Middle School Viewbook 2014-2015

MIDDLE SCHOOL

ABOUT MASTERS

T

he Masters School is a coed day and boarding school that engages fifth through twelfth grade students in a rigorous college-preparatory curriculum. Founded in 1877, Masters is located on a picturesque 96-acre campus in historic Dobbs Ferry, New York, just 12 miles from Manhattan.

Masters provides a challenging academic environment that encourages critical, creative, and independent habits of thought and a lifelong passion for learning.

Masters promotes and celebrates academic achievement, artistic development, ethical action, athletic endeavor, and personal growth. The School maintains a diverse community that encourages students to participate actively in decisions affecting their lives and to develop an appreciation of their responsibilities to the larger world.

NOW IS THE TIME

Our Middle School children in grades five through eight participate in a learning experience that enables them to reach their full and unique potential. The fifth grade provides a highly interactive coeducational learning experience; grades six through eight are taught in single-gender classrooms—an optimal learning environment for middle school children.

At each grade level, faculty members work in teams to implement a comprehensive academic program around a central theme. This helps students recognize the context and relevance of what they’re learning and greatly enriches their learning experience.

STUDENT SNAPSHOT Middle School Enrollment: 175 Average class size: 14 Gender ratio: 1:1 Hometowns: over 50 Countries: over 20

SINGLE-GENDER LEARNING

ONE STEP FURTHER

Clinical research reveals that boys and girls learn in unique ways. Masters instituted its researchbased design of coeducation in fifth grade and then single gender classes in grades sixth through eighth because the pronounced developmental differences in middle school years present often unrecognized educational opportunities.

BENEFITING BOYS AND GIRLS

Single-gender learning has many benefits. Not only can lessons be customized to appeal specifically to boys or girls, but since students are less likely to put on a “public face,” teachers can better understand and cater to their individual learning styles. Also, because girls and boys feel equally valued, their confidence grows. The children will tell you that because they get to spend informal times together— recess, lunch, and all-school activities—they get the best of both worlds.

Teachers at Masters firmly believe that by separating boys and girls in the classroom: They are better able to recognize emotional styles and see beyond the public faces children of this age often display in the presence of the opposite gender.

They can create learning exercises appropriate to the energy, interests, and gender-related learning styles of boys and girls.

Girls and boys feel equally valued, and their confidence grows.

By the time eighth grade ends, the students are well-prepared for Masters’ rigorous, coeducational upper school program.

360° LEARNING HOW DOES THE WORLD WORK?

Students at Masters are focused on finding out.

They’re not enduring endless lectures. They’re participating in their education with vigor, and in a variety of ways. Their teachers are fanning the flames of curiosity, leading them on their educational journey, and giving them the skills they need to continue that journey for the rest of their lives.

What better way to help a fifth grader studying ancient myths than to have her write her own myth—and then create an opera based on it? Want to show sixth graders why science matters and how it works? Have them conduct experiments on the river that runs near their school campus.

See how geometry impacts engineering, which shapes the world we live in. Discover how much has changed since this country’s beginnings— and explore the many constants of the human experience. History, math, literature, science, the arts: they are all interconnected, and Masters students get to witness that firsthand.

EXPERIENTIAL EDUCATION

The Masters curriculum capitalizes upon every stage of middle schoolers’ development. Each year is framed by a scholastic theme, and within that theme, the curriculum is customized for the ages and stages of the children in the class. We enrich the learning with relevant real-world experiences; and to this end, we frequently take advantage of our proximity to New York and our location in the Hudson River Valley.

Every engaging, hands-on lesson builds on the ones before it; each topic is connected to others.

The result is an education that is rich, intertwined, and pertinent and students who are thoroughly absorbed by their learning.

FIFTH GRADE t h e a n cie n t wo rl d

What could be more captivating than the great dramas of ancient gods and mortals? And what could be more important than learning how ancient civilizations have influenced our own?

SCHOOL EXPEDITIONS Sloop Clearwater Ellis Island Metropolitan Museum of Art Lincoln Center Backstage Tours The Lower East Side Tenement Museum Hudson River Museum Museum of Chinese in the Americas Challenger Space Museum Westchester Forensics Lab Philadelphia History Tour Phillipsburg Manor

SIXTH GRADE t he Hu d s o n Ri ve r

Located right in the School’s backyard, this waterway has affected art, literature, ecology, transportation, and history, and it presents boundless educational opportunities.

SEVENTH GRADE d ive r s it y

Reflecting on their own lives and society as well as the various people and attitudes in the world, students study literature, the arts, and history through this powerful lens.

EIGHTH GRADE t h e A m e r i c a n i d e n ti ty

Looking at the evolution of this country, the students consider all the implications of liberty.

They scrutinize the Constitution, even performing a reenactment of the Constitutional Convention.

Stony Point Battlefield Sunnyside (Washington Irving’s Home) Seining in the Hudson River Canoeing on Constitution Marsh Bird Watching Trips Boston

OUR TEACHERS MIDDLE SCHOOL FACULTY Middle School teachers: 25 Live on campus: 10 Percentage of Masters’ faculty who have earned advanced degrees: 65 Percentage who pursue professional development opportunities and bring their learning back to the classroom: 100 Approximate number of grants awarded to Masters’ teachers yearly to further their education: 140

MEET THE TEACHERS

Beyond being well trained and talented, the instructors at our Middle School have chosen their careers deliberately: they genuinely love to teach children during that unique stretch of time we call adolescence. These teachers earn the admiration and trust of their pupils, who feel comfortable sharing what’s on their mind and asking for advice.

All of the faculty work in partnership with parents and one another to continually monitor students’ progress and keep them on the best trajectory. Each student is matched with a faculty advisor—just one of the many ways the School lets each child know that, though our expectations are high, we’re here to help and want to see you succeed.

ADVISORY

All Middle School students are matched with a faculty advisor at the beginning of every academic year. The advisor—usually a grade-level teacher— advocates on behalf of students as they navigate academic and social challenges. In small groups, advisors discuss issues related to friendship, leadership, stewardship, self-image, popular media, and decision-making. Consistent with our singlegender learning model, the advisory program is led by the Dean for Girls and Dean for Boys.

CARING AND SHARING

When you visit The Masters School, you’ll see the acronym “MISH” in many places. It stands for “Masters Interested in Sharing and Helping,” and it’s the School’s ethos of service put into action.

Middle School students engage actively in philanthropic efforts. They intensively research charitable causes and give presentations to their classmates. They gather and distribute necessities for the needy. They augment the money earned with “Jeans Days” by holding bake sales and other fundraisers. As individual classes and as one community, the children decide on charities they’d like to help and how to best benefit them.

MASTERS AFTER-SCHOOL CLASSROOM - MASC

MASC is an extended day program available to all Middle School students in grades 5-8. This program is designed to complement the student’s academic day by providing a variety of enrichment and cocurricular activities from 3:30 p.m. to 5:30 p.m.

ARTS AT MASTERS THE ARTS ART-FACTS Periods per week spent studying the arts: 4 Middle and Upper School musical, theatrical, and dance performances per year: 40 Miles from Masters to the Metropolitan Museum of Art: 19.7

The arts are alive and well at The Masters School, enhancing the educational experience in myriad ways. Students participate in a multitude of artistic forms at all ability levels—painting, drawing, ceramics, dance, photography, music, and theater. And they learn techniques and skills along the way: how to read and notate music, how to use a potter’s wheel, how to work with watercolors, and much more.

Perhaps more importantly, students learn context.

The arts don’t exist in a vacuum, of course, so The Masters School teaches the arts in conjunction with other disciplines.

DANCE

Dance is offered as an athletic option during the fall and spring sessions for seventh and eighth graders. Students study ballet, modern, and jazz much like the upper school curriculum. During the winter sports season the seventh and eighth grade musical is offered and features dance as a component of the production.

DRAMA

The study of dramatic arts is included in the integrated curricula across grade levels including the fifth grade opera project, seventh grade Ellis Island reenactment and eighth grade constitutional convention simulation. In addition, seventh and eighth graders perform in a spring musical production as a co-curricular option. Students will sometimes perform at middle school morning meeting and at various events throughout the school year.

MUSIC

Integral to the interdisciplinary curriculum, the music program ties into established themes in conjunction with the other classes. Students learn to read and notate music; to listen to, analyze, and describe music; and to evaluate music. Most importantly, students develop an ability to utilize music to understand themselves and others, which builds a deeper level of empathy for fellow human beings.

TECHNOLOGY

The computer science program gives students valuable technical skills and enables them to put their abilities to use with the resources in our campus network. Much of the coursework relates directly to projects in other disciplines so that students can put their learning to good use.

VISUAL ARTS

The Middle School visual arts program provides a creative environment in which students explore visual communication in two- and three-dimensional forms. They gain hands-on experience with a broad range of materials and techniques while working on projects designed to develop craft as well as cognitive skills related to thematic grade-level investigations.

MASTERS ATHLETICS & P.E. AROUND OUR FIELDS PANTHER FACTS Athletic Fields: 6 Number of interscholastic sports seventh and eighth graders can play: 10 Percentage of Middle School students who learn to fence: 100

Athletics play an important part of the Masters Middle School experience. We believe that the benefits of physical education are incalculable, and many of them last a lifetime. Certainly, middle school children need an outlet for their abundant energy.

But a strong sports program also teaches teamwork, strategy, self-control, and good sportsmanship.

Our campus athletic facilities include six expansive playing fields for lacrosse, soccer, baseball, field hockey, and softball, a competition track, eight tennis courts, a gymnasium for basketball and volleyball, an outdoor basketball court, and fencing strips.

COMPETITION AND COMMUNITY

The Masters School recognizes that teamwork, friendship, and fun should be intrinsic to competitive sports. Bedded deep in the spirit of competition, however, are important lessons that our students carry throughout their Upper School years and well after their days at Masters are over. Teaching our student-athletes how to compete not only guides them through athletic contests, but also helps them deal with life’s challenges. Our coaches use athletic competition to teach students how to overcome adversity in school, at home, and all arenas of life.

FIFTH AND SIXTH GRADE

Physical education class is required for all fifth and sixth grade students and is included during the school day. The students participate in a variety of games and physical activities to develop basic athletic skills and to experience the joy of playing.

SEVENTH AND EIGHTH GRADE

Interscholastic team sports begin in grades seven and eight. Practices are held during the school day and games are played after school. Students may also take dance to satisfy the athletic requirement.

The following team sports are offered each year.

Baseball Basketball Cross Country Dance Fencing Field Hockey

Indoor Track Lacrosse Soccer Softball Track and Field Volleyball

CAMPUS CAMPUS CURRENT FACILITIES 96 acres 4 Academic Buildings Middle School Building 6 Dormitories Health Center Library Mac and PC Labs Student Activity Center Science Building Music Center 15 Grand Pianos Digital Sound Studio Digital Media Lab Language Lab B&W Photo Lab 500-seat Theatre Two-story Art Studio Two Dance Studios 6 Playing Fields 8 Tennis Courts Track Turf Field Gymnasium Fitness Center Estherwood Mansion

The Masters School’s extensive wooded and lawned 96-acre campus is on a hilltop in Dobbs Ferry, a historic village with a sloping geography and beautiful waterfront on the Hudson River. A five-minute walk from the campus lookout over the Hudson brings students down to the heart of town, and a 35-minute train ride brings faculty and students to New York City. The campus is impressively serene, with park-like spaces, woods, paths, and athletic fields. Here students find a sense of community and security, and enjoy an environment that is conducive to learning.

MIDDLE SCHOOL BUILDING

Designed to stimulate the intellectual and social capacities of our fifth through eighth graders, the Middle School building opened in January 2005.

This exciting building is part of the academic quadrangle formed by Morris Hall, our science and technology center, and it gives our middle schoolers the space they need in order for their intellect, energy, enthusiasm, and creativity to flourish.

Middle schoolers are part of the larger Masters School community when they move to Strayer Hall for physical education classes and music lessons, to Morris Hall for seventh and eighth grade science, to have lunch in the Cameron Mann Dining Hall, or to attend special performances in the Claudia Boettcher Theatre. The Middle School building serves as the home base for every middle schooler’s life on campus.

OPENING 2015

Masters’ 75,000 square-foot Athletics and Arts Center (MAAC) includes a fencing space, six-lane competition swimming pool, four squash courts, fitness center, elevated running track and a gymnasium with a regulation basketball court, two practice courts and two volleyball courts. From an arts perspective, the new facility will feature an art gallery, two dance studios, music rehearsal and performance space, a black box theater, and a digital media lab.

THE UPPER SCHOOL MOVING UP AND LOOKING FORWARD UPPER SCHOOL FACTS Upper School students: 485 Average Class Size: 14 Student-Faculty ratio: 7:1 Faculty with advanced degrees: 65% Teachers who live on campus: 60% US states represented in student body: 15 Countries represented: 31

As rewarding as they are, the four years spent in the Middle School are ultimately a springboard for the next four - and even the years beyond. So we ensure that by the conclusion of eighth grade, students have acquired the skills and knowledge necessary to continue their educational expedition and thrive in the Upper School.

What distinguishes Masters is its unique combination of qualities: the way our teachers push students academically even while making them feel at home; the way we bring together boarding students from across the country and around the world with day students who live closer by; the way we enable students to realize their greatest potential across so many disciplines—academic, athletic, artistic—while becoming their best selves.

HARKNESS

Masters uses the Harkness teaching methodology, which requires students to take an active role in their education. Each class is conducted in seminar format around an oval wooden Harkness table. Sitting face-toface with peers from varied cultures and backgrounds, students are expected to participate fully in collaborative educational exploration. They must arrive to class thoroughly prepared, listen closely, and think carefully.

They have to question their own assumptions and articulate their opinions. The Harkness method offers a distinctively challenging academic experience that results in deeper, more gratifying learning.

21ST CENTURY LEARNING HARKNESS AT MASTERS

RECENT ACCOMPLISHMENTS National Merit Scholarship Program Finalists National Achievement Scholarship Finalists National Hispanic Scholarship Finalists College Board Advanced Placement Scholars Top Scores: Latin and French National Exams Gold Key Award winners: Scholastic Art & Writing Competition Princeton & Yale Model U.N. Best Delegates USA Math Olympiad Finalist VEX Robotics Best Overall Team East Rockaway Tournament High School Contest in Mathematical Modeling Finalist (HiMCM)

Much has been written in both the education and business worlds on the skills required for today’s children to become effective citizens, workers and leaders in the rapidly changing 21st century. The successful 21st century citizen will be nimble of thought, open to new ideas and the possibilities of new technologies, able to collaborate with people from many different backgrounds and above all, able to teach themselves in a rapidly changing world.

At Masters, we recognize how life today requires far more than content knowledge alone, much of which is now easily accessible online. Working around a Harkness table is one crucial way that our students learn the importance of engaging in discourse with a group, thinking critically, creatively, and collaboratively, all while being faced with a multitude of different opinions. At Masters, teachers present students with possibilities and ask them to do the hard work of coming to their own conclusions. Gathered around the Harkness table, students also develop outstanding listening skills and the confidence to speak with clarity and nuance. Regardless of college track or professional field – these talents and skills are critical to future achievement and success.

Perhaps the most important skill Masters’ students graduate with is the ability and independence to teach themselves and to adapt. The Harkness method is the ideal classroom format for achieving these goals.

MOST COMMONLY ATTENDED COLLEGES 2009-2014 New York University (31) George Washington University (24) Cornell University (16) Skidmore College (13) Hamilton College (10) Northeastern University (10) Johns Hopkins University (9) Oberlin College (9) Emory University (9) Brown University (8) University of Chicago (8)

THE MASTERS SCHOOL | 49 CLINTON AVENUE, DOBBS FERRY, NY 10522 | MASTERSNY.ORG P: 914.479.6420 | F: 914.693.7295 | ADMISSION@MASTERSNY.ORG