Noble and Greenough School Course Catalog

English II focuses on world literature and writers across cultures who have sought to make sense of the human condition. Over time, writers have addressed the problem of how we understand, connect with, and engage in a diverse and complex world. While literature often reflects the conflict and pessimism that history has provoked, writers also use their art to offer hope and inspire change. Responding to a variety of literary genres, students will continue to build on the skills developed sophomore year as they strive to become more independent critical thinkers and writers. They will work to sustain longer analytical essays, and in the second semester, they will pursue a research project on an independent reading project and complete a personal narrative project. Literature may include: Things Fall Apart (Chinua Achebe), Heart of Darkness (Joseph Conrad), Hamlet (William Shakespeare), The Woman Warrior, The God of Small Things (Arundhati Roy) and selected short stories and poetry.

Students in Journalism I will study all aspects of news gathering and dissemination in preparation for the creation of the school's monthly newspaper, The Nobleman. Throughout the year, students will collaboratively brainstorm ideas for articles that have significance for the Nobles community. This includes world and local events, significant school events, features related to student concerns, and contemporary satire. Foundational skills such as brainstorming, interviewing, and lede writing will be covered. Students will be responsible for writing articles and creating multimedia features engaging photography, video, text, and animation as a means of communicating their content. Classes focus on the practicalities of creating a newspaper, including journalistic processes and principles, writing and multimedia assignments, layout design, and production schedules. The end product of this academic pursuit is The Nobleman. Please note that this course does not fulfill the English requirement.

This course is designed for students who have successfully completed the Journalism I class and who wish to continue their contributions to our school newspaper, The Nobleman. Similar to Journalism I, students will brainstorm, write and edit articles, take photos, and make videos for all three of the Nobleman platforms (paper, website, and social media). With a focus on editing, managing, and leading a paper through the production process, students will get a hands-on opportunity to further hone their skills and take the lead in the production of The Nobleman. Lessons will also cover journalistic integrity, layout design for impact, and organizational leadership will be addressed on an ongoing basis. Besides writing, multimedia and layout design and production, this class will include leadership opportunities for Class I students in the areas of editorial management. By the school year's end, students will have developed comprehensive journalistic skills and experience. Please note, that this course does not fulfill the English requirement.

How do we tell the truth? How do we access and research our world, organize and structure it, verbalize and express it? How far can we stretch the truth for the sake of story and still call it nonfiction? This course will explore multiple subgenres of creative nonfiction, from the nonfiction novel to the magazine profile, from the autobiography to personal narrative, from immersion journalism to memoir. Students will examine and respond to nonfiction as an art form as well as craft their own personal essays, articles, and profiles. They will confront our texts both as writers of nonfiction and as readers of literature, creating their own stories and responding analytically to others'. Works may include In Cold Blood, Into the Wild, Between the World and Me, Autobiography of a Face, The Glass Castle and The Immortal Life of Henrietta Lacks, as well as nonfiction essays, both classic and contemporary.

Structured as a writing workshop, this course will allow students to explore the foundations of fiction (character, setting, conflict, and emotion) and experiment with different forms and styles. Throughout the second half of the course, students will draft, workshop, and revise a short story and participate in a Coffeeshop Reading, a celebration of writing in the form of a public reading of their final work.

For thousands of years, writers have been fascinated by manifestations of and responses to madness in our societies. In this elective, we will read novels by renowned authors from the 19th and 20th centuries who use their fiction to represent and understand more fully the complex connections between sensitivity, creativity, emotional disturbance, and mental dysfunction. We will examine and analyze fictional characters who think, speak, or behave in aberrant ways, and we will also be looking through the literature at writers whose personal demons and mental or emotional disturbances find expression in their fiction. Familiarizing ourselves with terms and theories borrowed from modern psychology will provide one lens through which to study these varied literary responses to the absurdity of our human condition. In the end, we will also question our own cultural assumptions about “normal” behavior as we examine socially unacceptable (or even downright deviant) behavior and thinking in masterpieces of modern literature. Texts may include: The Yellow Wallpaper (Charlotte Perkins Gilman); Metamorphosis (Franz Kafka); Strange Case of Dr. Jekyll and Mr. Hyde (Robert Louis Stevenson), Notes From Underground (Fyodor Dostoyevsky), Mrs. Dalloway (Virginia Woolf), The Hours (Michael Cunningham).

One dominant theme in literature has been the depiction of social and personal change,, movement that is often associated with images of the road ("two roads diverged"), of travel, of transformation. These images have become so traditional that it seems fair to suggest that they represent one of humanity's great archetypal patterns. This course will explore that archetype through literature of the road, taking that genre in both its literal and metaphoric modes. Authors may include: Kerouac, Nabokov, Melville, Conrad, Coetzee, Homer, Faulkner, Thoreau, McCarthy, Morrison, Steinbeck, Cather.

This course will examine the function of satire and humor as a vehicle for criticizing, protesting, and mocking societal conventions. Through a variety of critical reading and writing exercises, we will discuss the following questions: What is the definition of satire in relation to other literary forms? What literary techniques do satirical writers employ? Why do groups in positions of authority often view satire with scorn and condescension? Is it possible for satirical writing to change the world? Readings will include, but are not limited to, Gulliver's Travels (Jonathan Swift), Candide (Voltaire), short stories by Margaret Atwood, George Saunders, and Lorrie Moore, and excerpts from The Daily Show, The Colbert Report, and Saturday Night Live. As part of the course, students will have the opportunity to write satire and develop satirical projects and presentations.

During the late nineteenth and early twentieth centuries, artists began exploring new ways to express their impressions of the world. This period, which later became known as the Modernist Movement, marked a moment when artists began to push the boundaries of art, altering our expectations of the arts and of artists in the process. In this course, we will use T.S. Eliot's poem, The Waste Land as our primary text as we consider how artists of the past informed this re-interpretation of the role of art and how artists working in the aftermath of WWI introduced a new way of looking at the world. While our primary text will be Eliot's poem, we will be reading classical literature and classical mythology; poetry by John Milton, Andrew Marvell, and Shakespeare and historical documents.

With The New Yorker magazine as the central text for the course, students will explore the limitless possibilities of writing creative nonfiction such as personal essays, long-form journalism, profiles, and reviews. We will explore the foundations of storytelling and how the techniques of fiction (structure, word choice, setting, plot, dialogue, and character development) work to create compelling nonfiction. Throughout the second half of the course, students will work together to draft, workshop, and revise a variety of pieces for our own New Yorker style magazine, which we will share with the community.

This course will use the study of literature to examine fundamental questions about leadership: What are the characteristics of effective leaders? Why do some leaders succeed while others fail? How do leaders navigate competing ethical obligations? Does power corrupt, and if so, how? Is there such a thing as a "born-leader?" Through the critical reading of novels, short stories, plays, and poems, students will learn to articulate their own definitions of leadership. In addition to fiction, readings will include excerpts from philosophical works and historical narratives. Course assignments will include analytical and creative writing, personal reflections, debates, role-playing exercises, interviews, presentations, and collaborative projects.

This course will introduce the student to the major philosophers in the Western intellectual tradition, and students will read literature that either offers a fundamentally philosophical approach to a subject or focuses on questions raised by philosophers. Topics include: the perception of reality, the nature of reality, ethics, aesthetics, personal freedom, service to self, service to a community, the social institutions of home and marriage, the nature of love, the impact of technology. Papers will mainly be short exercises in personal thought. Books may include: Black Dogs, Zen and the Art of Motorcycle Maintenance, Brave New World, Grendel, Equus, Chimera, Passion of the Western Mind, Copenhagen, The Road.

This elective will explore a variety of poems and poets to unveil the power of language in this precise form. We will weigh form and meaning, and consider a wide variety of poems and poets. This course will balance reading poems with writing poems and about poems. Students will produce their own collections of poetry by the end of the course.. Texts may include: A Poetry Handbook, Mary Oliver; Constellation Route, Matthew Olzmann; Catalog of Unabashed Gratitude, Ross Gay; Dream Work, Mary Oliver; Life on Mars, Tracy K. Smith.

This team-taught course will examine the power of race as a biological reality and as a social construct that has affected American history, culture, and literature as much as any other human force or entity. Looking at race through the lenses of literature, film, outside speakers, and field trips, we will explore the impact of race on us individually, collectively, and nationally. Texts may include: Why Are All the Black Kids Sitting Together in the Cafeteria (Tatum), The Brief Wondrous Life of Oscar Wao ( Diaz), The Human Stain (Roth), When the Emperor Was Divine (Otsuka), and The Lone Ranger and Tonto Fistfight in Heaven (Sherman Alexie).

Since the birth of the novel, cities have figured prominently as metaphoric characters in fiction. Cities draw the jaded and the dreamer, the insider and the outsider, the opportunist and the altruist. They are fixed in their hierarchies yet depend on and foster social mobility. They are places of possibility and hope as well as decadence and decay, representing the heights of human innovation and the depths of immorality and corruption. In this course, we will explore how novelists reconcile this multiplicity, examining a variety of cities and the ways in which authors use their cityscapes to reflect on the individual in society and on the global society at large. We will explore the key role that cities play in embodying and propelling differenceandmdash; in thought, in philosophy, and in artistic expression. Our literature will take us to several cities around the globe, from Paris to Johannesburg, from New York to Delhi, and may include such texts as The Age of Innocence (Wharton), Let the Great World Spin (McCann), Jazz (Morrison), The Day of the Locust (West), There, There (Orange) and White Tiger (Aravind Adiga).

How can analyzing the adaptation of a novel allow us to better understand what it is that literature does, and vice versa? This course explores fictional texts that have been adapted into various forms and how those adaptations offer the opportunity to not only discuss elements of literature but also examine a range of discourses related to ethnicity, class, gender, and other aspects of history and culture. We will look at the adaptation of several novels and short stories as a creative and critical practice. With a focus on literary analysis and analytical writing, the course may include the following texts and their adaptations: “Rita Hayworth and The Shawshank Redemption” by Stephen King; “The Curious Incident of Benjamin Button” by F. Scott Fitzgerald; “Brokeback Mountain” by Annie Proulx; “The Secret Life of Walter Mitty” by James Thurber; and "Story of Your Life" by Ted Chiang, among others.

This course will examine several novels that are set on college and boarding school campuses with protagonists coming of age under a variety of pressures. We will explore the conventions, principles, and limitations of such a setting and how it provides a backdrop for writers to address broad social issues such as racism, cultural alienation, gender, and sexuality. With a focus on literary analysis and analytical writing, the course may include the following texts: The Secret History by Donna Tartt, The Art of Fielding by Chad Harbach, and Trust Exercise by Susan Choi.

Homer’s Odyssey sings of a famous journey home and inspired one of the most familiar tropes in literature. Herodotus’ Histories is one of the first forays into the crafting of history. Together, they represent monumental treatments of the Aegean world and continue to speak to us today as we endeavor to understand the world around us. As classicists, we aim to piece together plausible understandings of the ancient world from careful consideration and combinations of imperfect sources. In this course, we examine various sources that evoke the ancient world–literature, history, topography, and the treasures of the archaeological record, including pottery, statues, coins, and architecture. In addition to close readings of Homer and Herodotus, we also engage archaeological questions with hands-on activities. How do we appreciate the words of the authors within the world around them? What can we still learn about the natural world, human interactions, and a life well lived? And, as we use the technology of today to connect with the past, we also have to ask: are we growing closer to the world of the Ancient Greeks with every passing year?

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. In order to remain in the class and to obtain an honors distinction, students will be required to complete a series of requirements at the end of each quarter: a detailed proposal and outline at the end of the first quarter; an annotated bibliography at the end of the second quarter; a complete set of notes and full draft at the end of the third quarter; and the final essay before the end of the fourth quarter. While students will often work independently, they will also meet regularly with the instructor and their classmates to review and assess their work, and to discuss current historical literature and research methods.

O tempora, O mores! So opined Cicero in the First Catilinarian–a call of distress and moral decline as the Roman Republic teetered on the brink.

Rome had enjoyed a storied past, and for centuries after Cicero, Rome would continue to inspire the world with its military sophistication, engineering feats, and ability to govern vast swaths of territory. Forward progress was often tempered with a backward glance, as we will see in Vergil’s Aeneid, Livy’s Early History of Rome, and many other selections of history, literature, art and architecture. Rome was a city founded by Aeneas, a vanquished Trojan in exile; a city first ruled by Romulus, abandoned as an infant, raised by a wolf, who killed his brother, and set a dangerous precedent for fratricide and civil strife from the outset. Beautiful and bellicose, we will chart the course of Rome, from Troy to today. Along the way, we will come to understand the aims of our historians, who invite contemplation of our human condition thus: “in history you have a record of the infinite variety of human experience plainly set out for all to see; and in that record you can find for yourself and your country both examples and warnings; fine things to take as models, base things, rotten through and through, to avoid.” In this course we will examine how we perceive vestiges of the Romans in our current society, as well as how the Romans themselves perceived vestiges of their own past. What were the customs that formed the “original” Roman mindset? What caused later Romans to stray from those ideals? Was the past truly more ideal, or was this simply a fanciful trope of Roman rhetoric?

All Class VI students are required to take World Geography. Class VI World Geography explores the world in two phases. The first examines global issues and develops course-specific skills that will help students as they explore regions of the world in the second phase. These skills include building an adequate geographic vocabulary, developing accurate map reading and design skills, briefly surveying the earth's geologic history, covering the earth's climate and vegetation regions, examining world population and environmental concerns, and explaining governmental and economic concepts. In the second part of the course, the focus turns to the culture, history, and physical features of various regions. During this time, students will also plan their own extensive around-the-world trip from February to May. The course finishes with a three-week interdisciplinary (Geography/Science) unit in May that culminates with an Alternative Energy Project that includes the active participation of all Class VI students.

All Class V students are required to take Civics. Class V Civics introduces students to the study of citizenship as well as the political and economic systems of the United States. Centered on reading assignments from a variety of sources, the course also uses computer simulations, debate, mock trials, video, individual and group projects, Web sites and position papers to enrich and enliven the learning experience. It is a highly interactive class. Skill development includes active reading, note taking and writing, critical and evaluative thinking, thesis articulation and public speaking. The students also write a major paper in the spring, in which they are asked to examine and evaluate a series of Supreme Court decisions concerning specific and often controversial topics from U.S. society. The course also makes connections with United States History, current events and geography.

All class III students are required to take Global History II. This course builds on and expands the skill set introduced in GH I, and lays the foundation for more advanced skill development in United States History. GH II is organized around the following essential question : Why, in what ways, and with what results do the histories of Europeans, Africans and Americans interact/intersect from the 15th to 21st centuries, and to what extent do these intersections influence and shape the development of the modern world? Students also learn how to research, assess and write about the history of the Atlantic World from both the wide-ranging perspectives of those who experienced it first hand, and the different ways in which historians and scholars have explained it.

All Class IV students are required to take Global History I. This course seeks to develop in students an understanding of the complex roots (ancient, economic, political, social, religious, and cultural) of contemporary civilizations and global society. Students develop the skills of research, reading comprehension, note taking, public speaking, collaboration, problem solving, and analytical writing. Experiential learning serves as a cornerstone of GH I, as the curriculum includes multiple hands-on activities and simulations. World religions comprise the content of the first quarter. An examination of empire building, imperialism, nationalism in South Asia, the Middle East, and China round out the year's content.

All Class II students are required to take U.S. History. This course surveys American involvement in world affairs with the following areas of focus: American neutrality in the early republic; The US and Latin America; The US and the world wars; The US and the global Cold War; The US and the global War on Terror. The first semester stresses the essential skills of critical reading, note taking, and writing short primary and secondary source-based essays. The second semester emphasizes independent inquiry and the skills of research, information literacy, and oral presentation. Students complete research essays on topics of their own design, and conclude the year with group research and debate projects examining the impact of the history of American involvement in foreign affairs on world affairs in the current day.

We The People: History of American Government is an intensive study of the formal and informal structures of the government and the processes of the American political system. This course includes the study of various institutions, e.g., political beliefs/parties, branches of government, and interest groups/media to become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes in government and politics. The course will also explore the intersection of race, specifically, in the context of these government structures. Additionally, students will then analyze and interpret “issues” in society to understand how government at different levels (local, domestic, global) identifies, examines and proposes solutions. Examples of topics covered include: counter-terrorism, opioids, sex and human trafficking, cybersecurity, education and poverty.

This course challenges students to understand the notion of modernism from the emergence of the avant-garde in the 19th century through its full flowering in the late 20th. After defining "Modern" art and "Modernism," the course will examine major modern artists, artworks, concepts and the social, political, and intellectual contexts that shaped them. The course will focus on the relationship between development of intellectual and political ideas and the development of significant urban cultural centers in both Europe and America. Students will learn a vocabulary of terms that will enable them to articulate how a specific piece of art reflects the concerns of a given culture in its material, subject matter and iconography. This course is a History course and does not fulfill the Visual Arts requirement.

This course provides an overview of the major events, important figures, and leading trends in European history from c. 1400 to the present. We will seek to understand how and why European countries became powerful empires over the course of three centuries, and the influence that Europe has had on the rest of the world. Students in this course will sharpen their ability to analyze and weigh historical evidence from conflicting sources, to discern broader historical trends, to generalize and interpret, and to master relevant details. The development of these skills, along with regular practice on multiple-choice questions and document-based questions (DBQs), will prepare students to take the AP exam in May.

This interdisciplinary course introduces students to (1) the causes, course and consequences of genocide in the twentieth century and (2) the reasons why the United States responded as it did to genocide during that time. We will start by defining the term, studying its history and discussing the questions and patterns scholars have proposed about it – i.e., What are the politics surrounding the term? Why do states commit genocide? How do they mobilize citizens to become perpetrators? How and why do other states respond? What happens to societies in the aftermath of genocide? We will then spend most of the course exploring four case studies: Armenia, The Holocaust, Cambodia, and Rwanda. Finally, we will learn how scholars from different disciplines study genocide, and we will compare their methods, motives and conclusions. As a final assessment, students will undertake a research project about a genocide from before or after the twentieth century.

This course has an interdisciplinary focus and makes extensive use of literature, art, and film as a means of exploring selected topics in the history of Boston from the colonial era to the present. Although a rough chronological sequence governs the order of topics, the readings and discussions are essentially topical and interpretive in character. Some key topics include Puritan foundations, The American Revolution, The Abolitionist Movement and Civil War, Immigration, Demographics and Neighborhoods, School Desegregation and Busing, and Contemporary Issues. The class will end with a culminating research project which will give students an opportunity to make use of local resources and gain an insightful understanding of the discipline of history.

In this course, students will learn how to take entrepreneurial ideas or innovations from the idea stage into reality. Areas of focus will include customer and market research, writing, public speaking, working within a team, and gathering and using data to inform decision-making. In the first half of the course, students will engage in the process of learning how to use the Business Model Canvas and Lean Launchpad methodology to develop their ideas. They will learn techniques for innovation, analytical approaches to research, and evidence-based systems for decision-making. Students will learn skills such as observing, interviewing, discovering problems and forming solutions using rapid prototyping.This process will include a series of readings and discussions about entrepreneurship. Students will also work with local entrepreneurs to develop real solutions to existing problems. In the fourth quarter, students will work in teams to develop their own innovations and entrepreneurial ideas using the methodologies learned during the first half of the course.

This course aims to explore the rich history of LGBTQ people, movements, events and more in the United States from the early 20th century until now. Using an interdisciplinary approach that will focus on oral histories, first-hand accounts, film, art, literature and more, this course will cover a history that, despite being one that includes people from all races, ethnicities, ages, abilities and religions, is often ignored or under-taught. To better foster empathy and understanding, as well as a more vibrant and fully realized picture of US history, this course will explore the way queer and trans identities, and a changing understanding and acceptance of them over time has helped to shape our social, cultural and political history. Additionally, this course will delve into the intersectionality (or lack thereof) among these identity movements and how that has affected their overall success or failure. Possible topics include: the experience of queer soldiers during WW2, The Lavender Scare, The AIDS crisis and the formation of radical activist groups like ACTUP, Drag Ball Culture, The right to marry movement, and Queer and Trans representation in popular media.

This course introduces students to the overriding economic issues that confront a nation: growth, inflation, and unemployment. To this end, the students examine national income, the components of aggregate demand, the Keynesian multiplier model, money and banking, the stock market, fiscal and monetary policy, the Federal Reserve system, aggregate supply, and the different macroeconomic schools of thought. An in-depth analysis of the normative questions of inflation vs. unemployment highlights the course. This course prepares students for the AP Macroeconomics Examination.

This course is designed to introduce students to the fundamental principles of economics. No mathematical ability is needed beyond rudimentary skills of multiplication. Students are first introduced to the basic economic concepts of scarcity, efficiency, production possibility frontiers and the laws of supply and demand. Students then investigate more advanced economic theory: elasticity, production theory and business organization, cost analysis, perfect and imperfect competition, game theory, and selected topics in labor economics. The course concludes with student-designed projects that apply microeconomic theory to the analysis of public policy.

Homer’s Odyssey sings of a famous journey home and inspired one of the most familiar tropes in literature. Herodotus’ Histories is one of the first forays into the crafting of history. Together, they represent monumental treatments of the Aegean world and continue to speak to us today as we endeavor to understand the world around us. As classicists, we aim to piece together plausible understandings of the ancient world from careful consideration and combinations of imperfect sources. In this course, we examine various sources that evoke the ancient world–literature, history, topography, and the treasures of the archaeological record, including pottery, statues, coins, and architecture. In addition to close readings of Homer and Herodotus, we also engage archaeological questions with hands-on activities. How do we appreciate the words of the authors within the world around them? What can we still learn about the natural world, human interactions, and a life well lived? And, as we use the technology of today to connect with the past, we also have to ask: are we growing closer to the world of the Ancient Greeks with every passing year?

The Vietnam War dramatically altered the place of the U.S. in the world, transformed American politics and culture and had direct impact on United States decisions to go to war in Afghanistan and Iraq. This course examines these conflicts from historical, political, international and domestic perspectives with a particular focus on the experiences of soldiers at war and civilians caught in the crossfire. Topics include brief histories of each nation and steps leading to war, the nature of insurgent warfare, the impact of war on American culture and race relations, and the legacies of war. The syllabus includes simulation activities, memoirs, and student interviews with and visits from a diverse group of participants in these conflicts.

Political philosophers have debated questions about justice, power, freedom, and community throughout history. Modern thinkers have added a concern with individualism, rights and equality. Our goals in this class will be both to appreciate the complexity of various classic texts and to use them to illuminate enduring political problems and contemporary ethical issues. The current political landscape will serve as a fitting backdrop by which to test long-held and debated theories about the state of nature, the nature of the state, the relationship between means and ends, and the role of ethics in politics.

Power, derived from the Latin "posse", or "be able," plays a role in all academic disciplines and in all aspects of both individual and communal life. While neither positive nor negative in a vacuum, power almost universally is exerted with value-laden goals and implications. This course will explore the psychological, sociological, philosophical, and practical meanings and functions of power in global politics, economics, and business. Our explorations will intersect with issues of gender, race, religion, wealth, human rights, and environmental resources. After learning from the work of Foucault, Nietzsche, Weber, and others, students will craft a class definition of power to be used for the remainder of the course; combine it with an understanding of inequality (definition provided); and ultimately apply this framework through a challenging culminating project. Each Power and Inequality Analysis will rely heavily on solid data and statistics, demonstrate original analysis, and propose actionable steps toward redressing the inequality in question.

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 is designed to extend students' mathematical maturity and ability to deal with abstraction. The fall semester focuses on statistical analysis. It covers counting theory (permutations and combinations), probability, and descriptive statistics with many practical applications. The spring semester focuses on decision algorithms and social choice. In particular, we will examine graph theory, voting theory, apportionment, taxes, savings options, loans, and the realities of monthly expenses.

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 VI will provide individual students with opportunities to reach the highest level of achievement through personalized instructions. Topics will mainly relate to Chinese geography, history, culture, and modern society. 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 Voltaire's Candide, Flaubert's Madame Bovary, Colombani's La Tresseand/or and/or Mariama Ba’s Une Si Longue Lettre. Films will include La Haine, La Jetée, les intouchables, and a television mini-series, Disparue. 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.

In this class students learn a variety of dance styles (contemporary, jazz, ballet, and hip-hop) 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. Students will work together to create a culminating performance to be shared with friends and faculty. No prior dance experience required.

This course may be taken multiple times.

Music VI is taken as part of the quarterly rotation with Visual Arts, Drama and Computers. Music V may be taken as a one-semester elective course in Class V. These project-based courses introduce students to the craft of music composition, through a study of rhythm, melody, harmony and form, as well as recording and production techniques. Students compose many short original works as well as a final project. Students will be introduced to Noteflight (cloud-based music notation software) and GarageBand/SoundTrap (sequencing/production software).

The Wind Ensemble is open to wind players, percussionists, and a few keyboard players. It rehearses twice a week and plays a variety of music, with a focus on various styles of concert band literature. Repertoire is chosen with regard to the size, instrumentation and skill level of the ensemble. The band performs in the Winter and Spring Concerts and occasionally in assembly. Ensemble members must know how to read music and play their instruments already. This course may be taken multiple times. Musicians in this group are strongly encouraged to take private lessons.

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 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, 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 these ensembles 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 all main stage 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 participate in this ensemble for the full year.

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 course will introduce students to acting, dance, and vocal music. Students will spend one third of the semester focusing on each of the three disciplines, with a different teacher respectively. Open to all upper school students as a way to acquire a basic understanding of aspects of theatre, music, and dance, we hope this course will spark an interest in one of the areas and serve as a springboard for students to then choose their next performing arts course. This class may only be taken once.

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.

The Nobles Concert Band is open to wind players, percussionists, and a few keyboard players. Members must know how to read music and have at least one year of experience playing their instruments. It rehearses twice a week and plays a variety of music, with a focus on various styles of concert band literature. The repertoire is chosen with regard to the size, instrumentation, and skill level of the ensemble. The Concert Band performs in the Winter and Spring Concerts and occasionally in assembly. There is a strong emphasis on reading and rehearsal technique. This course may be taken multiple times. Musicians in this group are strongly encouraged to take private lessons. Select members of the Concert Band are invited to audition for the Nobles Orchestra. Students typically participate in Concert Band for the full year and must do so in order to be eligible to participate in a tour.

Students normally participate in this ensemble for the full year.

The Nobles 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. 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 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.

This ensemble rehearses twice a week during the academic day and emphasizes both rhythm and lead techniques. Students learn material both by ear and by use of traditional guitar notation. All players are given solo opportunities. The Guitar Ensemble performs in major concerts and occasionally in other settings. Selected members of the Guitar Ensemble will occasionally be asked to rehearse and perform in collaboration with other ensembles.

Drama is taken as part of the quarterly rotation with Visual Arts, Music, and Computer Science in Class VI, and as a semester course in Class V. The Class VI course focuses on ensemble, staging, movement, voice, and improvisation. The Class V course strengthens and expands actors' sense of storytelling and explores play analysis, monologues, scene work, writing for the theatre, and comedic and dramatic improvisation.

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. By giving students a stronger understanding of the principles, theories, and practical applications of the production process, students 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, development of creative ideas, collaboration, and problem solving to develop a clear vision for a successful theatrical production. This class is an active class where you will work on building, painting, and creating aspects of the theatre productions for the season.