Noble and Greenough School Course Catalog

This advanced course provides Class I students an opportunity to build on the skills of analysis, argument, and research acquired in prior core history courses, to work as a student historians, and to pursue a substantial college-level research project, culminating in a 25-30-page honors thesis. The course is designed to help students identify and explore a research topic that interests them, develop the capacity to work independently, and use primary and secondary sources in the construction of a historical argument. The first semester will provide students with a foundation for researching and writing their thesis during the second semester. While students will often work independently, they will also meet regularly with the instructor, a librarian and their classmates to review and assess their work, and to discuss current historical literature and research methods.

This new interdisciplinary course bridges the beauty, history, legacy, ecology, and stewardship of our awe-inspiring campus acreage. Using Frederick Law Olmsted’s original landscape plans as a guide, the course will explore the diversity and composition of our upland forest through lenses into the past, present, and future. Ancient glacial forces that shaped the land, stewardship practices of early Native communities, and the ethic of late 19th century land conservation all provide context for deepening perspective on our treasured 173 acres in the face of current pressing global environmental challenges. How does the landscape’s history and our relationship with it inform actions that protect our campus ecosystem for future generations? What global environmental issues intersect with local climate-change planning and environmental stewardship? What current ongoing environmental sustainability initiatives in the town of Dedham are relevant to our own campus stewardship? Partnerships with local organizations beyond Nobles (Dedham and Boston area) will support our explorations of historical and ecological interconnectedness. Working in teams, students will conduct a capstone research project to produce web-based educational materials for an interactive campus trail, exploring topics such as carbon sequestration, glacial landforms, biodiversity, the history of Native peoples and early settlers, and local conservation/stewardship. Projects will culminate with student presentations to the community.

In this interdisciplinary course, students will use data, statistics, history, and law to understand the history and shape the future of voting in America. We will explore voting rights through an empirical lens, examining how access to the ballot and legislation aimed at voting demographics have evolved over time. Students will assess redistricting battles in quantitative terms, analyzing how district lines are drawn and challenged. They'll learn to make legal arguments backed by statistical models, understanding how data can become evidence in court cases. The course places particular emphasis on the statistical arguments currently being made in the courts, from gerrymandering cases to voting access disputes. After building a foundation of historical context and statistical tools, students will dive into the most pressing issues facing American elections today. The final portion of the course asks students to form and defend their own proposed voting policies that could shape the future of America's elections. This course is open to Class I students only.

This course prepares students for subsequent algebra courses by reinforcing arithmetic skills while introducing students to more abstract arithmetic and mathematical reasoning skills, including the use of variables in problem solving. Students explore fractions, positive and negative numbers, exponent rules, like terms, equation solving, word problems, inequalities, personal finance, and basic concepts in planar and three-dimensional geometry.

This course covers the most fundamental and, therefore, most important skills in secondary school mathematics. Included in the course are a study of the rational and irrational numbers, extensive work with equations and inequalities, graphing of linear and quadratic functions, solving systems of equations, polynomial algebra, rational expressions and equations, and a variety of word problems. Use of the TI-84 graphing calculator will begin with the study of linear functions, and therefore is a required tool for the course.

Honors Algebra I is offered to those students who, in Pre-Algebra, have demonstrated very strong interest and ability in mathematics. All of the Algebra I topics described above will be included in the Honors course, but the formal operations and manipulations of algebra will receive greater emphasis in the Honors sections and the pace of coverage will be accelerated as well.

This year-long course has three main objectives: first, to impart an understanding and mastery of basic Euclidean geometric facts; second, to improve the student's ability to perceive problems visually and to improve the student’s use of perception, intuition, and pattern-recognition in problem-solving; and third, to introduce the student to a basic formal deductive mathematical system in which definitions and postulates lead to the discovery and proof of theorems. The year will be devoted to topics traditionally included in a high school geometry course: points, lines, planes, triangles, quadrilaterals, circles, parallelism, congruence, similarity, area, general polygons, and surface area and volume of solids.

This course will solidify concepts from Algebra I and provide applications of geometric theorems and ideas. Students will study algebraic topics such as equations/inequalities, functions/graphs, linear functions, systems of equations, quadratics, and rational expressions/equations. Among the geometric topics studied are points, lines, and planes; triangles, polygons, and circles; angles; parallel and perpendicular lines; and congruence and similarity. Students will also study the surface area and volume of solids. Mathematical communication and organization will be central to all concepts.

While covering essentially the same syllabus as the regular geometry course, students in Honors Geometry will move at a faster pace, cover topics in greater depth, and be required to do significantly more formal proof-writing. A student must demonstrate strong interest and background in mathematics and high achievement in a comprehensive Algebra I course to earn consideration from the Department for honors placement.

This year-long course builds on the foundations studied in Algebra I, and it will examine and analyze algebraic concepts at a pace that allows additional time for mastery. It is a course designed to improve skills and confidence as well as to study the traditional topics of Algebra II: factoring techniques; properties of exponents and logarithms; functions (polynomial, logarithmic, and exponential).

This year-long course builds on the foundations studied in Algebra I. Specifically, it includes coverage of: polynomial functions, equations, and inequalities; the complex number system; advanced factoring techniques and binomial expansion; elementary trigonometry; properties of exponents and an introduction to logarithms.

Honors Algebra II covers the underlying theory and unifying connections between topics more deeply than the regular and accelerated sections of Algebra II, where more emphasis is given to exposure than to depth. It includes coverage of: polynomial functions, equations, and inequalities; the complex number system; advanced factoring techniques and binomial expansion; rational functions; trigonometry; properties of exponents and logarithms.

This course includes the collection, evaluation and organization of data, probability distributions, sampling, hypothesis testing, correlation, and linear regression. The emphasis is on developing a working knowledge of these tools rather than mastering the complete theory behind the methods.

How did statisticians figure out how many German tanks were produced in WW2 without stepping foot on the battlefield? How do medical professionals conduct a clinical trial for a vaccine? What variables best predict SAT scores? How are election polls carried out? How might a company determine whether it has a gender-bias in its hiring process? These are all questions that we will attempt to answer in AP Statistics. We will explore descriptive statistics, distributions of data, linear regression, the design of observational studies and experiments, probability and random variables, and then develop skills to conduct a wide range of inferential procedures such as confidence intervals and significance tests. Each quarter typically includes at least one project-based assignment. AP Statistics welcomes both poets and quants: all that is required to succeed is hard work, a sharp eye for detail, critical thinking skills, and a desire to investigate problems and puzzles facing our society and community. This full-year course is equivalent to a one-semester introductory college statistics course and is recommended for Classes I and II.

This year-long Precalculus course revisits many topics learned in an Algebra II course; polynomial, exponential, logarithmic, and trigonometric functions. This course places greater emphasis on solving advanced equations and analysis. Functions will be examined graphically, numerically, algebraically, and verbally to give students the benefit of alternate presentations.

This semester long Precalculus course revisits many of the topics studied in Algebra II but places more emphasis on abstract thinking. Students are asked to apply concepts more generally and to make more connections between topics. As its name suggests, this course prepares the student for the eventual study of calculus. Topics to be covered include: formal definitions of function, domain, and range; composition and inversion of functions; techniques of graphing; triangle and circle trigonometry; sequences and series; exponential and logarithmic functions.

This course covers all of the topics of Precalculus plus complex numbers, vectors, induction, matrices, followed by BC Calculus topics, specifically the theory of limits, the derivative, techniques of differentiation, and applications of derivatives. The pace of this course is rapid and therefore the course is open by invitation only to those students who, in the opinion of the math department, have demonstrated strong interest and performed at a consistently high level in their previous mathematics courses.

This year-long course provides an introduction to calculus, but is not intended to prepare the student for either the AB or the BC Advanced Placement examination. The first semester deals primarily with the properties of limits and differential calculus and the second semester with those of integral calculus.

This is a two-semester Advanced Placement sequence in calculus, which gives a thorough introduction to the fundamentals of differential and integral calculus. The fall semester is primarily devoted to the development of differential calculus and covers limits, the derivative, methods of differentiation, and applications of the derivative. The spring semester begins with the fundamental theorem of integral calculus and studies the integral, its methods and its applications, including a brief introduction to differential equations and slope fields.This course prepares students for the College Board's AP exam in Calculus AB.

BC Calculus is a full-year, AP course that offers the second and third semesters of this three-semester advanced calculus sequence. Topics covered during these two semesters are the integral, its methods and applications, the calculus of transcendental functions, vector functions, polar coordinates, infinite series, and differential equations. This course prepares students for the College Board's AP exam in Calculus BC.

This course is an extension to the principles and techniques of the integration and differentiation learned in single-variable calculus (BC Calculus). Topics include functions of 2 or more variables, vectors, integration with multiple variables, optimization in several variables, partial derivatives and gradient. We will use a 3-D grapher to help visualize these functions.

The Advanced Topics in Mathematics course will explore a variety of topics determined by the mutual interest of the students and the instructor. Such topics might include: additional topics from integral calculus, an introduction to linear algebra, probability theory, combinatorics, famous problems and theorems of mathematics, methods of problem-solving, advanced problems in geometry and algebra, and number theory.

Chinese A is an introductory-level course designed to orient the beginning student properly within the Chinese language by introducing fundamental syntactic constructions along with basic vocabulary. We will also be promoting cognitive association between concepts and Chinese characters through character practice and study, and by facilitating culture-based learning. Emphasis is placed on pronunciation and listening skills. Students will encounter various aspects of Chinese language and culture through projects and cultural activities.

This course is a continuation of Chinese A and completes Level I of the language. Students who complete Chinese A and B will be prepared to enter Chinese II. During the course, students continue their acquisition of basic vocabulary and grammatical structures while developing their speaking, reading, listening, and writing skills. In addition to the listening and speaking skills, this course will also focus on recognizing and writing Chinese characters. Students will encounter various aspects of Chinese language and culture through projects and cultural activities.

Chinese I is an introductory-level course designed to orient the beginning student properly within the Chinese language by introducing fundamental syntactic constructions along with basic vocabulary. We will also be promoting cognitive association between concepts and Chinese characters through character practice and study, and by facilitating culture-based learning. Emphasis is placed on pronunciation and listening skills as well as on recognizing and writing Chinese characters. Students will encounter various aspects of Chinese language and culture through projects and cultural activities.

Chinese II is a course intended to build upon and diversify the curriculum of Chinese I and Chinese B. The course introduces more Chinese characters as students broaden their range of vocabulary. Students will build up writing and reading skills along with practice listening and speaking. They will be required to produce more handwritten and typed compositions. The course continues to promote culture-based learning, with students delving deeply into Chinese culture through presentations, discussions and hands-on activities.

Chinese III continues to develop students’ proficiency in Chinese. Communication skills are stressed while there is an ongoing integration of culture and multimedia presentations. Students learn to write more characters and they are challenged with more spontaneous and authentic speaking situations through oral presentation and culture activities. This course finishes the foundational Chinese vocabulary and grammar. This course completes the Modern Language requirement for graduation.

Chinese IV continues to engage students in a variety of authentic and spontaneous conversations. Students also solidify their understanding of more complex grammar patterns and vocabulary through reading, multimedia presentations and projects. More cultural topics will be introduced and incorporated through daily discussions, watching Chinese movies, and reflection writing.

Chinese V focuses on expanding vocabulary and practicing the usage of grammar patterns through audio files, movies, projects, daily discussion, reading and writing. Topics will mainly relate to high school and college students’ lives and will also extend to the comparison with Chinese culture. Students will gain oral and aural proficiency as well as advanced reading and writing skills throughout the year.

Chinese V Heritage will provide students with opportunities to reach the highest level of achievement and is designed for students who have exposure to the language at home or through family. Topics will mainly relate to Chinese geography, history, culture, and modern society and allow students to make connections to their own identities. Through discussions, movies, projects, literature, debates, and presentations, students will sharpen their communication skills and develop strategies for accessing authentic language.

Chinese VI Heritage will provide students with opportunities to reach the highest level of achievement and is designed for students who have exposure to the language at home or through family. Topics will mainly relate to Chinese geography, history, culture, and modern society and allow students to make connections to their own identities. Through discussions, movies, projects, literature, debates, and presentations, students will sharpen their communication skills and develop strategies for accessing authentic language.

Beginning their course of study in French, students are introduced to the essential skills of communication and are encouraged to communicate in French at every level: listening, speaking, reading, and writing. They further develop this proficiency through the study of different French-speaking countries with films, readings, games, music, oral presentations and online resources. Beginning their course of study in French, students are introduced to the essential skills of communication and are encouraged to communicate in French at every level: listening, speaking, reading, and writing. They further develop this proficiency through the study of different French-speaking countries with films, readings, games, music, and oral presentations. French A combined with French B prepares students for entry into French II.

In French B, students continue to develop their foundation in French grammar and vocabulary in the context of French-speaking cultures. Students improve speaking, listening, reading and writing skills. Successful completion of this class prepares students for French II or possibly II-Honors.

French I is an introduction to the language and cultures of the French-speaking world. Students will develop skills in listening, reading, writing, and most importantly, speaking the language with confidence. This program presents a host of useful vocabulary for real-life situations, enriched by original sources in a variety of media.

This course is a continuation of the foundational skills introduced in French I. Students will expand their knowledge of basic grammar constructs and further develop and deepen the speaking, listening, writing, and reading skills necessary for continued study in the language. Students will study Francophone cultures through selected short story readings, games, videos, oral presentations, and multimedia projects.

This course is an intensive, accelerated study of French II. Students are urged to develop levels of fluency and continue in the development of grammatical skills. Classes are oral-based and students are expected to make frequent presentations to the class and contributions to class discussion. They extend their knowledge of the Francophone world through writing assignments, short stories, and discussion.

This course will continue to develop all of the skills previously studied in French I and II. Students will develop their level of fluency as they review and expand their knowledge of grammar with classes conducted in French. Students will read and discuss several short Francophone texts and will extend their knowledge through audiovisual material, oral presentations and multimedia projects. This course completes the Modern Language requirement for graduation.

This course is an intensive, accelerated study of French III. Students will develop their level of oral proficiency by speaking exclusively in French while reviewing and expanding accelerated grammar structures. The students will read several Francophone texts, a novel, and a play as they extend their knowledge of French-speaking countries through audiovisual materials, art, oral presentations, and multi-media projects. Students will develop both creative and analytical writing skills. This course completes the Modern Language requirement for graduation.

This course combines a gentle review of grammar with an emphasis on film and literature, focusing primarily on stories from the Francophone world. In addition, a great deal of emphasis is placed on current events and culture. Oral presentations, short essays and projects ranging from the study of French artists to WWII propaganda posters are also included. Students will expand their knowledge of French-speaking cultures through music, films and multimedia projects.

This course continues to develop the skills that have been studied in the previous levels of French. Students engage in a thorough review of complex grammar and nuanced vocabulary terms in order to speak more like native speakers as well as develop both their speaking and writing skills. Students also read selected works from the 17th to the 21st centuries and watch films with the goal of a deeper understanding of Francophone culture and history. Students are expected to practice their writing, speaking, and listening skills by communicating exclusively in French.

This course continues a survey of modern Francophone literature and media, focusing on contemporary history and culture. Students will review vocabulary and grammar constructs, as well as enhance their knowledge of French-speaking cultures through films, music, art, and multimedia projects. Oral presentations as well as analytical and creative writing assignments help develop students language proficiency.

French VH will focus on oral fluency using literature, film, history, and current events. Readings will include Mariama Ba's Une Si Longue Lettre and André Gide's La Symphonie Pastorale. Films will include Les Intouchables and the French TV game show Des Chiffres et des Lettres. Materials will also include research and presentation projects on Francophonie, Impressionism, Storytelling, as well as the study of a few iconic French monuments. Students will be evaluated based on their oral participation, various required presentations, and short critical essay writing.

Spanish A serves as an introduction to the fundamental skills of speaking, listening, reading and writing. Emphasis is placed on establishing oral proficiency, which is developed through class discussion, skits, presentations and projects. This course also employs games, videos, songs, short readings and online activities to further improve language skills. In addition to foundational grammar and thematic vocabulary units, students explore cultural elements of various Spanish-speaking countries. This year of Spanish combined with Spanish B is the equivalent of Spanish I.

This course is a continuation of Spanish A and completes Level I of the language. Students who complete Spanish A and B will be prepared to enter Spanish II, or possibly Spanish II Honors, as recommended by the teachers. During the course, students continue their acquisition of basic vocabulary and grammatical structures while developing their speaking, reading, listening, and writing skills in cultural contexts. The greatest emphasis is put on developing each student's confidence and oral proficiency skills. This year of Spanish combined with Spanish A is the equivalent of Spanish I.

Spanish I is an introduction to the language and cultures of the Spanish-speaking world. Students will develop skills in listening, reading, writing, and most importantly, speaking the language with confidence. This program presents a host of useful vocabulary for real-life situations, enriched by authentic sources in a variety of media.

This course is a continuation of the basic skills introduced in Spanish I. Students will expand their knowledge of basic grammar and further develop and deepen the speaking, listening, writing, and reading skills necessary for continued study in the language. Students will study Spanish culture through games, videos, oral presentations, and multimedia projects.

This course is an intensive, accelerated study of Spanish II. Students are urged to develop levels of fluency and continue in the development of grammatical skills. Classes are oral-based and students are expected to make frequent presentations to the class and contributions to class discussion. They extend their knowledge of the Spanish world through writing assignments, the reading of a novel, other short readings and discussion.

This course will continue to develop all of the skills previously studied in Spanish I and II. Students will develop their level of fluency as they review and expand their knowledge of grammar with classes conducted in Spanish. Students will also deepen their knowledge of social and global issues. They will extend their knowledge through audiovisual material, oral presentations and multimedia projects. This course completes the Modern Language requirement for graduation.

Spanish III Honors is an intensive and expanded study of Spanish III, covering vocabulary acquisition and grammar with a strong emphasis on oral proficiency. Students develop their level of oral proficiency by speaking exclusively in Spanish while reviewing and adding to accelerated grammar structures. Students learn about, investigate, and discuss current cultural themes in Spanish-speaking countries, demonstrating their comprehension through seminars, projects and presentations. Also, they read short stories by Latin American authors and watch films in the target language. Finally, the students focus on developing greater sophistication in their writing through a number of varied formsThis course completes the Modern Language requirement for graduation.

This course continues to develop the skills that have been studied in the previous levels of Spanish. Students will review grammar in order to improve their speaking and writing skills and integrate what they’ve learned in the previous years. Students will be exposed to readings, movies and other media from Spanish-speaking countries. The themes from these selections will form the basis of class discussions, projects, and short stories and essays. This course will emphasize speaking, listening and writing. Overall, the objective of the course is to increase a student’s confidence in using the language.

This course continues to develop the skills that have been studied in the previous levels of Spanish. Students will engage in a thorough review of complex grammar and nuanced vocabulary terms in order to speak more like native speakers as well as develop both their speaking and writing skills. Students will also read selected works from the 17th to the 21st centuries and watch films with the goal of a deeper understanding of Spanish-speaking culture and history. Students will be expected to practice their writing, speaking, and listening skills by communicating exclusively in Spanish.

Spanish V continues to foster reading, writing, speaking, and listening skills with an emphasis on improving oral communication. Students will strengthen their confidence and further develop their ability to think critically and communicate effectively in Spanish. In this course, students will examine the representation of diverse Spanish speakers in film, music, literature, and art, and dismantle the myth of the Spanish-speaking world as a monolith. Toward the end of the course, students will explore travel, volunteer, and career applications for Spanish skills beyond the classroom.

Spanish V Honors will focus on conversation fluency while sharpening grammar skills and expanding vocabulary. From caballeros to conquistadores to criollos, the Spanish have a flair for both noble and ignoble pursuits. Tracing the adventurous spirit as evinced in diaries of discoveries, and testimonies of cultures in contact, students will come to understand what motivated the era of discovery, the riches it brought, the destruction it wrought, and the synthesis of societies that we find today in Latin America. Students will continue their journey through Central and South America, exploring the development of language, culture, literature, film and current events from the South American Spanish-speaking countries. Sources will include current media as well as works of literature, music and the visual arts.

Heritage Spanish - Honors is designed for heritage speakers of Spanish who have grown up using the language at home or in their communities and are ready to refine their skills in an immersive, collaborative environment. It is not intended for beginner learners but for students with a foundational proficiency in Spanish. Students will enhance their written and oral communication skills, expand their vocabulary, and gain a deeper understanding of Spanish in both academic and social contexts. The collaborative learning environment fosters connections with peers while celebrating the rich diversity of Spanish-speaking communities. With a rigorous focus on academic Spanish, this course challenges students to think critically and write with precision and creativity. Upon completion, students will be assessed and placed into the appropriate level of the Spanish curriculum, ensuring a personalized and meaningful continuation of their language learning journey.

In this class students learn a variety of dance styles as well as explore improvisational and choreographic exercises. This class is open to all students interested in exploring creative expression through movement and working to gain greater kinesthetic awareness. The group will participate in an informal performance during the school day at the end of each semester. No prior dance experience required.

This course may be taken multiple times.

All Class VI students take Music VI as a part of a quarterly rotation with Visual Arts, Drama, and Computer Science. Music VI is a project-based introduction to music composition, giving students the opportunity to create a number of original musical compositions, exploring a variety of techniques and styles. They will learn several online applications for creating and editing music. The first part of the course focuses on basic music literacy and music notation using Noteflight. In the second half of the course they learn the basics of music production and editing techniques, working with Soundtrap.

Music V is a semester-long elective where students will build upon the music skills introduced in Music VI in a hands-on manner. Students will continue to develop their music literacy skills and apply their knowledge to create notated compositions using notational software and non-notated works using garageband and other sound looping softwares. Students will also expand upon their listening skills as it relates to existing pieces from various cultures, backgrounds, and genres, and the works that they create, in addition to integrating how sound affects what they see visually.

The Wind Ensemble is open to wind players, percussionists, and a few keyboard players. The ensemble rehearses twice a week and performs a wide range of concert band literature, exploring a variety of musical styles and genres. Repertoire is selected to match the size, instrumentation, and skill level of the ensemble.

Students with strong interest and superior vocal and instrumental abilities may request simultaneous participation in the Middle School Chorus and either the Middle School Wind Ensemble, and the Middle School Chorus, or Middle School String Ensemble for the year on their course selection form. Students may only participate in two of the three ensembles per semester. The directors will schedule a short audition at the start of the school year to ensure that the student can manage the music load for both groups while attending only half of each group's rehearsals, on alternating weeks.

Students normally participate in this ensemble for the full year.

The Middle School String Ensemble is elective and open to students who play violin, viola, cello, piano, and upright bass with the consent of the conductor. Membership in our instrumental program presupposes that the student has acquired a reasonable amount of experience on their instrument. The String Ensemble rehearses twice a week and plays a variety of music, with a focus on various styles of string literature. This course may be taken multiple times. Musicians in this group are highly encouraged to take private lessons. Students are encouraged to audition for the Eastern Massachusetts District Music Festival.

Students with strong interest and superior vocal and instrumental abilities may request simultaneous participation in the Middle School Chorus and either the Middle School Wind Ensemble or Middle School String Ensemble for the year on their course selection form. Students may only participate in two of the three ensembles per semester. The directors will schedule a short audition at the start of the school year to ensure that the student can manage the music load for both groups while attending only half of each group's rehearsals on alternating weeks.

Students normally participate in this ensemble for the full year.

The Middle School Chorus is open to all in Classes V and VI regardless of previous singing experience. The group rehearses twice a week and sings a varied selection of repertoire ranging from classical choral material to Broadway/popular music to music from cultures around the world. The Chorus performs in both main stage choral concerts. Emphasis is placed upon proper choral singing, good rehearsal habits, music reading, and aural skills. Students are encouraged to audition for the Eastern Massachusetts District Music Festival.

Students with strong interest and superior vocal and instrumental abilities may request simultaneous participation in the Middle School Chorus and either the Middle School Wind Ensemble, or Middle School String Ensemble for the year on their course selection form. Students may only participate in two of the three ensembles per semester. The directors will schedule a short audition at the start of the school year to ensure that the student can manage the music load for both groups while attending only half of each group's rehearsals, on alternating weeks.

Students normally participate in this ensemble for the full year.

Drama is taken as part of the quarterly rotation with Visual Arts, Music, and Computer Science in Class VI. Drama VI focuses on ensemble, staging, movement, voice, and improvisation. Teamwork, problem solving, and creative risk-taking are emphasised! The actor's job is to communicate the story to the audience; in Drama VI we explore all the tools at our disposal to do that job (and have plenty of fun too).

Drama V is a semester course that strengthens and expands on Class VI, as students explore a wide range of topics chosen by each individual class. In previous and current semesters, students have chosen to focus on scene study, reading plays, the business of theatre, theatre design, movement, Greek theatre, Non-Western theatre, experimental theatre, playwriting, and more.

Jam Band is an introduction to performing groove-based music. The group meets one day a week during community time to develop a varied repertoire incorporating student input. Ensemble members must know how to read music and have at least one year of experience playing their instruments. In the process students learn about ensemble playing in a variety of styles including Jazz, Latin, and many styles of popular music, and may experiment with simple improvisation in a safe setting if they so choose. The band performs in two concerts during the year and occasionally in assembly. Musicians in this group are strongly encouraged to study privately.

Students normally participate in these ensembles for the full year.

The Middle School Drum Ensemble is open to all in Classes V and VI regardless of previous musical experience. It is intended primarily for those with little to no experience playing in an ensemble. This group rehearses twice a week during the academic day and performs music using a wide array of percussion instruments and techniques, while learning how to play various time feels, grooves, and sticking combinations. The group will participate in an informal performance during the school day at the end of each semester.

Subject to availability, students may only be able to take this class once.

The Half-Notes is Nobles' Middle School a cappella group. Students audition for this ensemble at the beginning of the Fall or Spring semesters. The repertoire they sing is contemporary a cappella, with a strong emphasis in multi-part singing. Rehearsals are held one day a week during a new, third M-Block. Members of the Half-Notes are strongly encouraged to participate in Middle School Chorus and/or MS Wind Ensembles/MS Strings.

Students normally participate in these ensembles for the full year.

In this course, students will learn the foundations of Ballet technique. Class will progress through a series of warm-ups, across the floor progressions, center phrase work, and choreographic exercises to increase strength, flexibility, musicality, creativity and kinesthetic awareness. This course is open to dancers of all levels. The group will participate in an informal performance during the school day at the end of the semester.

Music is a universal language, with its own vocabulary and symbols. Every musician, whether instrumentalist or vocalist, rock-and-roller or classicist, beginning or advanced, will benefit from a firm foundation in Music Theory. This course explores music through a study of its basic elements (melody, rhythm, harmony and form), giving students the language to speak in a more informed way about all types of music. Students will develop skills enabling them to read music and to interpret music that they hear and see. Students will listen to and analyze music from the Western Art Music tradition, contemporary popular music and cultures from around the world. This course is strongly recommended for anyone participating in a music ensemble at Nobles. This course may only be taken once.

The AP Music Theory course is designed to develop students' ability to recognize, understand, and describe the materials and processes of music that are heard or presented in a score. The elements of music composition (rhythm, melody, harmony, texture and form) will be reinforced through an integrated approach in five skill areas: Written, Aural, Analytical, Sight-Singing, and Composition. Regular assessments in these areas will prepare students for the AP Music Theory Exam in May. This course is essential for any student wishing to do serious musical composition or formal study of music in college. This course may only be taken once.

This full year course will introduce students to acting, dance, and vocal music. In the first semester, students will spend one third of the semester focusing on each of the three disciplines, with a different teacher respectively. In the second semester, students will focus on one of the three disciplines to further their training and experiences. This course is open to all upper school students as a way to acquire a basic understanding of aspects of theatre, music, and dance, and no prior experience is required.

Acting One participants will learn and apply the basic language of script analysis and rehearsal techniques. Movement and vocal work will be emphasized, to develop the actors' ability to play a wide range of characters as vividly and believably as possible. Acting One students focus on scenes and monologues from contemporary American plays. This course may only be taken once.

Acting II builds on the foundations laid in Acting I. Students take on longer, more in-depth scene work, exploring a diverse mix of dramatic material from both contemporary and classical plays. Projects culminate in short performances for members of the Nobles community. This course may only be taken once.

For the first half of this course, students will learn and practice how to create theatre on the page. All class members will read about how accomplished playwrights practice their craft, draft their own scenes, and perform their classmates' work. By March break, each student will complete a one-act play. From late March to June, the groups’ focus shifts to the process of directing. Topics will include text analysis and interpretation, leadership of the design team and cast, the rehearsal process, and staging. Students will engage in several practical projects in these areas.

The purpose of this course is to acclimate students to the basics of technical theatre and the process of realizing a theatrical designer’s vision. Through working on specific aspects of the NTC productions, students will gain a stronger understanding of the principles, theories, and practical applications of the production process, and they will grow better equipped to work in collaboration with a creative team and designers. Students will gain an understanding of scenic, paints, and proper rigging techniques, develop creative ideas, collaboration, and problem-solve to develop a clear vision for a successful theatrical production. This class is an active class where students will work on building, painting, and creating aspects of the theatre productions for the season.

Students engage in an in-depth exploration of theatrical design by focusing on one core design discipline per semester. Each offering of the course centers on either Scenic, Lighting, Costume, or Sound Design, allowing students to study the complete design process in a concentrated and sustained way. Working from a dramatic script, students follow the full arc of a theatrical production from first read to opening night, learning how designers analyze text, conduct research, generate and articulate a cohesive design concept, and translate that concept into practical design solutions. Emphasis is placed on visual and aural storytelling, collaboration with a director, and the creation of professional-level design documentation, including sketches, renderings, drafting, cueing, and production paperwork appropriate to the discipline being studied. Through theoretical productions and applied design exercises, students develop critical skills in script analysis, conceptual thinking, research, and technical communication, gaining a clear understanding of how individual design choices support the overall production and move a show from idea to realized performance.

This course IS scheduled during M-Block.

Students engage in an in-depth exploration of theatrical design by focusing on one core design discipline per semester. Each offering of the course centers on either Scenic, Lighting, Costume, or Sound Design, allowing students to study the complete design process in a concentrated and sustained way. Working from a dramatic script, students follow the full arc of a theatrical production from first read to opening night, learning how designers analyze text, conduct research, generate and articulate a cohesive design concept, and translate that concept into practical design solutions. Emphasis is placed on visual and aural storytelling, collaboration with a director, and the creation of professional-level design documentation, including sketches, renderings, drafting, cueing, and production paperwork appropriate to the discipline being studied. Through theoretical productions and applied design exercises, students develop critical skills in script analysis, conceptual thinking, research, and technical communication, gaining a clear understanding of how individual design choices support the overall production and move a show from idea to realized performance.

This course IS scheduled during M-Block.

The Nobles Concert Band is open to wind players, percussionists, and a small number of keyboard players. Ensemble members must be able to read music and have at least one year of experience on their instrument. Initial placement auditions are used to determine seating and part assignments.

The Concert Band rehearses twice a week and performs a wide range of concert band literature, exploring various musical styles and genres. Repertoire is selected with attention to the instrumentation and skill level of the ensemble. The band performs in the Winter and Spring Concerts and may also perform at school assemblies.

There is a strong emphasis on music reading skills, rehearsal technique, and ensemble musicianship. This course may be taken multiple times. Musicians in the Concert Band are strongly encouraged to study privately on their instrument and are encouraged to audition for the Massachusetts Eastern District Music Festival.

Based on placement auditions, select members of the Concert Band may be invited to split their time with the Nobles Symphony Orchestra. Students typically participate in Concert Band for the full academic year and must do so in order to be eligible to participate in a tour.

The Nobles Symphony Orchestra is open to all Upper School string players (violin, viola, cello and double bass) and selected members of Concert Band who know how to read music and have at least three years of experience playing their instruments, The Orchestra will rehearse two periods per week to prepare repertoire of varying styles, with emphasis placed on international and European Classical music. The group performs in at least two major concerts at Nobles each year, and has established a touring program which has included concert tours in Bermuda, Montreal, New York City, Santa Marta (Colombia), and Germany. Orchestra Members are encouraged to audition for the Massachusetts Eastern District Festivals. Musicians in this group are strongly encouraged to take private lessons. Students typically participate in the Orchestra for the full year and must do so in order to be eligible to participate in a tour.

This ensemble rehearses twice a week during the academic day and performs music using a wide array of percussion instruments and techniques. The group performs in two major concerts and also gives occasional informal performances. Selected members of the drum ensemble will occasionally be asked to rehearse and perform in collaboration with other ensembles.

Students who play guitar, bass, keyboard, drums, or sing are welcome to join this group. This ensemble rehearses twice a week during the academic day and emphasizes both rhythm and lead techniques. Members must have at least one year of experience on their instruments. Students learn material both by ear and by use of traditional notation. All players may be given solo opportunities. The RockPerformance Ensemble performs in the two major concerts and occasionally in other settings.

Contemporary Vocal Ensemble is a mixed vocal ensemble open to singers in the Upper School with some singing experience. Emphasis is placed upon basic singing techniques, good rehearsal habits, music reading, and aural skills. The group rehearses twice a week and focuses on contemporary vocal music ranging from genres such as Broadway, popular music, Jazz, and choral music from the late 20th and early 21st centuries. The Contemporary Vocal Ensemble performs in two major concerts a year, and will sometimes collaborate with the Chamber Singers and other Nobles vocal ensembles.

Chamber Singers is a select, auditioned vocal ensemble that performs choral music of many genres, spanning the centuries. Representative repertoire includes works from the Renaissance, Baroque, and Classical periods, as well as challenging contemporary works by diverse composers. Students will learn advanced musical skills and proper choral/vocal technique. The group performs in at least two major concerts at Nobles each year, and has established a touring program which has included concert tours in Bermuda, Montreal, New York City, Santa Marta, (Colombia), and Germany. Members of the Chamber Singers are encouraged to audition for the Massachusetts Eastern District Chorus. Students typically participate in Chamber Singers for the full year and must do so in order to be eligible to participate in a tour.

Jazz Band is a creative ensemble offering guided exploration through the broadest range of music built by combining groove or swing, personal expression, and improvisation. Ensemble members must know how to read music and have at least one year of experience playing their instruments. The group meets one day a week during community time and develops a varied repertoire in collaboration with the director. In the process students are exposed to examples from the masters in a wide variety of styles and learn about listening, their instruments’ roles in the ensemble, improvisation and the construction and accompaniment of solos, arranging and compositional techniques, basics of jazz chord/scale theory, ear training, and conventions of performance practice. Musicians in this group are strongly encouraged to study privately. The group performs in at least two major concerts at Nobles each year, assembly, and has established a touring program which brought the ensemble to Havana, Cuba in 2024. Students normally participate in this ensemble for the full year and must do so in order to be eligible to participate in a tour.

All students are welcome to take private music lessons at Nobles through the Applied Music Program (AMP). The AMP offers on-campus private lessons on wind, brass, string and percussion instruments, as well as voice, piano, guitar and electric bass, and jazz improvisation. Lessons take place every 7 school days during study halls/free periods. The cost for lessons is not covered by tuition and is billed separately. Families receiving financial aid automatically qualify for proportional support for the AMP fees. There are approximately 21 lessons a year.

Academic credit is not available for music lessons.

Students may take beginner lessons on a new instrument through the program, provided that the student has access to an instrument, or continue to take lessons if the student has prior experience through another program/teacher. Students participating in music ensembles at Nobles are also strongly encouraged to take private lessons in their instrument.

Nobles' treble close-harmony a cappella group rehearses one day a week during community time and performs a challenging repertoire of contemporary a cappella music. The Greensleeves give frequent performances at morning assembly and at special events as well as Nobles’ choral concerts. They also perform at area a cappella festivals.

Nobles' tenor and bass close-harmony a cappella group rehearses one day a week during community time and performs a challenging repertoire of contemporary a cappella music. The Nobleonians give frequent performances at morning assembly and at special events as well as Nobles’ choral concerts. They also perform at area a cappella festivals.

The Honors Chamber Ensemble is designed for advanced, experienced instrumentalists eager to explore a diverse repertoire, including European classical music and other genres. The group meets one day a week during community time. Participation is by audition only and is open to musicians from all instrument families, including winds, percussion, piano, and strings.

Nobles' Advanced Contemporary Dance Ensemble is designed for experienced dancers who are well-versed in contemporary dance forms. This group will rehearse once per week during community time and will create new choreographic work to perform twice per year. This group will perform in the Fall Dance Concert, morning assemblies, and possibly other outside of school events.

In this course, students will explore the creative process of making dances. Students will study elements of composition, including time, space, sound, theme, and more. Dancers will create work both individually and collaboratively, and will share their choreography via informal performance opportunities throughout the semester.

Nobles' co-ed Gospel and Multi-cultural ensemble open to all students and faculty and staff regardless of prior singing experience. The group rehearses one evening per week. Imani performs in two major concerts each year, morning assembly, and other outside of school events.

The Middle School Personal Development Program seeks to create a safe and nurturing environment in which to have open dialogue around issues of identity and community. In this course, students develop strong cultural competencies that prepare them to become effective advocates for diversity, equity, and inclusion both at Nobles and in the greater community. Additional topics include mental and physical health, puberty and adolescence, and digital literacy. Strong emphasis is given to healthy decision-making. Finally, weekly gratitude and mindfulness activities are heavily integrated into the curriculum. Class VI Personal Development courses meet once a week for a year; Class V Personal Development courses meet roughly every other week for a year and are team-taught by trained teachers assisted by senior mentors.

The Science of Well-Being:

Class IV Humane Technology

The economic motivations and broader systems that prompt tech companies to market user attention and behavior to advertisers

The methods social media platforms use to capture attention and influence behavior

The fundamental brain and behavioral science principles that explain how social media keeps users engaged

The negative impacts of the attention economy and persuasive technology, and why these issues stem from a flawed system

Class III Substance Use Awareness:

Sexuality Education:

Mindfulness:

Class VI Science has two aims: first, it teaches students to engage in the natural world through inquiry and experimentation, and second, it helps students develop an understanding of themselves as learners. By doing this, they hone a variety of important skills relating to time management, organization, critical thinking, and learning for understanding. The year starts with a study of the structure and function of the adolescent brain and how it changes as they learn. Students then move on to explore some of the ways bias can affect science and how classification in science has been used to reinforce and create inequalities, stereotypes, and unequal power relationships. The year culminates when students engage in the engineering design process to build and race model solar cars as part of their investigation of climate change.

In this course, students adopt the role of a scientist who constructs knowledge about the physical sciences through guided inquiry. Learning to navigate a classroom laboratory in a safe manner, develop individual measurement skills, and collaborate with other student scientists are the focus of this class. Following a learning cycle model, each lesson starts with an experiment from which vocabulary and content leading to the next experiment are built. Throughout the year students learn to use computer probes to collect data and create and interpret x-y line graphs and histograms, and hone their analytic skills as well as practice creating scientific arguments using the basic format of Claim, Evidence, Scientific Principles, and Reasoning. For much of the year, the students gather evidence for the atomic model of matter through the use of the IPS curriculum. Topics investigated include the metric system, mass and volume, characteristic properties of matter, solubility, pure substances and mixtures, compounds and elements, the atomic model of matter, and environmental justice. The year culminates in a two-week collaborative lab challenge in which students separate and identify components of an unknown mixture.

In this course students are introduced to major unifying themes in biology, which focus on the relationships between structure, function, and the maintenance of homeostasis in living systems. Special emphasis is placed on helping students make connections between the complex nature of biological principles and their own lives through readings, an extensive laboratory curriculum, and discussion of current global and local issues. After a comprehensive study of ecology, students finish the first term by mastering the basic chemical and physical principles and relating those concepts to body systems. The second term is devoted to a continued systematic approach to human anatomy and physiology with the integration of evolution and more complex cellular processes.

In this course students take a molecular approach when studying the relationships between structure, function, and the maintenance of homeostasis in ecological and biological systems. This honors course offers a similar beginning to that of Biology, but midway through the first term, the molecular basis for biological phenomena is heavily emphasized, and a more abstract, quantitative approach is used to discuss topics including energy transfer and cellular chemistry. Students continue with a theoretical look at evolution and speciation, and transition back to the human body for a comprehensive study of human anatomy and physiology during the second term.

Chemistry involves the study of matter, its properties, and the changes matter undergoes. Topics include atomic structure, the Periodic Table, molecular structure and behavior, solutions, gas laws, chemical reactions, the mole concept, and thermochemistry. An emphasis is placed on developing algebraic and problem-solving skills. Students are frequently engaged in lab activities and learn to communicate scientific concepts efficiently and effectively.

Honors Chemistry students study a branch of natural science that deals principally with the properties of substances, the changes they undergo, and the natural laws that describe these changes. Topics in this rigorous, quantitatively-oriented course include measurement, atomic structure and chemical bonding, chemical reactions and stoichiometry, gases and condensed phases, reaction kinetics, chemical equilibrium, thermodynamics, acid-base reactions, electrochemistry, and nuclear chemistry. Students develop competence with experimental design, data analysis, and a wide range of laboratory techniques. Students are expected to have strong algebraic skills, as they will tackle most of the topics in a quantitative manner.

Physics introduces students to the ideas of classical physics and builds connections between those ideas and the experiences of everyday life. Topics covered include work and energy, oscillations and waves, sound and music, electrostatics and electrical circuits, one- and two-dimensional motion, and Newton’s Laws. Strong emphasis is placed on experimental design, data collection and analysis, and interpretation and communication of experimental outcomes. Students also gain experience in problem solving and model building, deriving theoretical understanding from laboratory observations.

Honors Physics provides a quantitative formulation of the fundamental laws of physics and their relation to physical phenomena, and it prepares students for university courses in science and engineering. The course covers the following topics: one- and two-dimensional motion, Newton’s laws, the universal law of gravitation, work and energy, oscillations, momentum conservation, electrostatics, and electrical circuits. The course has a significant lab component with a strong focus on practical problem solving using both empirical and theoretical methods. Emphasis is placed on experimental design, data collection and analysis, and interpretation and communication of experimental outcomes.

A thorough and intensive study of the subject of biology, this course covers the material on the AP exam syllabus and is considered the equivalent of a first-year, college-level course. Labs in biotechnology, outside reading, and computer-based learning provide a challenging menu for the student interested in the subject of biology. This course prepares students to take the AP Biology exam.

This course assumes a strong grasp of introductory chemistry; a background in physics is helpful. Many familiar chemical concepts are investigated in more detail and several new topics such as thermodynamics and electrochemistry are introduced. Lab work in this course is more extensive and complex, and involves greater use of instrumentation such as visible spectrophotometers; more emphasis is placed on accurate quantitative results than in first-year chemistry. This course prepares students for the AP Chemistry exam.

AP Physics offers a calculus-based extension of the classical mechanics topics introduced in Honors Physics. Inquiry-based laboratory work and problem sets are the foundational pillars of each unit, inviting students to apply theoretical concepts to real-world scenarios. Additionally, students explore physics beyond the AP curriculum through readings, classroom discussions, and independent project work. The equivalent of a one-semester physics course at most colleges and universities, this course prepares students for the AP Physics C: Mechanics exam. Note: Due to the rigorous use of differential and integral calculus techniques, AP Physics students must have previously taken or be concurrently enrolled in BC Calculus.

AP Environmental Science focuses on the interrelationships between humans and complex natural systems as they pertain to environmental sustainability. Our work focuses on both global and local ecology and associated environmental issues related to ecological footprints. Emphasis is placed on the critical importance of systems-based thinking through frequent analysis of case studies. Specific topics addressed include ecosystem dynamics, energy, water, soil, atmosphere, populations, biodiversity, climate change, waste stream, composting, food production, and environmental ethics. Students engage in related laboratory and project work throughout the course, as well as local off-campus field trips. This course prepares students to take the AP Environmental Science exam.

AP Physics: Electricity and Magnetism is a calculus-based, college-level course designed to provide students with an advanced understanding of classical electromagnetism. This course delves into the principles and applications of electric fields, magnetic fields, and electric circuits. It builds upon foundational concepts from AP Physics: Mechanics, integrating calculus to explore and model the dynamic behaviors of physical systems. Students will engage in a comprehensive learning experience that combines theoretical analysis with hands-on experimentation. Through laboratory investigations, problem-solving exercises, and real-world applications, students will develop the ability to apply mathematical and computational techniques to solve complex physics problems. The course will emphasize the relationships between theory, experimentation, and technological applications of electromagnetism. The equivalent of a one-semester physics course at most colleges and universities, this course prepares students for the AP Physics C: Electricity and Magnetism exam.

The spectacular engineering of the human body intrigues us all, and this course examines the structure as well as the function of that marvelous design. The sophistication and fine-tuned physiology of each system is studied, as well as how disease affects homeostasis or the balance of each system. Within each unit, the relevance of our studies to current health and wellness issues is emphasized through topics like sports medicine, computer analysis of diet and nutrition, skin cancer, tissue engineering, cardiovascular disease, concussions and second impact syndrome, Alzheimer's, and CPR and First Aid. Laboratory-based learning is emphasized through work with microscopes, dissection, anatomical models, simulations, and our on-campus fitness center.

This course provides a fundamental understanding of the critical and evolving field of cancer biology. The course will dive into the cellular and molecular mechanisms that drive cancer development, as well as focus on prominent oncogenes and tumor suppressors. The overarching clinical aspect of cancer biology will be analyzed by reviewing topics such as history, carcinogens, diagnostics, treatment, and current research. Lastly, a major theme in the curriculum will be curiosity, diving into dissecting primary literature and researching topics that most interest the student.

This course will introduce students to the immune system, and the molecular and cellular mechanisms that organisms use to differentiate self from non-self. By learning how organisms recognize and respond to foreign substances, students will gain a better understanding of the biology behind autoimmune disorders, allergies, organ transplants, and vaccines. The course will focus both on the experimental evidence that forms our understanding of the immune system and the clinical relevance of that knowledge.

This course in astronomy engages students with an overview of the universe; topics for discussion include the origin of the universe, the formation of the solar system, stellar evolution, the emergence of life on Earth (and possibly elsewhere), and the historical development of science. Technical skills will be stressed through labs, and assignments in class will give students opportunities to understand the material from a deep level while giving them a chance to apply skills learned in their math courses. Additionally, students will use technical computing to solve numerical problems and express their findings in written reports, developing their scientific communication skills.

This project-based course exposes students to the engineering design process and its applications. Through a series of structural challenges, students will build on foundational mechanics concepts (including forces, work, and energy) and gain exposure to connected topics in materials science and fluid dynamics. Students will apply physics fundamentals and essential design tools (computer-aided design (CAD), and 3D-printing, woodshop) to the development, construction, optimization, and evaluation of several engineered systems. In a final challenge, students will work as teams to choose and develop an engineering design from concept to production, culminating in a presentation. Potential challenges include stress-resistant bridges, insulated structures, functional sailboats, and/or pinball machines.

The course begins with a review of electricity, starting with a quick re-examination of circuit vocabulary and concepts. Electric fields, magnetic fields and Faraday's law of electromagnetic induction are then introduced. Students synthesize concepts by (a) measuring the magnetic field strength of the earth, (b) learning about the aurora borealis, and (c) understanding the electric power generation and distribution grid in Massachusetts. Finally, students examine how electricity and magnetism join together according to Maxwell's equations to produce light. The fall semester culminates with a gigantic design project. Students build a room-sized Rube Goldberg-style kinetic sculpture, incorporating tools and skills developed during the electricity and magnetism units.

This advanced course offers students the opportunity to study Nature’s chemical artistry beyond the confines of a regular classroom environment. In the first portion of the course, students work to develop molecular-level understanding of biological systems and master an arsenal of techniques for probing these systems, including gel electrophoresis, chromatography, spectroscopy, and molecular modeling. In the second portion of the course, students design and conduct original research on self-selected biochemical problems. Independent work is communicated through a final poster presentation.

Building upon the foundational knowledge gained in the Introduction to Programming and Robotics course, Advanced Projects in Robotics is structured to provide students with a deeper understanding of robotics systems and integrate fundamental mechanical engineering concepts. A key focus of this course is hands-on experience and the utilization of the CAD design software, OnShape, to bring theoretical concepts to life through digital and physical creations. Students will design and build competitive robots within the FIRST Technical Challenge (FTC) competition framework and contribute to the Nobles Robotics Team's ecosystem. ** Credits will be given as a Science course.**

Electronics Design and Engineering will focus on technologies such as computer-aided design (CAD), 3D modeling and printing, 3D accelerometers, and sensors to design and create sophisticated electronic systems to solve real-world problems. In this engaging and hands-on course, students will design, test, prototype, and ultimately manufacture a finished product upon completing the course. This course is especially suited for students interested in engineering who have already taken Robotics or have prior programming experience. Through various projects, students will expand their existing skills in computer design, programming, embedded chip analysis, and coding, as well as the engineering design process. ** Credits will be given as a Science course.**

This course introduces computer science through a creative, hands-on approach. Students learn foundational programming concepts using Processing, a visual, Java-based platform for creative coding, while also building basic electronic circuits and robotic systems using Arduino.

Through project-based learning, students explore core computing concepts by creating interactive graphics, animations, games, and sensor-based robotic systems. Projects include interactive digital art, games, and robots that respond to light and movement. The course culminates in an open-ended creative project that integrates both programming and robotics. We approach computer science as a creative endeavor. Computational thinking, problem-solving, and creative design are foundational skills for the modern world, valuable across disciplines, and essential for anyone seeking to understand and engage with the technological landscape ahead. These capacities strengthen how students analyze problems, design solutions, and think systematically, while also providing the necessary foundation for those who wish to pursue deeper work in technology, software, or artificial intelligence.

This course is the prerequisite for all advanced programming and robotics offerings, including AP Computer Science, Artificial Intelligence, Advanced Robotics, and Electronics Design. ** Credits will be given as a Science course.**

The Class VI visual arts course is part of a quarterly rotation. The course exposes students to a variety of media and techniques. Projects and skills include drawing, critical thinking, visual literacy, design, and sculpture. Students are encouraged to express their ideas creatively while learning and improving technical skills.

This Class V visual arts course continues to encourage students to express their own, creative ideas while learning new techniques and developing skills from Class VI Visual Arts. Projects and skills include critical thinking, visual and media literacy, drawing, design and sculpture. These are explored in greater depth and breadth than in the previous course.

Painting I serves as an introduction to basic elements and techniques of painting. Projects will focus on understanding color, form, composition and space and developing a sense of individual expression. Class critiques and discussions are an integral part of the course, serving to foster the development of critical and analytic skills. To understand their work within a broader context, students will look at a variety of works from the history of painting and will participate in field trips to local galleries and museums. Working media will consist primarily of acrylic-based paint with the potential for explorations in watercolor and oils.

This class builds upon the concepts learned in Painting I, placing greater emphasis upon individual expression and the development of personal content while building observational skills advancing the technical manipulation of the paint itself. Students will focus upon principles of design such as unity, rhythm, and balance and push their understanding of color theory in support of artistic claims. Group discussions and critiques will be an integral part of this course as will the exploration of other forms of paint media such as oils, gouache, and watercolor.

This course provides an introduction to the fundamentals of drawing. Students will learn to use the formal elements of design to describe their perceptions, with an emphasis on drawing from observation and expressive mark-making. Formal areas of study include the uses of line and contour, shape and composition, value, proportion, space, linear perspective, and color theory. Group discussions and critiques of weekly in-class and homework assignments are an integral part of this course, as are museum and gallery visits.

Students in Drawing II build upon skills acquired in Drawing I while developing the ability to think conceptually and critically about their work with increased risk-taking and independence.  As students experiment with new concepts, media, and techniques, they will assume more responsibility, reinventing assignments in ways that reflect a more personal form of investment. Group discussions and critiques will require that students demonstrate a working understanding of the vocabulary of design as well as an ability to analyze and discuss both their own progress and that of their peers. 

Ceramics I is an introduction to the fundamentals of hand-building and throwing on the wheel with clay. Emphasizing functional vessels, students are encouraged to experiment with form and volume, engaging the three dimensional aspects of pottery while also experimenting with a wide range of surface treatments. Class critiques and discussions are an integral part of the course, serving to foster the development of critical and analytic skills. All projects require students to explore a variety of possible artistic and technical solutions.

Ceramics II builds upon concepts and experience gained in Ceramics I, placing greater emphasis upon the promotion of individual expression via experimentation with both surface and form. Students will focus upon principles of design such as unity, rhythm, and balance. Group discussions and critiques will be an integral part of this course.

Students learn the basic technical and creative devices of making photographic imagery in this single-semester introduction to darkroom photography. This course emphasizes the fundamental techniques of exposing and processing film, working in a darkroom and learning to see the world through the lens of a camera. Students will study elements of design such as using light, composing space and examining line, texture and form. Weekly assignments demand that students photograph outside of class time. Critiques, discussion of images from both historical and contemporary photographers and lectures on camera technique also define this course.

Photography II is a continuation of the technical and conceptual foundation of Photography I. This course challenges students to master their craft while developing a personal aesthetic. Photo II has both a darkroom and digital component, covering advanced printing techniques, medium and large format camera systems, memory and storage issues, white balance, software such as Adobe PhotoShop and Lightroom, and the challenge of photographing in color.  Class time is dedicated to in-depth discussions of historical and contemporary photographers, demonstrations and class critiques. This course stresses the descriptive and narrative potential of photography while introducing a wide range of technical skills that students may use to augment their personal vision.  Cross-media projects involving traditional cameras, digital negatives and alternative processes will be introduced and encouraged. Students will create a final portfolio of work demonstrating a breadth of knowledge in multiple medias while showcasing a coherent personal voice.

This course offers students a chance to explore the extensive possibilities of printmaking, from monotype to relief printing to collographs. Because printmaking bridges many disciplines—drawing, painting, photography, and ceramics—students will engage some open-ended challenges as they gain technical proficiency. Emphasis will be on visual thinking and the development of imagery through a combination of process, observation, and imaginative mark-making. Students will participate in either a studio or museum visit as part of learning about the history of printmaking.

This full-year course follows the guidelines and goals set forth by the College Board for the 3D Design Portfolio. This course stresses understanding the principles of three-dimensional design, mastery of the manual skills of ceramics, creative problem solving, and developing the ability for critical analysis. Critiques provide an opportunity for communication and development of a visual language. Monthly group critiques enable the class to discover as a peer group how each student is developing as an artist and solving visual problems. Individual weekly critiques provide for one-on-one discussion of progression. The course culminates with a formal group exhibit in the Foster Gallery.

AP Studio Art is a full-year studio course that enables highly motivated students to pursue college-level work through the development of a drawing or painting portfolio. The course follows guidelines for the portfolio requirements set by the College Board. The portfolio represents the sustained investigation of a central theme and a fundamental understanding of the elements of design. Students complete weekly studio-based projects and homework assignments on rigorous deadlines, participate in all gallery and museum field experiences, and attend all AP critique sessions. The course culminates with a formal group exhibit in the Foster Gallery.

This year-long studio course enables highly motivated students to do college-level work. This course follows guidelines for the portfolio requirements which are graded in May by a College Board panel. In AP Photo, students choose to work traditionally or digitally. Students pursue long-term individual projects under the guidance of the instructor. A mastery of basic photographic techniques is assumed for students taking this course. Advanced exposure and printing techniques challenge students to master the technical demands of the medium to express their ideas as clearly and powerfully as possible. This course demands significant dedication outside of class as meeting time is used mainly for demonstrations, critiques and lectures. The course culminates with a formal group exhibit in the Foster Gallery.