Curriculum Guide 2026-27

THE MASTERS SCHOOL

CURRICULUM GUIDE 2026–2027 | UPPER SCHOOL

The Masters School celebrates active participation, deep understanding, and meaningful connection.

A community of diverse individuals, we gather to learn, to strive, to dare, to do — to be a power for good in the world.

TABLE OF CONTENTS Course Progressions English Mathematics Modern and Classical Languages History and Religion Science Visual Arts Performing Arts Ethical Leadership Innovation, Engineering and Computer Science Journalism Interdisciplinary Courses Click the text above to navigate to the department course information.

COURSE PROGRESSION BY GRADE Grade 9

Grade 10

Grade 11

Grade 12

Graduation Requirement

English

English 9

English 10

English 11 Seminars American Studies AP English Language

English 12 Seminars AP English Literature

4 years

History

World History 9

World History 10

U.S. History American Studies AP U.S. History

Senior History Electives AP European History

3 years (U.S. History required in grade 11)

Science

Environmental Biology

Chemistry Honors Chemistry

Physics/Honors Physics Science Seminars AP Sciences

Physics/Honors Physics Science Seminars AP Sciences

3 years (2 must be lab science courses)

Other

.5 credit minor course in visual or performing arts

World Religions

Public Speaking Health

Complete art requirement

Public Speaking, Health, World Religions, 1.5 art credits

PE every season Completion of ACR

PE every season

PE every season

4 years of PE ACR completed by grade 10

Athletics/PE

PE every season At least 1/3 of Athletic Credit Requirement (ACR)

COURSE PROGRESSION BY SUBJECT Course 1

Course 2

Course 3

Course 4

Course 5

Course 6

Graduation Requirement

Linear Algebra Multivariable Calculus Calculus C Random Variables

3 years through grade 11 and Algebra II

Algebra II Trig Hon Alg II Trig

Precalculus Hon Precalc Hon Precalc ext

Calculus AP Calc AB AP Calc BC Data Science AP Statistics

Latin Seminars Advanced Topics in Latin Literature

Latin Seminars Advanced Topics in Latin Literature

3 years through grade 11 and Latin III

AP French Lang French Seminars

3 years through grade 11 and French III 3 years through grade 11 and Spanish III

Math

Algebra I

Geometry Hon Geometry

Latin

Latin I

Latin II

Latin III Hon Latin III

French

French I

French II

French III

Hon French II

Hon French III

Spanish

Spanish I

Spanish II

Spanish III

Hon Spanish II

Mandarin

Mandarin I

Engineering & Computer Science

Innovation & Entrepreneurship

French IV AP French Lang French Seminars Spanish IV

AP Spanish Lang

Hon Spanish III

AP Spanish Lang Spanish Seminars

Adv Topics Spanish Literature

Mandarin II

Mandarin III

Mandarin IV

Mandarin V

Engineering Drawing & Design

Principles of Engineering

Advanced Topics in Computer Science

Advanced Topics in Computer Programming

Design Thinking & Social Entrepreneurship

Sustainable Design

New Venture Startup

Entrepreneurial Leadership

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3 years through grade 11 and Mandarin III

English 9 – Introduction to Literature and Composition

Ninth grade English helps students grow as readers, writers, speakers and listeners. Students learn and practice speaking and listening skills through Harkness discussions and other forms of collaborative work. Ninth grade students engage with varied genres, including memoir, personal narrative, graphic works, novels, drama, short stories and poetry. Recent course texts have included “Born a Crime” (Trevor Noah), “The Curious Incident of the Dog in the Night-Time” (Mark Haddon), “Persepolis” (Marjane Satrapi), “Antigone” (Sophocles), “Washington Black” (Esi Edugyan), “Catcher in the Rye” (J.D. Salinger), “Night” (Elie Wiesel), “Lord of the Flies” (William Golding) and “Romeo and Juliet” (Shakespeare). Analytical writing is emphasized; students also write memoirs, short stories and poetry, using the course literature as models. Students learn to work through writing in stages as part of a process with revisions and engage in writing workshops throughout the year. Students study grammar concepts in context and through inquiry-based lessons.

1 credit – year-long major

English 10 – Literature and Composition II

Building on ninth grade skills, students in English 10 strive to become more sophisticated readers and writers. Students also learn to sustain more challenging, collaborative, text-based Harkness discussions. Tenth grade students engage with varied genres, including memoir, personal narrative, graphic works, novels, drama, short stories and poetry. Recent course texts have included “The Poet X” (Elizabeth Acevedo), “Deaf Republic” (Ilya Kaminsky), “Antigona Gonzalez” (Sara Uribe), “I Know Why the Caged Bird Sings” (Maya Angelou), “Signs Preceding the End of the World” (Yuri Herrera), “Boy, Snow, Bird” (Helen Oyeyemi), “Giovanni’s Room” (James Baldwin) and “Piranesi” (Susanna Clark). In studying matters of style, students develop a critical ear for tone, voice and figurative language and work to gain more close-reading skills. Students hone their proficiency with analytical writing; through direct instruction and writing workshops, students improve their English usage and continue to refine their written expression. Writing opportunities cover a range of modes and purposes. Grammar and vocabulary instruction continue in context, drawn both from students’ writing and from course texts.

1 credit – year-long major

English 11 – American Literature

Eleventh grade English classes are divided into semester-long seminars. Each student selects two seminars from those offered. Seminars may vary from year to year and not all seminars may run in a given academic year.

1 credit – two seminars are the equivalent of a year-long major Please visit next pages for fall and spring grade 11 seminars.

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English FALL SEMINARS FOR ENGLISH 11 Off the Grid

The dream of living off the grid—cutting ties to power companies and social media — is the latest in a long line of American visions of independence. But what has independence variously meant for colonists and enslaved people, for settlers and Native Americans, for civil rights activists and libertarians, for fundamentalists and environmentalists? Readings will probe questions of liberty, exploitation and opportunity. Texts may include “Self-Reliance” (Ralph Waldo Emerson), “Walden” (Henry David Thoreau), “Their Eyes Were Watching God” (Zora Neale Hurston), “The Call of the Wild” (Jack London) and “Into the Wild” (Jon Krakauer).

In the Name of Beauty

What are the political and structural realities of beauty? What can we better understand about American society by considering how beauty operates? We will focus on the novels of Toni Morrison: her first book, “The Bluest Eye,” and her final published novel, “God Help the Child.”

Through close reading, lively discussion and writing exercises, we will explore themes of identity, race, gender, violence, hierarchy, resistance and the power of storytelling. We will place Morrison’s work in conversation with a range of texts: poetry, essays, current events articles, short stories, journal articles, documentary film and music. As we engage with Morrison's masterful prose, we will hone our own writing skills, learn from her craft and experiment with different forms of narrative expression.

Fear in (American) Fiction

Fear is a universal emotion with the power to drive, deter, excite and control us. It's also an essential component of storytelling in any genre. In this seminar, we will focus on the ways that fear can be used to create conflict, shape narratives and convey essential themes in a diverse selection of literary texts. We will also explore its less tangible and definable qualities in contemporary fiction, along with fear's ability to thrill and engage. While this is a seminar that focuses on American literature, we won't be limited to authors residing in the United States.

Texts may include “Salvage the Bones” (Jesmyn Ward) and “When the Emperor was Divine” (Julie Otsuka); we will also read short fiction and put our texts in conversation with film.

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SPRING SEMINARS FOR ENGLISH 11 American Con Artists: The Art of Deception

American authors have historically been very concerned about morality — and its less desirable counterparts. As a result, this country’s literary landscape is full of con artists, swindlers and “snake oil salesmen” (and women) eager to profit off of someone else’s ignorance, goodwill or lack of discernment. Some of our earlier authors were more intentional than others in cultivating virtue and avoiding vice in their characters and readers, while others tended to celebrate the art of the con. We will cover both perspectives as we explore successful and unsuccessful swindlers, fakes and imposters who made a name for themselves in American fiction and culture. There will be rhetorical skills to practice and deceptions to try out, as well as a few cons to create. Texts may include “The Great Gatsby” (F. Scott Fitzgerald), “The Talented Mr. Ripley” (Patricia Highsmith) and “Sula” (Toni Morrison) — along with a variety of short fiction and essays.

American Dream/American Nightmare

Whether defined as pulling yourself up by your bootstraps or seeking streets paved with gold, the “American Dream” has been as much a part of the national discourse as apple pie and the pursuit of freedom. It also implies egalitarianism and innovation. But does this “dream” really exist, equally open to the immigrant, the refugee, the marginalized? We will examine the origins of this national myth and its role both within the U.S. and abroad. Texts may include “Native Son” (Richard Wright), “The Great Gatsby” (F. Scott Fitzgerald), “Death of a Salesman” (Arthur Miller) and “The Social Network” (film) as well as selected essays, short stories and poems.

Home Fires

What is “home”? Is it the place where you were born? Where your grandparents live? Or is “home” an idea that we construct, one that lives deep inside us? For some, home is a place they have left behind, a place they may or may not return to. For others, home is always around the next bend: longed for but out of reach. We will consider how our concepts of home — physical, temporal or social — both confine and inspire us. Texts may include “Home” (Toni Morrison), “The Great Gatsby” (F. Scott Fitzgerald), “Interior Chinatown” (Charles Yu), short stories by Jhumpa Lahiri, “Get Out” (film by Jordan Peele) and poetry by Native American artists.

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English American Studies – Literature

American Studies is an interdisciplinary course for grade 11 students offered by the English and the History and Religion Departments. The class coordinates the material taught in eleventh grade history and English by prompting students to explore the underlying philosophical and moral assumptions of Americans, as reflected in their country’s history and literature. Simultaneously, students are encouraged to examine the framework of their own philosophical and moral assumptions and reflect deeply upon what it means for them to identify themselves as Americans. The class meets during two bands and is assigned two teachers, one from each department. Students who thrive in American Studies are those who willingly embark upon a rigorous and challenging course. They strive to make connections between history, literature, the world today and themselves; they emphasize discovering personal meaning in their studies rather than memorizing and retaining content. Feeling responsible to themselves, to each other, and to their inquiry, students in American Studies enjoy learning independently and collaboratively.

1 credit – year-long major – taken in conjunction with American Studies/History

AP English Language and Composition*

The Advanced Placement course in English Language combines two courses in one. American literature, which makes up the standard eleventh grade English curriculum, is explored in greater depth and at an accelerated pace. In addition, students prepare for the Advanced Placement examination in English Language and Composition by close examination of rhetorical strategies and frequent in-class writing.

1 credit – year-long major – with permission from the department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses.

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AP English Literature and Composition*

An advanced course in the close analysis of literature, AP English Literature and Composition focuses on American and British literature, but may include works in translation as well. The course covers various genres from a range of time periods and may include novels such as “As I Lay Dying” (William Faulkner), “Beloved” (Toni Morrison), “Frankenstein” (Mary Shelley), “Heart of Darkness” (Joseph Conrad), “The Remains of the Day” (Kazuo Ishiguro) and “Pride and Prejudice” (Jane Austen); playwrights such as Shakespeare, Sophocles and John Patrick Shanley; and the work of poets such as John Donne, John Milton, William Wordsworth, Edna St. Vincent Millay, Elizabeth Bishop and e.e. cummings. While the course focuses on analytic writing, creative writing is assigned as well. Students also do regular practice activities designed to help them prepare for the Advanced Placement Examination in English Literature and Composition. The course culminates in a final project: a collaborative activity that allows students to showcase the analytic reading and writing skills they will have practiced and refined throughout the year.

1 credit – year-long major – with permission from the department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses.

Please click here for more information.

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Writing Creative Nonfiction: Personal Essays and Personal Narrative

All good writing requires attention to form, an ability to observe closely, and an understanding of the subtleties and power of language. But personal narrative poses special challenges: What parts of your life do you choose to frame? How can you be a character and writer at once? How much freedom do you have to embellish or even invent when you recreate the past? How do you describe your own emotions without melodrama? We’ll read masters of the genre who serve as models: George Orwell, Natalia Ginzburg, Cynthia Ozick, Scott Russell Sanders, Annie Dillard, David Sedaris and others. We will look closely at syntax, diction, metaphor and tone, and consider issues of authenticity, pacing and humor. The class is primarily a workshop in which students critique one another’s work in small groups or with the entire group. The seminar runs a full year to allow time for students to explore a range of creative nonfiction and, with increasing expertise, to go back to pieces written early in the year, revise and evaluate them for publication. In the spring, the classroom becomes a microcosm of the publishing world: We will read and edit narratives by the class, make suggestions for revisions, and select pieces for our online and hard copy publication, “Before 19.” Students will choose art to accompany their work, and some may elect to help with design and technical aspects of the publication.

1 credit – year-long major – open to students in grade 12

English 12 – Senior Seminars

Twelfth grade English classes are divided into semester-long seminars. Each student selects two seminars from among those offered. Courses vary from year to year, but the selection is always broad and diverse. Students are expected to rise to higher levels of analysis, to write frequently and fluidly — in short, to demonstrate the reading, thinking, listening, speaking and writing skills they have learned in the previous three years.

1 credit – two seminars are the equivalent of a year-long major Please visit next pages for fall and spring grade 12 seminars.

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English FALL SEMINARS FOR ENGLISH 12 Film Technical Analysis: Cinematography, Mise-en-Scene, and Montage In 1895, the Lumiere brothers’ “Arrival of a Train” captured a locomotive’s approach with such realistic perspective that patrons fled the theater, convinced that an actual train was bursting through the screen. Later techniques of mise-en-scene and editing further shaped experience to narrate a story, as did George Melies’ elaborately staged “A Trip to the Moon” (1902). After decades of maturation, these techniques, joined with sound effects, produced the first summer blockbuster: “Jaws” (1975). In spite of its suggestive title, the shark barely appears and is instead conjured by ominous music, the flailing movements of bodies, the color of blood on a beach, and the sheriff's shocked gaze. Martin Scorsese has said, “Cinema is a matter of what’s in the frame and what’s out.” In this course, we will learn to recognize “what is in the frame” and examine how those techniques create emotional impact and thematic meaning. Aside from many clips and feature length films, readings consist of the first half of Ed Sikov’s “Film Studies” and contemporary film reviews. Formal assignments include three essays analyzing film technique and style, an oral presentation on a clip of your choice, and a technical film review.

Healing Achilles

How can literature inform our ability to be a power for good? What responsibility do citizens have in relation to our governments’ decisions to wage war? For the majority of the 21st century, the United States has been engaged in war operations overseas, and between U.S. service members and their families, millions of Americans have felt the immediate and lasting impacts of combat deployments. In this course, we will investigate how ancient texts give us insight into the ways war can change the warrior and how this literature affords our contemporary society the opportunity to engage with our responsibilities as citizens to build a community that is aware of and responsive to the needs of those who serve in combat. Texts include selections from Homer’s “Iliad”, tragedies written by Sophocles and Euripides, and the seminal work of Jonathan Shay, “Achilles in Vietnam.”

Just Poetry: A Workshop on Poetry and Justice Any truly revolutionary art is an alchemy through which waste, greed, brutality, frozen indifference, “blind sorrow,” and anger are transmuted into some drenching recognition of the What if? – the possible. What if? – the first revolutionary question, the question the dying forces don’t know how to ask. –Adrienne Rich In this poetry workshop, we will read poems and write poems that challenge abuses of power, document instances of injustice, pay attention to what is worth saving, and create worlds we wish to live in. Topics in the past have included prison justice, environmental justice, racial and ethnic justice, AI, politics, and many others. Published poets will visit our class to guide and inspire us. No experience, proficiency or even comfort with poetry is expected nor required, only a willingness to take risks, a passion to practice, and a desire to collaborate in a community.

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Myths, Folk Tales and Urban Legends

Stories, like music, are found in every culture. Some stories get told again and again, spreading across the land and down through time. Versions of Cinderella, recorded more than a millennium ago in China and Egypt, spread throughout Europe and even to the Zuni people of North America.

What makes stories like this so durable? What do they do for those who tell and those who listen?

After we study some sample stories together, students will set off on a quest of their own design to research a body of traditional tales, such as Russian fairy tales or Ashanti trickster myths.

Careful notes will provide material for probing analysis and in-class storytelling time. Then, we’ll explore contemporary tale-telling modes such as urban legends, Hollywood plot patterns, political myths and viral videos — again balancing scholarly rigor and lighthearted enjoyment.

Unfamiliar Territory

Much of the fiction we read is based on one of two storylines: a stranger comes to town — bringing conflict, chaos and a new point of view; or a protagonist leaves the familiar to venture out into the unknown, with all the challenges and unfamiliar experiences that brings. In this seminar, we will read fiction and poetry involving unusual journeys in experimental narratives. Texts have been chosen for the ways they will engage and surprise us, and writing assignments will take us on similarly creative and adventurous routes. We and our authors will play with time and location, perception and memory, reality and form. Texts will include: “Beside Myself” (Ashley Marie Farmer), “After Dark” (Haruki Murakami), “Bluets” (Maggie Nelson) and “The Haunting of Hajji Hotak and Other Stories” (Jamil Jan Kochai).

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English SPRING SEMINARS FOR ENGLISH 12 Film Studies: Story Structures and the Syntax of Genre Movie studios rely for profit on the recognizability of genre — the Western, the heist, the comingof-age plot, etc. — and audiences enjoy genre movies in part because of this predictability.

However, film studies as a discipline has mostly focused on works that artfully provoke or subvert genre conventions. For example, Denis Villeneuve’s “Arrival” contains all the trappings of an “alien invasion” movie while questioning the cultural investment in spectacle and militarism that underlies that genre. But, so what? When a film either conforms to or diverges from typical generic syntax, what difference does it make intellectually, aesthetically or morally? Readings include Rick Altman’s seminal essay from “Film/Genre,” the second half of Ed Sikov's “Film Studies,” and selected film criticism and reviews. Writing assignments include close readings of sequencing and narrative structure, an essay on genre, a research presentation about an auteur filmmaker of choice, and a critical review of a recent-release film.

Getting Outdoors: The American Nature Essay When Henry David Thoreau got fed up with the daily grind of town life, he moved to the woods to escape the deadening effects of pointless social habits. His writings about his two-year experiment show him recreating himself and reconsidering the world around him. Later American nature writers such as Mary Austin, John Muir, Aldo Leopold, Edward Abbey and Annie Dillard discuss ecology and the value of the wilderness, but like Thoreau, they write about more than just trees and bugs. They explore the outdoors to ask deep questions about themselves and their society as well as about the natural world. We’ll read these authors, and we’ll take advantage of the warming spring weather to actually get outdoors, to observe, to raise questions and to write.

Healing Achilles

How can literature inform our ability to be a power for good? What responsibility do citizens have in relation to our governments’ decisions to wage war? For the majority of the 21st century, the United States has been engaged in war operations overseas, and between U.S. service members and their families, millions of Americans have felt the immediate and lasting impacts of combat deployments. In this course, we will investigate how ancient texts give us insight into the ways war can change the warrior and how this literature affords our contemporary society the opportunity to engage with our responsibilities as citizens to build a community that is aware of and responsive to the needs of those who serve in combat. Texts include selections from Homer’s “Iliad”, tragedies written by Sophocles and Euripides, and the seminal work of Jonathan Shay, “Achilles in Vietnam.”

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Who Did It? A Murder Mystery Seminar

Murder mysteries share a few common variables: perpetrators and victims, motives and suspects, crime scenes and a case to solve. We will be following some sinister trails in a selection of film and literary crimes that will test our deductive skills and put us in the unique position of playing detective. We will also explore the psychology of criminality, the power of revenge, and the subjectivity of perspective and point of view. As readers and writers, we will focus on who did it — as well as how, why and with what consequences. Texts will include “The Strange Case of Dr Jekyll and Mr. Hyde” (Robert Louis Stevenson), “And Then There Were None” (Agatha Christie) and “Under the Harrow” (Flynn Berry). Writing responses will be centered around creating and solving some perfect, and not so perfect, crimes.

Poetry of the Self: A Poetry Workshop I am large, I contain multitudes. –Walt Whitman In this poetry workshop, we will read poems and write poems that explore past experiences, consider how we construct our identities, and examine our “multitudes.” Published poets will visit our class to guide and inspire us. No experience, proficiency or even comfort with poetry is expected nor required, only a willingness to take risks, a passion to practice, and a desire to collaborate in a community.

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Mathematics Algebra I

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This course uses a problem-based, spiraled curriculum with a focus on the skills foundational to high-school math curricula. The topics covered are: ratio, proportion, percent, rational expressions, linear equations and inequalities, systems of equations, exponents, radicals, functions (linear, absolute value, and quadratic) and factoring. Because of the problem-based nature of this course, students will develop a deep conceptual understanding of the topics studied, acquire increasingly sophisticated problem-solving skills, and be active authors in their own learning. This course also has a dedicated data analysis strand focused on collecting and analyzing both categorical and quantitative variables, and modeling real-world trends. While the prerequisite for this course is Pre-Algebra, it is also an excellent choice for those students who took Algebra I in eighth grade and feel that they would benefit from further reinforcement of their foundational algebraic skills, which are essential to success in higher-level math courses.

1 credit – year-long major

Geometry

The focus of this course is the exploration of both Euclidean and coordinate geometry. The topics of study are: parallel and perpendicular lines, distance and equidistance, triangles and quadrilaterals, congruence and similarity, right triangle relationships, circles, polygons, proofs, trigonometry, the Law of Sines and Cosines, and geometric probability. The course also develops students’ problem-solving strategies, conceptual understanding, and mathematical communication and collaboration skills.

1 credit – year-long major – prerequisite: Algebra I

Honors Geometry

The emphasis of this course is on both Euclidean and coordinate geometry. The topics of study are: parallel and perpendicular lines, distance and equidistance, triangles and quadrilaterals, congruence and similarity, right triangle relationships, circles, polygons, proofs, trigonometry, Laws of Sines and Cosines, and an introduction to probability. Through the use of a spiraled, problem-based text, challenging problems, and a seminar-style approach to class, the course also develops students’ problem-solving strategies, abstraction abilities, conceptual understanding, advanced algebraic proficiency, mathematical communication, and collaboration skills.

1 credit – year-long major – prerequisite: Algebra I and permission from department

Algebra II/Trigonometry

This course builds on and deepens students’ understanding of concepts from Algebra I, as well as delving into a formal treatment of the properties of the family of functions: quadratic, polynomials of higher degree, exponential and logarithmic. Students will also learn how to simplify expressions and solve equations within each function setting. Additional topics of study include relations, complex numbers, rational and radical expressions, and unit circle trigonometry.

1 credit – year-long major – prerequisite: Geometry

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Mathematics This course follows a problem-based and spiraled curriculum through which students will study and analyze quadratic, polynomial, rational, exponential, logarithmic, trigonometric, and inverse functions. In addition to developing a deep understanding of the concepts studied, students will also engage in higher level mathematical reasoning, develop more sophisticated problem solving strategies, and synthesize skills to solve more complex and real-life problems.

1 credit – year-long major – prerequisite: Geometry and permission from department

Precalculus

This course is designed to further students’ algebraic development and mathematical thinking by laying a strong foundation for the further study of calculus. The unifying theme of this course is the analysis of functions — polynomial, rational, exponential, logarithmic and trigonometric — through graphical, numerical, verbal and algebraic perspectives. Additional topics include sequences and series, complex numbers and probability. Wherever possible, students are exposed to the application of these functions in modeling real-world phenomena.

1 credit – year-long major – prerequisite: Algebra II/Trigonometry

Honors Precalculus

Designed to prepare the student for the Advanced Studies: Calculus 1 course or a similarly rigorous course in college, students entering this course should demonstrate independence of thought, creativity in problem solving, and intellectual curiosity. In addition to the topics mentioned in Precalculus, the following concepts are supplemented in Honors Precalculus: advanced trigonometry, probability and an introduction to limits. The year will culminate with a unit that introduces the essential concepts of differential calculus, including slope of a tangent line, the difference quotient, and instantaneous rate of change.

1 credit — year-long major — prerequisite: Algebra II/Trigonometry and permission from department

Honors Precalculus with Extended Topics

Designed to prepare students for Advanced Studies: Calculus I & II or a similarly rigorous course in college, students entering this course should demonstrate independence of thought, creativity in problem solving, and intellectual curiosity. In addition to the topics mentioned in Precalculus and Honors Precalculus, the following concepts are supplemented in Honors Precalculus with Extended Topics: affine sequences, conic sections, polar coordinates, parametric equations, properties of limits, and an introduction to derivatives.

1 credit — year-long major — prerequisite: Honors Algebra II/Trigonometry and permission from department

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Honors Algebra II/Trigonometry

Mathematics Calculus

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This course serves as an introduction to the foundations of calculus and will set students up for continued study of calculus in college. We will cover differential and integral calculus, including: limits, derivatives and their applications, integrals and their applications, antiderivatives and the Fundamental Theorem of Calculus. The focus will be on developing a strong conceptual understanding of these topics and on building links between graphical and algebraic representations of functions and their real-world applications.

1 credit – year-long major – prerequisite: Precalculus

AP Calculus AB*

AP Calculus AB follows the Advanced Placement curriculum outlined by the Col­lege Board and is comparable to a semester-long college-level calculus course. The focus of the course is on limits, continuity, derivatives and integrals. Students will develop a conceptual understanding of those topics, will practice the methods and algorithms necessary for gaining fluency, and will also explore applications of calculus. An emphasis is placed on a multi-representational approach to calculus, with students solving problems graphically, numerically, analytically and verbally. The connections among these representations are also discussed. The course prepares students for the AP Calculus AB examination.

1 credit — year-long major — prerequisite: Precalculus and permission from department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses.

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AP Calculus BC*

AP Calculus BC follows the Advanced Placement curriculum outlined by the Col­lege Board and is comparable to a year-long college-level calculus course. The focus of the course is on limits, continuity, derivatives, and integrals, as well as sequences and series, parametric equations, vectors, and polar functions. Students will develop a conceptual understanding of those topics, will practice the methods and algorithms necessary for gaining fluency, and will also explore applications of calculus. An emphasis is placed on a multi-representational approach to calculus, with students solving problems graphically, numerically, analytically and verbally. The connections among these representations are also discussed. The course prepares students for the AP Calculus BC examination.

1 credit — year-long major — prerequisite: Honors Precalculus and permission from department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses.

Please click here for more information.

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Mathematics This advanced course serves as an opportunity for students who have completed AP Calculus AB to continue their study of calculus. By covering topics that are currently exclusively taught in AP Calculus BC, students will be able to round out their study of single variable calculus through the exploration of concepts such as: Euler's method and logistic models with differential equations; arc length and distance traveled along a smooth curve; parametric equations, polar coordinates, and vector-valued functions; and Infinite sequences and series. Students will work to develop both a conceptual understanding and build fluency with the algorithms necessary for problemsolving. Upon completion of this course, students will have covered the curriculum tested on the AP Calculus BC exam. .5 credit — semester-long minor — prerequisite: AP Calculus AB and permission from department

Advanced Topics in Mathematics: Statistical Modeling

This advanced course provides a fast-paced introduction to statistics with a focus on computational techniques using R, a powerful statistical programming language. Students will explore foundational topics such as probability, data visualization, descriptive statistics, and statistical modeling, including one-way ANOVA and regression. The course emphasizes an approach to inferential statistics grounded in simulation, randomization and bootstrapping, while also delving into multivariate models. Designed for students with a strong mathematical background, the course moves quickly through introductory concepts to allow for a deeper exploration of hypothesis testing, confidence intervals and advanced statistical techniques.

Students will build fluency in applying statistical methods to real-world data and interpreting results through a hands-on, computational lens. By the end of the course, students will have developed skills and competencies that extend across disciplines. .5 credit — semester-long minor — corequisite: AP Calculus AB or BC and permission from department; no prior coding experience needed

Advanced Topics in Mathematics: Multivariable Calculus

This advanced course is geared towards students with a strong understanding of the algebra and calculus of single variable functions who would like to extend their study to functions of multiple variables. The course begins with a comprehensive review of the algebra of vectors and vector functions. Students explore different coordinate systems and examine the graphs of surfaces in three dimensions. We then apply the tools of calculus to these functions and discover how derivatives and integrals work in higher dimensions. Applications to engineering and physics are also considered. .5 credit — semester-long minor — prerequisite: Calculus C or AP Calculus BC and permission from department

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Advanced Topics in Mathematics: Calculus C

Mathematics Advanced Topics in Mathematics: Linear Algebra

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This advanced course provides an introduction to the study of linear algebra, which at its core is the study of higher-dimensional spaces through matrices and vectors. Students begin with an exploration of the use of matrices in solving systems of linear equations and then move on to algebra with matrices, determinants, vector spaces, eigenvalues and eigenvectors, and orthogonality. Students will develop a framework for the theorems and corollaries that underpin the structures of linear algebra and practice the art of writing clear analytical and deductive proofs. .5 credit — semester-long minor — prerequisite: Calculus C or corequisite AP Calculus BC and permission from department

Principles of Data Science The main goal of the course is to teach students to think critically about and with data. As technology generates increasingly massive datasets, the modern data scientist must be equipped to identify key questions, collect and organize information from diverse sources, and translate results into impactful solutions. This course emphasizes practical applications, providing students with concrete, applicable skills. Students will engage in statistical inference using randomization and simulation techniques to learn about their world. Using the R programming language and Jupyter notebooks, students will explore and analyze data, create and evaluate models, and visualize and communicate their findings. No prior coding experience is required.

1 credit – year-long major – prerequisite: Algebra II/Trigonometry

AP Statistics*

Advanced Placement Statistics is offered to grade 11 and 12 students who wish to complete studies in secondary school equivalent to a one-semester, introductory, non-calculus based, college course in statistics. The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. The course is built upon four conceptual themes: exploring and analyzing data using graphical and numerical techniques to describe patterns and departures from patterns; planning a study using a variety of sampling techniques and experimentation methods; anticipating patterns using probability theory and simulation; and statistical inference using confidence intervals and significance testing. In today's world, most statistical analysis relies upon technology; therefore, graphing calculators are required and are used extensively throughout the year. The course prepares students for the AP Statistics examination.

1 credit — year-long major — with permission from department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses.

Please click here for more information.

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Mathematics This advanced, proof-based math course centers on the mathematical theory of random variables.

The level of mathematical rigor and content in this course will be comparable to that of a probability course in college. Some of the preliminary topics we cover include set theory, combinatorics, and introduction to probability and conditioning. Subsequent topics will include discrete and continuous random variables, exploring their related expected value, moments, variance, standard deviation, moment generating functions and convolution.

1 credit — year-long major — prerequisite: AP Calculus AB or corequisite AP Calculus BC and permission from department

Business Dynamics

This course is open to those students who have fulfilled the graduation requirement for math and is designed to provide students with a comprehensive look at the world of finance and investing.

Students will study various financial institutions, the inner workings of the financial markets, and the risks and rewards of investing in these markets. Considering our campus’ proximity to the capital of the financial world, students will also have the opportunity to visit Wall Street and lower Manhattan as well as design and pursue various projects and activities. They will also be exposed to the many career opportunities that exist in the financial field. Course objectives include learning the basic concepts and usage of basic business math, consumer math, and practical investment issues.

1 credit — year-long major — prerequisite Algebra II/Trigonometry

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Probability and Random Variables

Modern and Classical Languages French I

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Students begin to explore French through EntreCultures, a standards-based, thematically organized program that has learners engaging with authentic materials and French speakers their age. By learning in an intercultural context, students acquire communication skills and content knowledge while delving into the products, practices and perspectives of Francophone cultures.

Themes in French I may include identity, school life, family, cuisine, leisure activities or communities. Students focus on using French to express themselves in both speaking and writing.

The goal of this course is for students to build a proficiency level of novice mid or novice high.

1 credit — year-long major

French II

​Students continue their journey as French speakers through the authentic materials and thematically organized units of EntreCultures. This novice high to intermediate low course builds on the skills and topics covered in French I; themes may include education, the role of food, volunteerism, health and travel within Francophone cultures. French II emphasizes reading skills in addition to speaking and writing.

1 credit — year-long major — prerequisite: French I

Honors French II

Honors French II is designed to cover everything included in French II at a faster pace and in greater depth; additional texts, topics and projects are incorporated throughout the year. This course is intended for students who are eager to be fully immersed in French, who seek a challenge, and who have demonstrated the necessary skills in speaking, listening, reading and writing.

1 credit — year-long major — prerequisite: French I and permission from department

French III

In this course, students build on the skills and topics they covered in French II as they continue their exploration of the Francophone world. Themes may include friendship, technology, adolescence/adulthood, sustainability, identity/individuality and art in Francophone cultures.

Students in French III continue to develop the four major skill areas of reading, writing, listening and speaking.

1 credit — year-long major — prerequisite: French II

Honors French III

Students are introduced to French literature and film, as well as studies and first-hand reports of contemporary French culture and society. As they explore these through class discussions, written analyses, oral presentations and essays, students continue to develop the skills they practiced in previous courses. Students who successfully complete Honors French III may be eligible to take AP French Language and Culture.

1 credit — year-long major — prerequisite: French II and permission from department

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Modern and Classical Languages In this course, students deepen their language skills. Over the first semester, they explore Francophone African literature. They read a novel to learn general cultural aspects of Francophone Africa, engage in cultural comparison, and practice literary analysis. In the second semester, students investigate the literary works of French writer René Goscinny and illustrator Jean-Jacques Sempé and explore children's series Le Petit Nicolas. They also complete oral and written exposés on topics related to their readings. French IV encourages students to hone their writing skills through regular workshops; writing projects include both analytical papers and creative assignments. Students who successfully complete this course may continue to AP French Language and Culture. This course generally attracts students interested in literature and writing.

1 credit — year-long major — prerequisite: French III

AP French Language and Culture*

Students in this course have completed Honors French III or French IV. They continue to deepen their oral and written skills by studying and writing about a rich variety of newspaper and magazine articles, scholarly texts, literary works and contemporary films. Culture is an essential element of this course: It is woven into all materials with which the students engage. By the end of the year, students should be able to speak and write at an advanced proficiency level. Upon completion of the course, students take the AP French Language and Culture examination.

Students who successfully complete AP French are well-prepared for French Seminars.

1 credit – year-long major – with permission from department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses.

Please click here for more information.

French Seminars French Seminars is an advanced Francophone studies course about literature and culture.

Students reinforce their knowledge of the Francophone world through deep analysis of films, literary works and journalism. They also read about Francophone culture through the lenses of history, politics and economics. They regularly conduct research on contemporary themes, and they engage in meaningful discussions in the target language during every class. While all four communicative skills are developed, there is a particular emphasis on writing. Our course materials cover the Francophone cultures of Africa, Quebec and the Caribbean, as well as France itself, giving students a rich exposure to the multicultural aspects of life in those rapidly globalizing spheres. The focus of the course may vary from year to year, depending on the expertise of the teacher and the interests of the students.

1 credit — year-long major — with permission from the department

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French IV

Modern and Classical Languages Latin I Students use the Cambridge Latin Course series to acquire the fundamentals of Latin and begin to investigate the Roman world. The textbook is reading-based: stories follow a family living in Pompeii in 79 CE, the year of Mt. Vesuvius’ devastating eruption. The story continues in Roman Britain and Alexandria, Egypt, giving students a sense of the geographical and cultural breadth of the Roman Empire in the first century. As they study Latin, students use the language to enrich their vocabularies in English as well as their understanding of grammar and syntax.

1 credit — year-long major

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Latin II

Students travel to the ends of the Roman Empire and meet new characters in the Cambridge Latin Course as they build upon their knowledge of the ancient world and the Latin language. As in Latin I, students develop their skills in reading, their mastery of core vocabulary, and their understanding of relevant grammar/syntax topics. Unpacking the impact of the Roman conquest in Egypt and Britain, students explore the bigger concepts of religion, imperialism and ethnicity alongside more amusing aspects of everyday life in a Roman province. As students gain a deeper knowledge of Latin, they also sharpen their vocabularies and reading skills in English.

1 credit — year-long major — prerequisite: Latin I

Latin III

As students continue with the Cambridge Latin Course, they explore the ancient city of Rome from the perspectives of both everyday people and elite members of Roman society. Cultural topics include imperialism, the topography of Rome, the client-patron relationship, ancient philosophy, and the legacies of the early emperors. Students practice new language concepts through games and composition projects. During the spring semester, students transition to studying unadapted selections of classical Latin literature.

1 credit — year-long major — prerequisite: Latin II

Honors Latin III

As students continue with the Cambridge Latin Course, they explore authentic texts by Roman authors that have inspired or relate to the stories of the CLC. Throughout the year students engage with essential questions about interpreting literature and history. This course is intended for students who are eager to immerse themselves in the language, who seek a challenge, and who have demonstrated the necessary skills in reading and interpreting texts. Students who successfully complete Honors Latin III may be eligible to take Advanced Topics in Latin Literature.

1 credit — year-long major — prerequisite: Latin II and permission from department

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Modern and Classical Languages In Latin Seminars, students practice reading and analyzing authentic Latin literature, with a particular emphasis on mythology and epic poetry. Students learn to scan poetry and recite in meter; they also practice recognizing and interpreting rhetorical and literary devices. In the process, they develop a keen appreciation for the choices a storyteller makes and what makes poetry “poetic.” Throughout the year, students refine their process for reading and annotating, becoming increasingly self-reliant as Latinists. End-of-semester projects ask students to produce both analytical and creative work that connects Latin to the world today. Since topics and reading lists vary from year to year, it is possible for students to take two years of Seminars.

1 credit — year-long major — prerequisite: Latin III

Advanced Topics in Latin Literature

Advanced Topics is a fast-paced, rigorous course in which students read and analyze authentic Latin prose and poetry. Advanced grammar/syntax concepts are reviewed in the context of the readings, and students further hone their language skills with Latin composition and creative projects. At this stage in their learning, students begin to focus on reading with facility, with fluency, and without translating. The course typically covers a mixture of poetry and prose, along with the craft and technique that goes into both types of writing. This course operates on a twoyear rotation with alternating themes: The Good Life According to Latin Literature, and The Great Works of Latin Literature. Past topics have included the poetry and world of Catullus, Ovid’s “Metamorphoses,” Petronius's “Satyricon” and Lucretius’ “De Rerum Natura.” It is possible for qualified students to take two years of this course.

1 credit — year-long major — prerequisite: Honors Latin III or Latin Seminars and permission from department

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Latin Seminars

Modern and Classical Languages Mandarin I

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Mandarin I introduces students to Pinyin (a Romanized system of transliteration of Chinese), communicating in a tonal language and writing Chinese characters. The course expands on foundational cultural concepts students may have heard of previously: Confucianism, filial piety and the origins of various Chinese festivals. This cultural exploration culminates with a trip to the Metropolitan Museum of Art, where students can learn about these concepts firsthand. At the end of the course, students will be able to introduce themselves, their families, their hobbies and make plans with friends using short, complete sentences. Students should expect to attain movice mid proficiency.

1 credit — year-long major

Mandarin II

In Mandarin II, students will begin to use conversational Mandarin to describe their daily lives.

Students will learn to describe their school lives, shop, talk about the weather, and order food at a restaurant, using short, direct questions and answers to complete these tasks. Cultural concepts relate more to contemporary issues in China, Hong Kong, Taiwan and the U.S.: Orientalism, cultural appropriation, and the Chinese American experience, culminating in a trip to Manhattan Chinatown’s Museum of Chinese in America. Students should expect to attain novice high proficiency.

1 credit — year-long major — prerequisite: Mandarin I

Mandarin III

Mandarin III teaches students to express their opinion on various societal issues in China, Hong Kong and Taiwan. The course encourages students to compare and contrast their home culture with Chinese culture and society: What can the world learn from the Chinese education system?

How can traditional Chinese medicine and Western medicine work in harmony? What is life like in the LGBTQIA+ community in China, Taiwan and Hong Kong? Students will use short, direct questions to share their opinions and inquire about their peers’ thoughts on these questions.

Students should expect to attain an intermediate low proficiency.

1 credit — year-long major — prerequisite: Mandarin II

Mandarin IV

Mandarin IV explores contemporary life in China, Taiwan and Hong Kong. Students will navigate daily life as a university student shopping, traveling and choosing classes in contemporary Chinese society. Students are given more freedom to research topics of their interest and present their findings to their peers in a string of sentences. Students will also be tasked with more narrative-style writing. Students should expect to attain intermediate mid proficiency.

1 credit — year-long major — prerequisite: Mandarin III

Mandarin V

Mandarin V is the capstone of the Mandarin Chinese program. A continuation of the Mandarin IV’s exploration of contemporary daily life in China, Taiwan and Hong Kong, students will hone the narrative skills they began to develop in the previous year. Students will analyze a larger variety of authentic language resources, narrating their content in detail while using circumlocution to discuss unfamiliar topics. Students should expect to attain intermediate high proficiency.

1 credit — year-long major — prerequisite: Mandarin IV Click here to return to the table of contents.

Modern and Classical Languages Students begin their journey as Spanish speakers through EntreCulturas, a proficiency-based, thematically organized program that has learners engaging with authentic materials and Spanish speakers their age. By learning in an intercultural context, students acquire communication skills and content knowledge while delving into the products, practices and perspectives of Spanishspeaking cultures. In Spanish I, students compare the cultures of Paraguay, Costa Rica, Spain, Mexico, the Dominican Republic or Colombia to those of different states in the U.S. They also learn how to use Spanish to express themselves in both speaking and writing. The goal of this course is for students to build a proficiency level of novice mid or novice high.

1 credit – year-long major

Spanish II

Students continue their journey as Spanish speakers through the authentic materials and thematically organized units of EntreCulturas. This novice high to intermediate low course builds on the skills and topics covered in Spanish I; themes may include the types of schools found in the Andean region of South America, family structures in Mexico, transportation in Nicaragua, health practices in Cuba, shopping in Peru, or sustainable tourism in Argentina. Spanish II emphasizes reading skills in addition to speaking and writing.

1 credit – year-long major – prerequisite: Spanish I

Honors Spanish II

Students continue to develop their speaking, writing, reading and listening skills in Spanish on topics that go beyond their everyday lives and extend into the real world. This course is mostly taught in Spanish through authentic materials and a variety of activities such as role-playing, table games, interviews, projects, presentations, movies, music (listening and singing!), Harkness discussions, field trips and celebrations (e.g., Hispanic Heritage Month and Day of the Dead).

1 credit – year-long major – prerequisite Spanish I and permission from department

Spanish III

Students build on the skills and topics they covered in Spanish II as they continue their exploration of the Spanish-speaking world. Themes may include the lives of young people in Spain; digital citizenship in Chile; health, wellness and sustainable living in Colombia; careers in the Dominican Republic; or humanitarian programs in Uruguay. Students in Spanish III continue to develop the four major skill areas of reading, writing, listening and speaking.

1 credit – year-long major – prerequisite: Spanish II

Honors Spanish III

Honors Spanish III is designed to cover everything included in Spanish III at a faster pace and in greater depth; additional texts, topics and projects are incorporated throughout the year. This course is intended for students who are eager to be fully immersed in the language, who seek a challenge, and who have demonstrated the necessary skills in speaking, listening, reading and writing. Students who successfully complete Honors Spanish III may be eligible to take AP Spanish or Spanish Seminars. Departmental permission is required.

1 credit – year-long major – prerequisite: Spanish II and permission from department Click here to return to the table of contents.

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Spanish I

Modern and Classical Languages Spanish IV

This course builds on the skills and topics covered in previous courses. Students are introduced to important events and figures — especially in art, politics, film and literature — that have shaped the modern Hispanic world. More emphasis is placed on applying grammar knowledge to authentic conversational contexts, and students are expected to produce more detailed oral and written responses. The goal of this course is to prepare students for AP Spanish, Spanish Seminars or college-level Spanish courses outside of Masters.

1 credit – year-long major – prerequisite: Spanish III

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Spanish Seminars

Spanish Seminars is a cultural studies course taught entirely in Spanish. The course places culture at the center of learning, exploring the Spanish-speaking world through history, traditions, celebrations, food, music, dance, film, art, sports and current events. Students engage in cultural projects, discussions, presentations and field trips that offer first-hand experiences. Language learning supports cultural understanding, with regular practice in speaking, listening, reading and writing. By the end of the course, students will have a richer understanding of and a deeper perspective on the Spanish language and Hispanic cultures.

1 credit – year-long major –prerequisite: Honors Spanish III or Spanish IV and permission from department

AP Spanish Language and Culture*

AP Spanish Language and Culture is comparable to a third-year college course in Spanish writing and conversation. As such, students in this course will have completed Honors Spanish III or Spanish IV. Throughout both semesters, students develop language skills that can be applied to a variety of activities and disciplines. By the end of the year, students will have the ability to understand formal and informal spoken Spanish, read and interpret periodicals and modern literature written in Spanish, compose persuasive essays, participate in conversations on a range of topics, and create oral presentations that compare their communities with a Spanish-speaking country. Upon completion of the course, students take the Advanced Placement Spanish Language and Culture examination.

1 credit – year-long major – prerequisite: Honors Spanish III or IV and permission from department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses.

Please click here for more information.

Advanced Topics in Spanish Literature

Students in this advanced course will read, discuss, analyze and explore 20th- and 21st-century Spanish and Latin American literature in Spanish. Texts and authors will be drawn from many different countries and genres. Students will investigate both the foundations and history of Spanish literature as well as the work of contemporary Latin American authors as they explore literature’s unique, powerful place in the Spanish-speaking world.

1 credit – year-long major – with permission from department

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Modern and Classical Languages This course, an elective minor that meets twice each cycle, provides an introduction to the basics of the Attic dialect of Ancient Greek. Students learn the alphabet, acquire a preliminary vocabulary, and learn the function and forms of nouns and verbs. We use a reading-based text to quickly develop pronunciation skills and to facilitate comprehension. Composition and recitation skills are enhanced by a collaborative creative project during the fourth quarter in which students compose in Ancient Greek and draw on their knowledge of Greek mythology and history. .5 credits – year-long minor

Classical Studies-Minor

This course, which is open to all students as an elective minor, meets twice each cycle. Students explore the culture of ancient Greece and Rome through various themes: literature, history, philosophy and archeology. All readings are in English. The themes of the course rotate from year to year, so students are welcome to take it more than once. This course does not count toward the language requirement. .5 credit – year-long minor

Classical Studies with Latin

This elective course explores the culture of ancient Greece and Rome through various themes: literature, history, philosophy and archeology. In the Classical Studies Major, students who meet the Latin prerequisite translate primary sources from Latin into English; the selections are pertinent to the themes that are being explored in Classical Studies-Minor. For example, in a unit on theater, students in the minor might study the architecture of theater, examine the role of drama in Roman and Greek society, and analyze plays in translation, while students enrolled in the Major additionally read Roman comedies or tragedies in the original Latin. The themes of the course rotate from year to year, and students are welcome to take it more than once. This course does not count toward the language requirement.

1 credit – year-long major – prerequisite Latin III

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Ancient Greek I

History and Religion

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World History 9 Students in World History 9 examine the history of humanity from the birth of agriculture to the Middle Ages in Europe. Major units include the early civilizations of Mesopotamia, Egypt, India, China and Meso-America. Students also study Ancient Greece, the Roman Republic and Empire, and the rise of the Islamic empires. In the spring, students work on a research project focused on technological innovations and social change. Over the course of the year, students learn the skills necessary to succeed in more advanced high school and college history classes, including research, assessment of sources, notetaking, participating effectively in class discussion, working in groups, and writing a persuasive, well-organized essay.

1 credit – year-long major World History 10 By the year 1000 C.E., it seemed likely that one of the already established, powerful civilizations in China, India or the Muslim world would emerge as a superpower in the years to follow. Despite these early indicators, it was Europe, an initially highly illiterate and backward society, that emerged as a dominant force by the year 1500. This course examines interactions among and within societies, with particular emphasis on geography and wealth, social justice, creativity, identity and structures for governance. In the second semester, students use research and debate skills to address contemporary issues in an in-class Model United Nations session. The study of modern world history includes such activities as Harkness discussions, debates, the examination of primary sources and research projects.

1 credit – year-long major United States History In this eleventh grade course, students examine the political, economic, diplomatic, social and cultural history of the United States from the Colonial period to the present. They build the skills needed to study history and the humanities, specifically: close reading, careful annotating, note-taking, outlining, critical thinking, expository writing and research.

1 credit – year-long major

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American Studies/History American Studies is an interdisciplinary course for grade 11 students offered by the English and the History and Religion Departments. The class coordinates the material taught in eleventh grade history and English by prompting students to explore the underlying philosophical and moral assumptions of Americans, as reflected in their country’s history and literature. Simultaneously, students are encouraged to examine the framework of their own philosophical and moral assumptions and reflect deeply upon what it means for them to identify as Americans. The class meets during two bands and is assigned two teachers, one from each department. Students who thrive in American Studies are those who willingly embark upon a rigorous and challenging course. They strive to make connections between history, literature, the world today and themselves; they emphasize discovering personal meaning in their studies rather than memorizing and retaining content. Feeling responsible to themselves, to each other, and to their studies, students in American Studies enjoy learning independently and collaboratively.

1 credit – year-long major – taken in conjunction with American Studies/Literature AP United States History* This class is a one-year survey course of United States history from 1490 to the present.

It is designed to provide students with the factual knowledge and analytical skills necessary for a deep understanding of U.S. history. The demands of the class are similar to those of an introductory college course. Students utilize a textbook as well as a sourcebook with primary documents, and the class focuses upon the skills of documentary analysis and historical argumentation. Upon completion of the course, students are required to take the AP exam in May. 1 credit – year-long major – with permission from the department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses. Please click here for more information.

Political Science Grade 12 students in this year-long elective course study the foundations of the American system of government as well as the inner workings of the current political system. In addition to the three branches of government, other topics studied include voter behavior and political parties. There is a strong emphasis in the course on current events, so students read a daily newspaper (The New York Times and The Wall Street Journal) as well as their textbook. Each major unit (the presidency, Congress and the judiciary) concludes with a 3-4 week simulation project. It is the goal of the course that by the end of the year the students will not only have a working knowledge of their government but also a strong desire to participate in it.

1 credit – year-long major – open to grade 12 students

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History and Religion

History and Religion

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Introduction to Psychology An introduction to psychology as a social science, this discussion-centered course explores three central questions: Why do we do what we do? Why do we think what we think? Why do we feel what we feel? Students study the many theories that attempt to answer these questions and the branches of psychology that have developed accordingly.

Along the way, they build their psychological vocabulary to aid them in their discussion and understanding of these theories. Several projects and student-driven inquiries help students understand the major divisions of our study: the history of psychology, cognitive psychology, biological psychology, behavioral psychology, developmental psychology, social psychology, behavioral psychology, clinical psychology and abnormal/healthy psychology. To practice the techniques of the psychologist, students design an experiment and use research methods employed by psychologists. In addition to a college-level textbook, literature, poetry, music, philosophy, scholarly articles, primary texts and film are incorporated into several areas of this course.

1 credit – year-long major – open to grade 12 students Economics The course addresses such subjects as economic theories and systems; issues of supply and demand; the relationship among workers, owners, consumers and governments; the role of banks and regulation of currency; managing economies; and finally the global economy and growing nature of economic interdependence. The intent is to demystify the basic terminology within the field of economics and to gain a better understanding of the role of economics in people’s lives. Therefore, aside from the textbook, varied sources such as The New York Times are used not only to bring the financial matters to light, but also to draw connections to other areas such as politics and society.

1 credit – year-long major – open to grade 12 students Introduction to Economics with Behavioral Economics Introduction to Psychology with Behavioral Economics Behavioral Economics is an interdisciplinary, team-taught course that draws upon the intersections of psychology and economics to explore why people make seemingly irrational decisions, why and how their behavior strays from economic assumptions and predictions. This fascinating new field seeks to differentiate between what people should do and what they actually do. We will address phenomena such as the hot-hand fallacy, self-handicapping, anchoring, gambler’s conceit, rationalized cheating, framing and loss aversion, among others. Half of our students will begin the course with Economics and the other half will begin with Psychology, each “specializing” in the relevant concepts and vocabulary of their respective disciplines. During the second semester, the groups will combine into one class, co-taught by two teachers, bringing their understanding together in the study of Behavioral Economics. Students will design and implement experiments in the field and apply behavioral economics principles to themselves and our world, to gain a more complex understanding of human behavior.

1 credit – year-long major – open to grade 12 students

International Relations/Security Studies International Relations/Security Studies introduces students to the academic discussion about contemporary world politics. This field aims to provide meaningful discourse and to critically examine contrasting international relations theories in order to explain both the historical and modern context of foreign policies. Students are introduced to traditional realist, constructivist and liberal theories as well as key concepts pertaining to state behavior. Why do states behave the way they do? What drives states to join international organizations such as NATO or the UN? How do issues of nuclear proliferation, climate change, human rights/security, globalization, migration, national security and sports affect international diplomacy? These central questions offer students a survey into the world in the global context of the 20th century and help them to identify the distinguishing characteristics of the unfolding global order of the world today.

1 credit – year-long major – open to students in grades 11 and 12 The American Legal System This course provides a comprehensive exploration of the structure and key components of the American legal system. Students will gain an understanding of legal concepts, individual rights and practical aspects of law. Students will think critically about the foundational principles of the American legal system, its key components, and its systemic inequalities and flaws. Substantive topics will include the structure of the American legal system, constitutional law, criminal law, contract law, intellectual property and appellate practice. Students will attend an appellate hearing, learn to write an appellate brief, and appear at a moot court before a panel of guest attorneys.

Students will develop high-level critical thinking, problem-solving and communication skills through this course.

1 credit – year-long major – open to grade 11 and 12 students

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History and Religion

History and Religion

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AP European History* The principal aim of the Advanced Placement European History course is to provide students with an opportunity to master and to demonstrate an overall understanding of the basic chronology, major events and trends in European history from 1450 to the 2000s. The course also aims to foster, through an intensive study of specific topics, a deeper understanding of the political, social, economic and intellectual forces in history.

Over the course of the year, students learn to read carefully and to express ideas coherently, precisely and clearly. Through the process of conducting the coursework, students sharpen their understanding of the nature of history, the role of the historian, the importance of objectivity and substantiation, and the relationship of history to the other social sciences and to the humanities. Upon completion of the course, students take the AP European History examination.

1 credit – year-long major – open to grade 12 students – with permission from the department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses. Please click here for more information.

Indigenous History of the Americas This course will explore the history of Indigenous societies in Turtle Island (North America) and Abya Yala (South and Central America) from before colonization through the present. The final unit of the course will also consider present-day challenges facing Native communities with an emphasis on issues of environmental, racial and social justice. Students will connect these contemporary challenges to the historical processes of colonization, land dispossession, genocide, survival and resistance, and consider the many ways that First Nations have adapted to dramatic changes and upheavals. In order to contextualize this history, we will also read selections from Indigenous intellectuals, artists and political leaders. Throughout this course, students will be asked to reframe conventional narratives and challenge prevailing assumptions. In the process, this course hopes to build an awareness of this land’s long history and to highlight how Indigenous histories of resistance have ushered in new visions of democracy, environmentalism and social welfare in the United States, Canada and Latin America. .5 credit – semester minor – open to grade 11 and 12 students

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Modern Latin America This course will provide students with an opportunity to explore Latin America’s recent history from the Mexican Revolution (1910) to the present day. Our units will highlight major events like the construction of the Panama Canal; the Great Depression; the rise and fall of military dictatorships; the Mexican, Cuban, Guatemalan, and Sandinista Revolutions; and current challenges facing Latin American societies today. Rather than try to tell this history as one story, we will rely on readings from a variety of fields and perspectives. For example, one week may focus on environmental history and the oral histories of agricultural laborers while the next week may consider a theme such as gender and politics as seen through government documents and pop culture. The course will conclude with a current events project presented in a genre of each student’s choosing. Along the way, we will consider themes such as democracy and dictatorship; environment and climate change; social activism and inequality; race and indigeneity; gender, migration, and labor; and economic change. Ultimately, this course aims to broaden students’ understanding of our hemisphere’s history and introduce them to a range of ideas about the ideal society and how to achieve it. .5 credit – semester minor – open to grade 11 and 12 students

Iconoclasts of Pop: The Religious Foundations of the Icons of Popular Art and Music This class will explore popular artists of the 21st century who have used religious iconography in their art forms, to speak to and to defy what they deem to be the established order of modern society. The list of figures studied will include the Pet Shop Boys, Milli Vanilli, Madonna, Bob Marley, Kurt Cobain, Lou Reed, Prince, Bjork, Maria Ambromavich, James Brown, Michael Jackson, Jean-Michel Basquiat, Lauryn Hill, Patti Smith, Leonard Cohen, Fela Kuti, George Clinton, Curtis Mayfield and David Bowie. These figures, at some level or another, embody the idea of the pop iconoclast that has become indelible in our modern age: persons or personae that move between the ancient past and the future, between different media of artistic expression, between racial gender and sexual identifiers, and more importantly, between the sacred and the profane. .5 credits – semester-long minor – prerequisite: tenth grade World Religion seminar

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History and Religion

History and Religion WORLD RELIGIONS SEMINARS The following seminars fulfill the World Religion graduation requirement.

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World Religions: Religion & Poetry Much of the world’s sacred texts have been written not in prose but in poetry. Mystics from numerous religious traditions have not only retreated into the wilds to pray, but also to write, often in poetic verse. In some religions, God’s revelations come in the form of poetic words. In others, poetry put to music — song — is seen as one of the highest forms of encountering the divine. This course will explore how poetry as a form has been used in many different religions to communicate meaning and touch our hearts when ordinary words fail. We will read and explore poetry from a variety of indigenous, Sikh, Buddhist, Hindu, Muslim, Taoist, Jewish and Christian authors. We will also read poetry from “secular” authors, exploring questions of how these authors use religious concepts and imagery, as well as questions of whether or not the practice of poetry can itself make religious meanings. And we will write poetry as a way of exploring how this genre might put language to the otherwise indescribable. .5 credits – semester-long minor World Religions: The History of the Devil Almost all religions understand there to be an adversary to all that is orderly, beautiful and good. Ironically, this very same figure can sometimes appear as what is orderly, beautiful and good. This mysterious entity or person, as we shall see, does battle for the life, character and souls of human beings. As a result, this entity not only helps us understand the nature of evil and its power and limits but also helps us understand the nature of goodness and its power and limits. We will survey the history of this figure in several religions: Animism, Hinduism, Buddhism, Taoism, Greek religions, Ancient Egyptian and Zoroastrianism, as well as the religions more familiar to us: Judaism, Christianity and Islam. .5 credits – semester-long minor World Religions: Roots of Radical Politics This class makes an audacious claim: that without religion, there would be no radical politics or radical social movements. The innovations of the religious imagination and religious physical disciplines have constantly provided believers and unbelievers with a sense of possibility and responsibility about how the world and society can be transformed for the better. From the shamans in the Lascaux caves to Moses and the Israelites in Ancient Egypt, from the Buddha under the Bodhi Tree to Jesus crucified on a Roman Imperial cross, religion provides a framework for new ways of thinking ethically and how to enact that new ethic. We will explore the roots of radical politics and social movements — of peasant revolutions, communism, civil rights movements — as expressed in Greek philosophy, Buddhism, Confucianism, Zoroastrianism, Judaism, Christianity and Islam. .5 credits – semester-long minor

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History and Religion

World Religions: The Psychology of Religion This course aims to investigate the psychology underlying several religious practices, beliefs and laws. We will use examples from various religious traditions – both ancient and modern – to understand these questions and more: Why do humans have faith in that which they cannot see? How do various religions and schools of psychology interpret dreams? How do we explain the psychology of believers and non-believers?

How might psychology explain the role of religious rules, taboos and rituals? How can we understand the emotional effects of religious community? How can neuroscience help us to understand the effects of meditation and prayer? How can psychology explain a belief in the afterlife and immortality? .5 credits – semester-long minor World Religions: Religion and Gender From marriage and family life, to clothing, to religious ritual, to social and political power, religions around the world have long considered how gender can and should structure people’s lives. Religions provide moral instruction that often intersects with questions of gender and sexuality. Sacred stories and ideas about God often define gender roles and how people should live into them. Societal norms and ideas about gender also shape religions. In numerous faith traditions around the world, religious institutions and practices have often shifted rapidly and dramatically in response to changing social attitudes toward female and male leadership, toward different expressions of sexuality, and toward gender identities beyond the man-woman binary. This class will unpack many of these questions, exploring how gender intersects with religion through a number of case studies. Religions we will potentially consider include: Diné and Hopi traditions, Vodou, Hinduism, Judaism, Islam, Catholicism and Mormonism. .5 credits – semester-long minor Click here to return to the table of contents.

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World Religions: Religion and Social Justice: Feed the Hungry, Repair the World, Save One Life We will look at the lived realities of people who live out their faith by dedicating themselves to alleviating the suffering of others. Too often in the current social-political landscape, religion is seen as a source of conflict and destruction. However, religion can also be a great power for good in the world, an inspiration to live a life in service of others. What is it in a person’s tradition — and/or perhaps, personal makeup — that gives them the selfless motivation to continue work that does not benefit them financially or socially and may, in many cases, be quite dangerous to them? What is a calling or vocation or ministry, and how does that sense of calling or purpose inform one’s social justice work? In addition to these questions, we will explore key passages and teachings from the sacred texts from faith traditions including Indigenous traditions (likely drawing from a Native American tradition) Hinduism, Buddhism, Judaism, Christianity, Sikhism and Islam, and meet and interview people from different religious faiths who are using their lives to help others. .5 credits – semester-long minor

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Science Environmental Biology This class is an introduction to biology with an environmental focus. Students in this labbased course will study cell biology, genetics, energy flow, evolution, diversity and ecology. In addition to these biological concepts, students will examine the ways in which these topics affect them with real life context, and begin to understand the impacts that humans are having on some of these concepts, topics and processes.

1 credit – year-long major Applied Chemistry This introductory course is a broad survey of chemistry designed to provide students with foundational knowledge of chemistry, the study of matter and change. Through laboratory experiences, students observe chemical properties and find connections between their lives and the world of chemistry. The goal is to establish a firm understanding of the fundamentals of chemistry. The course is less mathematically based, which allows for greater exploration of certain concepts through discussion and laboratory investigation.

1 credit – year-long major Chemistry The curriculum for this course comprises a thorough study of basic chemistry topics, including measurement, matter, atomic structure, nomenclature, reactions, moles, stoichiometry, solutions, acids and bases, bonding, and thermochemistry. Using a variety of techniques to introduce topics, teachers utilize discussion, group problem solving, and experiential learning in the lab to explore topics more deeply. Inquiry-based labs further develop students’ ability to observe, question, theorize and experiment so as to deepen their understanding. Problem-solving skills are emphasized.

1 credit – year-long major – prerequisite: Algebra I Honors Chemistry This course is designed for students who have a strong interest in chemistry and are able to keep up with a rigorous curriculum. The accelerated pace of the course demands that students be responsible, self-motivated and diligent in their work habits; they must also possess strong math skills. As the scope of this field of science is very broad, it follows that the course be a comprehensive one emphasizing both the acquisition of knowledge and skills. As in other science courses, a variety of media are utilized for instruction. Laboratory exercises help students learn how to manipulate science equipment, make inquiries and observations, record and analyze data, and write detailed, comprehensive lab reports.

Students enrolled in this course are also expected to demonstrate proficiency in the communication of knowledge by researching, writing, and presenting a chemistry project to their classmates.

1 credit – year-long major – with permission from the department and placement test Click here to return to the table of contents.

AP Chemistry* A college-level course designed for students who have a strong interest in the subject, AP Chemistry serves to prepare students for the Advanced Placement examination in chemistry. It is a challenging course for the superior science student and requires prior successful completion of chemistry. Due to the accelerated pace of the course and the depth of the material being presented, students must be highly motivated, responsible and in possession of both excellent reading comprehension skills and strong problemsolving skills. Laboratory investigations are used to further develop topics of interest.

1 credit – year-long major – with permission from the department; prerequisites: Chemistry/Honors Chemistry and Algebra II/Trigonometry; and placement test *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses. Please click here for more information.

Physics: Mechanics This course includes many traditional topics covered in the first semester of high school physics including kinematics, Newton’s laws, gravity and planetary motion, and conservation of energy and momentum. It requires knowledge of algebra and is typically taken by students in grades 11 and 12. Laboratory experiments and problem solving are emphasized along with the mathematical methods required for analysis and solution. .5 credit – fall semester minor – prerequisite: Chemistry - corequisite Algebra II / Trigonometry Physics: Electricity and Magnetism This course embodies many of the traditional topics covered in the second semester of high school physics. These include harmonic motion and waves, sound, optics, electricity and magnetism, and circuits. If time allows, modern physics and astronomy will also be touched on. The course requires knowledge of algebra and is typically taken by grade 11 and 12 students. Laboratory experiments and problem solving are emphasized along with the mathematical methods required for analysis and solution. .5 credit – spring semester minor – prerequisite: Physics: Mechanics Honors Physics The accelerated pace of Honors Physics demands that students be responsible, selfmotivated and diligent in their work habits; they must also possess excellent math skills.

Half the year is spent studying Newtonian mechanics and the laws of motion. The remainder of the year is devoted to the study of electricity, magnetism, optics and waves. Usually taken after biology and chemistry, the course helps to round out the student’s understanding of science and is typically taken by g. Laboratory and problemsolving are emphasized along with the mathematical methods required for analysis.

1 credit – year-long major – prerequisite: Chemistry, corequisite Honors Algebra II / Trigonometry, placement test and permission from the department Click here to return to the table of contents.

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Science

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Science AP Physics C* The first half of this course covers classical mechanics in more depth than prior physics classes. It complements AP Calculus, exposing students to more applications of calculus and showing them how to use mechanics more generally. The course focuses on linear motion, energy, momentum, rotations and orbits. The second half of the course covers electricity and magnetism. It covers electrostatics, circuits and electromagnetic induction.

1 credit – year-long major – prerequisite: Chemistry, prerequisite: AP Calculus AB or corequisite: AP Calculus BC, placement test, and permission from the department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses. Please click here for more information.

Biology: Cognitive Neuroscience This science seminar is based on the current “revolution” in understanding the brain. While the course teaches the fundamentals of brain neurobiology, there is also significant emphasis on the current mind-brain science in psychology, sociology, education and biology. This class looks at the neurophysiology of the brain and aspects of human cognition such as learning, perception, reasoning and language. In addition to textbook readings, students read articles, watch movies and documentaries, and discuss complex topics such as consciousness: How do you know your perception of reality is the same as someone else’s? Many of the topics explored will be student-driven as well as based on current topics presented in Scientific American, Nature, New York Science Times and other forms of relevant media. .5 credit – semester minor – prerequisite: Chemistry Biology: Genetics This course is an introduction to the principles of genetics. Students will learn about different patterns of inheritance, DNA structure and function, mechanisms of genetic diversity, and biotechnology techniques that allow scientists to both study and modify genes. We will also discuss the history and future of genetics, such as the eugenics movement, the weaponization of genetics in discrimination, and the potential of CRISPRCas9 technology to engineer humans and other organisms. .5 credit – semester minor – prerequisite: Chemistry Biology: Kinesiology and Sports Medicine In this semester-long course, students will learn the principles of human movement, with a specialized emphasis on sports medicine. They will explore sport and exercise through anatomy, physiology, biomechanics, injury prevention and psychological aspects. A combination of theoretical and practical components will enhance their understanding of how the body functions during physical activity and how to apply this knowledge to improve performance, prevent injuries and maintain overall health. .5 credit – semester minor – prerequisite: Chemistry Click here to return to the table of contents.

Human Anatomy and Physiology Biology is the study of life. Anatomy and Physiology narrows that study to the exploration of the various human systems within our bodies, allowing students to understand how humans have evolved to be among some of the most complex and interesting of all living things. This course explores the biological makeup and function of the different systems in our bodies and how they all work together to keep us alive and thriving. Among the many systems we study are the circulatory, respiratory, endocrine, nervous, muscular/skeletal, excretory, digestive, immune and reproduction systems. Labs provide opportunities to deepen a student’s understanding of these various systems by allowing the exploration of various components of each system. Articles, movies, documentaries and case studies are used along with the textbook to further students' understanding of the human body.

1 credit – year-long major – prerequisite: Chemistry AP Biology* Advanced Placement Biology is an intellectually rigorous, academically challenging, college-level biology course designed to meet the curriculum requirements set forth by the College Board. The current prerequisite for AP Biology is successful completion of Chemistry or Honors Chemistry but having additional biology courses is helpful. Due to the accelerated pace of the course and the depth of the complex material being presented, students must be highly motivated, responsible and in possession of excellent reading comprehension skills. Much of the course is based on the application of knowledge rather than just the memorization of facts but, in order to synthesize and apply knowledge to novel situations, students must, in fact, learn a large body of facts.

This places extensive demands outside of class to read the textbook to learn the material and utilize AP Classroom to practice application questions. Students can also expect to be given assignments to be completed over the Thanksgiving, winter and spring breaks in order to cover the syllabus. Upon completion of course, students take the AP Biology examination.

1 credit – year-long major – prerequisite: Chemistry/Honors Chemistry, placement test and permission from the department; Biology recommended *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses. Please click here for more information.

Environmental Science: Sustainability This semester-long course looks at local and global challenges weighing environmental, social, economic concerns together. Students will discover that sustainability is not a buzzword but a way of thinking and acting responsible in an ever changing and complex world. They will use science-based scenarios, modeling, data and labs to forge new practices and to contemplate ways forward to address increasingly difficult concerns for our planet. .5 credit – semester minor – prerequisite: Chemistry Click here to return to the table of contents.

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Science

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Science Environmental Science: Climate Change This course helps students reflect on what it means to be human on a finite planet. In this semester-long course, students will discover the ways climate change is impacting human health and behavior. They will learn why most scientists believe pollution produced by humans has played a major role in triggering increased climate change, as well as the positions of those with opposing views. They will conduct climate change labs and research ways to effectively assess vulnerabilities and develop resilience plans in their own community. .5 credit – semester minor – prerequisite: Chemistry Ecology & Evolution: Studying Life in Place This course introduces students to the core principles of ecology and evolution through direct study of the living systems on our campus. Students will investigate how organisms interact with one another and with their environment, exploring topics such as ecosystems, energy flow, population dynamics, biodiversity, natural selection and speciation. Using the School’s 96-acre campus as a living laboratory, students will collect field data, analyze real ecological patterns, and consider how scientific understanding can inform responsible stewardship. Emphasis is placed on developing observational skills, scientific thinking, and an understanding of how humans can act as a power for good within natural systems. .5 credit – semester minor – prerequisite: Chemistry AP Environmental Science* This course serves as an equivalent to an introductory college course in environmental science. Students are presented with the scientific principles and concepts required to analyze and understand the myriad of complex interrelationships found in the natural world. The course includes a lab component for firsthand observation and concept reinforcement. Students test ideas and principles and explore specific problems, both natural and man-made, associated with the environment. Participants gain an awareness of the importance of confounding variables that exist and come to understand the complexities that apply to environmental problems and solutions.

1 credit – year-long major – prerequisite: Chemistry, placement test and permission from the department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses. Please click here for more information.

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Forensics This course helps students to think scientifically and analytically about problem-solving.

They will use a forensics text as well as outside sources to explain basic science principles. Labs will be designed to help students separate evidence that is relevant from evidence that is irrelevant. They will learn scientific methodology, divergent problemsolving strategies, critical thinking, and ethics in a hands‐on, problem‐based setting framed by forensics. These basic investigative skills are valuable to any high school student, but they can also prepare students for entrance into careers as investigators and/or crime scene technicians. .5 credit – semester minor – prerequisite: Chemistry Organic Chemistry This course is for those interested in an exploration of the chemistry that supports nearly all life processes, studying the structure and reactivity of carbon compounds. The course emphasizes inquiry laboratories to investigate the topics students will learn in class.

Some of the topics covered include bonding, stereochemistry, foundational organic reactions, synthetic pathways, biomolecules and structure determination using spectroscopy. .5 credit – semester minor – prerequisite: Chemistry GeoScience This course is an introduction to the study of the Earth as a whole system. Topics from the disciplines of geology, astronomy, meteorology and oceanography will be explored to develop an appreciation of our planet as an integrated system. Students will learn to read the history of landscapes, use maps as a powerful analytical tool, and identify how the Earth’s physical processes affect their everyday lives. This is a lab-based course and includes analyses of the dynamic processes of the Earth's interior, surface, oceans and atmosphere. .5 credit – semester minor – prerequisite: Chemistry Marine Biology Marine Biology provides grade 11 and 12 students with an introduction to the fundamental components of studying life in the world’s oceans. There is a great variety of topics, projects, labs and activities suited to various interests and ability levels. Primary topics of study include ocean ecology, ocean food webs, plankton dynamics, simple and complex invertebrates, fishes, sharks and macroalgaes (seaweed). This course will include dissections of marine species. .5 credit – semester minor – prerequisite: Chemistry

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Science Science Research I This course is the first-year course in the Science Research Program. It is designed to give students the opportunity to conceptualize and initiate an independent research project.

Students may choose any area of science, behavioral science, engineering, computer science or mathematics. In the first year, students work on choosing an area of interest, searching databases, reading primary scientific literature, developing a focused research question, reaching out to professional scientists for mentorship, and writing a research plan. They also build skills in public speaking through slide presentations in front of their classmates and a poster presentation in front of the school community at the annual Science Research Symposium. Students have the opportunity to compete in the Somers Science Fair along with other first-year Science Research students from Westchester County. Students should expect to work on their project during the summer. Some students seek out summer lab internships at local universities, while others conduct home-based or field-based research. .5 credit – year-long minor – grades 10 and 11 only, with permission from department Science Research II This course is the second-year course in the Science Research Program. Students work on finalizing the data collection of their independent research project, which they initiated in the previous spring and summer under the guidance of their mentor. Students learn statistical analysis as it relates to their own project. They continue reading primary scientific literature and begin writing a formal research paper. Students have the opportunity to compete in regional, state and even international science fairs. In the spring, they work with their mentor to initiate a second phase of their research project, which will be continued during the summer. Students also present their work in front of the school community at the annual Science Research Symposium. .5 credit – year-long minor – prerequisite: Science Research I Science Research III This course is the third-year course in the Science Research Program. Students work on finalizing the data collection of their independent research project under the guidance of their mentor. They analyze the data using statistical methods and write a formal research paper. Students have the opportunity to compete in regional, state and even international science fairs. Additionally, students enter their research paper in the Regeneron Science Talent Search. Many of the deadlines coincide with college application deadlines, so students need to be self-motivated and manage their time well.

In the spring, the students will mentor the younger students in the program and present their work in front of the school community at the annual Science Research Symposium. .5 credit – year-long minor – prerequisite: Science Research II Click here to return to the table of contents.

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Studio Art Foundations The development of technical drawing skills, aesthetic awareness and visual acuity are the primary goals of this course, and the skills and values presented form a foundation for all of the courses offered by the department. Specific exercises focus on the essential elements of visual art: line, shape, value, composition and expressive quality, all of which are covered in depth. Various perspective systems and techniques are utilized. Students create individual value, intensity, tint and hue charts to study color in preparation for painting. During the paint unit, formal issues, with an intensive focus on composition, are looked at in depth. Examples of masterpieces are investigated in order to reveal the wealth of aesthetic content and hidden geometric structures. This course explores threedimensional work as well as two-dimensional. .5 credits – semester-long minor

Studio Art Major Studio Art as a major course is designed for those students who wish to focus their study of art on a deeper and more comprehensive level. The objective of the class is for students to hone the skills acquired in previous experiences and to provide them with an opportunity for a more in-depth experience in certain areas such as printmaking, painting, design and sculpture. Students work in a variety of media and choice is included in each assignment. Students learn to analyze their work objectively and are encouraged to develop a personal style of expression while also developing sensitivity and perception in their response to their students’ efforts.

1 credit – year-long major Studio Art Intensive Studio Art as a major course is designed for those students who have completed a major studio course, and who wish to continue their study of art on a deeper and more comprehensive level. The objective of the class is for students to hone the skills acquired in previous courses and experiences, and to stretch their practice to include more conceptual thinking. Students learn to analyze their work objectively and are encouraged to develop a personal style of expression while also developing sensitivity and perception in their response to other students’ efforts. Examples from art history are used to clarify creative goals. This course is a prerequisite for the AP Art & Design course.

1 credit – year-long major – with permission from the department

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AP Art & Design* Advanced Placement Studio Art is the second part of a sequence that begins in Advanced Studio Art. Students who wish to spend a good deal of their senior year of high school engaging in visual exploration and expression can choose this track. A student may choose this track or may be recommended by their teacher, usually in senior year. This challenging course is designed for the serious art student and results in the development of a comprehensive portfolio demonstrating technical mastery as well as creativity. The portfolio is sent to an evaluating committee of artists and art educators who award it a grade (independent of the grade assigned by the student’s teacher at Masters) that may earn them college credit.

1 credit – year-long major – with permission from the department *Beginning in the fall of 2027, Advanced Study courses will take the place of AP courses.

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Ceramics Students experience hand-building as well as altered wheel-thrown ceramics. Emphasis is placed on craftsmanship, mold making and glaze technique. Students explore the ideas and ideals from traditional pottery to the works of such artists as abstract expressionist Peter Volcus and such contemporary potters as Adrian Saxe and many others.

Contemporary issues surrounding the world of ceramics, including its historic and continued use in technological applications are discussed. Students explore and discuss visual examples of historic and contemporary ceramics through slides and original work, when possible, through gallery and museum trips. .5 credits – semester-long minor Ceramics II Students will experience hand-building as well as altered wheel-thrown ceramics.

Emphasis will be placed on craftsmanship, skill building, mold making and glaze technique.

Students will explore the ideas and ideals from traditional pottery to the works of such artists as abstract expressionist Peter Volcus and such contemporary potters as Adrian Saxe aand many others. Contemporary issues surrounding the world of ceramics, including its historic and continued use in technological applications will be discussed.

Students will discuss and research visual examples of historic and contemporary ceramics through slides and original work, when possible, through gallery and museum trips.

Emphasis will be placed on going deeper with craftsmanship (designing and creating objects that are intrinsically beautiful as well as functional). Students will explore their own goals through group and individual work. .5 credits – semester-long minor – prerequisite: Ceramics

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Ceramics: Wheel Intensive This class focuses on the development of throwing skills and the alteration of thrown pieces. Due to this class focusing solely on the throwing and alteration of forms, students will be able to go deeper into the skill development needed for success on the wheel.

Much like learning to play an instrument or learning a new language, repetition and time are critical in the development of this type of building. .5 credits – semester-long minor – prerequisite: Ceramics Ceramics III Students use their prior learning from the ceramics class or through an outside studio to continue to use both hand-building and thrown techniques while adding alternative elements to their ceramic investigation. Some of these alternatives will include usage of a variety of clay bodies (stoneware, porcelain, sculpture grogged bodies), use of oxides to dye/color clay, creating molds and slip mold casting, wax resist glazing, glaze mixing, image transfer onto clay, and combustible firings. .5 credits – semester-long minor – prerequisite: Ceramics II Foundations in Architecture This minor course is designed to give students an introductory-level, hands-on experience in the study of architecture. Beginning with the history of architecture, students gain both exposure and experience through a wide range of assignments and site visits. Topics/ projects include but are not limited to material and digital rendering, architectural drawing, use of Tinkercad software, site-specific design and model building. .5 credits – semester-long minor Darkroom Photography This course is designed to teach the beginning photography student the basics of black and white photography from a creative perspective. Camera use, film developing and image development are the three main areas of concentration throughout the semester.

Students are also introduced to conceptual photographic styles, portraiture and still life photography. Nineteenth and twentieth-century photography is explored throughout each project. Alternative photographic processes such as polaroid transfers, pinhole and toning prints may also be explored in the second quarter. Class projects throughout the semester are designed to give students considerable creative latitude. .5 credits – semester-long minor

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Darkroom Photography II This semester-long minor is designed to build upon the techniques learned in the Darkroom Photography class from both a technical and a creative perspective. Camera use, film developing and printmaking are reviewed, while the majority of the semester will focus on creating thematic bodies of work that are decided upon and developed by each photographer. Students will continue to use various lighting concepts and hands-on work in the studio, exploring portraiture and still life photography. Alternative photographic processes, such as photo transfers and double exposure, will be explored. Students will learn about and practice alternative processes to add to their portfolios. .5 credits – semester-long minor – prerequisite: Darkroom Photography Digital Photography Used either as a communication tool or as an integrated component of mixed media installation, photography has become a staple of many contemporary artists’ means of expression, a part of the vocabulary of visuality, and a tool for the deconstruction of more traditional forms of art and culture. Technology has made the practice of photography more accessible to the visual artist as well as the consumer. This minor class explores digital photography on its own terms and as a medium rooted in a rich tradition of image making. Students learn basic photographic skills (exposure control, composition, color and post-production) using Adobe Lightroom and Photoshop. Color photography is a major focus of the class, and students can also learn how to produce optimal color and grayscale prints on the Epson printers. Students learn about the creative realms of both contemporary and historical photographers. Through a comprehensive exploration of their works, techniques and artistic visions, students gain an understanding of the evolution of photography as a powerful medium of expression and a tool for communication. .5 credits – semester-long minor Digital Photography II This minor course is designed for students who wish to improve their photographic technique and to explore individual areas of interest. Concepts introduced in Digital Photography are expanded upon; more attention is given to the subtleties of the exploration of light, and students work with color in the digi lab. Students are introduced to conceptual photography and are expected to take part in a more in-depth examination of their own working methods. Students will explore advanced camera functions and will work collaboratively on the Humans of Masters zine. .5 credits – semester-long minor – prerequisite: Digital Photography

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Digital Photography III – Photography as a Conceptual Practice Students will design a semester-long project, beginning with a written proposal and ending with an artist statement that will accompany a body of work exhibited in the spring photography gallery exhibit. This can become the student’s portfolio, and, as part of the class, students will learn how to transfer their finished portfolios to a website and packaged for college admissions or gallery review. Students will submit finished works to photography competitions and juried reviews. The course can be combined with another photo minor to form a major class. .5 credits – semester-long minor – prerequisite: Digital Photography II

Photography Intensive This course is offered to students who are serious in their pursuit of photography as an artistic medium. Emphasis is placed upon the development of a body of work addressing individual concerns and issues through the medium of photography, creative methods and an introduction to the history of photography. Students learn to bring their images into the public discourse through website building and utilizing public displays of artwork as a means of self-expression. The moving image may also be introduced as a component of visual literacy and is woven into these forms of communication. Technical expertise is approached on an individual basis so that the intellectual concerns of all of the students might be met in discussions and class critiques, preparing students for the more rigorous studies of art and media at the college level.

1 credit – year-long major – prerequisite: Darkroom Photography II or Digital Photo II

Filmmaking This course introduces students to the art and practice of moving image production, blending hands-on experience with theoretical and historical underpinnings. Through individual and group projects, students develop essential filmmaking skills, including scriptwriting, storyboarding and editing with Adobe Premiere. In addition, students build a critical vocabulary for analyzing media, examining a diverse selection of Hollywood, foreign and independent films and film clips across various genres, as well as their peers’ work. This course is designed to foster both technical competency and creative expression in filmmaking. .5 credits – semester-long minor

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Filmmaking II Building on the foundational skills of filmmaking, this course challenges students to refine their craft and deepen their understanding of cinematic storytelling in narrative and documentary formats. Students engage in more advanced projects, emphasizing techniques such as continuity, composition, camera movement and sound design. They explore narrative structure, visual aesthetics, and the relationship between form and meaning in film. Through collaborative and individual work, students create short films from pre-production to post-production, using industry-standard tools like Adobe. Critical analysis of professional films and peer work further sharpens their ability to evaluate and implement creative choices. This course prepares students for more ambitious filmmaking endeavors and creative collaboration. .5 credits – semester-long minor – prerequisite: Filmmaking Filmmaking III This course is designed for those students who want to pursue video production at a high level, requiring acute attention to detail and independent work out of the classroom. This course affords serious students of video the opportunity to pursue the step-by-step development and completion of short films. .5 credits – semester-long minor – prerequisite: Filmmaking II Filmmaking Intensive This course is designed for those students who want to pursue video production at a high level. As a year-long major, students are afforded more time to shoot, edit and produce more ambitious films and projects. In the first semester, students complete a series of focused assignments designed to hone advanced techniques. Students devote more time to exploring the intricacies of professional filmmaking and working collaboratively to produce and critique each other’s work. Seniors taking this class who intend to apply to film programs can use the first quarter to develop and produce college application materials.

1 credit – year-long major – prerequisite: Filmmaking II Game Design What makes a good game? Glossy graphics? A novel mechanic? A gimmick? Each of these could be an element of a good game. But truly great games also have a compelling story, a natural feel, the right level of difficulty, gameplay that fits the platform, and so much more. In this course, students will work individually and in groups to explore what makes great games by making them, playing them and remaking them. Along the way, they will learn the basics of creating artwork for their games using the Adobe Creative Suite and other game studio programs. .5 credits – semester-long minor Click here to return to the table of contents.

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Animation and Motion Graphics Students learn the universal principles of animation as well as technical aspects, including composition, character development and sound design. Units will include practice in 2D hand-drawn and digital drawing with Illustrator and Photoshop, stop motion techniques and motion graphics, and compositing in After Effects. .5 credits – semester-long minor Yearbook Students learn the basics of graphic design, photography and journalism by producing the School’s yearbook, Masterpieces. During the first quarter, students learn the basics of design and layout through crafting original page templates; photo composition and DSLR camera basics through photographing school events; and journalistic best practices through interviewing members of the community. In the second and third quarters, students continue covering school events and begin to lay out pages using their templates as starting points. Students spend the final quarter preparing elements of the yearbook for the following year and distribute the yearbook to the Masters community.

In lieu of formal homework assignments, students are required to work outside of class to cover events or finish their pages. .5 credits – year-long minor Yearbook Editor This course is designed for the senior editorial officers of Masterpieces, the School’s yearbook. In addition to attending the Yearbook class, these students work under the direction of the faculty advisor for Masterpieces and develop such skills as creating the ladder, managing a staff, deciding on coverage, and furthering developing design and layout of the yearbook as a whole. They will work closely with the staff, giving feedback on every page and reviewing each for typos, style consistency and coverage balance before submission.

1 credit – year-long major – with permission from the department Global Art History: Stone Age to Renaissance This course will take a deep look at how art making is a reflection of civilizations throughout time. This course will be structured chronologically, with a focus on underrepresented cultures and their artifacts. Works will include both functional and aesthetic objects, including architecture, ritualistic items and costume. The course will be a combination of research, museum visits and hands-on creation in order to understand the scope of the historical context, material availability, narrative content and function of the objects we study. Students will be involved in decision-making over content, based on interest and resources. .5 credits – semester-long minor – open to students in grades 10-12 Click here to return to the table of contents.

Global Art History: Baroque to Brooklyn Students will take a deep look at how art making is a reflection of civilizations from the late 17th century to the present. This course will be structured chronologically, with a focus on underrepresented cultures and their artifacts. Works will include both functional and aesthetic objects, including architecture, design, performance and land art. The course will be a combination of research, museum visits and hands-on creation in order to understand the scope of the historical context, material availability, narrative content and function of the objects we study. Students will be involved in decision-making over content, based on interest and resources. .5 credits – semester-long minor – open to students in grades 10-12

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Visual Arts

Performing Arts DANCE

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Dance Foundations Seminar Dance Foundations Seminar is a beginning-level class that is open to all students. It explores the world of movement through a variety of dance techniques and styles, including ballet, modern, jazz, contemporary, hip hop, creative movement and choreography. Fundamental skills and basic dance vocabulary are taught with an emphasis on consistent use of proper alignment and technique. Dance studio etiquette, dance history, and stretching and conditioning are also addressed. This course is ideal for beginning dancers without room in their schedules for the dance major. Fulfills the PE requirement and offers an invitation to audition for Masters Dance Company. .5 credits – year-long minor – placement by audition

Dance Foundations Intensive Dance Foundations Intensive is a course suggested for the serious beginner/intermediate dancer. It offers an opportunity to build and refine skills in a more rigorous environment.

The majors explore the world of movement through a variety of dance techniques and styles, including ballet, modern, jazz, contemporary, hip hop and creative movement; the choreography unit is designed to coincide with the development of student pieces for the spring dance concert. Students in the majors classes who are sophomores and above are invited to apply to choreograph for the spring concert. Dance studio etiquette, dance history, and stretching and conditioning are also addressed. Fulfills the PE requirement and includes an invitation to audition/choreograph for Masters Dance Company.

1 credit – year-long major – placement by audition Dance Seminar Dance Seminar is suggested for dancers with varying levels of experience who want to continue to refine their skills. It explores the world of movement through a variety of dance techniques and styles, including ballet, modern, jazz, contemporary, hip hop, creative movement and choreography. Dance studio etiquette, dance history, and stretching and conditioning are also addressed. Fulfills the PE requirement and offers an invitation to audition for Masters Dance Company. .5 credit – year-long minor – placement by audition

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Dance Intensive Dance Intensive is suggested for the dancer who wishes to refine performance techniques and for those who may intend to pursue dance in higher education. At this level, there is a greater requirement for the mastery of skills and the development of artistic expression, as well as an expectation of leadership in the studio and in the company. Creativity and risk-taking are regularly practiced. Dancers are encouraged to use self-expression to develop their personal aesthetic. In addition to multiple techniques, the choreography unit is designed to coincide with the development of student pieces for the spring dance concert. Dance studio etiquette, dance history, and stretching and conditioning are also addressed. Fulfills the PE requirement and includes an invitation to audition for the Masters Dance Company and to apply to choreograph for the spring concert.

1 credit – year-long major – placement by audition

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Performing Arts

Performing Arts MUSIC

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Introduction to Choral Music (The 1877: Vocal Edition) Introduction to Choral Music (The 1877: Vocal Edition) is open to all students and performs on campus several times per year. A range of repertoire is used to create an experiential learning environment whereby members learn the fundamental elements of ensemble music-making and collaboration: pitch and rhythmic notation reading, score reading, solfege, sight-reading, vocal technique, blend, and balance. All music ensemble members are also members of the Glee Club, which includes students, faculty, alumnae/i, and parents and performs twice annually. This course is a prerequisite for Tower Singers and Dobbs 16. .5 credits- year-long minor – placement by audition Intro to Contemporary Music (The 1877: Band Edition) Introduction to Contemporary Music (The 1877: Band Edition) is an experiential learning environment in which members develop the foundational skills of ensemble musicmaking and collaboration. Students take popular songs from genres such as rock, pop and R&B and create original arrangements for the ensemble, developing skills in notation, sight-reading, and collaborative performance. The 1877: Band Edition performs multiple times throughout the year, including both weekend and weeknight commitments.

Performances include, but are not limited to, the annual Winterlight concert in December and The Great Gig in the Sky production in the spring. This course is a prerequisite for Jazz Band and Contemporary Ensemble. .5 credits- year-long minor – placement by audition Choral Music (Tower Singers) Choral Music (Tower Singers) is an advanced choir that performs both on and off campus.

Participation is competitive and determined by audition in the spring. Choral and/or vocal experience and proficiency, music literacy and a basic understanding of vocal technique must be demonstrated in the audition. Exceptional work ethic and practice habits are required to maintain membership in the choir, as is an ability to work well with others. Tower Singers focuses on classical and contemporary masterworks and advanced repertoire from the choral catalog in a variety of languages and periods in music history.

Students are exposed to advanced sight-reading, musical literacy and vocal techniques as part of the rehearsal process. The ensemble performs frequently and may travel for performances, festivals and competitions. All music ensemble members are also members of the Glee Club, which includes students, faculty, alumnae/i, and parents and performs twice annually. .5 credits – year-long minor – by audition – prerequisite: Introduction to Choral Music Click here to return to the table of contents.

Choral Music Intensive (Dobbs 16) Choral Music Intensive (Dobbs 16) is an advanced choir that performs both on and off campus. Participation is competitive and determined by audition in the spring. Choral and/or vocal experience and proficiency, music literacy and a basic understanding of vocal technique must be demonstrated in the audition. Exceptional work ethic and practice habits are required to maintain membership in the choir, as is an ability to work well with others. Dobbs 16 focuses on advanced contemporary a cappella music in the collegiate style from a variety of musical genres. Students are exposed to advanced sight-reading, musical literacy and vocal techniques as part of the rehearsal process. The ensemble performs frequently and may travel for performances, festivals and competitions. All music ensemble members are also members of the Glee Club, which includes students, faculty, alumnae/i, and parents and performs twice annually.

1 credit – year-long major – placement by audition – prerequisite: Introduction to Choral Music Contemporary Ensemble Contemporary Ensemble is an exciting ensemble experience which will examine performance practices and styles based on a wide range of popular idioms. As an experiential learning environment, members continue to develop elements of ensemble music-making and collaboration: pitch and rhythmic notation reading, score reading, tablature reading, sight-reading, arranging and balance. The Contemporary Ensemble will have multiple performances throughout the year, involving both weekend and weeknight commitments. All music ensemble members are also members of the Glee Club, which includes students, faculty, alumnae/i, and parents and performs twice annually. .5 credits – year-long minor – placement by audition – prerequisite: Introduction to Contemporary Music Jazz Band Jazz Band is an advanced, audition-based ensemble for experienced musicians seeking to deepen their understanding of jazz performance and improvisation across a variety of styles. Students perform and study multiple jazz genres, including swing, Latin, and jazz fusion. The course places a strong emphasis on reading standard notation, navigating complex rhythms, and performing advanced melodic lines. Students are expected to develop precision, independence, and confidence as ensemble players while engaging with challenging repertoire. Jazz Band performs multiple times throughout the year, including both weekend and weeknight commitments. Performances include, but are not limited to, the annual Winterlight concert in December and The Great Gig in the Sky production in the spring. .5 credits – year-long minor – placement by audition – prerequisite: Introduction to Contemporary Music Click here to return to the table of contents.

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Performing Arts

Performing Arts

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Chamber Music Chamber Music is offered as a minor to intermediate/advanced instrumentalists (winds, strings, brass, piano) who seek the challenge of rehearsing/performing works scored for chamber ensemble. All class members are soloists, with one musician per part. Selfdirected rehearsal techniques and ensemble coaching are stressed, as well as Harkness discussions about the interpretation and progression of the works studied. Performance participation is required and includes performances in December and April, including a spring performance for Reunion Weekend (combining with Chamber Music and possible off-campus performance opportunities. All music ensemble members are also members of the Glee Club, which includes students, faculty, alumnnae/i, and parents and performs twice annually. .5 credits – year-long minor – placement by audition String Ensemble String Ensemble is offered as a large ensemble rehearsal/performance experience for players of violin, viola, cello, string bass and harp. Repertoire is selected to challenge and match the skill levels of the ensemble members, and includes diverse offerings from various historical periods as well as current 21st century academic works. Strong rehearsal and ensemble techniques are stressed, as well as good individual practice habits.

Participation in performances is required, including a spring performance for Reunion Weekend (combining with Chamber Music), a winter performance in December and a spring performance in April. All music ensemble members are also members of the Glee Club, which includes students, faculty, alumnae/i, and parents and performs twice annually. .5 credits – year-long minor – placement by audition Independent Study in Conducting Independent Study in Conducting is offered to one student per year. The course is an introduction to basic conducting skills with an emphasis on the art of conducting, baton technique, left hand technique, non-verbal communication, leadership, conducting terminology, transpositions and score study. As an Independent Study, the timeline and progression of the course will depend largely on the enrolled student’s prior musical experience as an instrumental musician, as well as previous training in music theory, aural skills and analysis. Necessary elements that are missing from the student’s experience may be added. The student must co-enroll in String Ensemble as a performing and observing member (minor class) and will receive weekly private instruction (equivalent to one class period). The remaining class period is spent in private practice. Major units of study will include score analysis and marking, physical gestures, rehearsal analysis and planning strategies, and social-emotional leadership of rehearsals. Zoom sessions with professional conductors, attendance at concerts, rehearsal observations and optional conducting labs with off-campus ensembles will enrich the student experience.

1 credit - year-long major – corequisite: String Ensemble and with permission from department Click here to return to the table of contents.

Studio Production I Studio Production I is an introductory course focused on the fundamentals of creating music in a digital audio workstation (DAW). Students begin with GarageBand as an accessible, exploratory tool, then transition to a deeper, more detailed workflow in Logic Pro. In addition to MIDI composition and audio editing basics, students are introduced to foundational recording practices and the collaborative nature of studio work. Students will learn how to plan sessions, work in teams with defined roles, and develop professional habits for communication, critique, and iteration in a studio environment.

The course culminates in a capstone project in which students prepare and release an original piece of music digitally. .5 credits – semester-long minor Studio Production II Studio Production II builds on the skills acquired in Studio Production I, providing a more in-depth study of audio recording, advanced concepts in mixing, effects processing, basic acoustics and introductory mastering. As students develop greater technical fluency, they will also demonstrate more advanced use of harmony, melody and rhythm in their original work. From pre-production through post-production — working with professionally recorded stems drawn from both their own sessions and other artists’ multitracks, producing and editing in the studio, and processing in the lab — students experience each stage of the recording process firsthand while working both independently and collaboratively. The course culminates in a final project consisting of an EP (extended play) featuring a minimum of four original compositions or at least twenty minutes of music. .5 credits – semester-long minor – prerequisite: Studio Production I and corequisite Theory of Music Studio Production III Studio Production III will explore the principles and practices of audio production through a combination of theoretical discussions and hands-on projects. Students will learn to use industry-standard software and hardware to create high-quality recordings and explore topics such as sound design, microphone placement, mixing, mastering and distribution. The course will be centered around a student self-directed major recording project, where students will have the opportunity to plan, execute and present a professional-quality recording project. Through regular critiques and feedback, students will develop critical listening skills and an understanding of the creative and technical decisions involved in audio production. .5 credits – semester-long minor – prerequisite: Studio Production II and Theory of Music and permission from the department

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Performing Arts

Performing Arts

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Theory of Music Theory of Music welcomes students with a wide range of musical backgrounds and experiences. We start with the building blocks of harmony — scales, chords and how they work together — along with practical basics of voice leading. As students gain confidence with these tools, they’ll use them in creative, hands-on projects, including writing short pieces and arranging for a variety of instruments and ensembles. The course finishes with a final project in which each student creates a larger, more fully developed piece of their own. This could be a string quartet, a jazz arrangement, or an original work in any style and instrumentation the student wants to explore. .5 credits – semester minor Psychology of Music Psychology of Music investigates issues related to music perception and cognition with an emphasis on the psychological effects of both. This course will utilize the latest scientific research to investigate why music makes us feel the way it does, how it affects us physiologically, and what role it plays in our social development and identity formation. Our study will necessarily include some beginning neuroscience, developmental psychology and biology. Accessible for both the musician and nonmusician, the texts will include scientific papers, current popular and academic articles, song text, film and literature that capture the experience of, inspiration for, and outcome of music-making and listening. .5 credits – semester-long minor

Acting 9 Acting 9 provides an opportunity to explore theater as a collaborative art form for students who are interested in creative problem-solving as well as those who have previous performance experience. As theater artists, we will take on projects that allow us to know more about the craft of acting, playwriting, design (sets, costumes, lights and sound) and directing. We will explore monologues, scenes and devising. Students will also gain skills in working collaboratively through warm-ups, games and improvisations. .5 credits – year-long minor Acting 10 Acting 10 gives students a chance to work on various projects that include: improvisation, monologues, devising, theater games, character exploration and scene study. We will explore the outside and the inside life of a character and various plays that help us bring our characters to life, while working collaboratively. .5 credits – year-long minor Acting 11 Acting 11 is designed for students in grade 11 who are ready to move more intensively into scene study. The course is structured around traditional scene-study and character study through scene work. The bulk of the course will focus on developing and honing skills for the individual actor; analyzing scripts to find beats and actions, and examining techniques to help you build your tools as an actor. We will focus on contemporary and classical scenework. .5 credits – year-long minor Acting 12 Acting 12 builds on the skills students have developed in previous acting classes and theatrical productions. We will focus on the following acting styles: improvisation, viewpoints, Stanislavski, Adler, Penn and Strassberg. In addition to these styles, we will learn several tools to help us gain an understanding of our artistic voice with the goal of creating characters, scenes and monologues that are truthful. We will explore creating our own theater pieces, published monologues and scenes, both contemporary and classical. Our class will culminate the year with the Spring Shorts play festival, acted and directed by students in our class. In order to be an actor or a director in Spring Shorts, you must be signed up for this class. .5 credits – year-long minor

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Performing Arts

Performing Arts

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Playwrighting A repeatable course for students who want the opportunity to write for live theatrical performances. Through the study of the basic elements of drama (action, character, conflict and dialogue) class members begin to hone their individual voices and ideas.

Expect to dive into a lot of creative writing projects as we explore monologues, scenes, stage directions and more. Each student will ultimately write and workshop three 10minute plays (a format that is currently in high demand at professional theaters throughout the U.S.). In order to submit a play for Spring Shorts, students must be enrolled in this class. .5 credits – year-long minor Theater Tech: Production Design Principles Theater Tech: Production Design Principles will explore the design and production process for a theatrical production. The class will gain hands-on experience building in the scene shop, hanging lights and manipulating sound in the theater. Students will discuss the role of design and analyze scripts both critically and for production. Together as a class, students will gain a general understanding of the collaborative processes of theatrical production. What’s more, our extensive production calendar at Masters affords an incredible opportunity for students to gain hands-on, practical experience in all production phases; to that end, all enrolled students are required to tech a minimum of two of our full productions (fall play, fall dance, musical(s), Great Gig, spring dance, spring play and the advanced theater project classes), which will include technical rehearsals on the weekend and after school. .5 credits - year-long minor Theater Tech: Live Production Practicum Theater Tech: Live Production Practicum is a hands-on course that teaches students the core skills of modern live production. Students learn the basics of lighting, sound, stage management, video projection, broadcast streaming and pre-production planning — then apply those skills by producing the technical elements of our Morning Meeting. Because Masters runs a busy production schedule, students also gain real-world experience by serving on crews for major school events and performances. All students are required to tech at least two full productions during the cycle (fall play, fall dance, musical(s), Great Gig, spring dance, spring play and the advanced theater project classes), which includes after-school calls and some weekend technical rehearsals. This “production lab” gives students consistent, practical experience in planning, teamwork, and execution for both live and live-streamed events. .5 credits – year-long minor

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Ethical Leadership

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Ethical Leadership: Principles, Identity and Practice Open to students in grades 9, 10 and 11, this discussion-based course invites students to explore leadership as both a personal practice and a social responsibility. Through a combination of readings, films, podcasts, case studies, interactive activities and engagement with members of the Masters and wider community, students examine what it means to lead ethically in a complex and changing world. The course introduces adaptive leadership and emphasizes goal setting, organizational skills, emotional intelligence, and the ability to build and sustain effective teams by understanding one’s own strengths and recognizing the contributions of others. A central focus of the course is self-exploration and values-based decision-making. Students analyze everyday and real-world ethical dilemmas, reflect on how personal values are shaped and tested, and study the character traits, skills, and leadership styles of established leaders through biography and interview projects. Learning is applied through sustained, project-based work within the school or a community organization, where students confront authentic leadership challenges and bring their experiences back to the class for thoughtful analysis and discussion. This course is well-suited for students seeking a more advanced leadership experience that integrates theory, reflection and real-world application while preparing them for leadership roles in the future. .5 credits – semester-long minor – open to students in grades 10, 11 and 12 Outdoor Leadership The goal of Outdoor Education is to introduce students to the principles of outdoor recreation and adventure programs as well as the fundamentals of back-country travel, outdoor leadership and wilderness first aid. Specifically, class participants will develop both hard and soft skills essential to outdoor recreation pursuits, including mountain travel, camping, cooking, wilderness first aid and outdoor leadership. Major projects will include an overnight camping trip, local outdoor trips and a final trip proposal. .5 credits – semester-long minor

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Innovation, Engineering and Computer Science Engineering Essentials: Design & Build This course is an introduction to the Innovation and Entrepreneurship Center. It is designed as an exciting entry point for students who want to learn by doing and explore what the IEC truly offers. Through hands-on challenges, students can experience engineering from a design perspective using methods employed by professional engineers. .5 credits – year-long minor Computer Science Essentials: Create & Code This course introduces students to the fundamentals of computing, communication, data security and coding fundamentals. Through fast-paced, hands-on challenges, students develop and refine designs and create software solutions. The course emphasizes design thinking and an iterative build process, with frequent testing, feedback and revision. .5 credits - semester-long minor Introduction to Social Entrepreneurship Introduction to Social Entrepreneurship is an introductory course in entrepreneurship that teaches students to identify social problems and how to leverage the opportunities inherent in those problems. It is not about how to start and run a small business, nor is it about creating a not-for-profit enterprise. Instead, this course is about developing a forprofit social-impact business — it is focused on entrepreneurship as a “power for good in the world.” The course uses elements from various schools of entrepreneurial thought, including the design thinking, lean method and disciplined entrepreneurship. Specifically, the course walks students through the process of understanding what entrepreneurship is, who they are as entrepreneurs, how to identify solvable social problems, choosing the right social impact business model, as well as identifying customer segments, value propositions, business channels, cost structures and revenue streams. .5 credits - year-long minor Sustainable Design Sustainable Design challenges students to find problems worth solving and then prove, through real-world testing, that their solutions actually matter. Students learn to identify consequential problems by digging into root causes, mapping who is affected, and comparing the scale and stakes of different challenges. Using design thinking and customer discovery, they gather feedback, run small experiments, and iterate on ideas until they can clearly explain the value of what they are building. Along the way, students practice modern entrepreneurial skills like storytelling, pitching and simple market validation, while building confidence as creators who can turn purpose into action. .5 credits – year-long minor – prerequisite: Introduction to Social Entrepreneurship and permission from department Click here to return to the table of contents.

New Venture Startup New Venture Startup is an execution-focused course where students build and pressuretest a venture around a consequential problem. Students work through rapid cycles of prototyping, customer discovery and iteration, using feedback and evidence to improve both the solution and the story behind it. The course blends product thinking and entrepreneurship, guiding students to define users, validate value and make smart decisions about scope, feasibility and impact. Students finish with a venture package that includes a working demonstration or prototype, a clear model for how it creates value, and a polished pitch supported by real testing. .5 credits – year-long minor – prerequisite: Sustainable Design and permission from department Entrepreneurial Leadership Entrepreneurial Leadership builds on the foundation of leadership-related knowledge, skills and experiences students have gained by completing the Leadership Experience I curriculum. The purpose of this companion enrollment course is to reinforce and enhance prior learning, especially with respect to the development of effective individual leadership habits and skillsets. .5 credits – year-long minor – prerequisite: New Venture Startup and permission from department Engineering Drawing and Design Welcome to Engineering Drawing and Design, where engineering meets creativity and design thinking takes center stage. In this course, students will dive into the world of digital design and technical drawing, using industry-standard CAD tools to bring their ideas to life. Through a design-thinking approach, students will learn to brainstorm, prototype and iterate on their designs, turning creative concepts into practical solutions.

Whether students see themselves as future engineers, designers or simply curious creators, this course offers a welcoming space to explore the iterative build process and transform ideas into reality.

1 credit – year-long major – prerequisite: Engineering Essentials: Design & Build or permission from department Principles of Engineering Principles of Engineering is a hands-on, build-driven course where students turn designed concepts into working prototypes. Students apply an iterative engineering process to build, test, refine, and document solutions, using real constraints like materials, time, and performance goals. Core skills include prototyping methods, basic statics and structural reasoning, safe tool use, and validation through testing. The course also introduces product thinking, where students consider user needs, value, and presentation as they bring ideas from concept to a polished, functional build.

1 credit – year-long major – prerequisite: Engineering Drawing and Design Click here to return to the table of contents.

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Innovation, Engineering and Computer Science

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Innovation, Engineering and Computer Science Advanced Topics in Computer Science This course invites students into the world of programming by focusing on rapid prototyping and creative coding. Students will learn to turn ideas into working prototypes, using modern programming tools and techniques to bring their concepts to life in a hands-on, project-driven environment.

1 credit – year-long major – prerequisite: Computer Science Essentials: Create & Code, or demonstrated line programming skills and permission of department – open to students in grades 11 and 12 only

Advanced Topics in Computer Programming Building on their prototyping skills, students will dive into the world of AI-enhanced programming and innovative tech solutions. This course emphasizes how to integrate AI tools into advanced programming projects, with a special focus on how these skills can be applied in tech startup environments and real-world digital innovation. Students will leave with a portfolio of AI-assisted projects that demonstrate their level of expertise in computer programming.

1 credit – year-long major – prerequisite: Advanced Topics in Computer Science

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Journalism All journalism courses count as .5 credits toward the arts graduation requirement.

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Introduction to Journalism This course offers specific focus on developing basic news writing skills, including developing story ideas, angles, leads and interview techniques. Students analyze and learn from a variety of news sources. Students learn the basics of writing effective news, features, sports and opinion pieces. Workshopping, editing and rewriting become second nature to the beginning journalism student. In addition to writing, an array of other technical skills, essential for the 21st-century journalist, are taught: the basics of photojournalism, using Photoshop, “tweeting” news, and learning to lay out their work using InDesign, an industry-level standard desktop publishing program. Students are encouraged to have their work published in the school newspaper, Tower, and on the Tower website, as well as in one outside source. Students will also learn some introduction to either creating podcasts or broadcast news. .5 credits – semester-long minor Introduction to Broadcasting As people consume more and more of their news online, the video element of news reporting becomes evermore relevant. In this team-taught course, students will learn how to explore and make sense of the world around them using the broadcast news medium.

This semester-long major will be dedicated to building both the reporting and technical skills, so that our student journalists can then integrate this more technically complicated news platform into their story-telling repertoire. Students will learn how to do field reporting and gather footage, as well as learn how to use the studio equipment for interviews, round tables and anchoring segments. Skill-building will also include research, effective script-writing, a certain level of performing for the camera as a news personality, visual composing, and video editing using Adobe Premiere. There will be significant collaborative work throughout the course. This course serves as a prerequisite for the Broadcasting production level course. Students are then encouraged to join the TBN staff and apply the skills they have learned to contribute to TBN episodes. .5 credits – semester-long minor Broadcasting Foundations This second semester minor is the suggested option for students who have completed the Intro to Broadcasting minor in the fall. At this point, they officially become part of Tower Broadcast News team, but continue to meet for the full period for second semester so that they can have more time to further develop their foundational broadcast journalism skills.

Students will also learn more about AP style, media law and ethics. They will also learn more about posting content to social media for a news platform and the ways that differs from personal posting. Students may also work with podcasting and enter work in national media contests. .5 credits – year-long minor – with permission Click here to return to the table of contents.

Broadcasting This yearlong-minor offers students the opportunity to work together with a dedicated production crew and the executive producers to put together TBN: Tower Broadcast News, on a regular news cycle basis. Students must have taken the Intro to Broadcasting class as a prerequisite. They must have demonstrated a basic mastery of editing skills, field reporting work, research and studio production work, as well as demonstrated a strong work ethic and independent initiative. With this background, students will deepen their technical skills as well as explore more in-depth and varied news coverage. They will continue to build their digital footprint, and help develop TBN’s platform in our school community as well as on the wider scholastic journalism landscape. They will also take on a staff role to help with the overall operation of TBN. .5 credits – year-long minor – with permission Journalism/Tower Press This production course provides students with a hands-on opportunity to research, write, edit, photograph, design layout and produce the school’s newspaper, Tower, which is published approximately seven times a year. In addition, students will produce and package content for Tower’s other media sources: an online website, Instagram and Facebook. Students taking the course should have completed Intro to Journalism, mastered the basic journalistic skills, and demonstrated a high degree of initiative.

Students will also take on a staff role to help with the overall production of Tower Press. .5 credits – year-long minor – with permission Tower Senior Editorship This course is designed as an independent study for the editor (or editors)-in-chief of Tower. In addition to attending the Journalism/Tower classes, this student works independently during free periods and outside of the academic school day under the direction of the faculty advisors for Tower and develops such skills as building and managing a staff, thoughtfully editing articles, and further developing design and layout.

Overseeing Tower’s website and social media platforms are also part of the editor’s job.

Students receive major credit for this course.

1 credit – year-long major – with permission TBN Executive Producers This is an independent study for the executive producers of Tower Broadcast News. In addition to attending the Broadcast production class, this student works independently during free periods and outside of the academic school day under the direction of the faculty advisors for TBN and develops such skills as building and managing a staff, thoughtfully editing scripts, accompanying students through the video editing process, producing their own segments for the broadcast, and further developing the broadcast program. They are also involved in promoting the broadcast content. Students receive major credit for this course.

1 credit – yearlong major – with permission

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Journalism

Interdisciplinary

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Ninth Grade Seminar The Freshman Seminar is a year-long minor course for ninth grade students, the purpose of which is to provide students with a uniform introduction to the school community, its values and expectations, health and wellness, and the interdisciplinary skills they will need for success during their years at The Masters School. The teachers of this course work closely with the ninth grade dean as well as the ninth grade teachers and advisors to provide a support network for students throughout their freshman year. .25 credits – required for all grade 9 students Health 9 This course guides students through the domains of health from both the individual and sociological perspectives. Through empathy, risk-taking, deep listening and reflective conversations, they will explore the forces that promote or hinder the development of optimal health and wellness. Class discussions focus on privilege and marginalization, equity and access, values-based decision making, and the outcomes of an individual’s choices on self and others. Students will be encouraged to become active allies and advocates for the health and wellness needs of themselves and their communities. .25 credits – one semester minor – required for all grade 9 students Health This course guides students through the domains of health from both the individual and sociological perspectives. Through empathy, risk-taking, deep listening and reflective conversations, they will explore the forces that promote or hinder the development of optimal health and wellness. Class discussions focus on privilege and marginalization, equity and access, values-based decision making, and the outcomes of an individual’s choices on self and others. Students will be encouraged to become active allies and advocates for the health and wellness needs of themselves and their communities. .25 credits – one semester minor – taken in grade 11 for students entering Masters after grade 9

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Public Speaking The purpose of this course is to prepare students with the requisite vocal and organizational skills and the confidence to present ideas in front of an audience. This is a required, semester course that meets for approximately 80 minutes each week.

Organization of content, clear enunciation, and vocal variance are stressed. To develop extemporaneous speaking skills, students participate in structured games and activities.

The library and online sources are used as the source material for speech writing, and listening skills are reinforced as students critique one another. During the course, each student writes self-evaluations based on their class performance. Digital media and research skills are developed during the semester. The final presentation culminates with a presentation using slides, a clicker, and a microphone. .25 credits – one semester minor – taken in grade 11 The Masters Thesis The Masters Thesis is a rigorous, guided course for gar who want to immerse themselves in a particular area of study for an entire summer and academic year. The class is interdisciplinary in nature as students are expected to look at literature and art that relates to their chosen field. Over the course of the year, students produce one long paper and a creative project. Members of the class share what they learn with other students in a variety of ways, such as by guest-lecturing to appropriate classes or by presenting and discussing their research with interested faculty and students during lunch-time and evening seminars. The class meets twice a rotation.

1 credit – year-long major – with permission

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Interdisciplinary