UPPER SCHOOL CURRICULUM GUIDE 2009 - 2010

THE MASTERS SCHOOL 49 Clinton Avenue Dobbs Ferry, New York 10522 914-479-6400 WWW.MASTERSNY.ORG

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Non-Discrimination Policy The Masters School shall admit female and male students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It shall not discriminate on the basis of gender, race, color, national and ethnic origin in administration of its admissions policies, educational policies, scholarship programs, athletic and other school-administered programs. Further, The Masters School shall not in its employment policies or practices discriminate on the basis of gender, race, creed, color or national origin.

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Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 School Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Message from the Academic Dean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Academic Calendar for 2009-2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Academic Program History and Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Planning Your Program of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 English as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Off-Campus Programs of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Academic Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Academic Honors and Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Academic Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Academic Resources and Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Office of College Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Standardized Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Course Descriptions English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Modern and Classical Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 History and Religion Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Other Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

THE MASTERS SCHOOL

Curriculum Guide

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. . . . . . .D. . . . . . . . . . . . SCHOOL ADMINISTRATORS Head of School . . . . . . . . . . . . Priscilla Hindley ’66 Associate Dean of Students . . . Kathi Woods Director of Community Service . . . . . . . .) 4 Curriculum Guide THE MASTERS SCHOOL . . . . . . . . . . . . . . . . . . . . . . . .Eileen Dieck Eleventh-grade Class Dean . . . . . . athletic endeavor and personal growth. . . Jane Rechtman Tenth-grade Class Dean . .MISSION STATEMENT The mission of The Masters School is to provide the challenging academic environment that. . . . . . Mary Schellhorn Director of Athletics . The Masters School promotes and celebrates academic achievement. Judy Murphy (The Masters School reserves the right to modify the school policies and course offerings listed in this guide. Brock Dunn Academic Dean . . . . . . . . . . . . . . . . . . . creative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Amy Atlee Director of Student Activities . . . . . . . . . . . . Dan Pereira Librarian . . . . . . . . . . . Upper School Head . . . . . . . . . . . . . . . has encouraged critical. . . . . . . . . . . . . . . . ethical awareness. . . . . . . . . . . . . . . . . . . . . Maureen Fonseca. . . . . . . . . . . . . . . . . . . The School strives to maintain a diverse community that encourages students to participate actively in decisions affecting their lives and to develop an appreciation of their responsibilities to the larger world. . . . . . . . . . . . . . . . . .Michele Dennis Twelfth-grade Class Dean . . . . . . . . . . . Ph. . . Ray Lacen Director of College Counseling . . . . . . . . . . . and independent habits of thought as well as a lifelong passion for learning. . . . . . . . . . . . . . . . . Matthew Ives Director of Admission and Financial Aid . . . . . . artistic development. . . . . . . . . . . . . . . . . . . . . . . technological literacy. . . . . . .Gillian Crane Director of Technology . . . . . . . . . . . . . . . . . . . . . . . Christopher Frost Dean of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for over a century. . . . . . . . . . . . . . . . . . . . . . . . Chris Goulian Ninth-grade Class Dean . . . . . . . . . . . . . . . . . .

when we choose to consider those views not our own. We encourage students to work closely with their teachers. As is made manifest by the Harkness table. Yet all of you have probably come to realize that at The Masters School. with the table acting as the catalyst that makes possible the free exchange of ideas and opinions. are clearly understood. and as with any partnership. If you have any questions – whether you are a current student or considering us for the future – please don’t hesitate to contact the Academic Office. or left unchanged. our goal for the student is to learn not just to function but to flourish in a rigorous academic environment that champions the exchange and discussion of ideas. The relationship between student and school is a partnership. the classroom becomes a crucible. as the individual sees fit. Chris Goulian Academic Dean THE MASTERS SCHOOL Curriculum Guide 5 . perhaps in the classroom. such learning occurs as we engage ourselves in meaningful and open dialogue with others. Please make sure that the policies and expectations. or perhaps in a quiet time of introspection and self-reflection (which are also so critical to our learning and growth and self-formation). some of the most valuable learning that one can experience takes place in the company of one’s classmates. But even if left unchanged – and it is important that as individuals we feel comfortable maintaining those convictions that define us and that are sacred to us – we still have grown. others of you are considering Masters for next year. and still retain the ability to function. such learning occurs as we develop the confidence to express our own views and the maturity to reflect upon and reevaluate those views. which plays such a prominent role in our educational philosophy. presented in the classroom and in this guide. our expectations for the student tend to be different than those set by other schools. “the test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time.” At Masters. When we are gathered around the table. intellectually and personally. an environment where differing opinions do not stop us from building strong and supportive relationships with each other. those ideas and opinions can then be refined and shaped. clear communication is needed for it to prosper. For as the American author F. Scott Fitzgerald wrote. when we consciously choose to listen to those around us. to get to know them and their goals for each class. Such learning occurs as we interact with others and exchange ideas during the class discussion. Then. an environment that makes room for the views of others.A MESSAGE FROM THE ACADEMIC DEAN Some of you reading this guide are already attending school here at Masters.

CALENDAR ACADEMIC CALENDAR FOR 2009-2010 The academic year is divided into fall and spring semesters. Day – no classes SAT exams (offered at Masters) Fall semester ends Professional Day – no classes 6 Curriculum Guide THE MASTERS SCHOOL . Some dates listed may be subject to change. Below are listed the important academic dates for the Upper School. FALL SEMESTER September 8 9 10 22 28 New student registration Returning student registration Fall semester begins Curriculum Night for parents Yom Kippur – no classes October 5 12 16-17 Last day to drop or add courses Columbus Day – no classes Parents’ Weekend November 6 7 20 First quarter ends SAT exams (offered at Masters) Thanksgiving vacation begins at 3:00 pm December 1 18 Classes resume Winter vacation begins at 4:30 pm January 5 18 23 28 29 Classes resume MLK. Jr.

SPRING SEMESTER February 1 15 Spring semester begins Presidents’ Day – no classes CALENDAR March 19 Spring vacation begins at 3:00 pm April 6 9 Classes resume Third quarter ends May 1 3-14 31 SAT exams (offered at Masters) Advanced Placement examinations Memorial Day – no classes June 4 7-10 10 11 12 Classes end Final examinations Grades 9 and 10 dismissed at 2:00 pm Senior Awards ceremony Graduation at 4:00 pm THE MASTERS SCHOOL Curriculum Guide 7 .

and to use the Harkness method of teaching in the Upper School beginning in the fall of 1996. 8 Curriculum Guide THE MASTERS SCHOOL .ACADEMIC PROGRAM ACADEMIC PROGRAM HISTORY AND OVERVIEW The Masters School is a college preparatory school for girls and boys in grades 5-12. cultural. and community service activities enhance the overall school experience while offering varied opportunities for leadership skills and individual achievement. The general intent of these decisions was to redefine the co-educational experience and to create an environment both challenging and comfortable for girls and boys. responsibility. Miss Masters was determined that her school would not be the typical "finishing school" for girls. In a diverse community of learners and leaders. Academic excellence. a town on the Hudson River and half an hour north of New York City. Today. and the low faculty-to-student ratio fosters close working relationships between students and their teachers. New York. In 1995. Classes are small. Nurturing the growth and development of each student remains a primary goal of education at The Masters School. and electives offer multiple opportunities for students to explore individual interests. The oldest daughter of a Presbyterian minister. and the Harkness tables have emphasized the collaborative nature of learning. The School is situated on a 96-acre campus in Dobbs Ferry. and social concern have been guiding principles since the School was founded in 1877 by Eliza Masters to educate girls. students are challenged to grow as individuals and to develop the confidence to make a difference. A wide array of athletic. and astronomy at a time when most girls’ schools limited their courses to needlework and penmanship. Although her students in the very early years did not ordinarily go on to college. integrity. Masters offers its students a rigorous liberal arts curriculum. Core courses provide a solid foundation in critical thinking. her school offered a liberal arts curriculum that included Latin. the Board of Trustees voted to make the Upper School coeducational. mathematics. to institute a boys’ middle school that would parallel the existing girls’ middle school.

Weekday Schedule: 7:00 am – 7:45 am 8:00 am – 3:00 pm 3:00 pm – 3:30 pm 3:30 pm 5:30 pm – 6:30 pm 8:00 pm – 10:00 pm 10:00 pm THE MASTERS SCHOOL PROGRAM Breakfast Morning assembly and academic classes Tutorial period and extra help Sports and co-curricular program begin Dinner Study Hours All boarding students in their dorms Curriculum Guide 9 . An additional major band is formed by combining the O with the M or N bands. with the longer blocks meeting mid-week. and O are bands reserved for minor courses. Harkness. N. appointments. though athletes on varsity teams are usually engaged until at least 5:30 pm. study halls. Delta afternoon classes become Phi morning classes. solve problems collaboratively. who are expected to prepare thoroughly. Attendance is required for all classes. M. and when appropriate. D. E. assemblies. The schedule runs in a two-week cycle that allows for rotation. lead class discussions on their own. Classes that meet in the morning during Delta week move to the afternoon in Phi week. the Harkness method of teaching encourages students to play an active role in and take responsibility for their own learning. C. Its shape and large size promote discussions involving all the students in the class and make the table an ideal setting for collaborative learning. A. and all other academic and co-curricular commitments. Evening study hours for residential students run from 8:00 to 10:00 pm.ACADEMIC TEACHING AROUND TABLES – THE HARKNESS METHOD Named after philanthropist Edward S. B. The co-curricular period is from 3:30 to 5:00 pm. who through his generous donations to Phillips Exeter Academy in the 1930’s made possible the introduction of this new pedagogy. The student's respect for a diversity of perspectives and desire to keep learning about the method itself are crucial to the success of the class. participate daily. Class periods run for either 55 minutes or 110 minutes. SCHOOL DAY The academic day for students in the Upper School runs from 8:00 am to 3:00 pm. the basic principle of teaching around tables is to turn as much of the learning process as possible over to the students. and F are considered major bands. The table is an oval wooden table that seats up to sixteen students. Monday’s sequence of bands changes slightly on Friday. Classes that meet during the middle third of the day generally stay the same from week to week. Though methodology differs from subject to subject and from teacher to teacher.

ACADEMIC PROGRAM THE DELTA PHI SCHEDULE Below is diagrammed the two-week cycle: DELTA WEEK Monday Morning Meeting 8:00 – 8:25 Tuesday Morning Meeting 8:00 – 8:25 Wednesday Thursday Advisee Breakfast 8:00 – 8:25 Friday Morning Meeting 8:00 – 8:25 A 55 min 8:30 A 110 min 8:30 C 110 min 8:00 E 110 min 8:30 B 55 min 8:30 B 55 min 9:25 Break 10:20 Break 10:20 Break 9:50 Break 10:20 A 55 min 9:25 C 55 min 10:40 M 55 min 10:40 O 110 min 10:10 M 55 min 10:40 C 55 min 10:40 D 55 min 11:35 N 55 min 11:35 Lunch and Flex Time N 55 min 11:35 D 55 min 11:35 Break 12:30 Break 12:30 70 min 12:00 Break 12:30 Break 12:30 E 55 min 1:10 B 110 min 1:10 D 110 min 1:10 F 110 min 1:10 F 55 min 1:10 F 55 min 2:05 E 55 min 2:05 10 Curriculum Guide THE MASTERS SCHOOL .

ACADEMIC (Lunch is served daily from 11:15 am until 1:15 pm.) PHI WEEK PROGRAM Monday Morning Meeting 8:00 – 8:25 Tuesday Morning Meeting 8:00 – 8:25 Wednesday Thursday Advisee Breakfast 8:00 – 8:25 Friday Morning Meeting 8:00 – 8:25 E 55 min 8:30 B 110 min 8:30 D 110 min 8:00 F 110 min 8:30 F 55 min 8:30 F 55 min 9:25 Break 10:20 Break 10:20 Break 9:50 Break 10:20 E 55 min 9:25 C 55 min 10:40 M 55 min 10:40 O 110 min 10:10 M 55 min 10:40 C 55 min 10:40 D 55 min 11:35 N 55 min 11:35 Lunch and Flex Time N 55 min 11:35 D 55 min 11:35 Break 12:30 Break 12:30 70 min 12:00 Break 12:30 Break 12:30 A 55 min 1:10 A 110 min 1:10 C 110 min 1:10 E 110 min 1:10 B 55 min 1:10 B 55 min 2:05 A 55 min 2:05 THE MASTERS SCHOOL Curriculum Guide 11 .

music. through at least an introductory literature level Three years of history. The School reserves the right to have students take courses similar to those that may have been taken elsewhere if deemed necessary or desirable for fulfilling our requirements. the first to be taken in ninth grade and second in grade eleven Four years The Arts Public Speaking Health Physical Education 12 Curriculum Guide THE MASTERS SCHOOL . or twelve (ninth graders are required to take the year-long minor Humanities course. Any student who enters Masters after ninth grade must have a copy of his or her official transcript sent to us from his or her previous school.ACADEMIC PROGRAM GRADUATION REQUIREMENTS The graduation requirements as outlined below were approved by the Board of Trustees in January 2007. acting. and drama) A quarter-credit course to be taken in grade eleven Two quarter-credit courses. Subject English Math Languages History Religion Science Computer Science Requirement Four years Three years. through at least trigonometry Three years of high-school study. in the same language. The Academic Office will determine those courses from other schools for which to give credit. one of which must be United States History A half-credit course in world religions. dance. covering the visual arts. two of which must be composed of laboratory science courses An introductory ninth-grade course in computer science that demonstrates proficiency in the use of computers and other related technologies as well as online and other electronic resources The equivalent of a half-credit course in any of the visual or performing arts to be taken in grade ten. eleven. Please note: Diplomas are given only to those students who have successfully fulfilled the graduation requirements and who have passed all of their courses by the end of senior year. typically taken in the sophomore year Three years of science.

The student is directly involved in this process. any requests for courses or course changes will be considered conditional upon enrollment and availability of the course or courses requested. and a THE MASTERS SCHOOL Curriculum Guide . Majors designate full-credit courses that meet for approximately 220 minutes a week. Returning students are given course selection forms in the spring along with other placement materials for the following year. and individual student schedules are distributed during registration at the beginning of the fall term. THE COURSE SELECTION PROCESS Our goal at Masters is for each student to be placed in those classes that present the most appropriate challenge to his or her educational development at that point in time. In the spring term. The expectation is that students and parents review this form together and consider the courses most appropriate to take for the coming year. students meet individually with their academic advisor to discuss placement. and science teachers to fill out. Please note: Only students who return their course selection forms to the Academic Office by April 15 will be given priority when it comes to selection and scheduling of courses.PLANNING YOUR PROGRAM OF STUDY ACADEMIC PROGRAM 13 By referring to the graduation requirements outlined on the previous page. The scheduling of courses is done over the summer. three placement questionnaires for the student’s current math. They are invited to drop by the Academic Office at any time. Physical education is required every term (see HEALTH AND PHYSICAL EDUCATION). for grade twelve the academic advisors are the college counselors. Students are also encouraged to discuss their progress and future courses with their advisors. there are also electives and some options to consider. Members of the Academic and College Counseling Offices work with individual students to plan and help monitor their academic progress through the Upper School. Upon enrollment. new students are sent a placement packet that has a course selection form. After June 1. The academic advisors for students in grade nine. A sixth major in any year may be added only with the approval of the Academic Dean. minors are courses that meet for approximately 110 minutes or less a week. All students are expected to take a minimum of five credits in major courses each year and remain in good academic standing. While each year there are required courses to take. a finalized list of the courses that will be scheduled for each student will be sent home to students and parents. language. ten. teachers. and parents are welcome to call if they have any questions. a language selection form. students can map out an anticipated academic program over their careers at Masters. After the end of the year. or the department chairs. and eleven are the Class Deans and the Academic Dean.

THE ELEVENTH GRADE PROGRAM All juniors are expected to take five major courses in addition to physical education. All students also take the PSAT and PLAN during the fall of sophomore year (see STANDARDIZED TESTING). mathematics. As we cannot finalize a new student's placement until we get these materials back. Computer Studies. which has art. Enrollment into some elective courses may be limited or restricted to upperclass students. Students will be notified if they need to make an alternate selection. Several elective courses. some upper-level courses and electives may be offered in alternate years. and drama components. and foreign language are required in the eleventh grade. and science is strongly recommended. United States History. More information about specific courses or a department's philosophy and sequence of courses can be found in the course descriptions at the end of this guide. and science. mathematics. or Mandarin). New international students must provide a transcript translated into English. Students for whom English is a second language (ESL) and who have not yet demonstrated fluency in English are enrolled in ESL courses in English (see ENGLISH AS A SECOND LANGUAGE). Among the major courses. a foreign language (French. Community Life. and science are all required majors.ACADEMIC PROGRAM 14 math placement exam for the student to take. and Humanities. Below you will find listed by grade a general overview of each year's academic program. music. World Religions and Physical Education. Students for whom English is their first language or who have demonstrated fluency in English are considered mainstreamed. World History I. THE NINTH GRADE PROGRAM Ninth grade serves as an introduction to the Upper School. it is very important that they be passed along to the appropriate individuals and returned to us as soon as possible. English 10. Tenth grade is also a good year for fulfilling the arts requirement. Students may choose to enroll in a minor course from a selected list. dance. certainly before June 1st. THE TENTH GRADE PROGRAM All sophomores are expected to take five major courses in addition to the two required minor courses. Latin. English 11. We also must have a copy of each new student's official final transcript before he or she can begin classes at Masters in the fall. World History II (which complements English 10 and World Religions). Several minor courses are also required for ninth graders: Health 9. foreign language. All ninth-graders who are not in ESL courses must take English 9. both majors and minors. and Physical Education is required. mathematics. Please note: The School reserves the right to cancel any course due to insufficient enrollment. are offered in the visual and performing arts Curriculum Guide THE MASTERS SCHOOL . Spanish.

and discipline to work on the college level for the duration of the THE MASTERS SCHOOL Curriculum Guide 15 . With the exception of AP courses offered in the junior and senior years. Please note: Seniors must pass all of their courses in order to graduate. English is required. and a foreign language are once again strongly recommended. Students take the PSAT in the fall of junior year and the SAT and ACT in the spring (see STANDARDIZED TESTING). science. Students under consideration for placement in honors sections of mathematics or science. ACCELERATED. the arts. the curricula for which are designed for those students who have demonstrated the ability. Public Speaking and Health. Seniors have several electives available to them in the other subject areas as well. The honors or accelerated section of any given course requires its students to work at a faster pace and exposes them to more difficult material or a more challenging workload than would a regular section of that course. Students enrolled in English 12 select. honors. regular. All students who enroll in an AP course are required to take the AP exam for that course. for accelerated sections of foreign language. it is not recommended that any student take more than three AP courses in a given year (see STANDARDIZED TESTING). In the winter and spring term. HONORS. The college counseling process for seniors continues through the fall and winter terms (see OFFICE OF COLLEGE COUNSELING). especially for AP courses. The placement process involves careful assessment of each student to determine whether these criteria have been met. Each course culminates in an exam given in May that provides students with an opportunity to earn college credit. Because of the demanding nature of AP course material and the high level of discipline and commitment required by the student. AND ADVANCED PLACEMENT (AP) COURSES Courses in some subjects may be offered at the basic.ACADEMIC PROGRAM and computer science. or AP level. Parents and students are reminded that enrollment into these courses is selective. college-level course that follows the curriculum designed by the College Board. from among the several options offered. or for any AP course must meet the criteria outlined by each department. both of the required minors. history. or any of the minor courses is sectioned by level. motivation. no course in English. and mathematics. An AP course is a year-long. If the student's schedule permits. THE TWELFTH GRADE PROGRAM All seniors are expected to take five major courses in addition to Physical Education and any of the other graduation requirements that have not yet been fulfilled. Among the major courses. history. are added. two semester-long Senior Seminars to be taken over the course of the year. students formally begin the college counseling process and have their initial consultations with their appointed college counselor (see OFFICE OF COLLEGE COUNSELING). accelerated.

Advanced Literature and Composition. the department chair may require any student being considered for an honors. In the ninth grade. if in the judgment of the department a student is not doing acceptable work or accumulates an excessive number of absences or becomes an impediment to the progress of the class. Literature and Composition. The goal of the program is to prepare students for and support them through the rigors of mainstream coursework by teaching skills and covering material that will accelerate their English language learning. and the student’s requests are carefully considered. Please note: Because honors. Community Life. students entering the program must already have some mastery of the language. at any point during the year. Health. accelerated. or AP course in that subject to submit a writing sample or take a placement test. ESL courses are offered by the English Department and include. progress. placement decisions for all courses are made by the faculty on the departmental level and are not finalized until after the end of the academic year. 16 Curriculum Guide THE MASTERS SCHOOL . as our introductory ESL classes require an intermediate level of English proficiency. and the energy and attitude that the student brings to the group dynamic are all considered when making these placement determinations. however. At his or her discretion. and Computer Studies. that student may be removed from the class or moved to a regular section. and potential as well as daily attendance. The ESL students’ level of English proficiency is monitored regularly through standardized testing and teacher assessment. preparedness. they will develop the skills and the confidence to express themselves effectively in English and will thereby acquire the means to become fully engaged in all aspects of community life here at Masters. Study Skills. Language Arts II.ACADEMIC PROGRAM course. accelerated. As their English language skills improve. with the goal being that they will be mainstreamed in all subjects by senior year. Our hope is that by providing international students with special classes in addition to their mainstream courses. ENGLISH AS A SECOND LANGUAGE The ESL program is open to international students learning English as a second language. ESL students take the following mainstream courses: Humanities. once the student’s final grades and reports have been reviewed. This program is designed for English language learners. these students become eligible for regular classes. and Language Arts III. class participation. and AP courses require students to work at an advanced pace in order to complete a specified curriculum. The departments reserve the right to revise placement decisions. Student performance. While the student is an important part of the placement process.

the student and parent statements will be reviewed to determine whether the student is eligible for consideration by the program. Those students who are approved should then submit their applications directly to the program of interest. Applications are available from the Academic Office or online from the programs themselves. Admission decisions from these programs can be expected by May. Both statements are due by February 1 at the latest. CITYTERM Our own CITYterm. alternative learning experiences. The School will send up to a total of six to eight students to semester programs each year. Along with the applicant's statement. This statement by the applicant must be signed by both the student and the student's parent. situated on the campus of The Masters School. The candidacy of any student who is not in good academic or disciplinary standing or for whom time away from Masters would be prohibitive to his or her academic progress will not be approved. Students accepted to off-campus programs must work with the college guidance staff well in advance of their departure in order to complete any stages of the college planning process that will be conducted during their absence. Please note that the various programs have agreed only to consider the applications of those students whose candidacy Masters has approved. In this statement applicants should also explain why they feel the program will serve to advance their educational experience and how it will serve to fulfill their educational goals. Please note: No student will be permitted to attend more than one semester program during his or her time in the Upper School. such as School Year Abroad and department-sponsored educational travel. Once received. Sophomores and juniors who are interested in applying to one of these programs for 2010-2011 must first submit to the Academic Office a written statement explaining why they want to attend their program of choice. which will then process the application and decide whether or not to offer the student admission for the following year. The Masters School offers qualified students the opportunity to apply to semester programs that provide rich. attempts to raise significant questions about the nature of urban life through an intensive study of New York City. and that juniors applying for senior year will only be considered for the spring semester. The School participates in three such programs as charter members and also presents other educational opportunities. though preferably earlier. students must also submit a statement written and signed by their parents supporting their candidacy for the particular program. Texts include traditional printed THE MASTERS SCHOOL Curriculum Guide .OFF-CAMPUS PROGRAMS OF STUDY ACADEMIC PROGRAM 17 Each year.

ACADEMIC POLICIES AND PROCEDURES COURSE EXPECTATIONS At the beginning of each course. France. Students live and work on the forty-acre alpine campus and explore the Colorado Plateau during a series of learning expeditions. teachers distribute a document outlining their expectations for the course and for the students. ROCKY MOUNTAIN SEMESTER High Mountain Institute’s Rocky Mountain Semester (RMS) provides a unique combination of academic and wilderness experiences to a select group of high school juniors and seniors. offers a program that places the visual arts at the center of its interdisciplinary. Students focus on questions of how knowledge becomes understanding and finish the semester with an intimate knowledge not only of New York City but also of themselves as learners. For more information. Rennes. the document also outlines policies on homework. visit the SYA website (www. in self-reliance. The program’s goals are to give high school juniors and seniors a deep understanding of another people and another way of life through near-total immersion in a foreign culture and to provide students opportunities to grow in responsibility. and sharing their results in ongoing community discussions. School Year Abroad was created so that American students could reap the benefits of living in a foreign culture without delaying graduation from their home schools or compromising their applications to selective colleges and universities in the United States. China. Spain. project-based curriculum. visit the CITYterm website (www. By engaging students in the creative process.cityterm.hminet. SCHOOL YEAR ABROAD Launched by Phillips Academy. testing them in their surroundings.org). The program satisfies the academic requirements of college-bound high school students while exposing them to college-level studio arts practice. which also serves as the program’s primary classroom.org). Every year the program sends approximately 60 eleventh and twelfth graders to each one of their unique schools in Beijing. Andover. For more information.ACADEMIC PROGRAM works as well as the city itself. 18 Curriculum Guide THE MASTERS SCHOOL .org). Viterbo. and in tolerance as they face the challenges of living abroad. visit the Oxbow website (www. visit the RMS website (www.sya. California. For more information.oxbowschool. For more information. Italy. and Zaragoza. tests. in 1965. Students guide their own learning by making hypotheses. Oxbow fosters a deep appreciation for creativity in all areas of life beyond the classroom.org). and other types of assignments and assessments. In addition to presenting the teacher’s goals. OXBOW The Oxbow School in Napa.

with the assignments for the THE MASTERS SCHOOL Curriculum Guide . they are expected to be punctual and prepared. though students and parents should be mindful that the School does stay open during some religious holidays and that lessons continue. preparation. We encourage students both to work ahead and catch up as quickly as possible. Please read carefully the entire attendance policy in the Student/Parent Handbook. Students who miss school due to an illness or other excused absence should work with their teachers to reschedule due dates and missed tests or quizzes so as to complete all outstanding work in a timely manner. all classes and study halls. honors. HOMEWORK Students generally should receive homework for every class that they take. Students who are absent from school because of a religious holiday will be given an equivalent opportunity to make up any assignments or tests missed during the absence. credit for that course will ordinarily be denied.ACADEMIC PROGRAM 19 expectations concerning class participation. For students whose absences total 15% of the number of periods for a major course and 30% of the number of periods for a minor course. Please note: Teachers are not required to re-administer tests or quizzes or accept or give credit for assignments missed or not submitted because of an unexcused absence or tardiness. Teachers try to avoid conflicts with religious holidays as much as is possible. and no student will be expected to make up missed work on the first day after such a religious observance but should arrange prior to the absence a revised timetable with their teachers. The School will determine which absences are excused and which are unexcused. and the student will be withdrawn from the course. and especially AP courses may require more time. curricular and other pertinent information for the course including office hours and contact information. It is crucial that students take time to understand fully the expectations outlined in this document and to discuss with their teachers any questions or concerns they might have. ATTENDANCE All students are required to attend morning assemblies. Homework is assigned at least one week at a time. and meet all other academic and extracurricular commitments. Students who miss more than five consecutive days should consult the Academic Dean upon returning to school (or sooner. Absences from school due to observance of religious holidays are considered excused provided that parental notification has been received in advance by the Office of the Dean of Students. if possible) to develop a plan for making up missed work. and behavior. Up to 220 minutes of homework per week is a reasonable expectation for Upper School major courses. accelerated. No student will be penalized for an absence due to religious observance.

As homework plays a crucial role in our students’ educational development. Please note: Teachers are not required to accept or give credit for assignments that are submitted late. a clear distinction of individual versus collaborative ownership and authorship of work plays a vital role in upholding the School’s high standards of academic honesty and integrity. Lastly. the student can be assigned by the teacher to academic detention for that afternoon. or even an entire course for students to work collaboratively with one another. Students with incomplete grades or serious academic difficulties may be required by the Academic Dean to complete outstanding assignments or work on specific projects during these vacations. students may need help with their homework or other assignments. ACADEMIC DETENTION If a student fails to submit an assignment on the day that it is due. however. siblings or friends. winter. homework should represent the individual student’s own best work. that such help should always be given with the intention of helping students better understand and master the concepts and skills presenting difficulty so as to empower them to do the work independently. unless otherwise stated in the assignment or in the policies of the teacher as outlined in the course expectations. in which case their first recourse should be their teacher. Please keep in mind. and that they submit them in a timely manner. Students in AP classes can expect to be assigned homework over the Thanksgiving. in accordance with the policies of their teacher. the student must report to a supervised detention at 3:30 to work on the assignCurriculum Guide THE MASTERS SCHOOL . one being the need of the teacher to have an accurate and reliable means for gauging the student’s individual ability and progress at any given point in time and to discern any problems or deficiencies that need to be addressed. Instead of reporting to his or her co-curricular activity. There are several important reasons for this. units. Students are also encouraged to seek help from other teachers or from parents. it is essential that they do their homework regularly. It is also imperative that there be a clear understanding between teacher and student when it comes to expectations regarding any help that might be received on homework. A second critical reason is our desire to work towards building in every student a sense of self-reliance and confidence when it comes to tackling homework and other assignments. On occasion.ACADEMIC PROGRAM 20 week ahead given to students in advance. or spring vacations. that they prepare their assignments thoroughly and conscientiously. Assistance should not be in the form of helping students do the actual work or of checking the work for correctness. and students should understand that they are to do all assignments independently and not collaboratively. While a teacher may design assignments.

The School's policy is to offer all students 50% extended time. After the fall semester. The majority of students do not choose or need to avail themselves of this opportunity. two exams scheduled at the same time) should make arrangements with the Academic Dean for rescheduling the exam in conflict. EXAMS Exams are given in early June. All exams are two hours in length. can be put back into study hall at the request of the student's advisor or at the discretion of the Class Dean. ninth and tenth graders on the Dean's List are exempt from study hall. Students are expected to be at the exam site at least fifteen minutes prior to the start of the exam. No materials or devices may be brought into the exam site unless prior approval has been given by the teacher or the Academic Dean.. STUDY HALL All students in grade nine and ten are placed in a supervised study hall during free periods. or one additional hour. Students who discover that they have a conflict (i. Teachers are not required to re-administer or give any credit for an exam missed due to an unexcused absence. Those tenth graders who made the Dean's List for the spring semester of ninth grade are exempt from reporting to study hall during the fall term. THE MASTERS SCHOOL Curriculum Guide . All exams are held in the gymnasium unless otherwise specified. and after two hours all students are permitted to leave the exam site. Those students who feel that they can benefit from the additional time are invited to make use of it.e. These are comprehensive exams that cover the year’s coursework and count as 15-20% of the final grade for the course. The exam schedule is posted for students at the end of April and mailed home to parents. on exams. Continued assignment to academic detention will lead to an academic review and may result in the student’s being placed on academic probation. or the Dean of Students. Three or more assignments to academic detention will result in the student’s parents’ being notified. Any student. Even if the student completes the assignment during that time. no exams are given for minor courses. Students who are late for an exam are not given additional time to compensate for their lateness. Exams are given for all major courses. he or she must stay for the duration of the detention and can work on other assignments.ACADEMIC PROGRAM 21 ment and stay until 4:45 pm. Please note: All students are expected to take their exams on the days designated on the exam schedule. Academic Dean. for academic or disciplinary reasons. they are designed to present to students what is reasonable for them to complete within those two hours with time to spare.

promotion to a more advanced course in the same subject will ordinarily require summer study Failing – no credit is granted. the exam or project grade (if applicable). Any requested course change must be approved by the student's current teacher. the prospective teacher. Components that figure into the calculation of the term grade include classroom performance as well as daily preparation and participation. However. REPORTING OF GRADES AND COMMENTS At the midpoint and end of each semester. A student who wants to initiate a schedule change must request a course change form from the Academic Dean. the School does not rank students by grade point average. Numerical grades and narrative comments are recorded and sent to parents. such as official transcripts. are not included in the calculation of the grade point average (see TRANSCRIPTS).ACADEMIC PROGRAM GRADING SCALE Achievement is reported by the following numerical grades: 90 – 100 80 – 89 70 – 79 60 – 69 A B C D Excellent Good to very good Satisfactory Unsatisfactory but of sufficient quality to be granted credit. A schedule or course change may be initiated by the School if a student is deemed to be in an inappropriate level or to correct enrollment imbalances among sections of the same course due to other schedule changes. Please note: Only grades earned for courses taken at The Masters School are used in calculations of grade point average. such as Physical Education. such as determining eligibility for the Dean's List and Honor Roll. and for external purposes. the teachers prepare progress reports on each of their students. Every effort will be made to make these adjustments as early as possible in the school year. SCHEDULE AND COURSE CHANGES Scheduled courses must be attended until an official course change form has been approved by the Academic Office and the student has been given a new schedule. the department chair. and the number of accumulated absences. an assessment of subject-specific skills. and the Academic Dean. repeating the course over the summer or the following year is required 59 or below F The Registrar calculates cumulative grade point averages for students at the end of each term for internal purposes. If the change is 22 Curriculum Guide THE MASTERS SCHOOL . These reports also indicate the student's effort over the course of the term. Courses taken on a pass/fail basis. the student's advisor.

The program of study must be taken at an accredited institution and must meet with the department’s approval. All requests for changing year-long courses must be made during the drop/add period. though they may enable the student to accelerate. Students who have passed a course but who have not demonstrated sufficient progress to merit continued study at the next level in that discipline will ordinarily be required to do remedial work over the summer in order to develop or improve the requisite skills and understanding. Summer courses taken for such purposes do not count towards fulfilling any graduation requirement. become part of this permanent record. and a new schedule will be issued. All grades. Grades from semester programs or summer school do not appear. Only grades earned for courses taken at The Masters School appear on the transcript and are used to calculate grade point average. and copies of all supporting documents are sent along with our own transcript in the application process. Please note that a student who takes an accelerated course of study and passes the placement test may still be denied entry into the advanced course if the department determines that the student is not adequately prepared for study at that level. TRANSCRIPTS The transcript is the official record of grades earned by the student during his or her time at Masters. though mention is made of such outside course work on the Masters transcript. though upon request. including failing grades. Students who wish to pursue an accelerated course of study over the summer with the purpose of skipping a level must first consult with the Academic Dean and the department chair of the subject in question. the student's schedule will be adjusted. SUMMER COURSEWORK All failed courses must be repeated either at summer school or in the following year at Masters. and the course to be taken must meet with the approval of the department that offered the failed course. Please note: The School does not assign students to any specific section of a course based on preference for a particular teacher or band in the schedule. These students must also pass a placement test administered at Masters by the chair of the department before starting class in the fall. parents may have an unofficial transcript sent to them. in which case the failing grade is not removed from the transcript but remains as part of the student’s permanent record. The summer school that the student attends must be accredited. Official transcripts will only be sent to another institution. Please allow two business days for the processing of all transcript requests. Please note: No credit towards graduation is given for summer work except when making up a failed course. which ends on the fourth Monday of the first semester. THE MASTERS SCHOOL Curriculum Guide .ACADEMIC PROGRAM 23 approved.

ACADEMIC AWARDS At the end of every year. timé (honor). the difficulty and overall number of courses taken. GRADUATING WITH DISTINCTION Those seniors who are noted for high achievement in a particular discipline throughout their years in the Upper School can graduate with distinction in that subject. the level of difficulty presented by those courses. Ninth and tenth graders on the Dean’s List are exempt from daytime study halls for the term. The criteria for distinction vary among the departments. Painting. In addition to the awards listed below. and the recommendations of the student's teachers. but among the criteria that might be considered are the number of courses taken by a student in the particular discipline. enthusiasm. Cumulative grade point average. CUM LAUDE Induction into this nationally-recognized honor society is one of the highest distinctions a junior or senior can be awarded. HONOR ROLL Students who qualify for the Honor Roll must have a term grade point average of 85 or above with no grade lower than an 80. juniors who have distinguished themselves as students and as members of the school community are awarded book prizes from several prominent colleges from across the country. and level of commitment for the subject. as well as other assessments of student achievement are used for determining candidacy. and diké (justice) embody the three ideals of the society. and Photography Excellence in Dance Selwyn Rose Award for Excellence in Drama Kumar Award for Excellence in English Most Outstanding Progress Made by an ESL Student Excellence in French Excellence in Latin Excellence in Mandarin 24 Curriculum Guide THE MASTERS SCHOOL . Areté (excellence). Sculpture. the grades earned in those courses. Students earning such distinction receive a letter of recognition from the department along with their final term reports.ACADEMIC PROGRAM ACADEMIC HONORS AND STANDING DEAN'S LIST Students who qualify for the Dean's List must have a term grade point average of 90 or above with no grade lower than an 85. The following awards are conferred upon students in grades 9-11: Excellence in Drawing. each department may give an award in recognition of the most outstanding student in that subject or to the most improved student in that subject. the student’s devotion.

which can then be communicated to the parents by the student’s advisor. the student may be issued a formal academic warning. If the faculty continue to have serious concerns about a student’s progress. and the Academic Dean can monitor the student’s progress.) The Blue Sheet serves as a mechanism by which the advisor. Anthony Award in Humanities and Social Sciences Excellence in Spanish The following awards are conferred upon seniors: Linda Wyatt Chissell Award for Excellence in Art Excellence in Computer Science Karen Kristin Excellence in Dance Award Terry Meier Award for Excellence in Drama Jessie Orr White Award for Excellence in English Boynton Harwood-Willis Award for Improvement in English Most Outstanding Progress Made by an ESL Student Excellence in French Excellence in Latin Excellence in Mandarin Lawrence Hopkins Award for Excellence in Mathematics Excellence in Music Excellence in Photography Excellence in Spanish Bradford Religion Award Ciba Specialty Chemicals Foundation Award for Excellence in Science Excellence in Social Science Most Improved Student in the Social Sciences THE BLUE SHEET A student who is in danger of failing a course or who is otherwise experiencing academic difficulty may be placed on the Blue Sheet. The teachers assess the student’s performance and record any concerns. a weekly progress report circulated among the student’s teachers.ACADEMIC PROGRAM Excellence in Mathematics Excellence in Music Diane Potter Corbett Award for Excellence in Poetry (grades 9-12) Baush and Lomb Award for Excellence in Science Rensselaer Medal for Excellence in Science Frederick Douglass and Susan B. (Any student may also be placed on the Blue Sheet at the request of the advisor. the Class Dean. THE MASTERS SCHOOL Curriculum Guide 25 .

Other measures may be implemented as needed. an invitation to return the following year may not be extended. After any such review over the course of year. The consequences of being placed on academic probation in September for the duration of the academic year include scheduling the student into study halls during all free periods and monitoring the student’s weekly academic performance. Such measures are meant to give the student the opportunity and necessary structure to improve academic performance. These measures may include scheduling the student into study halls during all free periods and monitoring the student’s weekly academic performance. a report from the teachers of a less than satisfactory effort or performance may result in the student’s dismissal from school at that point in time. a student who is seriously underperforming or who is not meeting the academic expectations outlined by the teacher or the School may be issued an academic warning. which would result in the student’s being placed on academic probation for the remainder of the academic year. a subsequent warning may be issued. Reasons for issuing an academic warning include but are not limited to failing one or more subjects. earning grades of below 70 in two or more subjects. The consequences of being placed on academic probation midyear are that the student’s enrollment contract is withheld or is issued conditionally. committing an act of academic dishonesty while on academic probation is grounds for the student’s immediate dismissal. accumulating excessive absences. If improvement has been made but serious concerns remain. a letter is given to the student and is sent home to the student’s parents stating the concerns raised and outlining specific measures to be put into place for the student. Unless the student has demonstrated significant improvement. As a result of this initial warning. If the student’s academic performance does not improve. the student may be invited back but under the status of academic probation for the entire upcoming year. an enrollment invitation will be issued in June if the student on probation completes the year in good academic standing.ACADEMIC PROGRAM 26 ACADEMIC WARNINGS AND ACADEMIC PROBATION The faculty meet formally at the middle and end of each semester to assess the academic performance of all students. Moreover. A comprehensive review of the student’s academic standing at the end of the year is conducted. At any of these meetings. The student’s academic standing is thoroughly reviewed at the middle and at the end of each semester. Upon the recommendation of the Academic Committee. or demonstrating a pattern of behavior that has prevented the student or other students from learning or achieving to their potential. Curriculum Guide THE MASTERS SCHOOL .

Like any other form of dishonesty. knowing that growth and learning will result from the student’s rising to the challenge. or other work. First.ACADEMIC INTEGRITY Submitting one’s own work. academic dishonesty undermines the student’s ability to approach future assignments. The following are examples of plagiarism: • • • • Submitting another’s essay. When a student fails to uphold these standards. ranging from losing credit on an assignment and/or a one-day suspension to expulsion for repeat offenders. to do their own work. rather than someone else’s. is a critical part of the learning process. Cheating is the use of prohibited sources in order to advance the quality of one’s academic work. including Internet sources and materials on the Web. tests. academic dishonesty is one of the most serious offenses that a student can commit at The Masters School. there are consequences. resulting in the erosion of trust and confidence in oneself and in others. The faculty expect students to try their best. footnotes. academic integrity is compromised. the student should consult the teacher. and to respond honestly to the academic demands of each course. to cite references when they are used. The two primary categories of academic dishonesty are cheating and plagiarism. whose goal is not to overwhelm the student. it compromises the values we share as a community. or portion of another’s essay. Direct quotations as well as all paraphrases and all information or ideas taken directly from outside sources must be acknowledged. Failing to properly acknowledge a source of ideas essentially not one’s own. Moreover. Failing to properly indicate paraphrases of ideas or writings not one’s own. Students who feel the pressure to cheat or plagiarize are encouraged to approach and seek guidance from the teacher. ACADEMIC PROGRAM 27 THE MASTERS SCHOOL Curriculum Guide . Plagiarism is submitting someone else’s work as if it were one’s own. or bibliographies. Receiving unauthorized help on assignments. who may then turn the matter over to the Discipline Committee for consideration. As such integrity is the hallmark of any educational institution. Academic dishonesty presents several dangers. A teacher will speak to a student suspected of academic dishonesty and will report this violation to the Academic Dean. If questions arise as to what comprises plagiarism or concerning the proper use of quotations. as one’s own. but to challenge the student appropriately.

the help provided to any one student must be within reasonable limits. The advisor may meet informally with an advisee whenever necessary. students may have difficulty mastering the material presented in a course despite their best efforts. support. every student is assigned a faculty member as advisor. students should make use of the resources already in place to help them through the challenging material. teachers are often available for extra help when they are proctoring a study hall or. Upon enrollment. The advisor is the first contact when parents wish to inquire about the student’s academic or social progress. most students do not require additional tutoring. however. encouragement. In some cases. When faced with these situations.ACADEMIC PROGRAM 28 ACADEMIC SUPPORT SERVICES ADVISING SYSTEM The purpose of the advising system is to ensure that each student receives individual attention. it may become necessary to engage a tutor for students who experience continued difficulty Curriculum Guide THE MASTERS SCHOOL . and guidance throughout his or her career at The Masters School and to promote a sense of community in the School at large and within each class and advisor group. The advisor monitors and guides the student’s involvement in all areas of school life and promotes the student’s growth and development by helping the student find the appropriate balance and breadth of challenges. As with homework. when they are on duty in the dormitories. At the request of the teacher and student. As teachers need to be available to provide extra help to all of their students as needed. extra help should only be given with the intention of helping students better understand and master the concepts and skills presenting difficulty so as to empower them to do the work independently. Teachers are available for occasional extra help sessions during free periods and after school between 3:00 and 3:30 pm. TUTORING As our small classes and dedicated faculty allow for individualized attention and extra help both in and out of the classroom. The advisor is also instrumental in ensuring that each student feels a sense of belonging at the School and is aware of and engaged in the programs offered here. This faculty member sees his or her advisees at every morning assembly and meets with them more formally once a week at breakfast. Extra help can also come in the form of time spent with another student who has mastered the material or in the form of help given by parents or family members in consultation with the teacher. an extra help session can be added to the student’s schedule as a weekly appointment. Extra help appointments with the subject teacher should be the first recourse. in the case of residential faculty. Additionally. EXTRA HELP Occasionally.

Tutors should only be engaged as a last resort once extra help and other support services have been fully utilized. Regarding the documentation of learning disabilities. the School requires the following: that such documentation state the specific disability as diagnosed. who will refer the student and family to a School-approved tutor or tutoring agency. Day students at the discretion of their parents may engage private tutors and are expected to work with them off campus. provide the comprehensive testing and techniques used to arrive at the diagnosis.ACADEMIC PROGRAM 29 or need remedial instruction in a subject in order to keep up with their daily work. Tutor and teacher should stay in close contact throughout the time that the student is receiving tutorial support. Once the tutor or agency has been referred. tutors of both day and boarding students are expected to be in communication with the classroom teacher and to coordinate efforts with the instruction and support provided at School. completed within the past five years). be current (that is. Because tutoring is most effective when done in conjunction with the teaching and support being provided by the School. and the School must be informed as to when tutors are on campus working with students. Students should work with their tutors in the Dining Hall except during mealtimes. the Academic Dean must be informed. describe the specific accommodations requested. it is up to the family to negotiate fee and payment arrangements directly with the tutor or agency. and medical history. provide relevant educational. Parents are charged for this service on a term basis and should contact the School’s Business Office for inquiries regarding fee structure. Boarding students who need tutorial support must make arrangements through the Academic Dean. and establish the professional credentials of the evaluator. developmental. Students with documentation that meet these criteria are eligible for a weekly appointment with the School’s learning specialist if they so choose and if the School determines that such appointments are needed. when they are permitted to work in the Library. THE MASTERS SCHOOL Curriculum Guide . Please note: Masters School teachers are not permitted to tutor Masters School students during the academic year. Once the student and tutor arrange an appointment or schedule of appointments. Please note that only School-approved tutors will be permitted to work with students on campus. describe the functional limitations supported by the test results. SUPPORT FOR STUDENTS WITH LEARNING DISABILITIES The Masters School has on staff a part-time learning specialist to work with those students who have documented learning disabilities and who require the services of a specially-trained professional.

Furthermore. While The Masters School is fully committed to meeting its obligations under state and federal law. creative. While teachers routinely provide extra help on a limited basis for students as needed. to determine appropriate and reasonable accommodations. the School is essentially a mainstream school and as such is not designed to provide individualized educational programs for students with learning disabilities. The School recognizes that among its successful students are a certain number with documented learning disabilities. All students at Masters are expected to learn. or assist the student with the work in one or more classes.ACADEMIC PROGRAM 30 The College Board and the ACT require that students planning to take any of their standardized tests who request testing accommodations for learning or other disabilities fill out their respective application forms. both of which are available in the Office of College Counseling. work. assess progress. at which point the School will undertake an interactive process. Curriculum Guide THE MASTERS SCHOOL . the student or the student’s parents should inform the Academic Office. and considerable thought has been given to the needs and expectations of these students. and independent habits of thought as well as a lifelong passion for learning. Students filing for accommodations with these agencies are responsible for filling out and returning these forms to the Academic Office. the advising system is not designed to provide frequent meetings each week with a student to monitor time management. will be held to the School’s standards for academic achievement and personal conduct. In support of the School’s efforts to address the needs of students with learning disabilities. involving the student’s parents. and live within the educational philosophy stated by the mission. regardless of any disability. If a disability for which an accommodation is sought is diagnosed after enrollment. and other School staff. the School’s faculty are not specifically trained to teach students with disabilities. Masters is prepared to make reasonable accommodations for the documented disabilities of students to assist them in meeting these standards. parents of such students seeking accommodations are expected to share with the School the results of any testing that may have been done before enrollment at Masters and any testing that is done while the student is at the School. But no accommodation shall put an undue burden on the School and its staff or fundamentally alter the School’s educational program or mission. All students. the School’s learning specialist. STATEMENT ON LEARNING DISABILITIES The following is The Masters School’s official statement on learning disabilities: The mission of The Masters School is to provide for students a challenging academic environment that encourages critical.

Students with disabilities are also responsible for applying for extended time on SAT’s and other standardized tests administered by the Educational Testing Services. However. national and international newspapers through 23 online indexes and full-text services.000 volumes and 55 periodicals. as a private institution. In those cases where the School determines it cannot provide a necessary accommodation (and is not legally obliged to do so). may be signed out for three weeks. A candidate who otherwise qualifies for admission to Masters in accordance with its usual admission criteria will not be discriminated against in the admission process because that candidate discloses a disability and requests an accommodation. during the application process. Students requiring medication are responsible for following the School’s policies and procedures for distribution. The School makes a conscientious effort to treat all medical and testing information sensitively and does so in compliance with applicable law. Students who have learning disabilities that require accommodations should discuss their needs with their teachers and advisor. several computers are reserved for online research. Students have access to over 3. Students and parents should be aware that the School may share the results of educational testing with faculty and staff as appropriate. ACADEMIC RESOURCES AND FACILITIES PITTSBURGH LIBRARY The Pittsburgh Library is reserved for quiet study and research and houses a collection of approximately 17. the parents and the School will reconsider whether the educational program at Masters is appropriate for the child. Parents may be required to make arrangements for and bear the expense of any testing that is done while their child is at Masters. that the School is unable to adequately provide for the candidate’s needs. parents of a prospective student are encouraged to disclose the nature and effects of any disability that would prevent their child from participating fully and equally in all the programs offered by the School. In THE MASTERS SCHOOL Curriculum Guide 31 .300 current and back issues of magazines. The Masters School is not required to provide all the services that would be required by law if it were a public school. with the exception of reference materials.ACADEMIC PROGRAM The School reserves the right to confirm the existence of any learning disability and the need for accommodation and to require such additional tests as may be appropriate. scholarly journals. In general. the School expects all students to take responsibility for their own learning needs in order to develop independence. Masters reserves the right to deny admission if it is deemed. For this reason. in accordance with applicable legal standards. Library books. Lastly. books not signed out will be considered stolen.

On select high performance PCs. Between the two labs there are 36 personal computers and up to 4 high-speed laser printers and scanners. the automated catalog. television. technical support. and encouragement during laboratory hours. Staff members are available to provide supervision. walk-in access to computers and by allowing for classes to use the computers in a laboratory setting. full-color ink and laser jet printers. LANGUAGE LAB The digital language lab is one of the primary technologies through which students learn to speak a foreign language effectively. reference materials and indexes and are available through the internet. for example. and pronunciation through games. or even review grammar. and file storage. The lessons offer scenarios where students can practice their listening skills. A Fast Ethernet LAN links all the computers to the school’s network. The Computer Center is open for general student use between 8:30 am and 4:00 pm Monday through Friday. students have access to a variety of graphic and media publication software to support and encourage special multimedia projects. INFOCENTER. Wireless access points are provided throughout the school to allow for mobile connections to the internet. The Library is reserved for quiet study and research and is open during the following hours: Monday – Thursday Friday Saturday Sunday 8:30 am – 9:55 pm 8:20 am – 5:00 pm and 7:00 – 9:00 pm Noon – 5:00 pm Noon – 5:00 pm and 7:30 – 9:55 pm COMPUTER FACILITIES The School’s main computer facilities are situated in the first floor of Morris Hall. These computers include CDRW/DVD players.ACADEMIC PROGRAM addition to INFOCENTER. and Internet reference sources are accessible school-wide from all networked computers. 32 Curriculum Guide THE MASTERS SCHOOL . spelling. Teachers create multimedia lessons drawn from music. or with other students). also in Masters Hall. Each machine has a Windows operating systems and the Microsoft Office suite of applications. radio. engage interactively (with a movie scene. thus providing student-accessible network file storage. Its primary goal is to encourage the use of technology by providing students with easy. The Internet is available to all networked computers on campus. The Library catalog. vocabulary. the science and technology center. and other sources about the culture of the language being studied. movies. E-mail is also provided to all members of the school community. In addition to those computers in the Computer Center are fifteen similarly equipped PCs in the Pittsburgh Library in Masters Hall and a media lab of sixteen iMacs.

Additionally. students can hear the voice of a native speaker through their headphones. our counselors help students to articulate their interests and skills and examine their personality and aspirations.ACADEMIC PROGRAM Using a PC as a digital recorder. students are invited to come by the office to meet the Director and discuss any transition issues or college questions they may have. educational supplies. linking these with a range of colleges and universities. a database that houses The Masters School college admission information. Although acceptance at a college or university that matches the student’s educational. and then not only hear but see what they have recorded to help them individually improve their pronunciation. Another way Naviance is used to help each student assess his or her strengths is through the personality and interest inventory that each student is invited to take. Students are introduced to Naviance. In the second semester. social. Care will be given to each family if they need adTHE MASTERS SCHOOL Curriculum Guide 33 . Knowing that each child is different. and various insignia and gift items are available in the bookstore. more independent phase of their lives. A satellite lab with additional PCs is available in the library for students to use in the afternoons and evenings and on weekends during library hours. The hours of operation are Monday through Friday from 9:00 am to 4:00 pm. NINTH GRADE All ninth graders are assigned to the Director of College Counseling. try to reproduce what they've heard. There is also an emphasis placed on visiting some colleges early in the process to help the student discover what colleges might be a good fit. TENTH GRADE Students are assigned counselors starting in the tenth grade and formally start an introduction to the college process through a series of counseling sessions in the second semester. OFFICE OF COLLEGE COUNSELING The mission of the College Counseling Office is to assist our students through a process of self exploration. BOOKSTORE Textbooks. What is discussed in addition to this depends on the development and interest of the student. geographic and financial needs is a significant part of the end product. Results are interpreted for each student and parent at a meeting in the spring. the self-exploration that occurs as a part of the process helps students to learn more about themselves and create a positive vision before they move on to the next. Also discussed are the standardized test results from their PLAN and the PSAT. the bookstore manager conducts modest banking operations for boarding students through their personal debit accounts.

Applying Early Decision to a college should only be considered if a student has decided. standardized testing schedule. academic. TWELFTH GRADE Students are asked to fill out the Common Application on line after July 1st before their senior year. preparing and submitting applications on time. Sophomores are encouraged to stay in touch with their counselor as they work through the academic course selection process. A preliminary list of colleges will be generated for the family to consider if one was not developed sooner. ACADEMIC PREPARATION AND COURSE SELECTION There are many factors that enter into college admission decisions. is encouraged to take a leadership role by contacting colleges for interviews. Please note: Athletes needs to register with the NCAA Clearinghouse after junior year. but this process should be driven by the student. There is a College Counseling packet given to each family that contains standardized test. juniors are invited to discuss their PSAT results. Writing essays is a key part of this process. In the second semester. Although much of the first part of the semester in the College Counseling Office is geared towards helping seniors. academic course selection and revisit any personal information as it relates to college selection. Any student who has extended time on tests at The Masters School and wants this accommodation on standardized tests like the SAT I and II and the ACT needs to apply with the testing agency preferably before the fall of the student’s junior year. after visiting and carefully weighing academic. financial and admission factors. registering for standardized tests. counselors’ doors are always open to help eleventh graders and their families. 34 Curriculum Guide THE MASTERS SCHOOL .ACADEMIC PROGRAM vice in setting up an individualized lists of colleges to tour. The Director can help families with extended time questions. but none may be seen by colleges as more important as a student’s academic profile. that a college is a realistic fit for him or her. A family meeting will be scheduled to discuss the college admission process as it is handled at The Masters School. and The College Office is happy to assist students as they formulate ideas. and college visitation information. ELEVENTH GRADE Students now know their counselor and should feel free to make an appointment at anytime to help with issues ranging from when to sign up for standardized tests to college visitation feedback. Counselors and parents play a key role. The student. and paying close attention to the deadlines of college admission offices and The College Counseling Office’s own internal deadlines. who now is at the center of this process.

The test is usually returned in late THE MASTERS SCHOOL Curriculum Guide 35 . is required for all sophomores and juniors and is administered every October at The Masters School on a national test day set by The College Board. PSAT The PSAT. the most important part of a student’s application is the high school transcript. However. a high score on the SAT or ACT does not guarantee admission to selective institutions. With this in mind. especially in their area of academic strength. Students who are competing for first-year college spots often have four years of math. and thus scores are used to corroborate grades on the transcript. STANDARDIZED TESTING Standardized tests play a unique role in the college admission process today. and the actual test document is returned in late December with the score report during a family conference with the Director. high school programs throughout the country vary so widely that many admission professionals feel the need to rely on standardized tests as a means for comparison and assessment. multiple-choice exam. The results of the PLAN provide a testing baseline. Counselors can help students determine what tests a student should take and when. While college admission professionals recognize that some students may not test well and that test scores do not reveal all that is significant about a student. the PLAN tests a student’s ability in English. Therefore. science. In choosing courses. two factors are weighed most heavily: the rigor of the curriculum and the student’s performance. reading comprehension. it is nevertheless a mistake for students and parents to think that the significance of test scores is minimal. math. or the Preliminary SAT. A timed. and science reasoning. Certainly. English and foreign language. An overview of these tests is outlined below: PLAN The PLAN is the preliminary ACT. Students are encouraged to follow their passions and develop their talents while carefully considering the colleges’ requirements. It is administered to sophomores in November at The Masters School.ACADEMIC PROGRAM When colleges evaluate the transcript of an applicant. while giving important consideration to achievement. The Masters School administers two different preliminary standardized tests (the PLAN and the PSAT) to introduce students to the two major standardized tests that colleges and universities accept as part of the admission process (the ACT and the SAT). it is also important to consider the timing of SAT II tests. and a lower score may limit the selectivity of probable colleges. This means that each student should take the most demanding load they can handle.

the score report may show a student’s strength in a particular area. since the exam tests different subject areas. boarders generally register to take the exams at Dobbs Ferry High School. with 800 being the best possible score. All students may register to take the SAT on dates when it is not offered at Masters at a local high school. reading comprehension. but The Masters School is a test center on only some dates (please see the academic calendar for the dates when the SAT is offered at Masters). this test can often be used at many colleges in lieu of any or all SAT Reasoning and SAT Subject Test scores. Each section is scored separately on a scale of 200-800.org). and writing skills. math. November. ACT The ACT is a multiple-choice exam that tests a student’s ability in English. Rather. SAT REASONING TEST The SAT is a three-part exam that tests a student’s critical reading.ACADEMIC PROGRAM 36 December. Curriculum Guide THE MASTERS SCHOOL . The ACT is not an easier exam than the SAT. May. and science reasoning. there is an optional essay section that students should also take. More often than not. the actual PSAT test document is returned to sophomores with the score report during a conference in January. and as with the PLAN. In this way. The composite score is the average of these scores rounded to the nearest whole number. Please note: Both the PLAN and the PSAT are used for practice purposes only. Please note that the SAT is offered in October.act.collegeboard. The results of the PSAT also serve as a good testing baseline.com). these tests are used as a measure when building a preliminary college list. If the SAT is taken several times. students who take both the ACT and the SAT score about the same in terms of percentiles. January. and June. This test is a timed. and writing. scale. Scores from these tests are never considered as part of a student’s college application. it is a different exam. A list of all schools that administer the SAT is provided in the registration booklet and on the College Board website (www. The PSAT is also used by the National Merit Scholarship Corporation. For more information check the ACT website (www. with 36 being the best possible score. rather. but the possible advantage to reporting the ACT score may be that. March/April. students and parents can evaluate a student’s testing strengths in the middle of the sophomore and junior year. which awards merit scholarships based on scores achieved on this test when taken in the junior year. math. colleges will consider the highest achieved score in each section. Each section of the test is scored on a 0-36. In addition. math problem-solving. December. multiple-choice exam that tests a student’s skills in three areas: critical reading.

Chemistry. These tests are generally three hours long and include a combination of multiple choice and essay questions. as well as the PSAT and SAT. They are administered at The Masters School each year in early May. Art History. AP EXAMS Advanced Placement exams are the comprehensive tests administered upon the completion of Advanced Placement (AP) courses. These tests are also scored on a 200-800 scale and are offered in Literature. Chemistry. Music Theory. and depending on the score earned on the AP exam. Many colleges and universities will list the minimum TOEFL THE MASTERS SCHOOL Curriculum Guide . U. students should pick the subjects in which they feel they will score in the highest percentile. Statistics. some colleges require students to report all scores when applying. therefore. History.ACADEMIC PROGRAM 37 SAT SUBJECT TESTS These exams test a student’s knowledge in a particular subject area. The Masters School offers AP classes in the following subject areas: English Language. Colleges generally will not award advanced credit to students scoring below a 3. Math. European History. Spanish Language. It is important for students to consult with their teachers to determine which subject tests are appropriate to take. may not be ready or qualified to take a given subject test. or Test of English as a Foreign Language. Physics. is required of all international students who wish to continue their studies in the United States and for some students whose language spoken at home is one other than English. These tests are typically taken immediately following successful completion of coursework in the chosen subject areas or in May when students are prepped for Advanced Placement exams. French. Please note: A student may not take the SAT Reasoning Test and a Subject Test on the same day. and Studio Art. It is also important to remember that not all colleges require subject tests. students may receive college credit for work done in high school.com). Biology. Tests are scored on a 1-5 scale. Calculus BC. AP classes present curricula designed for college-level work. and up to three tests can be taken on one day. automatically registered. Students enrolled in an AP class are required to take the exam in that subject area and are. and several other subjects. can be found at the CollegeBoard website (www. Each test is one hour long. English Literature. Latin. Latin Literature (Vergil). Physics. TOEFL The TOEFL. French Language. Spanish. Even though “score choice” exists for both the SAT and the ACT. even those in honors courses. with 5 being the highest possible score. Biology. History.collegeboard. As students. More information on the AP. Calculus AB.S. World History. U.S.

toefl.ACADEMIC PROGRAM 38 score required before an application will be considered. call 1-800-GO-TOEFL or go to the website (www. a student must achieve a 250 on the test before his or her application will be considered. For more information. Students register to take the exam through an automated telephone service at 1-800-GO-TOEFL. These minimum TOEFL scores are not negotiable! For example. if a particular school requires a 250 minimum TOEFL score. Curriculum Guide THE MASTERS SCHOOL .org). Students typically make their testing appointments at One Penn Plaza in Manhattan. but there are many other sites. The test is administered on the computer at a designated testing center.

The Johns Hopkins University “ THE MASTERS SCHOOL Curriculum Guide 39 . All students are required to take English each year they are at Masters. For instance.. and world literature.ENGLISH The mission of the English Department is to help our students think and communicate clearly. over the course of their years at Masters. effective speaking. with core texts in grades nine through eleven being presented by every English teacher at every level. projects and presentations are common because they require students to take an active role in their learning. students work with each other and the teacher in an ongoing project of collaborative inquiry and discovery. The small class size created by the Harkness tables also allows teachers to give a great deal of attention to each student’s writing. we strive to facilitate our students’ own discovery of literature’s power to move and enlighten. and valuable contributions to the Harkness discussions and other activities in English classes. British.S. Discussion. In a small class around a Harkness table. ENGLISH DEPARTMENT CHAIR Gina Apostol M. they give shape to memories or sort out confusing issues in personal narratives. American. Together we study literary works from a multitude of genres and cultures. Distinction in English is typically conferred upon those graduating seniors whose remarkable achievements in English reflect an abiding interest in literature. Throughout the curriculum students write in various modes so they can practice the range of skills necessary to pursue understanding and self-expression. they respond to literature in both analytic essays and informal ruminations. We emphasize purposeful writing. they experiment with various genres by producing their own original pieces of creative writing. Individual teachers choose additional works to supplement the core texts and to meet the needs of their particular courses. Thus. and careful reading because these skills are the basis for academic and personal growth. We study literature as a model for effective communication as well as for its moral and aesthetic values. students read a rich variety of major works from classical. thoughtful listening. great care and skill in writing.

drafting. as students learn to create and support a thesis effectively with text. F. Their writing covers a range of modes and purposes. a process of outlining. and Toni Morrison. In Harkness discussions. and figurative language. with works of prose and poetry from authors such as Anne Bradstreet. voice. 1 credit – year-long major 131 ENGLISH 11 – AMERICAN LITERATURE The literature in eleventh grade is drawn from America’s multicultural heritage. collaborative. Louise Erdrich. Shakespeare. Mark Twain. The analytical essay is emphasized. With core texts from Homer and Shakespeare to J. revising. Ralph Ellison. which hones their skills of scholarship. using the literature studied as models. listening. Frederick Douglass. short stories. Students also write a major research paper. where they respond to literature in a variety of ways. Salinger. voice. writing workshops. including satire.ENGLISH 111 ENGLISH 9 – INTRODUCTION TO LITERATURE AND COMPOSITION Ninth-grade English serves to provide a strong foundation for expository writing and literary analysis by examining elements of literature and by developing essential skills. Through instruction. students analyze literature and their own writing. Naipaul. In all writing. and major authors of world literature. such as Rushdie. and editing is taught. and poetry. Scott Fitzgerald. Core texts include works by Chaucer. and rhetorical devices. students improve their English usage and polish their writing skills. 1 credit – year-long major 121 ENGLISH 10 – LITERATURE AND COMPOSITION II Building on the skills they learned in ninth grade. In studying matters of style. Students also write memoirs. text-based discussions. and they use tex40 Curriculum Guide THE MASTERS SCHOOL . ranging from the analytical essay to poetry. style. and Mahfouz.D. They explore aspects of expression and literature such as genre. and the use of grammar and vocabulary texts. Henry David Thoreau. students in English 10 strive to become more sophisticated readers and writers. fiction. as well as an assortment of contemporary non-fiction pieces. Students are coached in "close reading" skills as well as in those skills of inquiry. students develop a critical ear for tone. Charlotte Perkins Gilman. students learn discussion skills at the Harkness table. Emily Dickinson. Students continue to polish their writing skills through a variety of genres. and articulation that are needed to engage in and sustain challenging. Grammar and vocabulary instruction are drawn both from students’ writing and from supplemental texts. poetry. Nathaniel Hawthorne. and the analytical essay.

and writing skills they have learned in the previous three years.ENGLISH tual analysis and writing to better understand themselves and their world. students prepare for the Advanced Placement examination in English Language and Composition by close examination of rhetorical strategies and frequent in-class writing. American literature. 1 credit – year-long major 133 AMERICAN STUDIES American Studies is an interdisciplinary course for juniors offered by the English and the History and Religion Departments. to write frequently and in polished form – in short. (Taken in conjunction with 433. Courses vary from year to year. 1 credit – year-long major – by permission of the department 141 ENGLISH 12 – SENIOR SEMINARS Senior English classes are divided into term-long seminars. Each student selects two seminars from among those being offered. speaking. but the selection is always broad and diverse. which makes up the standard eleventh-grade English curriculum. In addition. one from each department. The class coordinates the material taught in eleventh-grade history and English by prompting students to explore the underlying philosophical and moral assumptions of Americans. listening. 1 credit – two seminars are the equivalent of a year-long major The following are samples of recent senior seminars: THE MASTERS SCHOOL Curriculum Guide 41 . Students are expected to rise to higher levels of analysis. as reflected in their country’s history and literature.) 1 credit – year-long major 135 AP ENGLISH LANGUAGE The Advanced Placement course in English Language combines two courses in one. Seminars are taught by several different department members. each one teaching an area of specialty. The class meets two bands and is assigned two teachers. thinking. students are encouraged to examine the framework of their own philosophical and moral assumptions and reflect deeply upon what it means for them to identify themselves as Americans. Simultaneously. is covered in greater depth and at an accelerated pace. to demonstrate the reading.

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ART AND CRAFT OF THE SHORT STORY This course is a combination literature and workshop course that will examine the art of the short story. Students study a variety of authors from all over the globe and spanning various centuries, from Poe, Chopin, and Chekhov, to Kafka, D.H. Lawrence, and Hemingway, to Gabriel García Márquez and Flannery O’Connor, to Joyce Carol Oates, Raymond Carver, and Nadine Gordimer. In addition to classic pieces by these authors, students examine the newer form of flash fiction, or short shorts, an emerging genre that has grown in popularity among literary magazines and writers in the past fifteen years. Students write several analytical essays during the course and will study vocabulary in context. They also have a chance to practice and hone their own short-story writing skills, learning both the revision and critique process, through weekly workshops. THE ART OF NARRATIVE: WRITING THE PERSONAL ESSAY All good writing requires attention to form, an ability to observe closely, and an understanding of the subtleties and power of language. But personal narrative poses special challenges: Is it possible to write about your own experience and remain objective? How do you describe emotions without melodrama? What parts of your life do you choose to frame? How can you be character and writer at once? In this workshop class, students examine their own writing and that of others, including essays by Robert Benchley, George Orwell, Natalia Ginzburg, James Baldwin, Cynthia Ozick, Scott Russell Sanders, Edward Hoagland, Annie Dillard, and David Sedaris. Students critique one another’s work with an eye toward craft and purpose and look closely at syntax, diction, metaphor, and tone, as well as considering issues of authenticity, pacing, and humor. AFRICAN AMERICAN AND IMMIGRANT LITERATURE African American and immigrant voices have long comprised and energized American literature. Until relatively recently, however, such perspectives were viewed as existing on the margins of the mainstream American experience rather than as an essential part of it. This seminar focuses on the works of such writers as Dorothy West, Langston Hughes, John Howard Griffin, William Saroyan, Bernard Malamud, Jamaica Kincaid, Gish Jen, Sandra Cisneros, Bharati Mukherjee, Sherman Alexie, and others. Students examine how such literature captures the culture from which it springs, illuminates life in America, and raises themes that transcend race and cultural heritage. Through Harkness discussions and a variety of written assignments, both creative and analytic, students explore such concepts as longing, belonging, disenfranchisement, and the American dream. CONVENTION AND DEFIANCE IN EUROPEAN LITERATURE Authors have long grappled with topics related to the individual’s role in society and the struggle
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against authority. Reading plays, short fiction, and novels, students explore realistic and non-realistic approaches to these enduring human issues. Authors include Anouilh (France), Ibsen (Norway), Mann (Germany), Dostoyevsky (Russia), Kafka (Czech), Silone (Italy), and other nineteenth and twentiethcentury authors from the European continent.

GETTING OUTDOORS: THE AMERICAN NATURE ESSAY When Henry David Thoreau wrote about his experiment of living at Walden Pond, he modeled a new way to ask questions about the natural world, ourselves, and our society. In this seminar students read essayists – including Thoreu, John Muir, Mary Austin, Aldo Leopold, Edward Abbey, and Annie Dillard – who have followed in this tradition and written about their time outdoors, developing a sense of ecology and the value of the wilderness. IMPERIALISM AND COLONIALISM Imperialism has changed the face of the globe. A map from the 1920’s shows that the British Empire governed a quarter of the human race and comprised a fifth of the world’s surface. But in this course, we won’t be looking at too many maps. We’ll be getting inside the colonizer and colonists’ experience through literature and film. By reading stories and poems by Kipling, we’ll look at the imperialist motive; by discussing Orwell’s essays we’ll see why, as a police commissioner in Burma, he felt that he lacked freedom of choice before a crowd of his subjects. We’ll discuss notions of racial superiority as a justification, rationale, and result of imperialism; we’ll look at ethnocentricity and cultural relativity, collaboration and resistance. Texts will include Heart of Darkness by Joseph Conrad, Things Fall Apart by Chinua Achebe, Burmese Days by George Orwell, A Passage to India by E.M. Forster, and The Quiet American by Graham Greene. We’ll watch Apocalypse Now and film versions of several novels. Discussions will focus on major themes as well as differences between novel and film versions arising from the nature of the two genres, their artistic and political intent. MEMORABLE WOMEN IN LITERATURE During the past two centuries, fiction, poetry, and drama have reflected – and in some cases, encouraged – women’s evolving role in society. Female characters have been portrayed as dreamers and realists, rebels and followers, angry wives and contented single women, and more. In short, these figures represent a very wide range of female experience. This course focuses on some remarkable women, such as Austen’s Elizabeth Bennet, Hardy’s Tess Durbeyfield, Ibsen’s Nora Helmer, Kingsolver’s Taylor Greer, and the protagonists of contemporary women short story writers. READING AND WRITING POETRY What is poetry? Plato said “poetry is nearer to vital truth than history.” Robert Frost claimed that “poetry begins in delight

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and ends in wisdom,” and the contemporary poet Rita Dove defines poetry as “language at its most distilled and most powerful.” In this course, students will discover their own personal definitions of poetry through writing and workshopping original poems and through reading a wide range of published poetry, including the work of Renaissance poets such as Marlowe and Donne, contemporary poets like Billy Collins and Gwendolyn Brooks, and many others in between, as well as Latin American, African and Asian poetry in translation. We will consider some of the formal qualities of poetry such as meter, rhyme, imagery, and figurative language, and we will study poetic forms like the sonnet, the sestina, the villanelle and the ghazal. We will also look at poems inspired by art, fairy tales, math, science and current events, as well as poems connected by themes such as war, love and childhood.

RE-IMAGINING: PARODIES, RETELLINGS, AND LITERARY CANNIBALISM All writers draw on earlier works, but some authors start with a specific past work and re-imagine it. They take something from the older text and use it to create fresh literature. They might develop a sub-plot into its own story, offer the villain’s point of view, set the story in a new time and place, or parody what the original presents seriously. Not only are these new works interesting in their own right, they also have the potential to change how we understand the earlier story. We will study seminal works and the texts they inspired, including the heroic epic Beowulf and the monster’s version, Grendel; Hamlet and the absurdist play about two of its minor characters, Rosencrantz and Guildenstern Are Dead; Mary Shelley’s Frankenstein and the 1931 movie version of it; and shorter works such as fairy tale retellings and poetic parodies. Writing for this course will be a mix of analytic essays and students’ own re-imagined versions of stories. SHAKESPEARE This course focuses on William Shakespeare as both dramatist and poet and considers the influence of Shakespeare on contemporary literature. The readings include a selection of Shakespeare’s sonnets as well as three plays that are representative of Shakespeare’s three major genres: tragedy (Hamlet), comedy (Twelfth Night), and history (Richard III). Some of the contemporary works inspired by Shakespeare that may be considered are “Japanese Hamlet,” a short story by Toshio Mori; Ntozake Shange’s “Hydraulics Phat Like Mean,” a one-act play inspired by sonnet 140; and The Daughter of Time, a short mystery novel based on Richard III. Students watch and discuss scenes from various film adaptations of the plays throughout the semester and will likely participate in a performance workshop with professional actors from a local Shakespeare theatre company.

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Our hope is that by providing international students with special classes in addition to their mainstream courses.145 AP ENGLISH LITERATURE ENGLISH An advanced course in the analysis of literature. poetry from medieval ballads to John Donne’s sonnets to Billy Collins’s verse. The course covers various genres (in particular. and poetry) covering a range of time periods. drama. The course culminates in the students’ taking the Advanced Placement Examination in English Literature and Composition. students entering the program must already have some mastery of the language. The goal of the program is to prepare students for and support them through the rigors of mainstream coursework by teaching skills and covering material that will accelerate their English language learning. Dalloway. 1 credit – year-long major – by permission of the department ENGLISH AS A SECOND LANGUAGE The ESL program is open to international students learning English as a second language. they will develop the skills and the confidence to express themselves effectively in English and will thereby acquire the means to become fully engaged in all aspects of community life here at Masters. playwrights such as Shakespeare and Tom Stoppard. and the critical literature that may accompany the reading of the work is challenging. Two levels of ESL classes are offered by the English Department. Placement decisions for ESL courses are based upon the student’s academic record and placement test results. credits for these courses are applied towards fulfilling the School’s foreign language requirement. the pace is accelerated. THE MASTERS SCHOOL Curriculum Guide 45 . The literature and writing courses correspond to mainstream English classes. Mrs. Students who are mainstreamed by junior year are required to begin study of a foreign language unless another year of Language Arts is required. The Language Arts courses are offered to support and improve upon students’ academic English skills. as our introductory ESL classes require an intermediate level of English proficiency. the novel. The course reading might include such novels as Pride and Prejudice. The reading and writing demands are heavy. AP English Literature and Composition focuses on works in English (though the teacher may also choose works in translation suitable for the AP exam). and Heart of Darkness. This program is designed for English language learners.ever. how.

1 credit – year-long major 120 LITERATURE AND COMPOSITION Literature and Composition emphasizes the development of critical reading. Examination of texts at this level is primarily student-guided. Students are also challenged to write longer and more complex responses to texts in order to prepare for the rigors of mainstream classes here and in college. At this level. and speaking and listening skills. short stories. and films. 1 credit – year-long major 130 ADVANCED LITERATURE AND COMPOSITION This course is for advanced students of English as a Second Language. 1 credit – year-long major 103 LANGUAGE ARTS III Students taking this course continue the study of the English language at a more advanced level. Students work to refine their academic writing skills by producing essays. research papers.ENGLISH 102 LANGUAGE ARTS II The aim of this course is to further develop and refine academic English language skills. 1 credit – year-long major 46 Curriculum Guide THE MASTERS SCHOOL . Texts and materials are chosen to strengthen academic language skills required for success in mainstream courses both here at Masters and at the college level. Elements covered include vocabulary building. Academic and creative writing skills are emphasized. Students produce critical essays. reading comprehension. plays. It is designed to help broaden a student’s appreciation of both American and world literature through novels. creative writing. and oral presentations. writing. and a research paper. students are reading and responding to more advanced literature. The material covered in this course helps students to function in mainstream courses as well as to prepare them to take the SAT and the TOEFL exams. and thinking skills. grammar and sentence structure.

The department’s primary objectives are for the student to gain a sense of the beauty and power of mathematics as a subject. deduction. Rutgers University “ THE MASTERS SCHOOL Curriculum Guide 47 . we expect our students to develop the creativity and perseverance needed for problem solving and to communicate their mathematical knowledge to others. Such students have maintained grades of about 90 or better throughout their upper-school years. Students must take math for three years and through trigonometry. to appreciate its relevance and importance to our every day lives. and prediction. students learn how to engage in mathematical activities of analysis. the common heritage of the human race. and who have come to a level of mathematical knowledge not ordinarily attained by students at the school. have achieved at or near their potential. and recognize it as a universal language for communicating ideas and concepts and as such. Through our program. synthesis.S.MATHEMATICS Mathematics is an essential part of our experience of the world around us and one of our most effective tools for exploring and defining it. and possess a unique interest and dedication to the subject. but a grade below 70 for the year or for the spring semester will ordinarily require summer work as recommended by the department. Distinction in Mathematics is typically conferred upon those graduating seniors who have demonstrated noteworthy dedication and strength of purpose in exploring math topics in depth. MATHEMATICS DEPARTMENT CHAIR Sheldon Perlysky M. have completed a greater number of honors and AP courses than most other students.. Through the use of the Harkness table. who have pursued consistent goals of high achievement. For all students. a grade of 60 is passing. Students who complete their course of study in mathematics at The Masters School should have developed the mathematical proficiency needed for entry into a diverse choice of college programs for which math is required or applied.

and honors levels prerequisite ALGEBRA I 230 ALGEBRA II This course emphasizes the fundamental concepts of algebra and the basic skills required for solving a variety of first and second-degree equations. Real-life applications are stressed in order to teach the concepts involved in mathematical modeling. traditional and non-traditional. coordinate. polynomial. The concepts include exponential. The concepts include exponential. polynomial. analytic geometry. Algebra is applied throughout. 1 credit – year-long major – prerequisites ALGEBRA I. The course stresses real-life applications in order to teach the concepts involved in mathematical modeling. this course extends the concepts studied in earlier courses by presenting a formal treatment of functions and their graphs. along with some use of a graphics calculator as an aid for exploration and discovery. In addition. along with some use of a graphics calculator as an aid for exploration and discovery. 1 credit – year-long major – offered at the basic and regular levels 222 GEOMETRY This course integrates traditional Euclidean. and problem solving are treated at the introductory level. The curriculum is built around the challenges presented by real-life situations. trigonometric.212 ALGEBRA I MATHEMATICS Algebra. and careful attention is given to the development of algebraic skills. probability. statistics. regular. mathematical thinking skills are developed. GEOMETRY 48 Curriculum Guide THE MASTERS SCHOOL . logarithmic. and transformational geometry. The main emphasis is algebra. and rational functions. and rational functions. Through the use of realistic applications and a careful development of proof. the utilization of scientific calculators and computers is occasionally encouraged. logarithmic. 1 credit – year-long major – offered at the basic. 1 credit – year-long major – offered at the regular and honors levels prerequisites ALGEBRA I. For this reason. GEOMETRY 232 ALGEBRA II/TRIGONOMETRY This course extends the concepts studied in earlier courses by presenting a formal treatment of functions and their graphs.

Topics include analysis of polynomial. rational. exponential and logarithmic functions. Upon completion of the course. exponential and logarithmic functions. Concepts in trigonometry are extended. Topics include the study of logic. Both the derivative and the integral in calculus are introduced. polar coordinates. Graphing calculators are required and will be used extensively throughout the year. sequences and series. sequences and series. equation and inequalities. exploring some specific properties and graphs of trigonometric functions along with various applications of trigonometric functions. There is some extensive development of statistics and probability. the course is designed to enhance and extend algebraic skills while developing higher-level mathematical thinking.240 TRIGONOMETRY AND DISCRETE MATHEMATICS Trigonometry and Discrete Math is topical in nature and is designed to follow Algebra II. and substantial work is done in graphing and modeling using trigonometric equations. this course integrates selected topics from pre-calculus and discrete mathematics and is designed to enhance various algebraic skills while developing higher-level mathematical thinking. 1 credit – year-long major 250 MATHEMATICS TOPICS IN PRE-CALCULUS A year-long major. number theory. Graphing calculators and appropriate application software will be used periodically throughout the course. probability. analysis of functions. complex numbers. students are recommended to take a level of Pre-Calculus. Graphing calculators are required and are used extensively throughout the year. mathematical modeling. In addition. 1 credit – year-long major – offered at the regular and honors levels prerequisite ALGEBRA II/TRIGONOMETRY or TDM THE MASTERS SCHOOL Curriculum Guide 49 . A math research project is required as part of the curriculum. 1 credit – year-long major – prerequisite ALGEBRA II/TRIGONOMETRY or TDM 252 PRE-CALCULUS A full-year course integrating topics from pre-calculus and discrete mathematics. vectors. and statistics will be explored. Concepts include a review of general functions and transformations. polynomial. The computer lab is used to study a variety of the topics. recursion and mathematical induction. and vectors. matrices. solving equations and inequalities.

The connections among these representations also are important. analyzing.260 CALCULUS MATHEMATICS Calculus serves as an appropriate capstone course for those students who are considering further study of science. results. The prerequisites outlined by this curriculum should be covered before or during the course. Though most students in Calculus BC have taken Calculus AB. Calculus AB is not a prerequisite. 1 credit – year-long major – prerequisite PRE-CALCULUS 265 AP CALCULUS AB Calculus AB follows the Advanced Placement curriculum outlined by the College Board and is comparable to a college-level calculus course. The syllabus includes a review of the topics from algebra. or other field not necessarily exclusively mathematical. and problems being expressed graphically. technology. and verbally. trigonometry. the common topics require a similar depth of understanding. numerically. The course focuses on developing students’ understanding of the concepts of calculus and providing experience with its methods and applications. and drawing conclusions from data. The course prepares students for the AP Calculus AB examination. 1 credit – year-long major – by permission of the department 266 AP CALCULUS BC Calculus BC is an extension of Calculus AB rather than an enhancement. Students taking Calculus BC should have covered all the prerequisites outlined by the Advanced Placement curriculum before taking the course. with concepts. analytically. The course prepares students for the AP Calculus BC examination. The course emphasizes a multirepresentational approach to calculus. engineering. 1 credit – year-long major – by permission of the department 270 STATISTICS Statistics is offered to students as an introduction to the major concepts and tools for collecting. The three broad conceptual themes include exploring and analyzing data by observing patterns and departures from patterns using graphical and numerical tech50 Curriculum Guide THE MASTERS SCHOOL . and analytical geometry that are necessary for success in the course and contains an in-depth coverage of most of the topics normally taught in the first semester and part of the second semester of a three-semester college calculus sequence. finance.

planning a study. and drawing conclusions from data. and practical investment issues. planning a study. They will also be exposed to the many career opportunities that exist in the financial field. Course objectives include learning the basic concepts and usage of basic business math. Students will study various financial institutions.niques. 1 credit – year-long major – by permission of the department 281 INTRODUCTION TO BUSINESS AND PERSONAL FINANCE This major course is open to those students who have fulfilled the graduation requirement for math and is designed to provide students with a comprehensive look at the world of finance and investing. and the risks and rewards of investing in these markets. college course in statistics. anticipating patterns by producing models using probability theory and simulation. students will also have the opportunity to visit Wall Street and lower Manhattan as well as design and pursue various projects and activities. and statistical inference. Considering our campus’ proximity to the capital of the financial world. introductory. The course is an excellent option for any student who has successfully completed a regular or honors-level course in Algebra 2/Trigonometry and possesses sufficient mathematical and quantitative skills. analyzing. 1 credit – year-long major – prerequisite ALGEBRA II/TRIGONOMETRY or TDM THE MASTERS SCHOOL Curriculum Guide 51 . The purpose of this course is to introduce students to the major concepts and tools for collecting. The course prepares students for the AP Statistics examination. non-calculus based. the inner workings of the financial markets. which includes the way in which data is collected. 1 credit – year-long major – prerequisite ALGEBRA II/TRIGONOMETRY or TDM 275 MATHEMATICS AP STATISTICS Advanced Placement Statistics is offered to juniors and seniors who wish to complete studies in secondary school equivalent to a one-semester. consumer math. The four broad conceptual themes include exploring and analyzing data by observing patterns and departures from patterns using graphical and numerical techniques. and anticipating patterns by producing models using some probability theory and simulation. which includes the way in which data is collected.

Guest speakers are invited from our own community as well as from the larger metropolitan area. The course focuses on the interdisciplinary aspect of mathematics in relation to art. . religion. de Fermat. students study the impact of the Golden Ratio on the architecture of New York City. Fibonacci. Some of the notable individuals studied are da Vinci. Barrow.5 credit – year-long minor – prerequisite ALGEBRA II/TRIGONOMETRY or TDM MATHEMATICS 52 Curriculum Guide THE MASTERS SCHOOL . In addition. and students take field trips into New York City.282 MATHEMATICS THROUGHOUT HISTORY This semester minor is intended to give students a solid understanding of some of the most important mathematicians throughout the centuries as well as practical applications of mathematics in today’s New York City. Euler. Leibniz. the Bernoullis. and philosophy. Descartes. and Sir Isaac Newton. Pascal.

and Mandarin stress the development of the four basic modern language skills of listening. a grade of 60 is passing. Moreover.MODERN AND CLASSICAL LANGUAGES The faculty of the Department of Modern and Classical Languages recognize the importance of developing in students an understanding of the ideas and culture of the ancient world as well as preparing students to be fully-fledged members of today’s global community. Students gain insight into and understanding of the English language through extensive study of Latin vocabulary. and most do. In Latin. Authentic materials are implemented at all levels to illustrate daily scenarios as well as to convey information about the culture. For all students. science. who have maintained a high level of achievement reflected by grades in the high 80s or 90s throughout THE MASTERS SCHOOL LANGUAGES 53 Curriculum Guide . and everyday life. Our goal is to enable students to communicate effectively while acquainting themselves with the varied aspects of other cultures. though we encourage students to continue in their course of study through senior year. theater. history. The language requirement stipulates that all students complete a minimum of three years of study in the same language at the high school level. poetry. and the great works of classical Greek and Roman literature that have inspired and informed writers and thinkers throughout the centuries. History & Religion. and writing. to develop their command and appreciation of Latin as a language and as the vehicle of history. philosophy. through at least an introduction to literature (year III). and geography of representative countries. It is our hope that students acquire a more profound awareness of the larger world in which they live through their study of language. and to explore with them the cultural differences that separate us from the ancient world and the similarities that link us to it so tightly. speaking. The curricula of French. the department offers instruction to complement and strengthen the missions of our English. theology. students have the opportunity to practice their skills with their class regularly in our language laboratory and to incorporate available technological resources into their studies. but a grade below 70 for the year or for the spring semester will ordinarily require summer work as recommended by the department. and Art Departments. Distinction in one or more of the languages offered as majors by the department is typically conferred upon those graduating seniors who have completed four years of study of the language. Spanish. literature. with our small classes providing the appropriate pedagogical environment for students to participate actively. Students should expect all courses to be conducted in the target language. reading. sentence structure. The objectives of our Latin program are to engage students with this rich heritage.

Propertius. 1 credit – year-long major – offered at the regular and accelerated levels 54 Curriculum Guide THE MASTERS SCHOOL . and first-/second-declension adjectives. and Catullus. Ovid. the first three noun declensions. Our literary readings include short passages from Cicero. Roman mythology. comparative and superlative adjectives and adverbs. third-declension adjectives. M. our cultural explorations may take us to such topics as the provinces and peoples of the Roman world. fourth. slavery. with shorter readings from such authors as Livy. dative. Our increasingly longer readings – all unadapted – are drawn from Vergil. and who have shown passion for the subject. Vergil. Seneca. Martial. all tenses of verbs in all conjugations in the indicative mood (active and passive voice). Horace. DEPARTMENT CHAIR Richard Simon M. Ovid. Cicero. and the legends of Rome’s origins. who have completed the most challenging courses available to them. and Plautus. 1 credit – year-long major 302 LATIN II This course deepens the study of Latin with more intensive practice in reading Latin and translating Latin into English. relative and interrogative pronouns. Grammar studied includes uses of the six cases (particularly genitive and ablative) of nouns and adjectives. Grammar studied includes all tenses of verbs in all conjugations in the subjunctive mood (active and passive).. Sallust.Phil. uses of infinitives and participles.. Caesar. and ablative cases. Attention also is given to expanding English vocabulary through Latin.A. Seneca the Younger. Attention to expanding English vocabulary through Latin continues throughout the year. New York University LANGUAGES “ 301 LATIN I Students learn the fundamentals of Latin grammar and vocabulary and explore the great influence Latin has had on English and other modern languages.those years. and more uses of the genitive.and fifth-declension nouns. intensives. indirect statements and questions. demonstratives. and others.

and literary interpretation.303 LATIN III Latin III completes the study of Latin grammar through a systematic examination of the uses of the subjunctive verb forms. gerundives. college-level surveys of one or more Latin authors. Martial. College credit can be earned depending on the score achieved on either exam.) 1 credit – year-long major – by permission of the department THE MASTERS SCHOOL Curriculum Guide 55 . Vergil. For Caelius. by extension. Students preparing for the Vergil examination focus on his literary epic. and ablative cases. In shorter readings they engage Seneca the Younger. Accelerated Latin III. social. Plautus. (The two courses are offered in alternation. allowing students who take one in the junior year to take the other in the senior year. students taking this course must have successfully completed at least Latin III. culminating in each student’s preparing for and taking the AP Latin exam. and more types of subordinate clauses. Horace. Juvenal. the Aeneid. The ancient Roman world began (according to legend) in the year 753 BCE and thrived until its eventual decline and ultimate fall in the year 476 CE. or Cicero’s speech. the complex uses of gerunds. and still more uses of the genitive. Ovid. analysis of style and use of rhetorical or poetic technique. An extensive knowledge of Latin grammar and vocabulary is prerequisite. Livy. accusative. our own. The seminar engages this world from its mythological beginnings to its historic fall. Terence. Cicero. Students read Catullus. and cultural foundations of the Roman world and. 1 credit – year-long major – replaces LATIN IV 315/316 AP LATIN The Advanced Placement courses are in-depth. Students use primary sources (Latin authors) as their guide and secondary sources (modern scholars) as well. or the equivalent. 1 credit – year-long major – offered at the regular and accelerated levels 306 LANGUAGES SEMINARS IN ROMAN HISTORY The aim of this course is to explore the historical. and Tacitus. Topics covered include a systematic study of the various meters of Latin poetry. the Odes of Horace. This is roughly 1200 years of history. Caesar. Pliny the Younger. supines. and many others. Those preparing for the Latin Literature examination study the love poetry of Catullus along with Ovid.

written analyses. reading. and listening. The authenticity of the materials enables students to grasp the complexities of learning another language while at the same time making the subject matter interesting. students use visual. and cultural insight. Students continue their study with French in Action. with the goal of the course being communicative proficiency through the development of language skills. and fun. 1 credit – year-long major – offered at the regular and accelerated levels 324 FRENCH IV As students pursue their mastery of the language. students are expected to begin achieving a greater facility with idiomatic French and continue their study of grammar. self-expression. accessible. and oral presentations. multimedia program French in Action. Readings from their textbook. Par Tout le Monde Francophone. In the spring students read Le Petit Prince and engage in diverse projects using their ever-developing skills. emphasis is placed on developing their oral and written analytical skills. In Accelerated French III. Students in the accelerated level also review and expand their developing language skills. beginning with the reading of selections of prose and poetry from their text. writing. The emphasis is on speaking. Students are introduced to French literature. and are introduced to the francophone world. An emphasis is placed on the students’ integration of speaking and writing skills.321 FRENCH I LANGUAGES With the interactive. 1 credit – year-long major – offered at the regular and accelerated levels 323 FRENCH III At this point in their study of the language. Par Tout le Monde Francophone and the novel Le Petit Prince introduce accelerated students to the study of French literature. Students study at least two major works of French literature and discuss cultural and current-event top56 Curriculum Guide THE MASTERS SCHOOL . and print media to learn the language and culture of France. conduct a multifaceted project on a French film. 1 credit – year-long major 322 FRENCH II This course further develops the four language skills along with a deeper study of grammar and syntax. students explore diverse literary genres as a departure point for class discussions. aural.

Recent seminars include: What is France? This seminar is a cultural-studies excursion through the various cities and regions of France. Readings will be drawn from literature. Music and Art This seminar examines three aspects of French culture. The seminars engage specific aspects of literature. and by the end of the year should be able to express themselves effectively. cuisine. Sound and Image: Seven Giants of Poetry. Edgar Degas. Students’ study of the country’s distinctive geography. both verbally and in writing. and performances give students opportunities to experience the power of these masters outside the classroom. The Music of Word. as well as students’ interests. Seminars vary from year to year. history. This seminar examines seven French cinematic masterpieces. France has been one of the world’s leading film producers. Students study the poetry of Jacques Prévert and Maurice Carême. and film. and students write extensively in response to these readings. Students also do oral and written exposés on topics and themes derived from the course material. Students learn how to “read” film and. and magazines. the music of Claude Debussy and Maurice Ravel. concerts. Students should have a good understanding of spoken and written French. newspapers. Upon THE MASTERS SCHOOL Curriculum Guide 57 . current affairs. customs. Some of the titles from the reading list for the Advanced Placement exam for French Literature are studied. The writing component includes both analytical papers and creative writing assignments. French Cinema = World Cinema Since the invention of the movies. explore ways in which movies interpret history. history. and architecture. depending on instructors and their areas of expertise. government. in-depth study of a specific region. Class field trips to museums. and Auguste Rodin. 1 credit – year-long major – replaces FRENCH V 335 LANGUAGES AP FRENCH LANGUAGE Students in this course will have completed the curriculum covered through Accelerated French III. agriculture. all with an eye to expanding students’ sense of the place of French in the world and their own lives. culminates in a final project for the unit: a mul-tifaceted. culture. 1 credit – year-long major 326 SEMINARS IN FRENCH-LANGUAGE CULTURES A year-long course divided into three seminars that explore different topics related to the Francophone world. art. through critical analysis. and the art of Auguste Renoir. one from each decade starting with the 1940s. and French cinema plays a significant role in the creation of cultural understanding.ics.

1 credit – year-long major – offered at the regular and accelerated levels 343 SPANISH III Spanish III students study more advanced conversational patterns and learn idiomatic expressions and grammatical structures. 1 credit – year-long major – offered at the regular and accelerated levels 344 SPANISH IV In this advanced-level course. Students engage contemporary Spanish-language culture through films and television and are introduced to modern literature of Latin America and Spain. 1 credit – year-long major – by permission of the department 341 SPANISH I LANGUAGES In this intensive introduction to the Spanish language. idiomatic structures. students take the AP French Language examination. students read selected short stories as well as 58 Curriculum Guide THE MASTERS SCHOOL . and vocabulary. An emphasis is placed on the students’ integrating their language skills into their writing. They continue to develop skills and understanding of the language through reading comprehension exercises and the writing of short essays. and continue their study of the geography and culture of Spain and Latin America. and the arts. pronunciation. Regular use of the language lab is an integral part of building listening and speaking skills. The cultures of Spain and Latin America are introduced through the exploration of history. students learn and practice basic grammar. reading. 1 credit – year-long major 342 SPANISH II Students in this second-year course build on the foundation laid in Spanish I and develop more advanced language skills. deepen their understanding of grammar overall. writing. geography. Students are able to improve their oral pronunciation and listening skills through language lab use on a regular basis in addition to practicing their abilities with CD-ROM activities.completion of the course. and listening skills. Students learn several new tenses and constructions. An emphasis is placed on the acquisition of speaking.

poetry. journalism. the rise and fall of the “Empire” over the next four hundred years. Aztecs and Incas. painting. popular.). Pre-historic. Students study Spain’s distinctive geography. and other relevant cultural productions (folk. Greek.two of the titles from the reading list for the Advanced Placement exam for Spanish Literature. first-hand accounts of explorers. Readings are drawn from original sources and original scholarship. 1 credit – year-long major 355 AP SPANISH LANGUAGE Students taking this course will have completed the curriculum covered through Accelerated Spanish III. his arrival in the “New World. this course analyzes Columbus’ voyage to the Americas. Writing skills are honed through creative and critical writing assignments. missionaries and settlers. The Invention of the New World This course focuses on the Spanish “discovery” of the western hemisphere. The course seeks more to develop language skills that are useful in themselves and that can be applied to various activities and disciplines than to the mastery of any THE MASTERS SCHOOL Curriculum Guide 59 . music. and other forms of mythography: drama. illustration. Students look closely at the reception and interpretation of these events in Spain and how ideas of this new world were shaped by touring “visits” by enslaved Indios." Phoenician. accompanied by the start of the Inquisition and the expulsion of Muslims and Jews. movies. legendary "Hispania. Starting with the period of los Reyes Católicos. Visigoth. beginning with Roman Hispania and ending with contemporary Spain. Roman. and highly politicized cartography. depending on instructors and their areas of expertise. and the subsequent extension of Spain in the Indies. the territorial order and the virreinatos. Students regularly respond to the literature through oral presentations and analytical essays. 1 credit – year-long major 346 SEMINARS IN SPANISH-LANGUAGE CULTURES LANGUAGES This is a year-long course divided into two seminars that explore two different topics related to the Hispanic world. late-medieval Christian and Muslim Spain up to the final “reunification” in 1492. The curriculum is comparable to a thirdyear college course in advanced Spanish writing and conversation. etc. and the 20th century. literature and non-canonical writings. magazines.” the encounter with the Mayas. and high art. Recent seminars include: The History of Spain This seminar is a cultural-studies excursion through the centuries of Spanish history. television. architecture. Seminars vary from year to year.

they learn the strokes and stroke orders of characters along with phonetic transcription. word order. and express ideas orally with accuracy and fluency. extensive writing assignments.specific subject matter. of which they learn to read 300. Language laboratory work is a regular component. students take the Advanced Placement Spanish Language examination. LANGUAGES 1 credit – year-long major – by permission of the department 361 MANDARIN I In this first-level course. students learn the building blocks of Mandarin Chinese in its written and spoken forms through practice of all four language skills: reading. they work in class and in the language laboratory to develop their understanding of native speakers. and basic question-and-answer conversation. listening. 1 credit – year-long major 363 MANDARIN III After reviewing the sentence structures and vocabulary learned in Mandarin I and II. giving students the ability to speak and understand in everyday situations. Upon completion of the course. In listening. In reading. We continue to build on our essential dialogues. continually practicing and reinforcing their writing. 1 credit – year-long major 362 MANDARIN II In the second level course. and speaking. compose expository essays. reading of literary works. materials. students study traditional and simplified Chinese characters. field trips and invited guests let us take our growing knowledge outside the boundaries of the classroom. and oral class presentations. and grammatical forms of greater complexity. students deepen their understanding in the four language skill areas. Projects. this course engages texts. In writing. students should have the ability to understand formal and informal spoken Spanish. In speaking. memorizing 250. and invite the world in to join us. Students will 60 Curriculum Guide THE MASTERS SCHOOL . writing. read periodicals and modern literature written in Spanish. Coursework includes the expression of ideas. so students can hear themselves and modify as necessary by comparison to native speakers. all work is almost exclusively in the target language. students learn correct pronunciation of the four tones. By the end of the year. They add many characters to their foundation.

. Students learn an additional 500 characters and 60 new grammar patterns while reinforcing their mastery of the many they have learned before. Occasional videos and slide shows of Greece and Greek culture will expand students’ sense of this profoundly influential culture and connect language study with Greek literature. and vocabulary – the source of almost 20% of our English vocabulary. history. pronunciation. grammar. this course takes the great leap forward into total immersion: all presentation. the written and spoken language of ancient Athens.become better able to discuss events in the past and future. 1 credit – year-long major 364 MANDARIN IV Following an intensive review of the characters and grammar patterns learned in Mandarin I-III.5 credits – year-long minor THE MASTERS SCHOOL Curriculum Guide 61 . and archaeology. the comedies of Aristophanes. Better Chinese Magic Tour of China is the primary text program. explanation and discussion is in the target language. The course of study will enable us to read narratives adapted from the epics of Homer. Our study will cover all the basics: alphabet. morphology (word formation). and the historical narratives of Herodotus with enjoyment and understanding. and continue to have the language laboratory be an integral part of their learning. 1 credit – year-long major 391 LANGUAGES ANCIENT GREEK This year-long elective introduces students to that marvelously intricate invention. Students advance their use of English/Chinese-Chinese/English dictionaries and their typing in Chinese on the computer. supplemented by the New Practical Chinese Reader II. in conversation as well as in writing.

Students learn how to read their textbook effectively. how to compile a bibliography. In the ninth grade much emphasis is placed on teaching basic study skills. people and places. essays on historical and religious topics are assigned throughout the year in all classes. We want them not only to be able to answer questions. we endeavor to show students how the ideas and events they are studying have had an impact on the world outside of our campus by taking them on occasional field trips to religious and historical sites in the region. how to formulate a thesis. with the complexity of the projects developing as the students progress through the Upper School. In addition to individual essays. our department seeks to foster in our students an understanding of the past. all classes conduct small research projects throughout the year.HISTORY AND RELIGION HISTORY & RELIGION 62 The study of history and religion is the study of people and their cultures. In each successive year these skills are further refined. so we focus on teaching them how to come up with their own interpretation of the events they are studying. In addition. Acknowledging that one of the most important skills we can teach our students is how to write well. and analytical skills. but to be able to pose them as well. writing. We work with students on all aspects of library and Internet research. role-playing projects. and how to write an effective paper that presents a logical and cohesive argument. Students learn how to analyze primary and secondary sources and to use those sources to support their historical arguments. The skills we emphasize in our classes vary somewhat according to the age of the student. and how to compile a notebook. how to interpret maps. how to take notes. We want students to be an active part of the historical process. Keenly aware that the world is rapidly changing. Our goal is that students absorb the lessons of history and religion and leave with an appreciation for the world around Curriculum Guide THE MASTERS SCHOOL . mock trials and congresses. and we emphasize the changes in cultures over time. students also conduct research in order to learn from outside sources. Our classes are conducted around the Harkness table. and an awareness of where the world is headed in the future. Our curriculum focuses on the students’ development of critical thinking. teaching them how to identify useful sources. Many classes do a term-long research paper in the winter trimester. Other class activities include debates. and students are expected to take responsibility for the discussion and participate actively. We stress the connections between events. an appreciation for the rich diversity of the present. all of which encourage students to formulate their own understanding of the events they are studying. both in writing and in discussion.

for their analytical skills. a major research paper is assigned. and decline on the world stage is the focus of our study of the modern era (1500 to the present). Jerusalem: past and present. Egypt. All students are required to take three years of history. students learn the skills necessary to succeed in more advanced high school and college history classes.T. one of which must be United States History in the junior year. students work on a major interdisciplinary project about the historical and biological evolution of cities. the Roman Republic and the Roman Empire. who have distinguished themselves for their critical thinking. and the early and late Middle Ages in Europe. however. working in groups.. In the spring. well-organized essay. Distinction in History and Religion is typically conferred upon those graduating seniors who have completed four years of history as well as World Religions. to the exclusion of the other regions of the world. including an understanding of how we got to where we are today and a desire to have a positive impact on the world in the future. Major units include the early civilizations of Mesopotamia. participating effectively in class discussion. and the Hebrews. Two other recurring themes help to examine the impact Europe has had on other regions and vice versa: the issues of progress in Europe and the conflict between convergence THE MASTERS SCHOOL Curriculum Guide 63 . This is not. HISTORY & RELIGION DEPARTMENT CHAIR Skeffington Young M. including note-taking. and who are devoted to the discipline.them. Over the course of the year. normally taken in tenth grade. Ancient Greece. Tufts University “ 411 WORLD HISTORY I Students in World History I examine the history of humanity from the birth of agriculture to the Middle Ages in Europe. and the World Religions course. Such students have often completed at least one AP course and more than one history course during their senior year. and for the quality of their research. In addition. and writing a persuasive. rule. 1 credit – year-long major 421 WORLD HISTORY II The history of Europe and its rise. who have maintained a high level of achievement reflected by grades in the high 80s or 90s throughout those years.A.

and divergence in the modern world. and cultural history of the United States from pre-Columbian times to the present. diplomatic.) 1 credit – year-long major 435 AP UNITED STATES HISTORY A one-year survey course of United States history from 1607 through the 1990’s. and the development of the Middle East. as reflected in their country’s history and literature. this class is designed to provide students with factual knowledge and to develop their analytical skills. economic. pamphleteering. students are encouraged to examine the framework of their own philosophical and moral assumptions and reflect deeply upon what it means for them to identify themselves as Americans. The class coordinates the material taught in eleventh-grade history and English by prompting students to explore the underlying philosophical and moral assumptions of Americans. and they may conduct an oral history interview with a participant or eyewitness to this event. the Reformation and Enlightenment. there is a great emphasis 64 Curriculum Guide THE MASTERS SCHOOL . and research. The class meets during two bands and is assigned two teachers. students examine the political. this course examines the rise of China and Japan. (Taken in conjunction with 133. In addition. Harkness discussions. Students write a term paper on a topic of interest . one from each department. the Age of Exploration. Because the course is designed to prepare students for college-level work. 1 credit – year-long major 433 AMERICAN STUDIES American Studies is an interdisciplinary course for juniors offered by the History and Religion Department and the English Department. A yearl-long component of the course is the preparation for and participation in the Model United Nations simulation day where students as representatives from various countries discuss temporary issues and challenges. the examination of primary sources and case studies. Students use The American Pageant as their textbook along with a sourcebook of primary documents. Simultaneously. Our study of modern world history includes such activities as role-playing. social. 1 credit – year-long major 431 HISTORY & RELIGION UNITED STATES HISTORY In this required eleventh-grade course.

they build their psychological vocabulary to aid them in their discussion and understanding of these theories. struggles. William Loren Katz’s Eyewitness is an excellent blend of African American history. social psychology. Upon completion of the course. To practice the techniques of the psychologist. students design an experiment and use research methods employed by psychologists. personal recollection. biological psychology. and the class usually takes one or more field trips over the course of the year. Dr. clinical psychology. In the spring. and oral testimony. the focus shifts to African Americans from the late eighteenth century to the present. 1 credit – year-long major – open to seniors 441 HISTORY & RELIGION ETHNIC STUDIES This year-long senior elective is an integrated humanities course that explores the histories. The focus at the beginning of the year is Native Americans from pre-Columbian times to the present. In the middle of the year. Literature. students take the Advanced Placement United States History examination. cultures. Along the way.on interpreting documents and writing essays. cognitive psychology. and film are incorporated into several areas of this course. primary source documents and current articles are also assigned. Texts are supplemented with documentaries and films. and contributions of three American populations. behavioral psychology. this course explores three central questions: Why do we do what we do? Why do we think what we think? Why do we feel what we feel? Students study the many theories that attempt to answer these questions and the branches of psychology that have developed accordingly. music. Several short-term and two long-term projects help students understand the major divisions of our study: the history of psychology. Peter Nabokov’s Native American Testimony is the main text. 1 credit – year-long major – open to seniors THE MASTERS SCHOOL Curriculum Guide 65 . the course concludes with an in-depth study of the Asian American experience. 1 credit – year-long major – by permission of the department 440 INTRODUCTION TO PSYCHOLOGY An introduction to psychology as a social science. primary source documents and personal accounts and serves as our main text. developmental psychology. Ronald Takaki’s Strangers from a Different Shore is the central text. which combines narrative history. and abnormal/healthy psychology.

varied sources such as The New York Times are used not only to bring the financial matters to light. Over the course of the year. Students have a textbook (Magruder’s American Government). Class activities include debates and research projects. and finally the global economy and growing nature of economic interdependence. economic. other topics studied include political philosophy. Therefore. and political parties. owners. the role of the historian. but also to draw connections to other areas such as politics and society. major events and trends in European history from 1450 to the 1990’s. The intent is to demystify the basic terminology within the field of economics and to gain a better understanding of the role of economics in people’s lives. a deeper understanding of the political. voter behavior. managing economies. aside from the textbook. Through the process of conducting the coursework. students sharpen their understanding of the nature of history. relationship among workers. and they read The New York Times daily in order to stay informed about current political events. In addition to the three branches of government. and the relationship of history to the other social sciences and to the humanities. 1 credit – year-long major – by permission of the department 66 Curriculum Guide THE MASTERS SCHOOL . and governments. social. through an intensive study of specific topics. students take the AP European History examination. and each unit concludes with a two-week role-playing project. students learn to read carefully and to express ideas coherently. the role of banks and regulation of currency. 1 credit – year-long major – open to seniors 445 AP EUROPEAN HISTORY The principal aim of the Advanced Placement European History course is to provide students with an opportunity to master and to demonstrate an overall understanding of the basic chronology.442 POLITICAL SCIENCE Seniors in this year-long elective course study the foundations of the American system of government as well as the inner workings of the modern political system. It is the goal of the course that by the end of the year the students will not only have a working knowledge of their government but also a strong desire to participate in it. The course also aims to foster. issues of supply and demand. the importance of objectivity and substantiation. Upon completion of the course. consumers. HISTORY & RELIGION 1 credit – year-long major – open to seniors 443 ECONOMICS The course addresses such subjects as economic theories and systems. and clearly. precisely. and intellectual forces in history.

Find out what they share. stem cell research. If you want to understand Western thought and culture. World Religions is designed to give students an understanding and appreciation of different religious ideas and practices in the world. BIBLICAL STUDIES Western history. class discussions. politics. in fact. Many questions are explored: Why and how do people worship? What ideas of God do people have? What do people believe about life? death? suffering? evil? goodness? reality? The similarities and differences between traditions are examined to see how religion affects all aspects of life.5 credits – semester-long minor – required for all sophomores and for graduation 461 HISTORY & RELIGION RELIGION AND THE HUMAN CONDITION This year-long major is open to those students who have completed World Religions. 1 credit – year-long major – prerequisite WORLD RELIGIONS BIOETHICS The focus of this course is on the nexus of religion and science. but they are encouraged to demonstrate an understanding of and a tolerance for each of them. Students also explore how different religions articulate the relationship their adherents have with the earth. trips. videos. literature. where they differ and the multifaceted ways of understanding the material. Written down over two thousand years ago. speakers. genetic engineering and modification. as students examine ethical dilemmas such as end or beginning of life issues. political.455 WORLD RELIGIONS Typically taken in the sophomore year. art. including the cultural. and psychological. and the use of environmental resources. captured by an evil ten-headed demon. and projects. Students do not have to agree with or believe in any of the ideas or religions studied. historical. the world. the units are selected based on student interest from among the offerings listed below. Students explore why this story continues to resonate in the hearts and minds of so many THE MASTERS SCHOOL Curriculum Guide 67 . cultural views. this sacred story is still told all over South East Asia and. This is done through readings. The course is divided into two distinct semester units taught by different members of the department. . THE RAMAYANA AND THE PATH OF YOGA The story of the Ramayana takes the reader on Prince Rama’s adventure of rescuing his wife Sita. sex and even the dress code are influenced by the biggest bestselling book of all times: the Bible. you need to have a working knowledge of the Bible. Explore some of the themes and ideas that are in the Jewish and Christian bibles.

and field trips. research assignments. A sampling of buildings may include the Herodian Temple. the path of devotion. the path of selfless service. Christian and Muslim traditions. We then examine both modern architecture and the historical roots of traditional architectural elements. race. Gaudi’s Sagrida Familia. Within this last raja path. focusing on the Jewish. HISTORY & RELIGION 68 SACRED SPACE: RELIGIOUS ARCHITECTURE This course examines religious architecture and the construction of sacred space. namely Pantajali’s Yoga Sutras and excerpts from the Hatha Pradipika. religious rites. the Dome of the Rock. Notre Dame. Interwoven in this course is an exploration of the major paths of yoga: that of wisdom or rational inquiry. We begin with an introduction to architectural theory. the Hagia Sophia. and some of the sacred writings within this tradition. and the path of mental concentration.by exploring the themes of love. Curriculum Guide THE MASTERS SCHOOL . morality. and the mosques in Cordoba and Mecca. the chakras system. Smith. students focus on three areas: asana or postures as part of hatha yoga. and relationships in the Ramayana. and cultural layers of meaning the story has been imbued with throughout the ages and delve into issues of caste. Class discussion is informed by readings. They unpeel some of the religious. the power of gurus. political. and fate in present-day India. initial readings may include Mircea Eliade and Jonathan Z. Topics covered in the second half of the course are chosen based on the students’ interests.

This is accomplished by asking thought-provoking questions in the classroom. (All the courses offered below except Seminars in Science have laboratory components. the more one is drawn into the process of investigation and methods of solution. Science. and who are considered to be ethical and considerate members of the school community. with its emphasis on technology and objective analysis. Science teachers at The Masters School seek to realize the maximum potential of every student.SCIENCE Citizens of the twenty-first century need to possess the scientific knowledge and analytical skills that enable them to make wise choices. Teachers will employ Harkness methodology to develop in their students the skills of critical thinking needed to understand and address issues generated by today’s science and technology. The greater the question..) Distinction in Science is typically conferred upon those graduating seniors who have completed four years of science courses (at least three of which being laboratory science courses) with no final grade below 90. To unite the excitement of learning with the prerequisites of more advanced study is a funda. is uniquely suited to prepare our students to meet the challenges that await them. Students will strive to master the problem-solving techniques and knowledge base needed to succeed in the more advanced science courses they will study in high school and college. They will also perform laboratory experiments and pursue research projects that reflect the scientific and technological issues of today. personal nutrition. toxic clean-up. stem cell research. both in their daily lives and in the exercise of their civic responsibilities. custodianship of natural resources. who have demonstrated a passion for and love of science. genetic engineering. Rensselaer Polytechnic Institute “ THE MASTERS SCHOOL Curriculum Guide 69 . SCIENCE DEPARTMENT CHAIR Elisabeth Merrill M.S. Students entering classrooms in our new science facility will be seated around Harkness tables. All students are required to take at least two years of laboratory science in the Upper School. The primary reason for excitement and involvement with science at Masters is the remarkable questions asked by its teachers and students.mental goal of the department. Global warming. and nuclear proliferation are just a few of the issues high school students will grapple with during their lifetimes.

BIOLOGY strongly recommended 70 Curriculum Guide THE MASTERS SCHOOL . A variety of media are utilized for instruction. responsible. 1 credit – year-long major 502 HONORS BIOLOGY SCIENCE This course is designed to cover the volume of a traditional biology curriculum at the pace necessary to prepare students for the SAT II Biology examination. this course serves to help prepare students for further study of high school science by relating standard biology topics to familiar experiences. genetic engineering. plant biology. and in possession of excellent reading comprehension skills. make inquiries and observations. The prerequisite for AP Biology is successful completion of Chemistry or Honors Chemistry. A variety of media are utilized for instruction. heredity and evolution. cell division and genetics. Upon completion of course. cell structure and function. cancer – the need to understand the basic biological concepts underlying these issues has never been greater. students take the AP Biology examination. and write detailed.) 1 credit – year-long major – by permission of the department prerequisite CHEMISTRY/HONORS CHEMISTRY.501 BIOLOGY AIDS. Topics covered include basic biochemistry. class discussions and lectures. and human physiology. record and analyze data. In addition. record and analyze data. 1 credit – year-long major 505 AP BIOLOGY Advanced Placement Biology is a demanding. classification. successful completion of a biology course is highly recommended. cloning. and write detailed. (May be offered in alternate years. In addition. habitat destruction. Through laboratory exercises. make inquiries and observations. comprehensive lab reports – fundamental skills necessary for their upcoming science courses. students must be highly motivated. laboratory exercises provide hands-on learning opportunities that reinforce content and help students learn how to manipulate science equipment. Due to the accelerated pace of the course and the depth of the material being presented. Students can expect to be given assignments to be completed over the winter and spring vacations in order to cover the syllabus. laboratory exercises help students learn how to manipulate science equipment. global warming. research projects. comprehensive lab reports – fundamental skills necessary for their upcoming science courses. college-level biology course designed to meet the curriculum requirements set forth by the College Board.

THE MASTERS SCHOOL Curriculum Guide 71 . and in possession of both excellent reading comprehension skills and strong problem solving skills. writing. Laboratory exercises help students learn how to manipulate science equipment. molar quantities. students must be highly motivated. Students enrolled in this course are also expected to demonstrate proficiency in the communication of knowledge by researching. and presenting a chemistry project to their classmates. responsible. a variety of media are utilized for instruction. atomic structure. AP Chemistry serves to prepare students for the Advanced Placement examination in chemistry. make inquiries and observations. they must also possess strong math skills. and laboratory exercises reinforce content wherever practical. 1 credit – year-long major – corequisite HONORS ALGEBRA II/TRIGONOMETRY 515 AP CHEMISTRY A college-level course designed for students who have a strong interest in the subject. As the scope of this field of science is very broad. solutions. Due to the accelerated pace of the course and the depth of the material being presented. stoichiometry. record and analyze data. Central chemistry topics are introduced early and then are discussed in depth as the students’ knowledge and comprehension develop.511 CHEMISTRY A thorough study of measurement. and write detailed. It is a challenging course for the superior science student and requires prior successful completion of both biology and chemistry. chemical nomenclature. states of matter. comprehensive lab reports. it follows that the course be a comprehensive one emphasizing both the acquisition of knowledge and skills. and redox reactions make up this course’s curriculum. self-motivated and diligent in their work habits. Laboratory investigations are used to further develop topics of interest. Problem solving skills are emphasized. acids and bases. The accelerated pace of the course demands that students be responsible. 1 credit – year-long major – prerequisite ALGEBRA I 512 HONORS CHEMISTRY SCIENCE This course is designed for students who have a strong interest in chemistry and are able to keep up with a rigorous curriculum designed to prepare students for the SAT II Chemistry exam. thermochemistry. chemical reactions. chemical bonding. As in other science courses. How chemical processes and principles relate to everyday life is a central theme in making chemistry a relevant and exciting topic for students to learn.

thermodynamics. thermal physics. electricity and magnetism.1 credit – year-long major – by permission of the department prerequisite CHEMISTRY/HONORS CHEMISTRY corequisite HONORS ALGEBRA II/TRIGONOMETRY 521 PHYSICS This course embodies many of the traditional topics of high school physics including mechanics. the course helps to round out the student’s understanding of science and is typically taken by juniors and seniors. college-level course that prepares students for the Advanced Placement Physics B examination. 1 credit – year-long major – by permission of the department corequisite HONORS PRE-CALCULUS 72 Curriculum Guide THE MASTERS SCHOOL . they must also possess excellent math skills. including Newtonian mechanics. The remainder of the year is devoted to the study of electricity and magnetism. The curriculum covers most areas of physics. and modern physics. Half the year is spent studying Newtonian mechanics and the laws of motion. selfmotivated and diligent in their work habits. the course helps to round out the student’s understanding of science and is typically taken by juniors and seniors. The accelerated pace of the course demands that students be responsible. 1 credit – year-long major – corequisite HONORS ALGEBRA II/TRIGONOMETRY 525 AP PHYSICS AP Physics is an in-depth. and atomic physics. optics. electrostatics. optics and waves. Laboratory experiments and problem solving are emphasized along with the mathematical methods required for analysis and solution. 1 credit – year-long major – corequisite ALGEBRA II/TRIGONOMETRY SCIENCE 522 HONORS PHYSICS Honors Physics is a preparatory course for the SAT II Physics examination. wave phenomena. waves and optics. nuclear physics. electricity. Laboratory and problem solving are emphasized along with the mathematical methods required for analysis. Usually taken after biology and chemistry. Successful completion of Honors Physics is recommended. and specific areas of modern physics. Usually taken after biology and chemistry.

SCIENCE 73 THE MASTERS SCHOOL Curriculum Guide .533 SEMINARS IN SCIENCE A year-long major. Grades are based on journals. Topics include defining behavior. CONTEMPORARY ISSUES IN SCIENCE Using newspapers. horses. posture. etc. An additional observational/training field trip over a vacation may also be considered. situational problem-solving. detail-oriented note taking. this course is open to those students who have completed Biology and Chemistry and is divided into two semester units offered by different members of the department. movies. The skills learned in this course should be valuable to any student and should appeal in particular to a wide range of students with interests in animal-related fields (veterinary science. papers. this course gives stu-dents the opportunity to learn skills such as careful observation. Possible guest speak-ers may include a certified pet behaviorist and zookeeper. and statistical analysis. biochemical roots of behavior. The course includes laboratory exercises including observation of wildlife on campus as well as hands-on training experience using either animals or comparable software. and Power Point presentations. 1 credit – year-long major – prerequisites BIOLOGY and CHEMISTRY ANIMAL BEHAVIOR AND TRAINING This course considers the behavior of animals in both a broad and narrow scope and seeks to illustrate aspects of behavior that are common and diverse to multiple species (including rodents. Students select two seminars from among the offerings listed below. as well as psychology. and other non-traditional sources. training and behavior modification. use of ethograms. Field trips may include a trip to the Bronx Zoo and an area equestrian facility. and culminates in a study of how behavior can be used from a training per-spective. Ethical considerations also are discussed. this course seeks to build on the knowledge base obtained in earlier science classes.). Our society’s increasingly sophisticated technology has presented difficult moral and ethical issues that are reviewed and discussed. In addition to the primary course material. and primates). animal communication (vocalization vs. magazines. periodicals. Successful completion of two lab science courses is prerequisite to taking Contemporary Issues. aspects of learning. and work involving specialized training such as detection and ther-apy animals). All have laboratory components except for Contemporary Issues in Science. canines. Students relate their prior knowledge to current issues and work to develop further their scientific literacy by seeing the relevance of science knowledge and skills to their daily lives. critical thinking. zookeeping.

quizzes. FORENSICS The course of Forensics helps students to think scientifically and analytically about problem solving. The course deals primarily with the basic principles required to understand the structure and reactivity of organic molecules. the objective would be to include study of three human systems: Cardiovascular. pharmacy. biochemistry or other areas of biological or chemical sciences at the college level. Emphasis is on substitution and elimination reactions and chemistry of the carbonyl group. problem-based setting framed by forensics. They learn scientific methodology. psychology. Students spend about half the semester studying analog circuits and half the semester studying digital circuits. but they can also prepare students for entrance into careers as investigators and/or crime scene technicians. In this class. For a term length course. and power transmission. Neurologic and a third to be determined with input from the students. This course focuses specifically on the methods used to identify the structure of organic molecules. HUMAN PHYSIOLOGY After building a fundamental basis for study through a review of basic anatomy and histology. Labs are designed to help students separate evidence that is relevant from evidence that is irrelevant. transformers. Toward the end of the section students examine motors and generators. critical thinking. complementing what they would learn in electrochemistry. Assessment would be based on Harkness discussion. and ethics in a hands-on. the focus of this course will shift to the function of human systems. ORGANIC CHEMISTRY I Many students find Organic Chemistry a very challenging course at the college level. As a transition to digital electronics students study AC to DC converters and build digital components out of analog pieces and then finish the semester by building some basic digital circuits. These basic investigative skills are valuable to any high school student. ORGANIC CHEMISTRY II To enroll in this semester course students must have taken Organic Chemistry I or have taken or be taking AP Biology or AP Chemistry. divergent problem solving strategies. The focus is to develop an understanding of simpler electronics with which we most frequently interact. this is because the traditional high school chemistry courses do not cover this area as adequately as is needed. students use a Forensics text as well as outside sources to explain basic science principles. This organic chemistry course will be for students who would like to pursue an interest in medicine. tests and a term project.ELECTRONICS Electronics is designed as an overview of both analog and digital electronics. advanced principles of organic stereo- SCIENCE 74 Curriculum Guide THE MASTERS SCHOOL . The analog portion of the course focuses on house and building wiring.

Assessment will take place through evaluation of tests. discussion. and methods used for the synthesis of organic compounds. and writing. and a final term project. biodiversity. social. short essays. The political. which is a biography of the founder of Partners In Health. rights of indigenous tribes in ecologically sensitive areas. and various other topics depending on the interests of the students in the class. such as population growth. Students also read and respond to the book. management of water resources. Students explore these environmental topics through reading. Using literature. diminishing biodiversity. including the preparation and presentation of a year-long project. students will engage in community service aimed at improving the plight of people dealing with the impact of infectious disease in the world. 1 credit – year-long major – open to juniors and seniors THE MASTERS SCHOOL Curriculum Guide 75 . privatization of water supplies. and other important ecological issues.chemistry. quizzes. Mountains Beyond Mountains. and economic forces involved in formulating national and international policies are explored and put into the broader context of the knowledge and skills needed to solve the complex problems that face human society today. Finally. students learn about the basic pathophysiology of diseases as well as the cultural and economic impact of illness caused by a variety of pathogens. habitat destruction. organic reaction mechanisms. experimentation. this course explores the biology and epidemiology of emerging and re-emerging infectious diseases. Harkness discussion. allocation of world resources. WORLD HEALTH Using historical information as a backdrop. film and resources from the NIH and WHO. air and water pollution. Successful completion of two lab science courses is prerequisite to taking Environmental Science. 535 ENVIRONMENTAL SCIENCE SCIENCE This course investigates major environmental issues such as global warming.

The emphasis is upon the human figure.. 76 Curriculum Guide THE MASTERS SCHOOL . the mind will be developed along with the eye and hand so that ideas can be better translated into form and material. New York University ICP “ 601 HUMANITIES/ART One quarter of the required ninth-grade Humanities rotation is devoted to visual art. The mission of the Art Department is to help students to find their creative voices and hone their artistic skills so that they can communicate their ideas and feelings and make responsible use of art’s great expressive power. The deepest human emotions and ideas can be effectively conveyed through the visual arts through the very act of creating with hands-on methods. Distinction in the Visual Arts is typically conferred upon those graduating seniors who have taken at least two years of major courses in studio art or photography while at Masters and who have produced a body of work that demonstrates an unusually high degree of creativity. In addition. we hope to foster awareness on the part of the students of the value of art to society. In the process. and technical skill. and that they developed their own unique viewpoint. The power of the image in the twenty-first century is undeniably huge and. Such students will have demonstrated through their work that they have involved themselves in the practice of their art as a vital means of self-expression.F. imaginativeness.A. the role and importance of the visual artist has expanded tremendously. that they have devoted the necessary hours outside of class to the successful pursuit of their ideas.ART Art offers a means of communicating thoughts and feelings that cannot be expressed adequately through language. so that they will accept the responsibility of preserving our artistic heritage as well as promoting and maintaining a variety of cultural activities for the benefit of all. One objective is to help students improve technical skills as well as employ art as an expressive outlet. as a result. ART DEPARTMENT CHAIR Madeline Wilson M. Our excellent art studio and digital media lab allow for an exciting variety of materials and methods of construction.

Students are exposed to contemporary ideas about art through THE MASTERS SCHOOL Curriculum Guide 77 . reduction prints. including but not limited to. They explore and discuss visual examples of historic and contemporary printmaking through slides and original work when possible through gallery and museum trips. and innovation.5 credits – semester-long minor – open to students in grades 10-12 609 THREE-DIMENSIONAL STUDIES: SCULPTURE MAKING Students explore traditional and non-traditional methods of sculpture making. Emphasis is placed on craftsmanship. and the figure as a vehicle for the expression of feeling. . Students are expected to maintain a detailed sketchbook and journal throughout the course.5 credits – semester-long minor – open to students in grades 10-12 608 BREAKING THE MOLD: EXPERIMENTAL CERAMICS ART Students experience hand building as well as altered wheel thrown ceramics. mono prints. They work with various materials. mold making and glaze technique. object making. experimentation.125 credits – Required for all ninth-graders 607 PAPER BORDERS: PRINTMAKING Students explore a wide variety of media and mixed media print techniques. and artist books of their own. artist proofs. human proportion.projects undertaken deal with head structure. linoleum. Students explore the ideas and ideals from traditional pottery to the works of such artists as abstract expressionist Peter Volcus and such contemporary potters as Adrian Saxe as well as many others. . for example) are undertaken. and colographs. focusing on method. Another objective is to promote an awareness of the importance of the artist to society in terms of communicating ideas through design. They also experiment with various printmaking surfaces. such as fabric and found objects and collage techniques. . Students then apply these techniques to craft series. techniques. Toward this end. and processes. Contemporary issues surrounding the world of ceramics including its historic and continued use in technological applications are discussed. Students explore and discuss visual examples of historic and contemporary ceramics through slides and original work when possible through gallery and museum trips. one or more projects involving various kinds of design (graphic design. and installation.

and informal discussions. Examples of masterpieces are investigated in order to reveal the wealth of aesthetic content and hidden geometric structures. composition.5 credits – semester-long minor – open to students in grades 10-12 ART 611-614 STUDIO ART MAJOR Studio Art as a major course is designed for those students who have completed the art component of the ninth-grade Humanities course as well as one of the three term-long art minor courses and who wish to continue their study of art on a more comprehensive level. The three-dimensional component involves a wide variety of mediums and projects ranging from toy design to expressive figure work. providing a broader context and understanding of the medium. and hue charts to study color in preparation for painting. of content and form as well as possibilities for autobiography. The objective of the class is for students to hone the skills acquired in previous courses and to provide them with an opportunity for a more in-depth experience in certain areas such as printmaking. This course is intended to be an exploration of the issues. .5 credits – semester-long minor – open to students in grades 10-12 610 FOUNDATIONS The development of technical drawing skills. Students learn to analyze their work objectively and are encouraged to develop a personal style of expression while also developing sensitivity and perception in their response to other students’ efforts. shape. aesthetic awareness. with an intensive focus on composition. formal issues. Various perspective systems and techniques are utilized. and expressive quality. the student 78 Curriculum Guide THE MASTERS SCHOOL .investigations of artists. . and visual acuity are the primary goals of this course. Students create individual value. painting. all of which are covered in depth. are looked at in depth. 1 credit – year-long major – prerequisite HUMANITIES AND STUDIO ART MINORS 615 AP STUDIO ART After completing at least one year in a studio art major course. social/political commentary. value. Examples from art history are used to clarify creative goals. slide presentations. and sculpture. Specific exercises focus on the essential elements of visual art: line. tint. intensity. and historical investigation. Museum and gallery visits are included. During the paint unit.

and printmaking are the three main areas of concentration in the first quarter. Computer technology has made the practice of photography more accessible to the visual artist as well as the consumer. This challenging course is designed for the serious art student and results in the development of a comprehensive portfolio demonstrating technical mastery as well as a creative imagination. pinhole. and students can also learn how to produce beautiful color and grayscale prints on the Epson 1800 and 4000 printers. This minor class explores digital photography on its own terms as society moves further into this medium. photography has become a staple of many contemporary artists’ means of expression. Contemporary photography is explored through a visual and written project that students share with their class. . and a tool for the deconstruction of more traditional forms of art and culture. composition.may be recommended by his or her teacher to enroll in Advanced Placement Studio Art. a part of the vocabulary of visuality. film developing. and toning prints may also be explored in the second quarter. Used either as a communication tool or as an integrated component of mixed media installation.5 credits – semester-long minor – open to students in grades 10-12 621 ART DARK-ROOM PHOTOGRAPHY This semester-long minor is designed to teach the beginning photography student the basics of black and white photography from a creative perspective. Camera use. exposure) and Photoshop CS3. Alternative photographic processes such as Polaroid transfers. and our approach to art making is transformed by that fact. 1 credit – year-long major – by permission of the department 620 DIGITAL PHOTOGRAPHY Still photography is immediate. During the second quarter. Students learn basic photographic skills (pre-visualization. editing. Class projects throughout the semester are designed to give students considerable creative latitude.5 credits – semester-long minor – open to students in grades 10-12 THE MASTERS SCHOOL Curriculum Guide 79 . Digital photography is more immediate than analog. students are introduced to studio lighting concepts and work hands-on in the studio exploring portraiture and still-life photography. The portfolio is sent to an evaluating committee of artists and art educators who award it a grade (independent of the grade assigned by the student’s teacher at Masters) that may earn them college credit. . Color photography is a major focus of the class.

preparing students for the more rigorous studies of art and media at the college level. students will learn how to transfer their finished portfolios to slides and CDs. and an introduction to the history of photography. beginning with a written proposal.5 credits – semester-long minor – prerequisite DARK-ROOM OR DIGITAL PHOTO 623 PHOTOGRAPHY III – PROJECTS IN PHOTOGRAPHY This class is designed for those students who have completed Darkroom Photography or Digital Photography.622 PHOTOGRAPHY II This minor course is designed for students who wish to improve their photographic technique and to explore individual areas of interest. and students work with color in the digital lab. 1 credit – year-long major – open to students in grades 10-12 80 Curriculum Guide THE MASTERS SCHOOL . Technical expertise is approached on an individual basis so that the intellectual concerns of all of the students might be met in discussions and class critiques. is a survey of contemporary artists using photography as their principle medium as well as those incorporating photography into mixed media. Students will design a semester-long project. . packaged for college admissions or gallery review. The creation of the portfolio and the development of creative and intuitive skills are also addressed. This can become the student’s portfolio. exhibition quality prints. and ending with an artist statement that will accompany a portfolio of twenty finished. Emphasis is placed upon the development of individual concerns and issues through the medium of photography. Students are introduced to conceptual photography and are expected to take part in a more in-depth examination of their own working methods. more attention is given to the subtleties of the exploration of light. and. Concepts introduced in Dark-Room Photography or Digital Photography are expanded upon. through frequent field trips. creative methods. Also included. digital photography. .5 credits – semester-long minor – prerequisite PHOTOGRAPHY II ART 625 PHOTOGRAPHY MAJOR Photography as a major course is offered to students at different levels of technical experience who are serious in their pursuit of photography as an artistic medium. as part of the class. The course can be combined with another photo minor to form a major class. and Photo II. Students also work on a collaborative project that culminates in a site-specific installation on campus.

and to encourage them to develop a passion for art that will lead to continued study of art beyond high school. both past and present. quizzes. and furthering developing design and layout of the yearbook as a whole. At the end of the year. Masterpieces. A text is employed and reading assignments. production processes. original work. .5 credits – year-long minor 627 MASTERPIECES SENIOR EDITORSHIP This course is designed as an independent study for the senior editorial officers of Masterpieces. to teach them to analyze works of art and to speak and write about their conclusions with clarity. students take the AP Art History examination. these students work independently during free periods under the direction of the faculty advisor for Masterpieces and develop such skills as creating the ladder. The objectives of the course are to familiarize students with a variety of art masterpieces. In addition to attending the Graphic Design class. and the balance of photographs and text as compositional elements of the book. The work of the course is based upon class discussion employing both slides and. managing a staff and materials. deciding upon the chain of importance of information. research reports. Periods covered are prehistoric art to the eleventh century. and tests are essential components of the course. the twelfth century to the eighteenth century.626 GRAPHIC DESIGN AND DESKTOP PUBLISHING In this class students learn the basics of graphic design and desktop publishing through assisting in the production of the School’s yearbook. During the first three quarters. Students receive major credit for this course. properties of color and grayscale formatting. 1 credit – year-long major – by permission of the department ART 635 AP ART HISTORY This course gives students a comprehensive view of the panorama of art styles and periods from cave painting to the art of today. Field trips to museums and galleries in New York City are required. when feasible. student learn the basics of design and layout from concept to completion including the use of type as a visual element. the school’s yearbook. Students spend the final quarter preparing elements of the yearbook for the following year. 1 credit – year-long major – by permission of the department THE MASTERS SCHOOL Curriculum Guide 81 . and the later eighteenth century to the present.

shoot. planning. light.640 NEW DIGITAL MEDIA In this year-long major course. or they may choose a site-specific installation on campus. Trips to New York City. The course is a combination of lecture and hands-on instruction in which students devise. and installation. . The course can be paired with Introduction to Video to create a year-long class that affords serious students of video the opportunity to pursue the step-by-step development and completion of a feature-length video. plan. color values and negative space are addressed in the visual media. The overall effort requires thinking far outside the structure of traditional storytelling and requires acute attention to detail and continuity. Students are introduced to basic digital and video camera usage and to multi-track recording with pro-tools. . shooting. pitch. rhythm. exposure. sound editing. tone. and editing a feature-length narrative or long-format documentary video are challenging processes. Travel into New York City is an expectation of this course. as well as develop an ability to use video as a means of documentation. contrast. and work within the available technologies of contemporary media art. As a final project. students may create an online gallery in which they will install and promote their final projects within a web based digital exhibition. and edit short subject videos. 1 credit – year-long major – open to juniors and seniors 641 INTRODUCTION TO VIDEO A semester-long minor. as well as the manipulation of “found sound” are addressed in the study of audio media. The goals of the course are that students develop a critical eye for video and an understanding of the history and importance of video within the avant-garde. interpret. students survey. storytelling.5 credits – year-long minor – prerequisite INTRODUCTION TO VIDEO 82 Curriculum Guide THE MASTERS SCHOOL . casting.5 credits – semester-long minor – open to students in grades 10-12 642 ART ADVANCED VIDEOMAKING Theorizing. Introduction to Video teaches students the technical aspects of using video as a means of self-expression and documentation while learning the history and artistic importance of the medium. Foundation concepts such as the use of composition. visits to local galleries and web galleries. and interactions with visiting artists augment classroom and studio study.

the approach to teaching theory or a performing group is participatory. and who have earned grades of at least 90 in each of those courses. Past performances have included the Mozart Requiem and the Haydn St. Emphasis is placed on sight-singing. Joannis de Deo mass. Regardless of the course. DEPARTMENT CHAIR Nancy Theeman Ph.125 credits – Required for all ninth-graders 651 MUSIC CHORAL MUSIC I Choral Music is the course during which meets the Glee Club. Courses are open to students who have extensive musical background or little musical background. and hands-on projects. such as Choral Music. To that end. Distinction in Music is typically conferred upon those graduating seniors who have participated in an ensemble.MUSIC The goal of the music program at The Masters School is to provide opportunities for students to make music. with the Pingry School. Students are given an overview of music from antiquity to the present day using videos. such as Music Theory.. and to share their musical experiences with others. listening examples. and development of individual vocal health. Its goal is to give students an appreciation for our rich musical heritage and to encourage them to develop their own musical tastes. The Glee Club performs at least three times a year for the Candlelight Concert. musical literacy. University of Maryland “ 604 HUMANITIES/MUSIC This half-semester course is part of the ninth-grade Humanities rotation and is devoted to the music of western and non-western cultures and history. THE MASTERS SCHOOL Curriculum Guide 83 .D. A credited course. Choral Music focuses on the preparation and performance of choral masterpieces. who have completed at least two major music courses. Private instruction by professional musicians and instructors is also available on a variety of instruments to enhance the individual student’s program. . to learn about music. the school’s oldest organization. the curriculum includes hands-on courses. and for the spring concert. and also courses that enhance the student’s understanding of music.

5 credits – year-long minor prerequisite Music Theory Minor or by permission of the department 657 CHAMBER MUSIC MUSIC Chamber Music is offered as a minor to experienced instrumentalists who want the challenge of playing regularly with other musicians and working on the great literature for chamber ensemble. and Romantic to Modern. Performance practice of many jazz styles. . This intense study of the history of music is divided into the following periods: Antiquity to Bach. Modal Jazz. including. they must be able to read music and be willing to prepare their music outside of class. Extensive listening and concert attendance are a central part of this major. This course will begin with the introduction of 32-bar song form and 12-bar jazz blues progressions. Early Jazz (collective improvisation) Swing. modes and their respective harmonic relationships will also be addressed.. however. Bach to the Early Romantics. Indepth study of scales. students will be able to identify mu84 Curriculum Guide THE MASTERS SCHOOL .5 credits – year-long minor – by permission of the department 656 JAZZ THEORY PRACTICUM Jazz Theory Practicum is a course designed for the student interested in studying advanced concepts of Jazz improvisation. and Fusion will be covered. Most important. Rehearsal techniques and ensemble coaching are included as well as readings by musicians on ensemble playing and studying of various interpretations of the literature to be played. By the end of the year. . Students are accepted into this course by audition. Bebop. but not limited to.5 credits – year-long minor – by permission of the department 661 MUSIC HISTORY Music History is designed to give students a solid introduction to music literature and style.5 credits – year-long minor 652 CHORAL MUSIC II Choral Music II is an advanced choral course for students who want to expand their repertoire and move more quickly. . A variety of repertoire from early to modern music is explored and performed. all concepts will be realized on their own instruments. Hard Bop.

composition. 1 credit – year-long major – by permission of the department MUSIC 669 INDEPENDENT STUDY IN THEORY AND COMPOSITION An independent study in theory and composition is offered for those students who have completed AP Music Theory or the equivalent and who wish to further their theoretical studies and concentrate on compositional techniques. it may be offered in alternate years.sical selections from all historical periods and to identify composers of all periods as well. They study compositional techniques in popular as well as the traditional music. Students then study principles of eighteenthcentury theoretical practice including analysis. This course can be taken as preparation for the AP Music Theory class. and composition. jazz chords. The first part of the year is devoted to ear-training and sight-singing. . and non-traditional harmonic practice. students take the AP Music Theory examination. The course concludes with the study of modern techniques and includes altered chords. and form. basic piano chord technique. Students sight-sing and learn to write out music as well as to write out dictated melodies and chord progressions. Credit determined by arrangement – by permission of the department THE MASTERS SCHOOL Curriculum Guide 85 . (The course can be counted toward fulfilling the graduation requirement for either history or the arts. At the end of the year.5 credits – year-long minor – open to students in grades 10-12 665 AP MUSIC THEORY Advanced Placement Music Theory is offered on a yearly basis with credit given for participation by trimester.) 1 credit – year-long major – open to juniors and seniors 663 MUSIC THEORY MINOR This year-long course is an introduction to music including ear training.

. There are many chances to participate in theater at Masters.A. Students study acting. New York University DRAMA “ 603 HUMANITIES/DRAMA This half-semester course is part of the Humanities rotation required of all ninth graders. Each performance encourages our students to become leaders as well as to participate as strong team members. costumer. They then place these characters in a series of monologues and scenes. costume. who have earned grades of at least 90 in each of those courses. Each year we present a drama. imaginations. skills. They also emcee monthly coffee house performances open to everyone in the community. set designer. our Acting Workshop group. and makeup artist. DEPARTMENT CHAIR Mary Anne Haskin M. Distinction in Drama is typically conferred upon those graduating seniors who have completed at least two courses in the department beyond the ninth-grade Humanities requirement. and our Drama on Stage course often do scenes or monologues at the Andres Retirement Community. stage managing. a comedy. directing. Actors from our ninth-grade Humanities/Drama class. and a musical so that the students are able to explore a wide range of acting styles and design options. and creativity. the School’s honorary drama society. "Touring Talent" trips off campus are another chance for our students to perform and to participate in service opportunities. leading to the production of a short collaborative play involving the entire class. Students taking Directing also produce plays that are open to everyone. and who have demonstrated excellence in our after school theater program. and makeup use as they learn to interpret dramatic literature. Members of Phoenix.DRAMA The Drama Department at The Masters School sees theater arts as the ideal place for students to experience the collaborative nature of performance. propmaster. Students examine the theories and technical aspects of a theatrical production. and we encourage all students to develop their minds. They explore the stage through the eyes of the actor. This more informal opportunity to share one’s talent is held in the dining hall on weekends. set and lighting design. Each student begins by inventing and fully developing his or her own character. lighting designer. Curriculum Guide THE MASTERS SCHOOL 86 . the playwright. produce a number of plays themselves each year.

The class participates in the scenes and plays produced by student directors. Students then begin to direct scenes using students from the Acting Workshop course. and theater safety. improvisation. and body language during each class session. and action/reaction techniques as they present scenes in class. .125 credits – Required for all ninth-graders 681 DRAMA ON STAGE During the first part of this year-long minor course. The first weeks of the class focus on specific staging and motivational techniques outlined in their textbook. students keep a journal concerning all aspects of theater arts that they experience in school as well as off campus. They next work on acting skills through scene study. lighting design and execution.5 credits – year-long minor 685 DIRECTING In this year-long minor course. characterization. The history of drama is included with this unit to enhance the students’ understanding of the plays they are producing. sound effects. After these experiences. During the final months of the class. stuTHE MASTERS SCHOOL Curriculum Guide 87 . and motivating the actors. staging it. the students are ready to become directors. They take turns analyzing a scene. . the emphasis is on pantomime. Students taking the Directing class work with these actors on voice.5 credits – year-long minor – prerequisite DRAMA ON STAGE 686 DRAMA TECHNICAL THEATER A year-long minor. Students explore movement. the directors produce and direct a play that is shown to the entire school community. .5 credits – year-long minor 683 ACTING WORKSHOP Acting Workshop is a full-year minor course in which students develop concentration and imagination as they perform in exercises designed to develop characterization. gesture. After completing the course. Students are introduced to methods of research that allow their interpretations to reflect the life and times of the playwright as well as the intent of the specific script.. and the development of the voice as students perform a monologue for their culminating project. scene painting. the course is a hands-on. workshop experience that includes set design and construction.

dents often take the leadership positions as crew heads, designers, stage managers, or assistants to the Technical Director on school productions. .5 credits – year-long minor – open to students in grades 10-12
687

THEATER DESIGN

Theatre Design will focus on an introduction to the processes, technologies, and aesthetics of the visual design used in theater. Using a range of media, students explore design skills, the creative process, and the essentials of designing for the stage. Topics include the study of scenery design, lighting design, and costume design. Students apply and demonstrate proficiency in period and styles of design, principles of composition, and the use of text as visual space through collaborative projects. Theater design is arts-based and driven; no prior theatrical or technical knowledge is necessary. .5 credits – year-long minor

DRAMA
88
Curriculum Guide

THE MASTERS SCHOOL

DANCE
The goal of the Dance Department at The Masters School is to provide an education in the discipline of dance that introduces students to the richness of the craft and the variety of opportunities in the dance field. The program also encourages students to open the doors of individual creativity and begin to find their own voices through dance. While enrolled in the dance program at Masters, students have the opportunity to study multiple dance techniques as well as dance history and composition. In addition to working with the performing arts faculty at Masters, guest artists are brought to campus to give the students an opportunity to work with professionals active in the field at large. Students are provided with performance opportunities through the two dance companies on campus, Muse and Urban Connection. Muse company members present two concerts during the school year as well as participate in the community musical. Urban Connection, the hip-hop and step dance company, perform one concert in the spring and are featured in the School's Martin Luther King, Jr. Day celebration. Trips to dance concerts and musical theater events are scheduled throughout the year. Graduating students have gone on to pursue higher degrees in dance as well as successfully established themselves as professionals in the field of dance.
Distinction in Dance is typically conferred upon those graduating seniors who have taken at least two courses in the Dance Department beyond the Humanities requirement. A minimum average of 90% must be earned in each course. The student must also have demonstrated excellence in our after school program.

DANCE

FACULTY
Mary Rotella B.F.A., Stephens College


602

HUMANITIES/DANCE

One quarter of the required ninth-grade Humanities rotation is devoted to dance. Students are given an overview of social dance from the early twentieth century through today. The goal of the course is to give students an introduction to and appreciation of dance as an art form. Students will be required to dance. .125 credits – Required for all ninth-graders
THE MASTERS SCHOOL

Curriculum Guide

89

DANCE

691/810

DANCE TECHNIQUE I

This course is offered to students as an introduction to dance and fulfills the term requirement for physical education. Students learn the basic skills of ballet, modern, and jazz techniques and are introduced to theatrical and dance terminology. term-long minor – open to students in grades 9-12
691

DANCE TECHNIQUE II

Dance Technique II is a beginning intermediate level course that meets twice a week during the academic day. Students study ballet, modern, jazz/contemporary, tap, and theater dance. Entry into the course is by approval of the instructor; there is a placement audition at the beginning of the school year. The class fulfills both the arts graduation requirement and the physical education requirement. .5 credits – year-long minor – by permission of the department
692

DANCE TECHNIQUE III

Students in this course continue and build upon the course of study that began in Dance Tech II. Dance III is an advanced dance course that is a major. Entry into this course is upon completion of the Technique II course and the approval of the dance instructor. This course fulfills both the performing arts and physical education requirements. .5 credits – year-long minor – by permission of the department

90

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THE MASTERS SCHOOL

an out-of-school athletic program. The instructor also must submit to the School a written evaluation of the student’s progress at the end of the term. first in the ninth grade.. and wellness and to teach our students how to make responsible choices. the option must involve a fitness activity that is not offered in that particular season at Masters and is supervised by an instructor licensed or certified in that particular activity. Students must earn a passing grade in physical education each term while they are at Masters in order to meet the graduation requirement. The general goals of the department are to promote a lifestyle for our students that emphasizes physical fitness. Students may apply for an athletic option either for a specific season (fall. DEPARTMENT CHAIR Ray Lacen M. The department provides students with opportunities for learning through the scientific study of human wellness and movement as well as through the practical application of athletics. Long-term exemptions from participation in physical activity due to illness or injury will be issued only upon receipt of a written request from a student’s parents. health. CUNY THE MASTERS SCHOOL Curriculum Guide 91 . or. In such cases. This request must be accompanied by a note from a physician that specifies the activities that the student can or cannot take part in and the duration of the excused absence. Students may fulfill this requirement though participation in regularly scheduled physical education classes (which meet twice a week). and then in the junior year. To qualify for an out-of-school athletic option. responsible citizens of The Masters School and the larger community. winter. Students who enter Masters in the ninth grade are required to take two termlong minor courses in health. exercises. the parents. students must complete an application form and submit it to the athletic office prior to the announced deadline. and the director of athletics should be arranged prior to the start of the trimester. An adaptive program of physical education can be arranged for students requiring special considerations. with departmental approval. Baruch College. the interscholastic athletic program. and activities. a meeting involving the student. the school nurse or physician.A. or spring) or for the year.HEALTH AND PHYSICAL EDUCATION HEALTH & PE The Department of Health and Physical Education is an integral part of the school’s educational program. both of which should contribute toward the development of our students as well-rounded.

volleyball. and weight training. The curriculum includes but is not limited to content from each of the following areas: personal hygiene.721 HEALTH 9 HEALTH & PE Students in the ninth grade are scheduled for health two times per week for one quarter. fencing. sexually-transmitted diseases.25 credits – taken in the junior year (schedule permitting) 800 PHYSICAL EDUCATION Physical education classes meet twice a week. and CPR certification. . archery. coping with stress. .125 credits – Required for all ninth-graders 725 HEALTH 11 Students are required to take Health in the junior year. Class discussions focus on current health issues and assigned articles. and other sexually transmitted diseases. The primary goal of the course is to provide information and develop skills that will allow each student to make healthy and safe decisions in their lives. tennis. One written project is required. Students are evaluated with regard to performance on projects. and classroom participation. by hormonal changes. The curriculum includes units on nutrition. and by external factors such as stress. and papers. soccer. fitness. The instructional units that are offered vary from term to term and depend upon class size and student interest. Students explore how the brain is affected by what we eat. and nicotine. and students are evaluated in these discussions as well as through quizzes. substance abuse. by drugs. tests. homework assignments. term-long minor – required for all students each term 92 Curriculum Guide THE MASTERS SCHOOL . journal entries. sexual reproduction. the class meets twice a week for one semester. Fitness and skill-based units that are regularly offered include basketball. alcohol. nutrition. AIDS.

1 credit – year-long major THE MASTERS SCHOOL Curriculum Guide 93 . take photographs. and produce the School’s newspaper. these students work independently during free periods under the direction of the faculty advisor for Tower and develop such skills as managing a staff.5 credits – year-long minor 155 TOWER SENIOR EDITORSHIP This course is designed as an independent study for the editor (or editors)-inchief of Tower. and further developing design and layout. sports. In addition. Tower. Students are encouraged to try to get their work published in Tower as well as one outside source. leads.5 credits – year-long minor 151 JOURNALISM/TOWER Journalism/Tower is a course that provides students with a hands-on opportunity to research. angles. “ OTHER COURSES 150 INTRODUCTION TO JOURNALISM This course offers specific focus on developing basic news writing skills. and opinion pieces. including developing story ideas. and analyzing other news sources. They also learn the basics of writing effective news. (If enrollment is low. edit. students learn to discern truly newsworthy topics and understand that what gets left out of the story is usually as important as what gets in. feature. which is published periodically throughout the year. In addition to attending the Journalism/Tower class. . design layout. this course may be combined with the Journalism/Tower course. write.) . thoughtfully editing articles.OTHER COURSES The courses presented here do not fall within the framework of any of the departments. Students receive major credit for this course.

guided course for seniors who want to immerse themselves in a particular area of study for an entire summer and academic year. and reading for comprehension. spreadsheet. Students learn about the parts of the computer. . The class meets twice a week. and how to research effectively on line.449 THE MASTERS THESIS OTHER COURSES The Masters Thesis is a rigorous. and web publishing software. presentation. they learn how to make effective use of the library and its various resources. the goal of which is to provide students with a uniform introduction to the skills they will need to be successful students at The Masters School. how computers work. use the school network. note taking. The class is interdisciplinary in nature as students are expected to look at literature and art that relates to their chosen field. Students also work on developing and honing various skills associated with organization.125 credits – Required for all ninth-graders 94 Curriculum Guide THE MASTERS SCHOOL . they are taught how to use a planner as a means of managing their time and keeping track of their assignments. and work with computer peripherals. The class meets twice a week during the first quarter. Students are introduced to electronic mail. graphic. Students are introduced to the many dimensions of constructive Harkness participation. word-processing. 1 credit – year-long major – by special permission 560 COMPUTER STUDIES This half-semester course is designed to familiarize students with beginning and intermediate levels of computer knowledge. Throughout the course students are taught proper ethics as related to computer science. such as by guest-lecturing to appropriate classes or by presenting and discussing their research with interested faculty and students during lunch-time and evening seminars. the history of computers and the Internet. .125 credits – Required for all ninth-graders 701 STUDY SKILLS All ninth graders begin the year with this course. self-assessment. and they learn how to identify their various learning styles. Members of the class share what they learn with other students in a variety of ways. students produce one long paper and a creative project. Over the course of the year. Students navigate the Windows user interface.

The library is used as the source of material for speech writing. . Twice during the course. and strategies. each student is videotaped and writes a self-evaluation based on this performance.25 credits – taken in the junior year (schedule permitting) THE MASTERS SCHOOL Curriculum Guide 95 . The final speech is a Commencement Address written and performed as the final project. and vocal projection are stressed. and listening skills are reinforced as students critique one another. semester course that meets for approximately 110 minutes a week. This is a required. Power Point computer images are integrated with the Informative Speech. and research skills are developed during the Speech to Convince.125 credits – Required for all ninth-graders OTHER COURSES 715 PUBLIC SPEAKING The purpose of this course is to prepare students with the vocal skills and the confidence to present ideas in front of an audience. techniques. Organization of content. Students discover the moral foundations of our school community and learn what it means to be a responsible scholar and member of The Masters School. . clear enunciation.711 COMMUNITY LIFE This course is designed to acquaint ninth-grade students with the values and traditions of the Upper School and to introduce them to organizational and study skills.

NOTES 96 .

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