Upper School Curriculum Guide 2020-2021

Harpeth Hall 2O2O-21 UPPER SCHOOL CURRICULUM GUIDE

2

Contents

3 4 55 6 7 9

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

Introduction to the Upper School Graduation Requirements NEW Seven-Day Rotating Schedule English Mathematics

12 History and Social Sciences 16 Science 19 World Languages 25 Fine Arts: Art History, Multimedia Art, Music, Photography, Studio Art, Theatre 30 Wellness 31 Life Balance 32 Online Courses through One Schoolhouse 33 Library and Technology 34 Signature Programs ▪ ▪ ▪ ▪ ▪

Center for STEM Education for Girls Digital Humanities Initiative at Harpeth Hall Global Scholars Program International Exchanges Winterim

3

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 pool and student population. Our school community is enriched by diversity as defined by age, ability, race and ethnicity, gender, religion, spirituality, sexual orientation, and socioeconomic 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 cochaired by the Head of School and Director of Community Support and Inclusion. Committee members include faculty, administrators, and staff. The group facilitates conversations and initiatives around the following three areas: ▪ ▪ ▪

Community Curriculum Recruitment and Retention

4

Introduction to the Upper School Harpeth Hall’s Upper School curriculum aligns directly with our mission: we offer a strong foundation in the sciences, humanities, and arts that fosters creative and critical thinking, promotes global perspectives, and sparks life-long learning in our students.

The academic culture in the Upper School is characterized by intellectual vitality and joy. We encourage students to take academic risks that equate with their interests and to create a balanced schedule that is tailored to their individual needs. We hope that students will also involve themselves in our rich cocurricular and extra-curricular offerings. As students select their academic courses, we encourage them to consider their additional time commitments so that they design a schedule that promotes well-being. Each student meets with her advisor and is counseled by her teachers to choose the best courses for her and to develop a flexible four-year academic plan.

The core academic curriculum is supplemented by our signature four-year Winterim program, several international exchange travel options, our Global Scholars program (tenth through twelfth grade), and opportunities for STEM research.

At the heart of each academic experience is our deep understanding of how girls learn best. Our teachers provide students with collaborative and interdisciplinary opportunities that ask girls to relate to each other and to the world around them. Our 75-minute blocks and rotating schedule allow for innovative teaching and deep exploration of subject matter. Stop by any classroom, and you will witness the strong connection between teachers and students that informs our vibrant learning community.

Armistead Lemon Director of the Upper School

5

Graduation Requirements DEPARTMENT

REQUIREMENT

ADDITIONAL

English

4 years

Mathematics

3 years

Four years of math is strongly recommended

History and Social Sciences

3 years

Required to take one course in each discipline: World Cultures, Modern World History, and U.S. History

Science

3 years

Required to take one course in each discipline: Biology, Chemistry, Physics

World Languages

3 years

Three consecutive years in a language in the US is required

Fine Arts

1 year

This requirement can be met by taking a year-long course or two semester courses.

Wellness

3 ½ years (7 semesters)

Meets three times in a seven-day rotation

Life Balance

2 years

Meets once in a seven-day rotation

Electives

4 semesters

Core academic classes beyond the graduation requirements.

Winterim

4 terms

The term is three weeks in January

For students who enter Harpeth Hall after the ninth grade, graduation requirements will be reviewed, and an individual plan will be designed.

6

Upper School Seven-Day Rotating Schedule

COMMUNITY TIME

Upper School students have Community Time daily except for late-start Wednesdays. This time is used for advisory meetings, All School Assemblies, Upper School Assemblies, club and organization meetings, speakers, and other co-curricular programming during the week .

7

English The English curriculum at Harpeth Hall includes an array of literary works that provide opportunities for each student to think deeply about her relationship to the world around her and the complexities of the human experience. Writing, reading, research, grammar, and vocabulary strands serve as the foundation of our program. With a focus on literary analysis and writing, students hone their ability to think critically and imaginatively while writing with increasing sophistication. English classes in ninth, tenth, and twelfth grades cover a variety of genres and periods in American, British, and World literature. The introduction of rhetoric in the eleventh grade, with a focus on nonfiction, invites students to appreciate the myriad ways that writing is used across academic disciplines and in public discourse. Over the course of four high school years, students engage in project-based learning, collaboration, and independent research. By the end of twelfth grade, students will have developed a strong repertoire of writing and critical reading skills as well as a demonstrated confidence in their own writing voice.

In addition to the four required years of English, the department offers a Creative Writing elective course for students interested in developing their skills in this area. Winterim courses also provide ninth and tenth grade students specific areas of study.

ENGLISH I Full year, one credit; Required for ninth graders Using the American experience as a unifying theme, this course focuses on intensive reading and writing.

Students read a wide variety of literary works in various genres, including novels, short stories, plays, and poetry.

As an introduction to analytical composition, the course requires structured responses to literature, short and long-term research assignments, and personal response journals. Creative writing assignments are included to expand students’ writing experience, and vocabulary and grammar are concentrated studies throughout the year. Students are encouraged to read outside reading books throughout the year.

ENGLISH II Full year, one credit; Required for tenth graders (unless enrolled in Honors English II with department approval) English II explores the literature of the world and the journey of the hero through classical and contemporary works.

Students read drama, fiction, poetry, and nonfiction. Sophomores write a variety of literary analyses, personal essays, creative pieces, and reflections. Several culture-oriented research projects related to literature are included to set the stage for more challenging research projects in the eleventh grade. Technology is used for creative design projects, presentations, and discussion boards. Vocabulary and grammar are ongoing studies throughout the year, including PSAT review. Tenth graders are encouraged to read for pleasure and attend library book talks to expose them to important works of world literature as well as more contemporary, young-adult choices.

HONORS ENGLISH II Full year, one credit; Open to tenth graders (requires department approval) Honors English II introduces students to provocative works by important writers in the Western canon, from the Greeks to the present. Although not moving in chronological order, students begin with Jane Austen’s masterful satire Pride and Prejudice, and then continue on a journey that is broad in scope and purpose. In the fall semester, students employ different conceptual lenses to interpret the works before them, with an emphasis on the way that social expectations and personal psychology hold tremendous sway in human affairs, including in matters of ethics and morality. In the late fall and winter, students look squarely at human barbarity and the dissolution of universal standards of ethics during World War II as well as in Shakespeare’s Scottish play; in the spring, students explore the aftermath of the war through the thinking of the existentialist writer Camus, and approach the conclusion of the year with a Western glance to the East in Hesse’s “Hegelian” biography of Siddhartha Gotama, the Buddha. Finally, students read Virginia Woolf’s stream of consciousness masterpiece— Mrs. Dalloway. The aim is to appreciate every work on its own terms—with a keen sense of each author’s artistry—while also stitching universal threads between the works.

8 ENGLISH III Full year, one credit; Required for eleventh graders who do not take AP English Language and Composition English III mirrors the content and concepts of AP English Language and Composition, but it does so at a slower pace and covers fewer works. Students will be exposed to the concepts of rhetoric and composition, enabling them to write effectively and confidently across the curriculum. The course will emphasize the expository, analytical, and argumentative writing that forms the basis of academic and professional communication. Students will read and respond to nonfiction works of historical and contemporary import, such as speeches, documents, articles, and essays, as well as visual texts such as documentaries, charts, and graphics. Additionally, students will study key novels and plays in the American canon, with the added goal of increasing their cultural literacy. Students will complete an independent research paper that will help them learn the steps of any successful inquiry-based research and writing project. PSAT and SAT test prep is incorporated throughout the year.

AP ENGLISH LANGUAGE AND COMPOSITION Full year, one credit; Open to eleventh graders AP English Language and Composition may be taken by eleventh graders in lieu of English III. Designed as the equivalent of a college English Rhetoric and Composition course, this class enables students to write effectively and confidently across the curriculum. It emphasizes the expository, analytical, and argumentative writing that forms the basis of academic and professional communication. Students read and respond to nonfiction works of historical and contemporary import, such as speeches, documents, articles, and essays, as well as visual texts such as documentaries, charts, and graphics. Students complete an independent research paper that helps them learn the steps of any successful inquiry-based project. Additionally, students choose and respond independently to documentaries and nonfiction books that discuss contemporary issues. Students enrolled in this course are required to take the AP English Language and Composition exam in May. ENGLISH IV Full year, one credit; Required for twelfth graders (unless enrolled in AP English Literature with department approval) English IV focuses on masterworks in the American literary tradition while investigating the cultural, historical, and philosophical movements that affected this country’s literary development. Readings reflect the ethnic, economic, and racial diversity of the American literary landscape from the Puritans to the Post-Modern.

Featured writers include Frederick Douglass, Tennessee Williams, and F. Scott Fitzgerald as well as Kate Chopin, Flannery O’Connor, and Zora Neale Hurston. Students continue to improve their rhetorical skills by writing expository prose on literary topics. In addition, students have opportunities to explore more sophisticated forms of literary analysis, interpretation, and criticism.

AP ENGLISH LITERATURE Full year, one credit; Open to twelfth graders (requires department approval) AP English Literature requires widespread and in-depth reading and writing and the ability to engage in serious critical analysis. The AP English Literature course moves at a rapid pace with an extensive reading list and requires the close examination of novels, dramas, essays, short stories, and poetry. Students are expected to be able to interpret literature and literary criticism with finesse and to analyze literary works both in sophisticated composition and purposeful class discussion. Students enrolled in this course are required to take the AP English Literature exam in May. CREATIVE WRITING One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders This course is an introduction to the art and craft of creative writing. Students will read, write, and discuss works of literature in various genres, including fiction, poetry, and creative nonfiction. Students will build their skills through short daily exercises, crafting some into longer pieces that will receive feedback through peer editing, writers’ workshops, and teacher response. Reading will complement the students’ study of writing.

Students will work toward completion of a portfolio of their finest work and will also be encouraged to submit their work to the school’s literary magazine, Hallmarks, and to national and regional writing competitions.

9

Mathematics The Math department’s goal is to give each student the very best mathematics education possible, taking into consideration ability, interest, and necessary preparation for success in college and life. Each teacher strives to instill the confidence necessary to extend the student’s horizons into new areas of mathematically-related study such as science and engineering, and each hope to foster independent study and continued interest in mathematics. Competent use of technology is taught throughout the curriculum. The TI-84 graphing calculator is an integral tool at all levels of instruction. The minimum requirement for graduation is three years of mathematics in the Upper School; however, the department encourages students to take mathematics during all four years.

ALGEBRA I Full year, one credit Algebra I introduces the student to the basic structure of algebra and the real number system. It helps students recognize how the techniques developed are used to formulate a mathematical system. Students will be introduced to the role of deductive reasoning and will appreciate the need for precision of language. Solutions of linear equations and inequalities in one and two variables, graphing of functions, products and factors, fractions and fractional equations, and quadratic equations are a few of the topics stressed.

GEOMETRY Full year, one credit; Prerequisite: Algebra I Geometry is the study of various plane figures, such as points, lines, angles, and circles as well as some simple three-dimensional interrelationships. The course emphasizes proof and deductive reasoning throughout, using a traditional development of geometry as a system of logical thought. Topics from Algebra I are reviewed continuously and applied in a wide variety of geometric settings.

HONORS GEOMETRY Full year, one credit; Prerequisites: Algebra I and department approval This course is designed for the student who can move at a faster pace and who desires to go into the subject in greater detail. The content of the course is the same as Geometry; however, many enrichment problems are provided.

ALGEBRA II Full year, one credit; Prerequisites: Algebra I and Geometry The purpose of the second-year algebra course is to offer the student a sound development of the structure of the real number system. Within this development, the skills from the first-year algebra course are reviewed, consolidated, and expanded upon to lay a solid foundation for future work in mathematics. Among the topics considered are linear and quadratic relations and functions, matrices, exponential and logarithmic functions, complex numbers and an introduction to trigonometric functions.

HONORS ALGEBRA II Full year, one credit; Prerequisites: Algebra I, Geometry, and department approval Honors Algebra II is an algebra course designed for students who desire an enriched and rapidly-paced second year of algebra. In addition to the topics covered in Algebra II, this class also includes sequences, series, and an in-depth study of trigonometry. In Honors Algebra II, students frequently make connections to other STEM courses, thus seeing mathematics holistically rather than as a collection of isolated topics.

10 COLLEGE ALGEBRA AND TRIGONOMETRY Full year, one credit; Prerequisites: Algebra II and department approval Designed to provide students with a further opportunity to refine and enhance their algebraic problem-solving skills before college math courses, College Algebra and Trigonometry will focus on functions, including exponential, logarithmic, and trigonometric functions.

PRECALCULUS Full year, one credit; Prerequisite: Algebra II or Honors Algebra II The precalculus course is designed for students who have completed Algebra II or Honors Algebra II. Various types of functions are studied, including polynomial, exponential, logarithmic and circular functions. In addition to trigonometry, analytic geometry with vectors is covered. Special attention is given to mathematical modeling of real-world problems. Concepts are developed using technology, especially graphing calculators. This course prepares a student for Calculus.

HONORS PRECALCULUS Full year, one credit; Prerequisites: Honors Algebra II and department approval This course is designed for students who desire an enriched and rapidly-paced course. The content is the same as Precalculus with some added topics. Additionally, students will begin the study of Calculus, enabling them to take AP Calculus BC the following year.

STATISTICS Full year, one credit; Prerequisites: Algebra II and department approval Important topics in the study of statistics will be introduced, including exploratory data analysis and probability.

Some work on the statistical design of experiments and the use of statistical inference will be pursued through hands-on projects and research. Graphing calculators with their specific statistical functions will be used daily.

AP STATISTICS Full year, one credit; Prerequisites: Algebra II and department approval This course is equivalent to the one-semester introductory statistics course offered by most colleges and required for many majors including psychology, sociology, health sciences, and business. Topics include exploratory data analysis, planning an experimental study, probability, and statistical inference. Graphing calculators are used daily and statistical software is introduced periodically. Open-ended problems, projects, and communication of results are emphasized. Students enrolled in this course are required to take the AP Statistics exam in May. CALCULUS Full year, one credit; Prerequisites: Precalculus and department approval Calculus covers all the material in a typical first-semester college calculus course, including limits, derivatives and their applications, integrals and their applications, as well as transcendental functions. Students also learn how to use the TI-84 Plus CE graphing calculator to evaluate calculus-related problems. The primary goal of this course is to learn some high-level mathematics in a stress-free environment. Because we do not have to follow the AP Calculus AB curriculum, students set the pace of the class, and there is flexibility in terms of topics covered.

AP CALCULUS AB Full year, one credit; Prerequisites: Precalculus or Honors Precalculus and department approval Calculus gives methods of solving two large classes of problems: 1) finding the instantaneous rate of change of a variable quantity (differential calculus) and, 2) evaluating a product in which one factor varies (integral calculus). This course follows the AP Calculus AB curriculum. Students enrolled in this course are required to take the AP Calculus AB exam in May.

11 AP CALCULUS BC Full year, one credit; Prerequisites: Honors Precalculus and department approval This course includes all the material covered in the AP Calculus AB curriculum with the addition of the calculus of variable factor products and the calculus of functions defined by power series. Students enrolled in this course are required to take the AP Calculus BC exam in May. HONORS MULTIVARIABLE CALCULUS and DIFFERENTIAL EQUATIONS Full year, one credit; Prerequisites: AP Calculus BC and department approval This course is offered through One Schoolhouse. The tuition for this course will be covered by Harpeth Hall.

This course will be listed on a student’s Harpeth Hall transcript and the semester grades will factor into her cumulative GPA. INTRODUCTION to COMPUTER SCIENCE One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders This course is an introduction to coding and computer science. Students start by learning the basics of coding and writing programs on their TI-84 calculators. They also use their calculators to control the TI Rover, a robotic vehicle. Once the basics of coding are mastered, students learn how to code computer graphics using Java-based language processing. By the end of the course, students should have a firm foundation in coding and simple robotics, and they will be prepared to take AP Computer Science A. AP COMPUTER SCIENCE A Full year, one credit; Open to tenth, eleventh, and twelfth graders Prerequisites: Introduction to Computer Science, enrollment in an honors math course, or department approval This course follows the Advanced Placement course description for Computer Science A and is roughly equivalent to a one-semester college programming course. The course emphasizes object-oriented programming methodology with an emphasis on problem-solving and algorithm development. It also includes the study of data structures and abstraction. Because the AP exam tests the use of the Java programming language, this course is taught using Java as the programming language. Students enrolled in this course are required to take the AP Computer Science A exam in May.

12

History and Social Sciences The Upper School History and Social Sciences curriculum is based on the belief that Harpeth Hall students need a basic understanding of how humanity has tried to establish a stable government, economic well-being, and social justice. All students are required to take three years of history: World Cultures (ninth), Modern World History (tenth), and United States History (eleventh). A variety of one-semester and full-year electives are also offered for tenth through twelfth grade. It is the goal of the department to develop a sequence of skills that builds progressively from ninth through twelfth grade. Students are expected to master reading, writing, and research skills that are appropriate for their level of intellectual development. Moreover, they learn to approach the material as historians and social scientists, with the goal of honing their ability to think and read with a critical eye.

WORLD CULTURES Full year, one credit; Required for ninth graders This required course is a survey of world history and culture from early humans to 1600. The course will explore such issues as the rise and fall of empires, how the core values of a culture affect the political and economic decisions made by governments, the interactions between different peoples, and the question of diversity versus exclusivity. The primary objective of this study will be to help students gain a firmer grasp of how history affects our world today. As the entry-level course in Upper School social sciences, the focus is on developing reading, writing, test-taking, and research skills that will help each student succeed in more advanced classes and on standardized tests in the future.

MODERN WORLD HISTORY Full year, one credit; Required for tenth graders who do not take AP World History This course aims to expand and deepen the student’s knowledge of history by examining world events from about 1600 to the present day. While exploring the reasons behind Western expansion and dominance, this course also seeks to develop a more sophisticated understanding of the complex relationship between the West and the rest of the world. This course will prepare students for more advanced history classes by providing a strong introduction to modern political systems, economics, and religions found around the globe. Moreover, the final weeks of the year will focus on recent history and current events to demonstrate how an understanding of history enhances our perception of today’s world. Finally, this material will serve as a backdrop for developing such valuable skills as reading for content, taking exams of all types, writing clear and concise essays, thinking critically, and expressing informed, independent opinions.

AP WORLD HISTORY: MODERN Full year, one credit; Open to tenth graders This college-level class may be taken instead of Modern World History. In AP World History, students engage the history of the world from 1200 to today. In the first quarter, students reexamine the major historical events and themes of World Cultures, and throughout the rest of the year, students delve into the years from 1600 to present.

This is a demanding course that is highly collaborative and reading-intensive. Students are asked to grapple with primary sources and write analytical essays in each unit. AP students are required to do significantly more reading and writing than those in Modern World History. Students enrolled in this course are required to take the AP World History: Modern exam in May and will be well-prepared for the SAT Subject Test in World History in June.

13 UNITED STATES HISTORY Full year, one credit; Required for eleventh graders who do not take AP U.S. History This course is a survey of the history of the United States from the first settlement at Jamestown to the turn of the new millennium. The study of United States History is essential in developing citizens who understand contemporary issues with depth and wisdom drawn from the experiences of the past. This course is designed to familiarize students with significant ideas, people, and events related to our national historical narrative and America’s role in the world. During this year-long course, students analyze documents, write essays, debate and discuss, conduct academic research, present projects, and apply historical patterns to present-day issues. The ultimate purpose of the course is to provide students with an understanding of the people and forces that have shaped modern American society, as well as to develop reading, writing, and speaking skills.

AP UNITED STATES HISTORY Full year, one credit; Open to eleventh graders This college-level class may be taken instead of United States History. In AP U.S. History, students investigate significant events, individuals, developments, and processes in nine historical periods from 1491 to the present.

Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; making historical comparisons; utilizing reasoning about contextualization, causation, and continuity and change over time; and developing historical arguments. The course is centered around seven themes: American and national identity; migration and settlement; politics and power; work, exchange, and technology; America in the world; geography and environment; and culture and society. AP students are required to do significantly more reading and writing than those in United States History. Students enrolled in this course are required to take the AP U.S. History exam in May and will be well-prepared for the SAT Subject Test in United States History.

AP U.S. GOVERNMENT AND POLITICS One semester, one-half credit; Open to eleventh and twelfth graders This college-level class will give students an analytical perspective on government and politics in the United States. Students will become familiar with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. Students completing this course will be able to describe and compare important facts, concepts, and theories pertaining to U.S. government and politics, explain typical patterns of political processes and behavior and their consequences, interpret basic data relevant to U.S. government and politics (including data presented in charts, tables, and other formats), critically analyze relevant theories and concepts, apply them appropriately, and develop their connections across the curriculum. Students enrolled in this course are required to take the AP U.S. Government and Politics exam in May. AP EUROPEAN HISTORY Full year, one credit; Open to twelfth graders In AP European History, students investigate significant events, individuals, developments, and processes in four historical periods from approximately 1450 to the present. The course also provides six themes that students explore throughout the course to make connections among historical developments in different times and places: interaction of Europe and the world; poverty and prosperity; objective knowledge and subjective visions; states and other institutions of power; individual and society; and national and European identity. This in part requires the student to master a body of material, but it also entails the development of certain skills, particularly the ability to read critically. Students enrolled in this course are required to take the AP European History exam in May.

14 DEMOCRACY AND LEADERSHIP One semester, one-half credit; Open to tenth, eleventh, and twelfth graders Democracy and Leadership is a course that provides an opportunity for students to learn about the role of citizenship, the importance of civic engagement, and the foundations and mechanisms of government at the local, state, and federal levels. The curriculum explores the relationship between government and other institutions such as nonprofits, schools, and the media. The class provides opportunities through projects, field trips, and other alternative assessments to engage with the community and cultivate leadership skills. Students should leave the course with a concrete understanding of how our democratic government functions at all levels and a sense of empowerment to act within those systems.

ECONOMICS One semester, one-half credit; Open to eleventh and twelfth graders Basic economic theory is the foundation of this course as students learn how fundamental economic principles shape decisions and outcomes in fiscal policy, business, and our everyday lives. In addition to course content, each student runs a semester-long “life simulation.” Course content includes microeconomic and macroeconomic concepts. Key microeconomic topics covered are the law of supply and demand, ten principles of economics, and the role of private and government sectors. Students in this course learn the basic principles of macroeconomics, including economic systems, monetary policy, types of firms, and poverty/inequality. This class is for students who wish to attain a degree of economic literacy that will enable them to discern and confront the major economic issues of today.

GLOBAL CONTEMPORARY ISSUES One semester, one-half credit; Open to tenth, eleventh, and twelfth graders

This course will be offered every other year with the next planned offering for the 2021-22 school year.

Today, we receive an unprecedented amount of information about international, national, state, and local events.

This elective class is designed to provide students with the historical context and intellectual framework to better understand the world in which they live. Students link past events to current policy decisions that affect them today as well as in the future. Topics will be timely and diverse—spanning from local to global in scope. Students will gain a broad perspective through various media sources as well as selected guest lecturers. A modified seminar format engages students and prepares them for post-secondary level courses.

PSYCHOLOGY One semester, one-half credit; Open to tenth, eleventh, and twelfth graders Psychology is the scientific study of human behavior. The material covered in this course is similar to that covered in an introductory college-level course but aimed at high school students. Topics to be explored include the following: methods, human development, learning and personality theories, behavior disorders, sleep and dreams, motivation, emotions, and the formation of attitudes and beliefs. Students consider the contributions of Sigmund Freud, B.F. Skinner, Jean Piaget, Ivan Pavlov, Stanley Milgram, Abraham Maslow, and several others. This is a discussion-based class with an emphasis placed on each student’s participation.

RELIGIONS OF THE WORLD One semester, one-half credit; Open to tenth, eleventh, and twelfth graders This course looks at the basic teachings of several of the world’s great religions. The major focus is on Hinduism, Buddhism, and Islam, but many other spiritual traditions, such as Taoism, Confucianism, Sikhism, and Bahai will also be studied. Emphasis is placed upon the role these faiths now play in our world, including the impact they have on the political and social, as well as the spiritual lives of billions of human beings today. The goal is to broaden the student’s awareness of other people’s religious traditions and deepen her appreciation of her own.

15 AP ART HISTORY Full year, one credit; Open to eleventh and twelfth graders (tenth graders may take the course with approval by the teacher and the Director of the Upper School) The AP Art History course is a survey of global art from prehistory to the present. This college-level course teaches students to understand works of art through both contextual and visual analysis. The class moves at a quick pace, as students examine works of art within their historical context by examining issues such as politics, religion, patronage, gender, function, and ethnicity. This rigorous class requires in-depth nightly readings and a serious commitment to one’s learning. Museum visits are incorporated into the curriculum. Students gain a broad yet thorough understanding and appreciation of art through history, as well as history through art.

Students enrolled in this course will take the AP Art History exam in May.

16

Science Science is at the same time a body of information and a way of looking at the world. Graduates of Harpeth Hall must possess both an understanding of scientific processes and analytical abilities necessary to utilize these concepts. Our science students are well prepared for the next level in science whether future endeavors include a concentration in scientific areas or extensive scientific literacy in an ever-increasing science and technologybased world. In biology, chemistry, and physics courses, students learn to interpret facts about our world in terms of basic principles. To develop the process of scientific thinking, laboratory experiments are an integral part of the curriculum, reflecting and reinforcing classroom experiences. All Harpeth Hall students are required to take one course in each discipline: biology, chemistry, and physics. Most students elect to take science classes beyond these basic requirements.

BIOLOGY Full year, laboratory, one credit; Required for ninth graders Biology provides students with an introduction to the study of life. During the first semester, students investigate topics including biochemistry, cell structure, cell function, and molecular biology. In the second semester, the class focuses on genetics, evolution, and the diversity of life with special attention paid to highlighting human systems. The course emphasizes hands-on learning through extensive lab experiments.

Biology provides students with a solid content-filled background enabling them to make sense of their surroundings and to provide them with skills necessary for upper-level science classes and beyond.

HONORS BIOLOGY Full year, laboratory, one credit; Department approval required Honors Biology is a course of major subdisciplines of biology, such as genetics, cell biology, developmental systematics, behavior, immunology, and evolution. The course focuses on the molecular aspects of biology.

Honors Biology incorporates many laboratory activities that further the understanding of related issues.

CONCEPTUAL PHYSICS Full year, laboratory, one credit; Prerequisites: Biology, Algebra I, and department approval required Conceptual Physics is a laboratory-based course with more hands-on work, both in the laboratory and with computer simulations. This course is less dependent on math than either chemistry or physics. Problem-solving is done largely through principles of physics and logical reasoning, and through experimentation, rather than through computation. Students explore topics in mechanics (forces, energy, motion), properties of matter (atoms, states of matter), heat and thermodynamics, sound and light, electricity and magnetism, and atomic and nuclear physics. Conceptual Physics is taken in place of Physics.

CHEMISTRY Full year, laboratory, one credit; Prerequisites: Biology and Geometry, Co-requisite: Algebra II Chemistry introduces the student to the world on an atomic level. This course is an introduction to Inorganic Chemistry. Topics include the behavior of gases, solutions, acids and bases, chemical bonding, and balancing equations. Problems and laboratory experiences reinforce the material presented in class.

17 HONORS CHEMISTRY Full year, laboratory, one credit; Prerequisites: Biology, Geometry, and department approval required; Co-requisite: Algebra II or Honors Algebra II Honors Chemistry is a survey course that introduces the advanced science student to the world of chemistry.

Students learn all the basic chemical principles and theories while being challenged with enhanced opportunities including special topics such as nanotechnology and outside reading in scientific journals. Honors Chemistry enables students to delve more deeply into certain topics while employing critical reading and writing skills.

Topics covered include but are not limited to atomic theory, chemical reactions and equilibrium, stoichiometry, electronic structure, thermochemistry, and organic chemistry. Extensive laboratory experiences are integral to the course.

PHYSICS Full year, laboratory, one credit; Prerequisites: Biology, Chemistry; Co-requisite: Precalculus or Honors Precalculus or AP Statistics Physics is a general course with topics including mechanics, acoustics, optics, electromagnetism, and modern physics. Laboratory experiences include demonstrations, common experiences, problem-solving, and computer simulations. Students who take Conceptual Physics will not also take this physics course.

ANATOMY AND PHYSIOLOGY Full year, one credit; Open to eleventh and twelfth graders This class offers the essential principles of human anatomy and physiology beyond those studied in biology.

These include studies of the eleven body systems at the molecular, cellular, and macroscopic levels with lecture, group activities, and laboratory exercises that complement and support the overall concept of the human body as a structural and functional unit. This course covers the anatomical and physiological implications when systems fail.

ASTRONOMY One semester, one-half credit; Open to eleventh and twelfth graders This course offers a chance to explore the entire universe, from our solar system to distant galaxies, and from the big bang to the future of our universe. Emphasis is placed on the concepts and processes which have led to our current understanding of the universe. Much of the course is hands-on with a rich laboratory component (using simulations, online data, and building models). In this course, students deepen science skills through a wide variety of exciting topics such as observations of the night sky, the evolution of the Sun and other stars, exoplanets and the possibility for extraterrestrial life, Dark Matter and Dark Energy, and our Universe. The study of astronomy often provides as many questions as it does answers—encouraging exploration, critical thinking, and growth.

ECOLOGY AND ENVIRONMENTAL SCIENCE One semester, one half-credit; Open to eleventh and twelfth graders Do you want to prevent humanity’s march into the environmental abyss? Do you want to save the world? Then join us as we learn how natural systems function and how humans mess things up. Students study population, community, and ecosystem ecology, with an emphasis on the impacts that human activities have on ecological systems. Through readings, discussions, labs, and field studies, students understand and appreciate the importance of natural systems, and realize why society must operate in a sustainable manner.

18 INTRODUCTION TO ENGINEERING One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders In this course, students begin their study of engineering through a project-based curriculum designed to introduce the engineering profession, the different disciplines in engineering, and the design process and tools of the trade. Students hone their skills in creative processes including technical problem-solving, engineering design, ethics, teamwork, and communication. Students use team dynamics to solve a series of engaging and socially relevant design challenges where they work creatively to apply STEM concepts.

HONORS STEM RESEARCH Full year, laboratory, one credit; Open to eleventh and twelfth graders; Application required The Honors STEM Research course formalizes the structures for students to do independent research over the course of an academic year and receive credit for that work. Students are placed in research settings based on their interest and laboratory availability. Research settings may include but are not limited to university laboratories and local corporations. Project work begins by early September and ends in May. The course requires on average seven to eight hours of project-based work per week. Students are encouraged to present their scientific findings at regional science and engineering fairs in the spring, and all students submit a formal scientific manuscript in May. AP BIOLOGY Full year, laboratory, one credit; Prerequisites: Biology, Chemistry, Algebra II, and department approval required AP Biology is a college-level general biology course. Current research in biology is followed by supplementing the text with readings from scientific journals and having occasional speakers. Several advanced laboratory projects are included in the course. Students enrolled in this course are required to take the AP Biology exam in May. AP CHEMISTRY Full year, laboratory, one credit; Prerequisites: Biology, Chemistry, Algebra II, and department approval required AP Chemistry uses general principles in chemistry college texts and includes extensive lab work. Some topics included in the course include solution chemistry, equilibrium, ionic reactions, acid-base theory, thermochemistry, organic chemistry, chemical bonding theories, and quantum theory. Students enrolled in this course are required to take the AP Chemistry exam in May. AP PHYSICS 1 Full year, laboratory, one credit; Prerequisites: Biology, Chemistry, Algebra II, and department approval required; Corequisite: Precalculus (unless already completed) AP Physics 1 fulfills Harpeth Hall’s Physics requirement. AP Physics 1 is equivalent to a first-semester college course in algebra-based physics. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound. It also introduces electric circuits. Students enrolled in this course are required to take the AP Physics 1 exam in May. AP PHYSICS C Full year, laboratory, one credit; Prerequisites: Biology and Chemistry; Co-requisite: AP Calculus AB or BC (unless already completed) AP Physics C is a calculus-based physics course that explores concepts in mechanics and electricity and magnetism through mathematical reasoning. The first semester examines kinematics, Newton’s laws of motion, energy, momentum, rotation, oscillations, and gravitation. The second semester explores electrostatics, capacitors, conductors, circuits, magnetic fields, and electromagnetism. Students complete hands-on laboratory work and in-class activities to investigate phenomena and use calculus to solve problems. This class is equivalent to two semesters of calculus-based college physics. Students enrolled in this course are required to take the AP Physics C exam in May.

19

World Languages Harpeth Hall believes that the study of language plays an integral role in a college preparatory, liberal arts education.

Students are encouraged to study a second language and achieve the highest possible level of linguistic and cultural proficiency. Therefore, to meet Harpeth Hall’s graduation requirement, each student must complete three years of one language in the Upper School. The department strongly urges students to pursue language study through the twelfth grade to achieve the highest level of placement and success at the university level.

Harpeth Hall offers Latin, Chinese, French, and Spanish. Studying Latin provides important insight into the early history and development of Western Civilization. The Latin curriculum at Harpeth Hall encourages concentration, logic, and reflection. Providing insight into the origin and effective use of English, students increase vocabulary skills in English and are prepared for the study of modern Romance languages, such as Spanish, French, Portuguese, and Italian. The study of Chinese, French or Spanish helps foster mental discipline and analytical thought. Proficiency in a modern language is both an achievable goal and a valuable skill for a Harpeth Hall graduate. Most importantly, language study broadens one’s perspective and encourages a healthy, open-minded curiosity about the world’s many cultures and languages. The department’s philosophy is to use the target language in the classroom and to encourage its use whenever possible outside the classroom.

The world language program emphasizes a balanced approach to the cornerstones of language proficiency: reading, writing, speaking and listening to a foreign language while gaining insight into the culture in which it is (or was) spoken. By studying another language, the student acquires the measurable, practical skills that accompany world language proficiency, as well as something harder to gauge but no less valuable: an appreciation for another culture and a greater understanding of her world.

CHINESE I (MANDARIN) Full year, one credit This course is designed for students new to the study of Mandarin Chinese. Students learn Pinyin (the Chinese phonetic system) and Chinese characters (Chinese reading and writing system) while practicing speaking and listening skills. Chinese typing skills will also be practiced and mastered at this level. Students will be able to communicate, read and write on topics such as greetings, family, dates and time, hobbies and visiting friends by the end of the course. The four language skills of listening, reading, writing and speaking will be equally practiced throughout daily tasks. Based on the unique nature of Chinese, a non-phonetic language, and the complexity of character writing, building a strong foundation in all language skills is the most important goal for this course. Students’ passion and confidence in learning Mandarin Chinese will be nurtured. Students will also explore Chinese culture to expand their knowledge and awareness of the complexity of China’s past, a long and rich history, and today’s China, a global “celebrity” with many controversial and sensitive issues, in the non-phonetic 21st century.

CHINESE II (MANDARIN) Full year, one credit; Prerequisite: Chinese I or equivalent In Chinese II, students continue to expand vocabulary as well as structural and grammatical concepts to communicate about more sophisticated daily life experiences. Though the whole class is one learning group, students will be given group, or individual attention and instruction, as much as possible, to make the learning journey a process of self-discovery. They will discover their strengths and weaknesses to make positive adjustments to their learning as this course progresses. Learning how to learn is strongly emphasized throughout all the tasks in this course. Building a strong language foundation will be a continued goal. Enlarging the vocabulary beyond the textbook and the classes is highly encouraged. Students’ passion and confidence in learning Mandarin Chinese will be continually nurtured in this level. Besides cultural exploration related to the lesson topics, students will also explore and research diverse aspects of Chinese culture to expand their knowledge and awareness of the complexity of China’s past, a long and rich history, and today’s China, a global “celebrity” with many controversial and sensitive issues. The guided quarterly cultural exploration will be based on each learner’s unique passions, curiosities, perspectives, healthy skepticism, and critical thinking skills. Students present their research in class enthusiastically and learn from peers’ unique perspectives of Chinese culture as well.

20 HONORS CHINESE III (MANDARIN) Full year, one credit; Prerequisite: Chinese II Honors Mandarin Chinese III is a high intermediate course designed for students to continue to improve all skill areas of listening, reading, writing, and speaking. In addition to the speaking component, more emphasis is placed on the writing component. The quality of the students’ conversations and compositions is improved by learning additional complexities that build on simple grammatical structures studied in earlier courses.

HONORS CHINESE IV (MANDARIN) Full year, one credit; Prerequisite: Honors Chinese III Honors Chinese IV continues the development and reinforcement of the audio-lingual skills essential to communicate in Mandarin Chinese with additional concentration on reading comprehension and analysis, and cultural understanding. Students will review and reinforce previously learned material in addition to learning new conversation and writing skills. The course will deepen the students’ linguistic capacities by employing the four language skills: listening, reading, writing and speaking.

AP CHINESE LANGUAGE AND CULTURE (MANDARIN) Full year, one credit; Prerequisite: Honors Chinese IV The AP Chinese Language and Culture course engages students in both communication in the Chinese language and the exploration of Chinese culture in historical and contemporary contexts. In addition to building an augmented vocabulary, students will improve the facility with the language through instruction and practice in the interpretive, presentational and interpersonal modes. Throughout the course, students will develop an understanding and appreciation of cultural products and practices and will broaden their perspectives through a thoughtful comparison of Chinese culture with their own experience. The class will be taught almost exclusively in Chinese. Students enrolled in this course are required to take the AP Chinese Language and Culture exam in May. FRENCH I Full year, one credit French I is an introductory course designed for students who are new to French. Students work toward a novice level of proficiency through a focus on four skills required for learning a language: listening, speaking, reading, and writing.

In this course, students learn the basic structures of the French language, including central verbs and verb tenses, article and preposition usage, various categories of adjectives and pronouns, and thematic vocabulary. Important aspects of Francophone culture are introduced as well. Students can practice spoken French through daily use of the target language in the classroom. Reading skills are targeted through short readings provided by the textbook and the instructor. Frequent dictations and aural activities develop listening skills. The class is taught primarily in French.

FRENCH II Full year, one credit; Prerequisite: French I or equivalent French II offers a thorough review of the material presented in French I, including the study of grammatical constructions and the broadening of the vocabulary base in greater depth. More complex grammar is also presented, allowing students to express themselves more readily. The reading material, which has a cultural focus, presents the opportunity to improve pronunciation, reading comprehension and conversation while developing an understanding of French-speaking peoples and their way of life. Recordings, videos, and dialogues reinforce the oral/aural abilities of the students.

FRENCH III Full year, one credit; Prerequisite: French II French III continues to focus on mastery of the four skills required for becoming proficient in a language: listening, speaking, reading, and writing. Students review verb tenses and grammatical structures covered in French II, while also learning new verb tenses, including the subjunctive, future perfect and past conditional.

Throughout the year, students learn about, research, and discuss global challenges facing Francophone countries and compare those challenges to issues found in our culture. Students continue to improve oral and auditory French skills through the use of the language in class.

21 HONORS FRENCH III Full year, one credit; Prerequisite: French II and department approval As a pre-AP course, Honors French III delves into the six AP themes (Beauty and Esthetics, Global Challenges, Families and Communities, Contemporary Life, Science and Technology, and Public/Private Identities) through the use of authentic resources that reflect the cultures of a variety of Francophone countries. Students explore these themes through the lens of different French-speaking regions and learn to draw parallels and distinctions between those cultures and their own. The primary focus is on teaching students how to think critically about these themes and how to express themselves coherently in both written and spoken French.

FRENCH IV Full year, one credit; Prerequisite: French III French IV gives students the chance to explore global themes that impact Francophone countries, while also exploring the culture and literature of some of those countries. In their quest for proficiency, students engage in communicative activities that allow them to create with the language. They also review essential grammar structures learned in previous classes to more effectively communicate in the target language.

HONORS FRENCH IV Full year, one credit; Prerequisite: French III and department approval The primary objective of this course is the development of reading, writing, conversational, and analytical skills.

Through discussion and analysis of a variety of subject matter in French literature, language, society, or culture, students are prepared for the more advanced studies in the AP French Language course. The overall objectives of this course include revising and reinforcing previously learned vocabulary and structures, in addition to learning new conversation and composition skills. The course deepens the students’ linguistic capacities by employing the four language skills: listening, reading, writing, and most importantly speaking.

FRENCH V Full year, one credit; Prerequisite: French IV French V is a film and conversation course designed for students who wish to continue to develop their proficiency in French. Through a variety of films and related projects, students will explore numerous cultural topics. Discussions in the target language provide opportunities for students to improve oral proficiency and are central to this course. Additionally, written proficiency is enhanced through the production of movie reviews and essays, while aural proficiency is strengthened through both films and class discussion.

AP FRENCH LANGUAGE Full year, one credit; Prerequisite: Honors French IV and department approval AP French is designed to prepare students for advanced college French courses through an emphasis on the four skills of language learning: listening, speaking, reading, and writing. Students refine their reading skills through authentic literary and cultural texts. French music, films, radio clips, and video clips are used to sharpen listening skills. This course provides students with the opportunity to perfect their spoken French, both formal and informal, through daily discussions and presentations. Formal and informal writing is improved through essays conforming to specific AP guidelines. In preparation for the AP exam, students explore culture and events in both contemporary and historical settings, focusing on six primary cultural themes: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. This course is conducted exclusively in French. Students enrolled in this course are required to take the AP French Language exam in May.

22 LATIN I Full year, one credit Students are introduced to the language and culture of the ancient Romans with the Cambridge Latin series, which presents structures and vocabulary through a pedagogical approach that encourages reading comprehension and proficiency in Latin. In Latin I, the course’s overall aim is to complete Book 1 of the series, and the course emphasizes reading, understanding, and translating Latin, but also includes lessons and projects on Roman culture, mythology, and history. At the end of the course, the student will have mastered all the basic morphology and grammar she needs to continue her study in Latin II. LATIN II Full year, one credit; Prerequisite: Latin I or equivalent The student will continue to use the Cambridge Latin series in Latin II. The course begins with a rapid review of forms and concepts covered during the first year. The study continues with the text, as well as ancillary reading materials. Classroom activities are similar to those of Latin I, with emphasis on reading comprehension and on the command of grammar when writing to be ready to read Latin authors in Latin III. LATIN III/HONORS LATIN III Full year, one credit; Prerequisite: Latin II (Honors Latin III only with department approval) This course will continue and conclude the grammar study begun in Ecce Romani and then embark on the study of authors. Prose selections will come from the works of Cicero, Caesar, Asconius, Eutropius, and Pliny the Younger; poetry, from Catullus and Ovid. The study of Roman cultural, social, and political events will be central to the content and context of the authors and literary works studied. Most of the literary selections will come from the anthology in Ecce Romani and/or Fabulae Romanae; ancillary texts will be used as needed. An Honors section of Latin III may be available depending on student interest and a minimum number of students.

The Honors section reads more extensively and focuses more intensively on grammatical issues.

LATIN IV/HONORS LATIN IV Full year, one credit; Prerequisite: Latin III (Honors Latin IV only with department approval) The principal objectives of this course are to improve the students’ Latin and to arrive at a deeper appreciation of the works of Ovid and Cicero, two of the most important authors of Roman antiquity. As the students’ efforts in this course are directed toward preparing for the AP Latin course next year, they will learn and practice specific skills necessary for successful completion of the AP syllabus. Those skills will include: 1.

2.

3.

4.

Write a literal English translation of a Latin passage.

Explicate specific words or phrases in context.

Identify the context and significance of short excerpts from the authors’ poetry.

Identify and analyze characteristics or noteworthy features of the authors’ modes of expression (including use of imagery, figures of speech, sound, and metrical effects, as seen in specific passages).

5. Discuss motifs/general themes not only suggested by passages but also relevant to other selections.

6. Analyze and discuss the structure and demonstrate an awareness of features used in the construction of a poem.

7. Scan the poems in meter.

AP LATIN Full year, one credit; Prerequisite: Latin IV and department approval The basic objective of this course is continued progress in the ability to read and comprehend Latin, as well as an appreciation of one of the greatest works in Latin literature. Selected portions of the Aeneid and Caesar’s The Gallic War are translated and studied in detail. Sight comprehension and translation will be practiced while the emphasis is placed on effective reading aloud, with attention to scansion and phrasing. The entire Aeneid will also be read in translation. Students enrolled in this course are required to take the AP Latin exam in May.

23 SPANISH I Full year, one credit The goal of Spanish I is to equip students with the skills and confidence to navigate everyday life using the Spanish language. From the beginning, Spanish is used in the classroom as much as possible to aid the student in understanding and being understood when communicating in the target language by becoming accustomed to the sounds and rhythms of spoken Spanish. Emphasis on mastering the basic structures of Spanish and the language of everyday life enables students to communicate effectively in written and spoken Spanish and to read simple authentic texts in order to gain cultural understanding. At the end of Spanish I, the student is able to narrate personal experiences in the present, simple past and future as well as communicate confidently and effectively at the sentence level on themes of family, food, daily routine, clothing, vacations, and celebrations.

Special emphasis is on cultural studies of Latin American countries as well as Latinos in the United States.

Students engage with language and culture through a variety of activities and contexts, including project-based learning, reading comprehension, formal presentations, and conversations. After Spanish I, students will be confident in their communicative skills in navigating everyday life using the Spanish language.

SPANISH II Full year, one credit; Prerequisite: Spanish I or equivalent Spanish II students build upon and expand on what they learned in Spanish I, using Spanish almost exclusively in the classroom to increase confidence in listening, speaking, and reading the language. During the year, students complete their knowledge of basic structures and become familiar with the full range of possibilities for expressing time and modality. This is accomplished through greater exposure to authentic texts in all modes of communication. Listening and reading selections are used to increase understanding and appreciation of Spanish, Latin American, and Latino history and culture. Students have opportunities to encounter and explore the authentic language through conversation, cooperative group projects, and forms of written expression that encourage cross-cultural comparison and general cultural literacy. After Spanish II, students will be able to communicate confidently, effectively and with greater depth at the paragraph level on an expanding breadth of topics from a global perspective.

SPANISH III Full year, one credit; Prerequisite: Spanish II Third-year students continue to develop communicative skills using more complex grammatical constructions.

Areas that are explored include everyday situations, history, and culture of the Hispanic countries, and excerpts from the works of the outstanding authors and poets of the Spanish-speaking world. Spanish will be spoken exclusively in this class. Students can expect to improve their oral and written communication through targeted activities.

HONORS SPANISH III Full year, one credit; Prerequisite: Spanish II and department approval Students in Honors Spanish III complete tasks targeted to improve the skills that they will need for the AP Spanish Language and Culture course. This class requires students to work exclusively in Spanish and be willing to take risks in order to improve their overall proficiency in the language. Using authentic materials from a variety of Spanish-speaking countries, the course is designed around themes such as personal identity, human communities, health and well-being, travel and migration, the environment, science and technology. Students engage in independent learning and practice of forms and structures, integrating new vocabulary and more complex grammar within communicative activities.

24 SPANISH IV Full year, one credit; Prerequisite: Spanish III Spanish IV continues the development and reinforcement of the audio-lingual skills with additional concentration on cultural understanding and literary analysis. Students will review the more complex aspects of Spanish grammar, expand vocabulary for conversation, and improve writing styles by composing and revising written and oral forums and essays. Spanish will be spoken exclusively in this class so that speaking and listening skills are stressed throughout the course. Activities include directed and free-response conversations, oral reports, and debates on current issues. Supplementary materials include audio and visual samples from a variety of sources, magazines, and newspapers.

SPANISH V Full year, one credit; Prerequisite: Spanish IV Spanish V continues the development and reinforcement of audio-lingual skills with added concentration on conversational and written Spanish and the study of Latin American and Spanish civilization and culture.

Students will be expected to utilize the more complex grammar structures introduced in Spanish IV in both written and oral work. The students will be required to write essays in a variety of styles and participate in regular conversations about subjects including art, literature, politics, current events and contemporary issues important in the Spanish-speaking world. Activities include intensive class discussions, directed and freeresponse conversations, detailed oral reports, and research and critical interpretation of current issues and some works of literature. Spanish will be spoken exclusively in this class. Supplementary materials include videos, Spanish magazines, newspapers, and audio cassettes.

AP SPANISH LANGUAGE Full year, one credit; Prerequisite: Honors Spanish III or Spanish IV and department approval The AP Spanish Language course is designed to prepare students for advanced college-level courses in Spanish.

Students refine their reading skills through authentic literary and cultural texts. Spanish music, films, radio clips, and video clips are used to sharpen listening skills. This course provides students with the opportunity to improve their speaking proficiency in Spanish, both formal and informal, through daily discussions and presentations. Formal and informal writing will be improved through essays conforming to specific AP guidelines. In preparation for the AP exam, students explore culture and events in both contemporary and historical settings, focusing on six primary cultural themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. This course is conducted exclusively in Spanish. Students enrolled in this course are required to take the AP Spanish Language exam in May. AP SPANISH LITERATURE Full year, one credit; Prerequisite: Honors Spanish III or Spanish IV and department approval The AP Spanish Literature course is designed to introduce students with advanced language skills to the formal study of a representative body of literary texts in Spanish. Its goals are multiple: to increase the proficiency of the student’s language skills; to enable her to read and to understand prose and verse of moderate difficulty and mature content; to formulate and to express critical opinions and judgments in correct Spanish; to read and analyze critically and to discuss perceptively representative works of Spanish literature. The class is not a formal survey of literary history, but rather introduces representative works of poetry, prose, and drama from different periods within a cultural context. The course is organized around specific themes: Interpersonal Relationships, Duality of Being, Encounters Between Cultures, Construction of Gender, Time and Space, and Creation of Literature. Students enrolled in this course are required to take the AP Spanish Literature exam in May.

25

Fine Arts: Studio Art, Art History, Multimedia Art, Music, Photography and Theatre Harpeth Hall believes that the arts are an integral component of education. Studies in the arts develop the intellectual skills of perceptual awareness, critical analysis, and creative problem-solving. Arts courses convey knowledge and meaning not learned through the study of other subjects. At the same time, they refine and reinforce other basic educational skills. In many ways, arts courses closely duplicate the complexities of adult life, where there are seldom clear-cut choices or verifiable truths.

In Visual and Performing Arts courses, instructors emphasize active participation by all students in the creative process. Solving problems creatively involves more than the acquisition of certain fundamental skills. It demands analysis and synthesis and calls upon all the senses to think, feel, act, and evaluate. Students are encouraged to seek personal, innovative responses to assignments and to build on a basic understanding of the processes involved.

The Fine Arts program at Harpeth Hall encompasses a variety of disciplines: studio art, art history, photography, digital video, media arts, drama, and choral and instrumental music. One full credit in fine arts is required for graduation. This requirement can be met by taking a full year fine arts class or by a combination of semester courses. A student is encouraged to pursue intermediate and advanced level courses to the extent that she is interested. Arts courses at all levels are rigorous and demanding and are graded as such.

PERFORMING ARTS: MUSIC CONCERT CHOIR Full year, one credit; Open to ninth, tenth, eleventh, and twelfth graders The Concert Choir is open to all students. The Choir presents a variety of concerts, both on and off-campus.

Repertoire includes choral literature from all musical periods and styles. Concert preparation, vocal technique, sight-reading, and ensemble skills are emphasized in rehearsals. Students in this class are eligible to audition for the Tennessee Midstate and All-State choirs.

CHAMBER CHOIR Full year, one credit; Open to ninth, tenth, eleventh, and twelfth graders, and Department approval required The Chamber Choir is an audition-based, small ensemble that represents the school for engagements both on and off-campus. The repertoire includes a variety of musical styles, and rehearsals emphasize vocal technique, music literacy, and ensemble skills. Students in this class compete in the Middle Tennessee and State Choral Festivals and are eligible to audition for the Tennessee Midstate and All-State choirs.

CHAMBER ORCHESTRA Full year, one credit; Open to ninth, tenth, eleventh, and twelfth graders The Chamber Orchestra is a full ensemble of strings. Students in this ensemble must have a minimum of two years of experience on their instruments. This performing ensemble meets four times per seven-day rotation and performs four to six concerts per year. The Chamber Orchestra also competes at concert festivals and students are eligible to audition for Tennessee Midstate and All-State Orchestras. Musical genres explored in this class vary from classical, rock, new-age, fiddle, renaissance, baroque and romantic. Students are introduced to more intensive music theory and are exposed to many aspects of performance and history.

26 PERFORMING ARTS: THEATRE Through the performing arts, girls discover their passion for the arts, develop creativity and confidence, achieve excellence, and make lifelong friends. In the drama program, students can act and sing in many dramatic, musical, and comedy productions, and participate behind the scenes—from lighting and sound to set building and stage management.

ACTING One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders (not offered next year)

This course will be offered every other year with the next planned offering for the 2021-22 school year.

Students pack their acting toolkit by learning basic methods of acting through presentational and representational acting. They develop creativity and spontaneity through improvisations, a basic movement for the stage and using their voices and bodies for dramatic expression. Students explore acting including physical acting, the use of dialogue, listening and reacting, finding moments and connecting them to the story being told. Students work on monologues and scenes in class. Students also discover what makes good theatre by reading, analyzing, and attending local theatrical productions. For anyone who has always wanted to try acting, this is a wonderful way to try it out in a safe space.

IMPROVISED THEATRE: A COLLABORATIVE CREATION One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders Improvised Theatre leads to the collaborative creation of a devised theatre piece. It is an innovative process of theatre-making in which everyone is involved in the creative process. The class begins with improv games and exercises, as well as moment and movement workshops. Students then work to create and write original pieces.

Topics can include current events, social issues, or other areas of interest to the students. The script gets “written” as the process takes place. Students and the teacher work together collaboratively to create plays with characters completely originated by the class. Devised theatre incorporates improvisation, acting, playwriting, directing, and performing.

DIRECTING I One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders Students explore what a director does and delve into script analysis, casting, blocking, finding moments, set and costume design, working with actors, leadership and producing a ten-minute scene in class. All students participate as actors for each other’s directing scenes in class. This is an exciting way to try your hand at directing and acting.

ADVANCED DIRECTING One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders (not offered next year); Prerequisite: Directing I

This course will be offered every other year with the next planned offering for the 2021-22 school year.

Students incorporate all elements learned in Directing I with added emphasis in choosing just the right script, script analysis, the audition process, finding and executing the story, making moments, exploring the unified idea, and finding and enhancing the stakes. Directors work with the artistic and technical director in their process of producing a One Act for public performance. From choosing a script, to set, light, and music design, to auditioning actors, to the rehearsal process, to opening night—this class culminates in a full evening of One Acts on the Main Stage of Frances Bond Davis Theatre.

27 VISUAL ARTS Visual Arts encompasses 2D and 3D studio, photography, multimedia courses, and art history and students are encouraged to take courses from all areas of study. A common visual vocabulary unites the various disciplines, providing a framework for understanding the continuing impact of the visual arts on culture. The goal of each course is to alert the student to the creative and expressive possibilities of the medium while developing the practical skills that form the basis of serious study. As a student progresses in the program, personal and aesthetic considerations take on greater importance. Students at all levels are encouraged to participate in the annual spring student art show. There is a course fee of $150 for year-long studio courses and $75 for semester studio courses, except media arts which is $50.

ART I Full year, one credit; Open to ninth, tenth, eleventh, and twelfth graders Art I is a yearlong introduction to a wide range of visual arts media including sculpture, printmaking, ceramics, drawing, painting, and even textiles. The course gradually builds skills and incorporates the elements and principles of art throughout the experience. Students also gain exposure to relevant artists as well as develop ideas using the sketchbook.

PHOTOGRAPHY I One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders An introductory course in the fundamentals of photography. This film-based, black-and-white photography course is the foundation for all successive work in photography. Students learn the basic principles and techniques of this medium and apply that knowledge in a series of increasingly challenging assignments.

Technical and artistic concerns are both emphasized as necessary components of successful work. The course also includes group discussions and critiques, writing assignments, and occasional films. Topics for discussion are not limited to the visual arts, and students are encouraged to think in broad-minded ways.

Note: Students in Photography I must have a 35mm camera with a manually adjustable lens. The school has a limited number of these cameras available for loan on a first-come-first-serve basis.

PHOTOGRAPHY II One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders Prerequisite: Photography I A continuation of wet-process (darkroom) photography introduced in Photo I, but with higher conceptual and technical expectations. The format of shooting assignments and lab work is similar to the beginning course, but Photography II includes some digital shooting assignments as well. Students also learn about professional lighting techniques in the studio and have some night photography assignments.

Note: Students in Photography II must have a 35mm camera with a manually adjustable lens. The school has a limited number of these cameras available for loan on a first-come-first-serve basis.

CERAMICS I One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Special permission for interested upperclasswomen This course is a continued study of the medium of ceramics, building upon the skills learned in Art I. Students have the opportunity to work with clay using a variety of methods including slab construction as well as on the wheel. The course also features lessons and demonstrations in surface design and glazing for both functional and sculptural works.

CERAMICS II and CERAMICS III One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Ceramics I (enrollment in Ceramics III requires completion of Ceramics II) These courses build on the skills and ideas of Ceramics I with a more individualized focus. Students are encouraged to test the boundaries of possibility such as printing on clay, further considering form/function, and possibly working thematically.

28 DIGITAL PHOTOGRAPHY / VIDEO One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Two semesters of any studio art class Further study of the still image through digital photography with an introduction to working in video as well.

The course continues to emphasize effective composition and design and explores color theory. On the technical side, the course introduces basics like file formats; image editing and manipulation; and preparing images for printing. Students complete several thematic assignments and as a final project, submit a body of work that emanates from a self-directed area of concentration.

DRAWING I One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Art I, one year of photography, or interested seniors This is a course devoted to drawing from direct observation. Students further develop the drawing skills acquired in Art I, and learn to coordinate eye, hand, and mind to understand how structure is created. The course familiarizes students with a variety of drawing methods and materials, including charcoal, pencil, Conte crayon, ink, and pastel. Regular sketchbook assignments supplement work done in the classroom.

DRAWING II and DRAWING III One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Drawing I (enrollment in Drawing III requires completion of Drawing II) Continued study in drawing, with more long-term projects. Includes some mixed media work and additional outside assignments.

FILM STUDIES One semester, one-half credit (can be taken multiple semesters); Open to tenth, eleventh, and twelfth graders This course introduces students to film analysis as a means of engaging more deeply with cinema and culture.

The goal is to provide students with the tools to understand the technical and aesthetic dimensions of film, and how they come together to create meaning. The course includes a brief history of cinema; discussions of genre, style and narrative structure; and an overview of the formal elements of film production (writing, direction, cinematography, sound, film editing, and production design). Students not only watch and discuss films but also read about them and write frequently as a means of demonstrating understanding and developing rhetorical skills. The films shown will vary from one semester to the next but will include silent films, shorts, numerous foreign films, documentaries, and contemporary independent films.

MEDIA ARTS I One semester, one-half credit; Open to tenth, eleventh, and twelfth graders Media Arts introduces students to the world of graphic design and visual rhetoric. Not only do students become acquainted with digital tools of image manipulation, but they are also encouraged to think critically about advertising and its uses. The class requires no prior experience with photography or layout, though a course in photography often proves valuable. Past projects include ads, letterhead design, font projects, public service posters, seasonal photo-collages, CD art, a digital portrait series, and more.

MEDIA ARTS II One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Media Arts I Media Arts II builds upon the facility with image editing (and the understanding of effective design) acquired in Media Arts I and then markedly expands this skill set. Branching out into broader areas of media expression—including advertising and layout for print, documentary presentation, web design, and more—the course introduces students to software programs such as Adobe InDesign and Adobe After Effects to provide students with an array of methods for conveying ideas and marketing products. Each student is encouraged to participate in one of Harpeth Hall’s print or online publications (yearbook, literary magazine, newspaper), and she will likewise present work at the end of the semester that reflects a concentration in one of the following categories: layout, web design, documentary presentation, advertisement (video or print), animation, digital illustration, or advanced image compositing.

29 PAINTING I One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Art I, one year of photography, or interested seniors This course focuses on the fundamentals of oil painting. Students explore a variety of techniques for using oil paint expressively, as well as a range of subject matter, including still life, landscape, figures, portraiture, nonobjective and imaginative images. This course builds upon the skills learned in Art I and emphasis is placed on color theory and exploration. The course includes group discussions and critiques, writing assignments, and sketchbook assignments. Students also gain exposure to relevant artists as well as take field trips to the Frist Center, artist studios and outdoor painting locations.

PAINTING II and PAINTING III One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Painting I (enrollment in Painting III requires completion of Painting II) Building upon the skills in Painting I, students embrace more challenging projects and ideas, to find their voice through painting. Mixed media, homework, field trips, and slide shows, continue to be an integral part of the class, as well as researching artists.

PHOTOGRAPHIC PRINTMAKING I One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Art I, one year of photography, or interested seniors This course bridges photography and studio artwork together primarily through the processes of imagebased printmaking. Students utilize the studio’s presses and an array of inks to make creative works that are heavy in design and concept as well as technical application of media. Other processes included in the course are cyanotypes, photo transfers, and other mixed media applications.

PHOTOGRAPHIC PRINTMAKING II and PHOTOGRAPHIC PRINTMAKING III One semester, one-half credit; Open to tenth, eleventh, and twelfth graders; Prerequisite: Photographic Printmaking I (enrollment in Photographic Printmaking III requires completion of Photographic Printmaking II) This course builds on the skills and ideas of Printmaking I with a more individualized focus. Students are encouraged to test the boundaries of working of the printmaking presses and image manipulation.

Note: Printmaking II and/or III may meet in conjunction with Printmaking I depending on enrollment and scheduling.

AP ART and DESIGN Full year, one credit; Open to twelfth graders; Prerequisite: 5-6 semesters of any combination of studio art, photography, or multimedia classes This course is for highly-motivated students who work on class assignments and independent studio work. Expectations are high for this demanding advanced course, where students are expected to be passionate about art-making and devote ongoing time to working outside of class. Students are encouraged to produce assigned projects during their pre-AP summer, and/or take portfolio preparation courses at accredited programs. Students enrolled in this course are required to submit their AP Art & Design portfolios to the College Board in May and exhibit their work in the Marnie Sheridan Gallery.

AP ART HISTORY Full year, one credit; Open to eleventh and twelfth graders (tenth graders may take the course with approval by the teacher and the Director of the Upper School) AP Art History is a survey of global art from prehistory to the present. This college-level course teaches students to understand works of art through both contextual and visual analysis. The class moves at a quick pace, examining works of art within their historical context by examining issues such as politics, religion, patronage, gender, function, and ethnicity. This rigorous class requires in-depth nightly readings and a serious commitment to one’s learning. Museum visits are incorporated into the curriculum. Students gain a broad yet thorough understanding and appreciation of art through history, as well as history through art. Students enrolled in this course are required to take the AP Art History exam in May.

30

Wellness The Wellness Department at Harpeth Hall promotes the importance of making healthy choices that contribute to healthy living. Through course offerings, students are encouraged to develop positive attitudes toward the importance of regular physical activity as essential elements for their overall physical and mental health. Upper School classes are designed to improve motor skills, sportsmanship, and respect for oneself and others. The program establishes and maintains the student’s overall wellness by providing a variety of challenging learning experiences in all areas of physical fitness which focus on movement. Each student at Harpeth Hall is required to take seven semesters of Wellness courses. All classes are semester classes and can be repeated as often as a student chooses.

YOGA One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders Mindfulness Yoga in the Iyengar tradition is a holistic art that emphasizes harmonizing the mind and body. The practice of Yoga involves the combination of a series of postures, breathing techniques with learning to be present to integrate and strengthen the body and mind. Yoga is gentle but effective and is designed to heal and strengthen and to correct the various misalignments and imbalances that occur in the body. This well-rounded Yoga practice touches and challenges every major muscle group in the body and helps to reverse fragmentation and restore harmony. This course uses props and modifications for all levels and places a strong emphasis on the focused breath as well as strong abdominals for spinal stability.

STRENGTH AND CONDITIONING One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders The primary objective of Strength and Conditioning is to assist in the physical and mental development of Harpeth Hall student-athletes so that they compete at the highest level while minimizing the risk and severity of injuries. The course is designed to create a complete athlete by developing explosive power, absolute strength, muscular endurance, speed and quickness, flexibility, agility, and cardiovascular fitness. The course achieves these measured athletic qualities from the use of Olympic lifts and their variations along with other exercises containing plyometric properties, high-intensity bodyweight strength exercises, movement preparatory exercises, and researched periodization.

WELLNESS OF THE MIND AND BODY One semester, one-half credit; Open to ninth, tenth, eleventh, and twelfth graders This course provides students with a variety of physical components ranging from cardiovascular fitness, core stability, muscular strength and endurance, body alignment as well as a focus on mindfulness and attention to improving one’s focus and concentration. The class also focuses on the importance of lifelong wellness.

Students are exposed to myriad activities using the new cardio facility, new fitness rooms, and the use of the new indoor obstacle course. Current fitness trends, lifetime sports, fun games, and unstructured playtime are incorporated into the class emphasizing the enjoyment of exercising the body. Focused techniques in breath, relaxation, and mindfulness are intermixed with the physical component to help foster a calm mind and body.

This course caters to students who are looking for wellness improvements through multiple outlets.

31

Life Balance LIFE BALANCE I

Full year; Required for freshmen Life Balance provides a small-group setting where freshmen receive general information about Harpeth Hall and specific information about academic and extracurricular opportunities. The small-group setting also facilitates a student’s transition into the Upper School environment. Life Balance also helps adolescent girls examine the topics they face which ultimately have an impact on their health, safety, and well-being. The class is based upon a wellness model and focuses on the following principles: nutrition, leadership, relationships, mind-body connection, meaningful life purpose, movement, and emotional life. Topics include transition to Upper School, character development, personality style, relational aggression, conflict resolution, stereotypes, body image, alcohol and drug education, human sexuality, stress management, self-esteem, and personal safety and responsibility. The classroom format is a combination of lectures, films, role-playing, and open discussion.

LIFE BALANCE II

Full year; Required for sophomores During the Upper School years, the students’ desire for independence increases, but the responsibility and decision-making skills necessary to successfully navigate this independence is still developing. The curriculum for Life Balance II is designed to help sophomores cultivate these skills and discuss other issues relevant to this developmental level. The class is based upon a wellness model and focuses on the following principles: nutrition, leadership, relationships, mind-body connection, meaningful life purpose, movement, and emotional life. Topics include organization and time management, healthy relationships, media and adolescents, driving responsibility, alcohol and drug education, stress management, relational aggression, self-esteem, and personal safety and responsibility. The classroom format is a combination of lectures, films, role-playing, and open discussion.

32

2020-21 Online Courses through One Schoolhouse Students who want to stretch beyond Harpeth Hall’s curriculum can add an additional course through One Schoolhouse (formerly the Online School for Girls) with the approval of the Director of the Upper School. These courses are recommended for the independent and mature student who would like to exceed the expectations of the Harpeth Hall curriculum. With the exception of Multivariable Calculus and Differential Equations, taking an online course through One Schoolhouse takes the place of a sixth course/elective (i.e. cannot be added as a seventh course).

• • • • • • • • • •

AP Computer Science Principles AP Environmental Science AP Human Geography AP Macroeconomics AP Microeconomics AP Music Theory AP Psychology Abnormal Psychology Climate Change Computer Science by Design: Mobile Apps

• • • • • • • •

Criminal Justice Reform Forensic Science Global Health Gender and Sexual Identity in America Linear Algebra Marine Science Neuroscience Social Entrepreneurship

Harpeth Hall will pay half tuition for students who elect to enroll in the above courses and receive approval from the Director of the Upper School and the One Schoolhouse committee. Students receiving financial aid are responsible for 50 percent of the tuition after their financial aid percentage has been applied. Please be sure to review the refund policy listed below.

Harpeth Hall will pay full tuition for students enrolled in Multivariable Calculus and Differential Equations. This course will be listed on the Harpeth Hall transcript, and semester grades will be included in the GPA. Students interested in taking a summer course through One Schoolhouse are responsible for 100 percent of the tuition.

REFUND POLICY: Families are billed by the Harpeth Hall Business Office for their portion of tuition for courses taken through One Schoolhouse. Student course tuition is fully refundable, for any reason, before the start date of the course. Following the 2020-21 calendar, the last day a student may withdraw and receive a full refund is the first Monday in September. Harpeth Hall will refund 50 percent of tuition paid by families for course withdrawals made on or before the third Monday in September; no refunds will be granted after this date. If a class is canceled by One Schoolhouse due to insufficient enrollment, the student will have the option to transfer to another class or receive a full refund.

33

Library and Technology INFORMATION LITERACY Library, technology, and digital citizenship skills are taught at all grade levels and across all disciplines.

These skills are taught within the context of the curriculum.

PROFESSIONAL LIBRARIANS Professional librarians work with students at all grade 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 a list of works cited.

RESEARCH SKILLS Research skills are introduced in the Middle School and are reinforced throughout the Upper School.

Students are taught to use the catalog to locate print and online sources; to organize and incorporate information from a variety of sources; to properly cite sources; and to understand how to avoid plagiarism. When students graduate from Harpeth Hall, they have the skills to perform sophisticated research.

TECHNOLOGY SPECIALISTS Technology specialists work with students to teach them the skills necessary to use computers to enhance classroom learning. They also guide students in ways to be responsible digital citizens. From authoring web pages, producing videos, or creating infographics, these skills are taught collaboratively with the classroom teacher to enhance specific projects and assignments.

34

Signature Programs CENTER FOR STEM EDUCATION FOR GIRLS The Harpeth Hall School is transforming STEM opportunities for girls through its Center for STEM Education for Girls. We aim to increase K-12 girls’ participation in science, technology, engineering, and math studies and to encourage girls to aspire to STEM careers. Our vision is a world without a gender gap in STEM and our mission is to equip schools to graduate the next generation of female STEM thinkers and doers by providing leadership, expertise, advocacy and innovation in STEM education for Girls.

•

STEM Research Opportunities for Students: In addition to Harpeth Hall’s year-long Honors STEM Research class, students may pursue STEM research in laboratories, both locally and throughout the nation, during Winterim or over the summer.

•

STEM Think Tank and Conference: The STEM Think Tank & Conference is the first conference to bring together expertise from across the nation to focus on STEM education for girls. The theme of the 2020 Conference is STEM + Humanities: Partnering Together to Move Forward and will be held October 2-3, 2020 at Harpeth Hall School.

•

STEM Consortium: The STEM Consortium is comprised of leaders and educators across the country who are collaboratively committed to closing the STEM gender gap. This group is comprised of STEM leaders at K-12 girls’ schools, university-level STEM programs with strong female participation, STEM corporations with welcoming cultures for women, and other informal education groups who serve girls.

•

STEM Summer Institute (SSI): Started in 2011, SSI is our premier research-based STEM program where girls use the engineering design process to solve real world problems. SSI brings together rising 7th through 12th grade girls from the greater Nashville area to model true integration of science, technology, engineering, and mathematics in a domain that is naturally appealing to girls – serving girls in a global setting. We are partnering with the Lwala Community Alliance to solve a challenge facing the Lwala community in Kenya, Africa.

35

DIGITAL HUMANITIES INITIATIVE—DH@HH The Digital Humanities Initiative at Harpeth Hall is a programmatic and pedagogical opportunity to reimagine the ways that teachers and students approach content and learning. It is dynamic, inherently interdisciplinary and collaborative, and focuses on text and data related to the humanities and social sciences. Work in the field of DH can be wide-ranging, but there are two common denominators for any project or research: 1) the use of mechanized media and 2) the study of the human condition. At Harpeth Hall, DH@HH facilitates and encourages interdisciplinary projects using digital tools, methods, and audio/visual production.

Hallmarks of DH@HH: • Encompasses technology, critical thinking, creativity, and scholarship that lives online and allows individuals and groups to participate as both producers and consumers.

• Engages in collaborative and interdisciplinary learning and teaching.

• Re-imagines how text, images, and data related to the humanities and social sciences can be digitally published and archived.

• Provides a framework for how we ask questions, gain and transfer information, and simultaneously teach/learn.

• Joins teachers and students to develop a new lens through which to visualize and draw connections with and between sources and scholarship.

• Results in the publication of original scholarship through online exhibits, collections, and class projects.

• Leverages software and hardware equipment for teachers and students to check-out and provide necessary training to create and edit audio, video, textual, and visual files.

• Connects Digital Humanities with STEM, visual arts, fine arts, and a “maker space” such as the Design Den. GLOBAL SCHOLARS PROGRAM Upper School students who apply and are selected for Global Scholars gain a deeper and broader knowledge of the world by taking additional global-based courses, joining a weekly discussion group, participating in global-centered public purpose initiatives and clubs, and completing a capstone project. Beginning in the tenth grade, Global Scholars explore global issues through student-directed conversations, written reflections, and dialogue with experts. In the twelfth grade, students complete a capstone project in an area of specific interest and present their findings to an Upper School audience. The Global Scholars Program challenges Upper School students to become responsible global citizens by encouraging cross-cultural connections, developing interdisciplinary modes of thinking, and building empathy.

36

INTERNATIONAL EXCHANGES Harpeth Hall offers an international exchange program for Upper School students with schools in France, Germany, Guatemala, Northern Ireland, New Zealand, and South Africa. This cross-cultural interaction provides our students with awareness, understanding, and appreciation of others and how they live. Students live with host families, attend partner schools, and in return, host young women from these countries.

2020-21 INTERNATIONAL EXCHANGES BELFAST, NORTHERN IRELAND: STRATHEARN SCHOOL Strathearn School Belfast is an all-girls school that has achieved much success as one of the top schools in Northern Ireland. With a deep commitment to learning, Strathearn aims to see individuals flourish and grow in confidence; in this way, they encourage independence, creativity, intellectual curiosity and team spirit.

Established in 2017, this exchange provides for up to four students from Strathearn to visit Harpeth Hall in the fall semester each year. The four reciprocating Harpeth Hall students spend the following January with their host family in Belfast, Northern Ireland while completing their Winterim internship with the Belfast City Council.

GUATEMALA CITY, GUATEMALA: FACES & OUR CULTURES, A CONSORTIUM OF BILINGUAL AND TRILINGUAL SCHOOLS Faces & Our Cultures is a highly-selective student program committed to providing an enriching cultural experience. This exchange program’s mission is to achieve the cultural and personal development of all participants to empower their future. This growth is nurtured within an educational environment, promoting global understanding, language skills, and friendship within cultures. Currently, Faces & Our Cultures has partnerships with 75 schools around the United States. Harpeth Hall hosts two to three Guatemalan students for eight weeks each fall with our students traveling to Guatemala the following summer for two to four weeks.

HASTINGS, NEW ZEALAND: WOODFORD HOUSE Miss Mabel Annie Hodge, from Cheltenham, England, established Woodford House in Hastings in 1894 and is closely affiliated to the Anglican Church and under the jurisdiction of the Bishop of Waiapu. One to two students from Woodford House attend Winterim classes at Harpeth Hall; Harpeth Hall students travel to New Zealand for three to four weeks the following summer.

JOHANNESBURG, SOUTH AFRICA: ST. STITHIANS GIRLS’ COLLEGE Established in 2000, this exchange program provides for one to two Harpeth Hall students each year to spend four to five weeks in Johannesburg during the summer and for their hosts to attend classes at Harpeth Hall for eight weeks from August through October.

PARIS, FRANCE: LA MAISON D’EDUCATION DE LA LEGION D’HONNEUR La Maison d’Éducation de la Légion d’Honneur is a public boarding school founded by Napoleon in December 1805 for the daughters of the members of the National Order of the Legion of Honor. Two Harpeth Hall students spend Winterim in Paris and their “correspondents” return for three weeks in February.

WIESBADEN, GERMANY: HUMBOLDT SCHULE The Humboldt Schule is a private, co-educational school for students in the elementary grades through high school. The exchange program began in 2006 as a joint program between Harpeth Hall and Montgomery Bell Academy. Four students typically participate in the exchange each year, hosting German students in their homes for three weeks in late spring and then traveling to Wiesbaden for several weeks in the summer.

37

WINTERIM A hallmark of Harpeth Hall for more than 45 years, Upper School students explore their intellectual horizons through Winterim. This three-week experiential program in January provides students with opportunities for cross-cultural experiences through academic travel, internships, and on-campus courses that stretch their perspectives.

Ninth and tenth graders remain on campus, participating in more than 80 challenging, project-oriented classes in four areas: Fine Arts and Fitness, Global Perspectives, Humanities, and STEM. SAMPLE 2019-20 ON-CAMPUS CLASSES • • • • • • • • • • •

The Biology Of Behavior Bookbinding 101 Capoeria CSI: Forensic Science Dylan, The Beatles, And The Stones Ethics Existentialism Exploring The Brain Fencing The Films of John Hughes Gender Roles

• • • • • • • • • •

Improv @ 110% Jane Austen on Film Loving Shakespeare Medical Robotics Mental Illness in Media: Myth vs. Reality Microbiology: The World We Can’t See Shout it Out: Spoken Word Sustainable Fashion The Royal Family The Holocaust And Genocide In The Modern Era

Eleventh and twelfth grade students participate in internships, independent studies, or faculty-led academic travel. In 2019-2020, Harpeth Hall students explored Italy, Spain, France, Kenya, and Australia. In 2020-2021, Harpeth Hall students will explore Australia, Britain, India, Northern Ireland, Panama, and South Korea.

SAMPLE INTERNSHIPS (WINTERIM 2020) BMI (New York, NY) National Park Service (Washington, D.C.) Knopf Doubleday Publishing Group (New York, NY) NASA Goddard Communications (Washington, D.C.) Capitol Hill Senators and Congressmen (Washington, D.C.) Tibi (New York, NY) Vanderbilt University (Nashville, TN) Nashville Predators (Nashville, TN) Vanderbilt Medical Center (Nashville, TN) Hatch Showprint (Nashville, TN)

38

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