational usage in everyday situations. Themebased units allow students to practice pronunciation and increase vocabulary.

Students learn through situational dialogues, games, songs, projects, and the TPRS (Teaching Proficiency through Reading and Storytelling) method. This language exposure emphasizes listening and speaking skills. The language classes for fifth and sixth grades meet twice during each seven-day rotation.

7th and 8th Grade Language

Chinese Seventh and eighth grade students take a beginning Chinese course which is equivalent to one year of high school Chinese. This course is a beginning course to introduce the Chinese language system and to establish 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.

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French Seventh and eighth grade students take a beginning French course which is equivalent to one year of high school French.

The goal of this French course is to enable students to communicate effectively in spoken and written French. To this end, French is used in the classroom as much as possible with small classes offering the opportunity to practice oral skills and to have maximum interaction within the language.

Emphasis is placed on aural comprehension, speaking skills, reading of short passages, mastery of the basic structures of French grammar, and a vocabulary applicable to everyday life in French-speaking countries. Throughout the course, students are introduced to the diversity of the Francophone world, with emphasis on contemporary culture. They practice conversations, communicate with French penpals, write mini-essays, listen to native speakers, read authentic French materials, and work on task-based projects to learn the culture and to improve their fluency. Eighth grade students have the opportunity to travel to Quebec for an optional weeklong immersion trip in June.

Latin Seventh and eighth grade students take a beginning Latin course which is 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 Seventh and eighth grade students take a beginning Spanish course which is equivalent to one year of high school Spanish. The goal of this course is 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.

Visual Arts The 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 the previous years, as they advance from fifth through eighth grades. Student artwork is continually displayed in the halls of the Middle School. All students receive sketchbooks to establish the habit of drawing, and sketchbook assignments are given throughout the course.

An introduction to various important art and artists of the world is incorporated into appropriate lessons.

At each grade level, a love of art and creating art is nurtured, and individual self-expression encouraged. 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 a variety of mediums which may include drawing, painting, printmaking, collage, sculpture, and textiles.

6th Grade

5th Grade Fifth grade art focuses on developing the students’ natural creative abilities, and instilling the belief that art skills can be learned; with patience and

Sixth grade art builds upon skills learned in fifth 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 eighth grade focus is learning to think conceptually, and how to translate those thoughts into visual imagery. The yearlong option for eighth grade will go into greater depth as well as allow time for some experimental work.

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

5th Grade

Introduction to Drama 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. Fifth grade students learn classic illusion mime techniques that they demonstrate through original character sketches, creative writing, and short skits that are presented to their classmates. Storytelling is another component of this curriculum. The culminating projects merge research and collaboration skills to students’ accumulation of theater arts knowledge as they transform original ideas and folk tales into staged theater presentations, and dramatize poetry for the Freedom School project.

6th Grade

Drama Students participate in advanced creative drama exercises about life experiences set in historical contexts.

For example, sixth grade students may study the myth of Theseus and the 14

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Minotaur by first 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. They compare what made the Romans laugh to what sets our own modern funny bones into motion through the use of improvisation, playwriting, and presentation of class projects.

7th Grade

Public Speaking and Drama Seventh grade students participate in a variety of speech projects giving them several opportunities to prepare and perform 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 Theater Arts Eighth grade students survey the various components of theater arts through participation in both individual study and collaborative projects. Introduction to practical acting, play, and stage terminology, theater genres, playwriting, design, character analysis, scene study, and play presentation are part of the class agenda. 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.

Dance Middle 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. Opportunities for performance are available in the co-curricular Dance Companies, which meet after school.

5th Grade Creative movement and basic ballet technique are introduced 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 gain an understanding of 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 styles of dance.

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 gain an understanding of 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.

They 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 to allow each student to work in a nurturing environment, to acquire and utilize tap terminology, to develop the rhythmical and kinesthetic awareness that tap supports, and to appreciate and better understand tap dancing as an American concert and entertainment art form.

8th Grade

Historical Introduction to Jazz and Theater Dance Students learn classic jazz movements from theatrical and social dance in a historical and cultural context.

Emphasis is placed on movement vocabulary with an understanding of how the historical, social, and economic 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 their own solos for class performance. The goal of this class is to allow each student to work in a creative, supportive environment, to acquire and develop a basic understanding of combining movement, to create an appropriate style for the movement, and to apply their movement to the processes involved to create a performance.

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Music Music 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 their performance skills as well as prepare them for Upper School ensembles. The program includes music from a variety of cultures, countries, and languages.

Orchestra 5th Grade

Beginning Orchestra 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. Fifth grade orchestra students may choose to play the violin, viola, or cello. There are no prerequisites required to participate in fifth 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 the approval of the director.

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6th Grade

8th Grade

Intermediate Orchestra Intermediate Orchestra Sixth grade orchestra is designed for students who wish to continue their study of a string instrument.

Beginners may participate in the sixth grade orchestra with prior approval from the instructor and sessions with a mutually agreed upon private instructor. In the sixth 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

Orchestra String students in the seventh 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 seventh grade are eligible to participate in the Middle School Advanced Orchestra.

String students entering the eighth grade orchestra grow in their understanding of advanced string techniques including, but not limited to, vibrato, shifting, and improvisation.

Students continue to advance their skills while working on appropriate ensemble literature. A prerequisite for this class is seventh 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.

Music and Culture 7th Grade

Music and Culture (MAC)

Chorus 5th Grade

Chorus 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 musical symbols and their usage 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

Chorus In sixth grade choral music, students continue to work on proper vocal technique and sing choral literature from a variety of periods in different styles. They continue to expand their knowledge of musical symbols and their usage. They work to sustain independent part singing and to develop their sight-reading and aural skills.

7th and 8th Grade

Chorus Students in the seventh and eighth grade chorus sing music from many different styles, cultures, and historical periods, with an emphasis on developing the ability to sing in three or more independent parts. They continue to work on improving sight singing, as well as developing good aural and pitch skills, and learning good vocal techniques.

Advanced 7th and 8th Grade

Choir Accelerated students participating in the seventh or eighth grade chorus may audition to sing in the Advanced Choir.

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

Students taking seventh grade music and culture will study a broad spectrum of music. This class is a comprehensive overview of general musical ideas, themes, history, and instruments.

Students will learn different musical themes, instrumentation, and genres and participate in hands-on performances while discovering how music drives us as humans. Students learn about American, Classical, Bluegrass, and Rock and Roll music.

Students create their own presentations and performances in musical styles that are appealing to them.

8th Grade

Music and Culture (MAC2) Students taking general music and culture in the eighth grade study music on a higher level and from a more global perspective. Genres and themes in musical culture will be introduced, resulting in exposure to many different musical styles. Students experience how music motivates, moves, and drives the human race and have the opportunity to participate in an ensemble performance using bells and drums.

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Physical Education The 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 one’s overall physical and mental health. The program is designed for every student to find their own 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 fifth and sixth 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, but are not limited to, 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 seventh and eighth grade, students begin to focus on lifetime sports and fitness.

Students learn more about individual fitness with an emphasis on 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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Life Balance Middle School is an ideal time to learn healthy ways to balance one’s life. Our emphasis on leadership development and the role it plays in helping girls learn to make meaningful choices is woven throughout the Life Balance curriculum. Various formats are used as springboards for discussion of 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, TeamBuilding, Emotional Intelligence, Resilience, Conflict Resolution, Relational Aggression, Internet Safety, Diversity and Inclusion, Becoming an Independent Learner

6th Grade Theme:

8th Grade Theme:

Learning to Lead within a Community

Learning to Lead A Community

Friendships, Family Relationships, Media and Females, Diversity, Puberty, Optimistic Learner, Values Clarification, Digital Citizenship

Self-Assessment, Stress Management, Eating Disorders and Body Image, Human Sexuality, Diversity, Values Clarification, Leadership Style, Transition to Upper School, Coping Skills

7th Grade Theme:

Learning to Lead as a Team

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Transition to Harpeth Hall, TeamBuilding, Communication Skills, Relational Aggression, Diversity, Drugs and Alcohol Education, Stress Management

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Library and Technology When students graduate from Harpeth Hall, they have the skills to perform sophisticated research as well as comfort with computers and 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. Book talks are presented,

and reading lists are developed to assist students in finding just the right books to read. In addition, students are taught the entire research process, from accessing and evaluating materials through the presentation of research and proper citation of 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, to organize and incorporate

information from a variety of sources into a single presentation, to prepare a list of works cited, and to 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.

Coding and Computational Thinking Computational thinking is emphasized in both our math and science courses.

We believe these skills empower our students to solve current and future problems with perseverance, collaboration, and innovation.

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recognition, abstraction, and algorithm design. More in-depth projects occur in seventh and eighth 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 a website of their choice.

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.

Signature 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, First Lego League Robotics Team, 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) The SEEK Program was established to provide seventh and eighth grade students a means to pursue independent study in an area of her choice. The initiative is designed to encourage a student to expand her

learning beyond the standard curriculum with the support of an in-school and/or out-of-school adult mentor.

A student with the desire and passion to explore a particular topic or subject of interest will be provided with the guidance and financial support necessary to complete the study of her choice. The topic she chooses to explore may be an extension of work she has done for a specific class, study in an area untapped by the Middle School curriculum, or the pursuit of a new skill or creative endeavor. For example, a student who applies for a SEEK Scholarship in September may wish to delve more deeply into the study of a particular topic in history, literature, film, science, technology, engineering, politics, world cultures, or mathematics. She may wish to develop her talents in the area of creative writing, art, music, photography, drama, or dance. Whatever area of interest the student wishes to pursue must lead her into a new area of study and result in some form of a finished product. This could be a publication, a performance, an original composition, or a piece of art. Each SEEK Scholar presents her project to the Middle School student body and is recognized at the All School SEEK Scholarship Assembly in the spring.

Lego League Robotics Lego League Robotics focuses on applying coding, engineering, and teamwork to accomplish missions using the Lego Mindstorm robots.

Teams also identify and solve a problem concerning the Lego League theme for the year. Previous themes have included 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 we have competed, and demonstrating the power of girls in coding and engineering design. At the Music City Qualifier Tournament, we have received awards in core values that reflect strong teamwork, awards for our outstanding research projects, and have won the overall Champion’s Award. At the state tournament at Tennessee Tech University, teams have placed first in the Inspiration category in Core Values, an award given to a team that is empowered by their Lego League experience and displays extraordinary spirit and enthusiasm, and first place in Programming, an award that recognizes a team that demonstrates outstanding programming.

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