Prerequisites: none
Who the course is designed for: Upper School students with little or no background in the language.

During the first semester, students learn basic grammar and vocabulary while also developing their ability to read, write, speak, and understand Spanish. During the second semester, they learn more regular and irregular verbs in the present and past tense, and other grammatical structures that allow creative expression in Spanish.  By the end of the year, students can ask and answer questions, speak about themselves and their interests, listen and understand short directed conversations or dialogues, read for facts, and answer factual questions based on readings.  Students will participate in speaking activities, collaborative activities such as role-play, projects, presentations, and short readings.  In addition, students will learn about the cultural diversity that exists among the many Spanish-speaking countries.  Spanish will be spoken during instruction and in classroom activities.

Prerequisites: None 
Who the course is designed for: Middle school students

Students in Spanish 1A learn vocabulary and grammar in the present tense, while developing their ability to read, write, speak, and understand Spanish. Students participate in speaking activities, collaborative activities such as role-play, projects, presentations and short readings. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Spanish is spoken during instruction and in classroom activities.

Prerequisites: C- (full year average of 70%) in Spanish 1A or Spanish Intensive
Who the course is designed for: Middle School and Upper School students with some background in the language.

The primary objective of this course is to develop communication skills in Spanish. Students in Spanish 1B learn basic grammar and vocabulary while developing their ability to read, write, listen, and speak. Students participate in speaking activities, collaborative activities such as role-play, projects, presentations, and reading short stories. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Spanish is spoken during instruction and in classroom activities.

Prerequisites: C- (full year average of 70%) in Spanish 1B or A- (full year average of 90%) in Spanish Intensive (with work to be completed over the summer)
Who the course is designed for: Upper School students.

Spanish 2 emphasizes oral production and writing as means to build a strong vocabulary and greater proficiency in the target language. Classes are conducted almost exclusively in Spanish. Students do oral presentations and interviews and write three or four-paragraph compositions. Furthermore, students read short stories, articles, and one novel. Special attention is paid to the development of listening skills, and some cultural aspects that are built into the language are also introduced.

Prerequisites: C- (full year average of 70%) in Spanish 2 or 2 Honors

Who the course is designed for: 10th, 11th and 12th grade students

The primary objective of this course is to develop stronger communication skills and even greater proficiency in Spanish. Students in Spanish 3 learn vocabulary and grammar in more depth while developing their ability to read, write, listen, and speak. Students participate in speaking activities, collaborative activities such as role-play, projects, presentations, and reading short stories. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Only Spanish is spoken during instruction and in classroom activities.

Prerequisites: A- (full year average of 90%) in Spanish 2 with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.

Who the course is designed for: Strong and motivated Spanish students in the 10th, 11th and 12th grades

The primary objective of this course is to develop stronger communication skills and proficiency in Spanish.  Students in Spanish 3 Honors study grammar and vocabulary in greater depth and at a quicker pace as they develop their ability to read, write, listen, and speak. The focus of the class is communication, with a very student-centered approach. Students participate in many speaking activities, collaborative activities such as role-play, projects, presentations, and reading short stories. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Only Spanish is spoken during instruction and in classroom activities. This course is much more demanding than Spanish 3.

Prerequisites: C- (full year average of 70%) in Spanish 3 or 3 Honors
Who the course is designed for: Students in grades 10 - 12

Students in Spanish 4 continue learning vocabulary and grammar in greater depth. Conducted entirely in Spanish, this course emphasizes the four core skills of speaking, listening, reading, and writing. The primary goal is to further enhance students’ ability to understand both spoken and written Spanish, as well as to be able to communicate more effectively through speaking and writing. Through a variety of readings and films on contemporary Spain, as well as research projects and grammar review, students have the opportunity to discuss, debate, and interact using the target language on a wide variety of relevant topics including current events, the Spanish Civil War and the Dictatorship period, and music.

Prerequisites: B+ (full year average of 87%) in Spanish 3H or A (full year average of 93%) in Spanish 3, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated students in grades 10 - 12

Spanish 4 Honors is an advanced course designed to enhance students' ability to understand and produce both spoken and written Spanish. This course builds upon the grammatical foundations of Spanish 1, 2, and 3H while continuing to develop speaking, listening, reading and writing skills. Students further refine their language skills through discussions, paired activities and presentations, and by interacting with short stories, articles, local resources and authentic materials from Spain. All three modes of communication (interpersonal, interpretive and presentational) are emphasized.

Prerequisites: A- (full year average of 90%) in Spanish 3 Honors or B+ (full year average of 87%) in Spanish 4 Honors, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated students in grades 11 and 12

This college-level course emphasizes the use of language for active communication and helps students develop the ability to understand spoken Spanish in various contexts. Students develop sufficient Spanish vocabulary to read newspaper and magazine articles, literary texts and other non-technical writings without dependence on a dictionary. They also learn to express themselves coherently and with reasonable fluency in both written and spoken Spanish. Grammar is reviewed as needed to achieve these goals. Six major themes drive the content of the class: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, Beauty and Aesthetics.

Prerequisites: B+ (full year average of 87%) in Spanish 4 or B (full year average of 83%) in Spanish 4 Honors

Who the course is designed for: 12th grade students
 

The goal of this course is to develop and refine students’ conversational skills in the context of current events and everyday life. Students explore various themes such as health, art, urbanism, technology, and how to make the world a better place. Through the study of these themes, students have the opportunity to recognize and respond thoroughly to ethical dilemmas, to develop integrity with which to confront injustice, and to embrace and to respect different perspectives. Students also have the opportunity to express their points of view as they learn idiomatic expressions and other stylistic devices that will allow them to use the language in a creative way.

Prerequisites: C- (full year average of 70%) in AP Spanish Language and Culture, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.

Who the course is designed for: 12th grade students who have completed AP Spanish Language and Culture

This course helps students to use and refine conversational skills through the study of several Spanish and Latin American authors and films. Students explore social and political issues from the history of Spain and Latin America up to modern times.  Short stories, theater, poetry and film provide the foundation for class discussions, presentations, and writing. Through comprehensive exposure to literary works and film, students have ample opportunities to expand their  intellectual outlook and develop knowledge, respect and appreciation for cultural differences and similarities. The writers studied in the course include Tirso de Molina, Miguel de Cervantes, Federico García Lorca, Miguel de Unamuno, Gabriel García Márquez, Juan Rulfo, Jorge Luis Borges, Carlos Fuentes, Isabel Allende, Pablo Neruda, and Laura Esquivel, amongst others. The course is conducted entirely in Spanish.

Prerequisites: None
Who the course is designed for: Upper School students with little or no background in the language

Students develop listening, speaking, reading, and writing skills in French in a low-stress, dynamic classroom.  Lessons are conducted almost entirely in French.  They include discussion of diverse French-speaking cultures, as well as discussion of students' own culture and experiences in other academic disciplines.  The course encourages students to make comparisons between French, English, and other languages that may be spoken at home.

Prerequisites: None
Who the course is designed for: Middle School students

In French 1A, students are introduced to linguistic functions related to greetings, pastimes, preferences, weather, food and drink, places in school and in the city, family members, character description and professions. They begin to acquire the high-frequency vocabulary needed to establish solid foundations in their written and oral expression. Students are also introduced to the cultural diversity of the francophone world, with a special emphasis on Paris, the French school system, and French-speaking areas of Africa.

Prerequisites: C- (full year average of 70%) in French 1A or French Intensive
Who the course is designed for: Middle and Upper School students.

Designed for students who have completed French 1A or French Intensive, French 1B is built upon the structural foundations learned in seventh grade, and continues to develop the students’ reading, writing, and conversational skills. Students learn more regular and irregular verbs, the past tense, the near future, and other grammatical structures that allow them to express themselves creatively in French. Students continue to be exposed to French and Francophone cultures. The class is increasingly conducted in French.

Prerequisites: C- (full year average of 70%) in French 1B or A- (full year average of 90%) in French Intensive (with work to be completed over the summer)
Who the course is designed for: 9 - 12th grade students.

French 2 continues the study of grammar and offers a variety of activities such as role-playing and simulations to help students apply new expressions and structures to real-life situations. Students are introduced to new past tense forms, direct and indirect object pronouns, the use of the future tense, the conditional and subjunctive modes, negative expressions, and more specialized thematic vocabulary. Students learn to appreciate in more depth the target culture including poems, films, and cultural readings incorporating both new and already learned cultural and linguistic elements. This course is conducted primarily in French.

Prerequisites: C- (full year average of 70%) in French 2
Who the course is designed for: 10th - 12th grade students.

This course builds upon the structural foundations learned in French 2 and continues to develop the students' reading, writing and conversational skills. Students learn more regular and irregular verbs, the imparfait (past tense), and other grammatical structures that allow them to express themselves creatively in French. Students continue to be exposed to French and Francophone cultures. The class is conducted in French.

Prerequisites: A- (full year average of 90%) in French 2 with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 10th - 12th grade students

In French 3 Honors, students build upon and refine previously-learned grammatical structures while learning new vocabulary to communicate in French on a variety of topics.  This course emphasizes all aspects of language: listening, speaking, reading, writing and culture. This course is conducted exclusively in French.

Prerequisites: C- (full year average of 70%) in French 3 or 3 Honors
Who the course is designed for: 10th, 11th, and 12th grade students

The curriculum of French 4 develops vocabulary and grammar in the context of studying global issues. The course initially explores the regional diversity of France and its historical monuments and figures, then moves to a study of the colonial history and current conservation efforts in the Antilles Islands. Topics then broaden to global issues such as social networking, transportation, education, immigration, and employment. Assignments are designed to trigger comparisons between French-speaking cultures and the student’s own community.

Prerequisites: B+ (full year average of 87%) in French 3H or A (full year average of 93%) in French 3, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 10th, 11th, and 12th grade students

The curriculum of French 4 Honors develops vocabulary and grammar in the context of studying global issues. The course initially explores the regional diversity of France and its historical monuments and figures, then moves to a study of the colonial history and current conservation efforts in the Antilles Islands. Topics then broaden to global issues such as social networking, transportation, education, immigration, and employment. Assignments are designed to trigger comparisons between French-speaking cultures and the student’s own community. This course uses more complex resources and demands more sophisticated communication than does French 4.

Prerequisites: B+ (full year average of 87%) in French 4 Honors with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 11-12th grade students

This college-level course emphasizes the use of language for active communication and helps students develop the ability to understand spoken French in various contexts.  Students develop sufficient French vocabulary to read newspaper and magazine articles, literary texts and other non-technical writings without dependence on a dictionary.  Students also learn to express themselves coherently and with reasonable fluency in both written and spoken French. A comprehensive review of intermediate and advanced grammar structures is included in the course.

6 major themes drive the content of the class: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Themes are explored through a variety of materials: articles, audio-visual or audio news segments, short videos, literary excerpts, movies and songs.

Prerequisites: C- (full year average of 70%) in French 4 or A.P. French Language
Who the course is designed for: 12th grade students

This course offers a thorough and comprehensive review of the intermediate structures of French using a series of films. The themes developed in the movies also allow students to build linguistic proficiency in a meaningful context.

The course also introduces students to quintessential French poets and writers, as well as cultural French icons. Authentic audio-visual documents are used to enhance the students’ understanding of the contemporary francophone world. The goal of the course is for students to have greater fluency and accuracy in French and to send them into the world as fully functional French speakers.

Prerequisites: B- ( full year average of 81%) in French 4 Honors, or A- (full year average of 90%) in French 4, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 12th grade students

French cinema is intrinsically linked to France's history and cultural identity. In this advanced cultural studies course, students discover contemporary French culture through its cinema. By watching films made by a wide range of directors, students also acquire analytical skills to better examine cinematic techniques and appreciate the aesthetics of film. Major themes discussed in the class include: family, education, immigration, and the European Union. Through written film analyses, students develop their writing skills in the French language.

Prerequisites: None for new 9th graders; upon recommendation for Middle School students.
Who the course is designed for: New 9th grade students and recommended Middle School students

At the level of beginning Chinese, students develop their basic communication skills in a cultural context.  They listen and respond to structured social conversations, practice writing basic characters and learn their origins.  Students also learn basic grammatical structures and sentence patterns to write simple sentences and brief paragraphs.  During the second semester, students learn to use phrases to increase their ability to communicate effectively in Mandarin.They engage in dialogues on school-related topics and interact with their peers. Cultural knowledge relating to each topic is introduced at appropriate intervals, to enrich students’ understanding of Chinese culture.

Prerequisites: none
Who the course is designed for: 7th grade with little or no background in the language

At the 1A level, students have the opportunity to develop basic Mandarin Chinese communication skills in a cultural context. They start to listen and respond to structured social conversations. They practice writing basic characters and learn their origins. They write simple sentences and brief paragraphs. Students also learn basic grammatical structures and sentence patterns. Cultural knowledge is introduced at appropriate intervals to enrich students' understanding of Chinese culture. The computer is used as a tool to master the phonetic system, which is quite challenging in Mandarin.

Prerequisites: C- (full year average of 70%) in Chinese 1A or Intensive
Who the course is designed for: Middle School non-heritage* students

Chinese 1B is a continuation of Chinese 1A. In this class students engage in an in-depth study of the language. They increase their vocabulary and learn phrases to increase their ability to communicate effectively in Mandarin. Grammatical structures are emphasized, and students write short essays in Chinese. Reading comprehension is an integral aspect of the course. Students continue to use the computer extensively to enhance their language capability. Conversation is an important feature of the class. Students engage in dialogues on various topics and interact with their peers to practice their language skills. Voice recordings serve as a valuable tool for students to check their own reading and listening skills. The computer is used as a tool to master the phonetic system, which is quite challenging in Mandarin.

Prerequisites: C- (full year average of 70%) in Chinese 1B or an A- (full year average of 90%) in Chinese Intensive (with work to be completed over the summer)
Who the course is designed for: Upper School non-heritage* students

This course expands on what was learned in Chinese Intensive or 1B, aiming to increase oral proficiency in everyday conversation as well as reading and writing proficiencies. Students learn more complex grammar patterns and broader vocabulary. Cultural connections are made at appropriate intervals to help students become more familiar with Chinese society. The primary goal of Mandarin Chinese 2 is to build functional ability in the language, as well as to provide a foundation for Mandarin Chinese 3.

Prerequisites: C- (full year average of 70%) in Chinese 2
Who the course is designed for: Upper School students

This course is designed to expand students’ language skills from their previous Mandarin Chinese studies. Many of the grammatical constructions introduced in earlier courses are reinforced with increasing sophistication in terms of style and usage. Both pedagogically prepared texts and authentic materials, including articles from Chinese newspapers and short stories, are used to expand students’ knowledge and awareness of Chinese culture and history. Rigorous practice of spoken and written Mandarin Chinese in a wide range of situations of daily life will be conducted in order to help students communicate constructively, creatively, and appropriately at the intermediate level.

Prerequisites: A- (full year average of 90%) in Chinese 2 and an effort grade of 4.  If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for:  Strong and motivated 10th - 12th grade students

This course aims to enhance aural-oral skills and train students in more advanced study of grammar, reading, and writing. While the curriculum in Mandarin Chinese 3 and Mandarin Chinese 3 Honors is similar, in this course students will be expected to speak for greater periods of time and write more sophisticated compositions. Both pedagogically prepared texts and authentic materials, including articles from Chinese newspapers and short stories, will be used in this course in order to expand students’ knowledge and awareness of Chinese culture and history. Additionally, students will be expected to research, write, and present their findings to the class.

Prerequisites: C- (full year average of 70%) in Chinese 3 or 3 Honors
Who the course is designed for: 10-12th grade students

In this intermediate-level course, students develop their Chinese language skills while also gaining a deeper understanding of Chinese culture and daily life through various audio, visual, and textual materials, The course continues to develop students’ skills in listening, speaking, reading, and writing Chinese, and introduces many practical grammatical structures and sentence patterns which will enhance students’ abilities in oral and written communication. With each new lesson, students also acquire more substantive vocabulary related to a wide variety of topics concerning daily life and culture. A strong emphasis is placed on students’ active, engaged participation. By the end of the course, the successful student will have the ability to write short compositions, present oral reports, and read short narratives on a variety of topics related to daily life and culture, from the primary textbook “Integrated Chinese”, (Level Two, Parts One and Two.)

Prerequisites: B+ (full year average of 87%) in Chinese 3H or A (full year average of 93%) in Chinese 3, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 10-12th grade students

In this intermediate-level course, students develop their Chinese language skills while also gaining a deeper understanding of Chinese culture and daily life through various audio, visual, and textual materials, The course continues to develop students’ skills in listening, speaking, reading, and writing Chinese, and introduces many practical grammatical structures and sentence patterns which will enhance students’ abilities in oral and written communication. With each new lesson, students also acquire more substantive vocabulary related to a wide variety of topics concerning daily life and culture. A strong emphasis is placed on students’ active, engaged participation. By the end of the course, the successful student will have the ability to write short compositions, present oral reports, and read short narratives on a variety of topics related to daily life and culture, from the primary textbook “Integrated Chinese”, (Level Two, Parts One and Two) and primary audio-book "Making Connections".

Prerequisites: A- (full year average of 90%) in Chinese 3 Honors or B+ (full year average of 87%) in Chinese 4 Honors, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 10-12th grade students

AP Chinese Language and Culture serves as both a Chinese language course as well as an introduction to the interdisciplinary field of Chinese culture. Equivalent to a fourth semester college course, the primary focus has been to provide students with the opportunity to experience a variety of themes in Chinese history, geography, sociology, literature and politics, etc. The course deepens students’ immersion into the language and culture of the Chinese-speaking world and challenges the students to use language as a means to study different disciplines and topics, rather than just the language itself. The course is taught entirely in Chinese.

Prerequisites: C- (full year average of 70%) in Chinese 4 or 4H 
Who the course is designed for: 11-12th grade students

The objective of this course is for students to gain a general understanding and appreciation of Chinese literature, culture, and society through in-depth study of selected literary texts and audiovisual material. Students study written texts such as short fiction, essays and news articles, as well as audiovisual materials, including films, recorded interviews, and various other media such as commercials and short videos. Literary/cultural texts include: traditional parables and proverb stories, excerpted chapters of modern fiction and film screenplays, popular Chinese lyric music, and poetry. Readings about contemporary Chinese society include units on Chinese ethnic diversity (ethnographic travel narratives about various regions in China), environmental problems, the educational system, Chinese-U.S. relations, and cross-cultural differences. The class is conducted almost entirely in Chinese. In addition to regular listening and reading assignments, students hone their speaking and writing skills by writing short essays and giving oral presentations on various topics related to the arts, culture, and society.

Prerequisites: B+ (full year average of 87%) in AP Chinese Language and Culture with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 11-12th grade students

Chinese 5 Honors is an advanced Chinese course intended for students who have successfully completed AP Chinese. This course applies a flipped-classroom approach, and honors personalized learning. By studying authentic audio, visual and textual materials including news and articles, movies and TV shows, essays and speeches, daily scenes and conflicts, social cues and popular proverbs, classic and modern literature etc., this course emphasizes the application of Chinese language and cultural knowledge to real-world situations.  Students develop skills of effective communication in a modern contextual Chinese language setting, while also developing their critical thinking and problem-solving skills.

 

Prerequisites: C- in Chinese 5 or 5H 
Who the course is designed for: 11th - 12th grade students

Mandarin Chinese 6 enables students to function in Chinese in a wide variety of circumstances. Students lay a solid foundation for lifelong Chinese learning. This task-based course follows a communicative approach using both authentic resources and the materials created by the teacher and the students. Themes include the influence of technology, population explosion, marriage and family transformation, education and employment, business negotiation, moral conflicts, argumentative writing etc. Through exposure to Chinese popular culture and social transformation in recent decades, students gain insights about a variety of current issues. Students engage meaningfully through interviews, project presentations, discussion and debates, speeches, field trips, reports and simulated problem-solving situations. This course is conducted in Chinese.

 

Prerequisites: B+ (full year average of 87%) in Chinese 5 Honors with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: 11th - 12th grade students

Mandarin Chinese 6 enables students to function accurately and effectively in Chinese in a wide variety of circumstances, and to engage with multiple forms of Chinese classical and contemporary literature. Students develop the skills to lay a solid foundation for lifelong Chinese learning.  This task-based course follows a communicative approach using both authentic resources and the materials created by the teacher and the students.  Themes include the influence of technology, population explosion, marriage and family transformation, education and employment, business negotiation, moral conflicts, and argumentative writing.  Through exposure to Chinese popular culture and social transformation in recent decades, students gain insights about a variety of current issues.  Students engage meaningfully through interviews, project presentations, discussion and debates, speeches, field trips, reports and simulated problem-solving situations.  This course is conducted in Chinese.

* Heritage Speakers

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Please note: the term “non-heritage student” refers to a student who has had no previous exposure, whatsoever, to spoken Chinese in a home environment. Students who have had some previous exposure to spoken Chinese in a home environment should contact the Global Languages Department chair to discuss their enrollment options for Chinese courses at Chadwick.

Studio Art 1
Prerequisites: none 
Who the course is designed for: 9th, 10th, 11th or 12th grade students

This is a full year length foundation course that meets the UC college requirement. Students explore composition in the 2-D contexts of drawing, painting and design. Drawings stem from observation of still-life objects and models for figure drawing. Utilizing the imagination and memory serve to provide further sources of imagery. Practice, patience, craftsmanship, and the development of creative expression all play a part in a curriculum designed to teach the elemental foundation of studio art. 3-D design, presented using paper sculpture as the medium, serves to round out their experience. Students learn how to think creatively, using an inquiry-based format for discussion, while managing materials, space, cleanup, and other aspects of studio protocols. Assignments are completed during class time. Course activities include a field trip to an L.A. area art museum or gallery, participation in critiques, and the maintenance of a portfolio. This course serves as the prerequisite for all other studio art courses and only Graphic Design 2A.

Studio Art 2A
Prerequisites: Studio Art 1

This course may be taken in the first or second semester of any year. Students build upon basic drawing, painting, design, and composing skills as presented in Studio Art 1 where protocols are observed and greater opportunities for responsibility are offered. Developing technical proficiency as draftsmen, students challenge themselves by drawing subjects using line, tone, and color in each of the mediums. Students have the opportunity to paint with acrylic on canvas as well as carry out any number of quick color studies. Discussions about various aspects of art utilize the framework of inquiry to involve student thinking on a deeper level. In addition to students practicing their craft while enjoying artistic expression, other course activities include a field trip to an L.A. area art museum or gallery, critique participation, studio management and clean-up, and the maintenance of a portfolio.

Graphic Design 2A
Prerequisites: Any level-1, year-long, UC-accredited Chadwick arts course, including Ceramics 1, Photography 1, Studio Art 1, or Theater 1

This course can be taken as a stand-alone semester, or in place of level 2A in the standard Studio Art sequence. It aims to teach students the techniques and uses of the medium, beginning with an introduction to the purpose and history of graphic design. Graphic design is currently one of the most prevalent and relevant art forms, bridging the gap between functionality and creativity. Successful design stems from critical and creative thinking and results in effective communication and cultural competence. Students will develop a fluency in the Elements and Principles of Design, master a discerning eye, and use their voices by making intentional choices in their work. The first several projects will be paper compositions made by hand using collage and drawing materials, followed by computer-based designing using Adobe programs. As the semester progresses, students will become increasingly comfortable using these programs to create aesthetically pleasing and informative graphics. Units will cover typography, infographics, editorial illustration, pattern design, product advertisement, package design, and web page visuals. Students will complete the course with a portfolio of work demonstrating a range of approaches and purposes.

Graphic Design 2B
Prerequisites: Graphic Design 2A

The second semester of Graphic Design is built around a greater investigation into previously covered material and introduction to new techniques. Assignment choices will include logo design, web design, pattern design, package design, and more. By providing more room for autonomy, the intention is for for students to explore topics and techniques that they find of interest and gain a deeper understanding and competence of the medium. Additionally, there will be collaborative projects with practical application, including advertisement of campus events and student initiatives.

Studio Art 2B
Prerequisites: Studio Art 2A or Graphic Design 2A

Who the course is designed for: 10th, 11th or 12th grade students

In this course students work on directed assignments, as well as projects of their own choosing, as they build on previous drawing and painting instruction. Project options include working with portraiture and the figure, as well as various stylistic approaches to the still life. The goal is to identify an issue of importance and express it in ways that are unique and capture an audience. Students practice their craft while moving toward self-knowledge and appreciation. Discussions about various aspects of art use the framework of inquiry to involve student thinking on a deeper level. Course activities include a field trip to an L.A. area art museum or gallery, critique participation, studio management and clean-up, and the maintenance of a portfolio.

Studio Art 2 A&B (full year, UC accredited)
This full-year, UC accredited arts course is a combination of either Studio Art 2A or Graphic Design 2A, with Studio Art 2B. The two courses do not need to be taken in consecutive semesters. A student enrolled in "A" who decides to follow it with "B" may approach the registrar to change the enrollment record to show "A&B". Similarly a student enrolled in "A&B" who decides not to complete the second semester may ask the registrar to adjust the enrollment to "A".

Studio Art 3A (one semester) 
Prerequisites: Studio Art 2B
Who the course is designed for: 11th and 12th grade students 

This course may be taken in the first or second semester of the 11th or 12th grade year. Students identify ideas and media of personal interest and reflect on what and how they wish to express themselves. Concept driven work is encouraged and they have an opportunity to make art that is derivative, thus adding the compelling nature of art history to their efforts. Research materials are provided in the studio and there is an art history context to discussions. In addition to working on directed assignments, students are offered a broad scope of personal choice allowing them to fill gaps in their experience. There will be an independent study contract between each student and the instructor, with inquiry-based discussions providing the framework. Course activities include a field trip to an L.A. area art museum or gallery, critique participation, studio management and clean-up, and the maintenance of both a sketchbook and a portfolio.

Studio Art 3A Honors
Prerequisites: Studio Art 2B
Who the course is designed for: 11th and 12th grade students

This course covers equivalent material to Studio Art 3A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside one afternoon period a week as a lab period.

Studio Art 3B (one semester)
Prerequisites: Studio Art 3A
Who the course is designed for: 11th and 12th grade students 

This course is taken in the second semester of the 11th grade or either semester of the 12th grade. The course is designed for advanced level students who desire freedom of choice in creating a project sequence based on their interests and intentions. Students may work individually or in groups to create a single major piece or series. Inquiry, risk taking and working independently with purpose and motivation is the expectation. Outside sketchbook activities, supplemented by inquiry-based discussions, and an independent study contract between each student and the instructor will provide the framework. Course activities include a field trip to an L.A. area art museum or gallery, critique participation, studio management and clean-up, and the maintenance of both a sketchbook and a portfolio.

Studio Art 3B Honors
Prerequisites: Studio Art 3A
Who the course is designed for: 11th and 12th grade students 

This course covers equivalent material to Studio Art 3B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside one afternoon period a week as a lab period.

Studio Art 3 A&B or 3 A&B Honors (full year, UC accredited) 
This full-year, UC accredited arts course is a combination of Studio Art 3A/3AH and Studio Art 3B/3BH. The two courses do not need to be taken in consecutive semesters. Any student enrolled in "A" who decides to follow it with "B" may approach the registrar to change the enrollment record to show "A&B". Similarly a student enrolled in "A&B" who decides not to complete the second semester may ask the registrar to adjust the enrollment to "A".

The Chadwick Honors designation for this course is not currently recognized by the University of California. Students applying to UC or CSU schools should discuss the honors designation with the registrar.

Studio Art 4A (one semester) 
Prerequisites: Studio Art 3B
Who the course is designed for: 12th grade students 

This course may be taken in the first or second semester of the senior year. It is designed for advanced level students who wish to hone technical and conceptual skills gained over the past three years in studio art classes. The semester consists of three parts. First, the student will create of a portfolio of compositions concentrating on subject matter, with mediums chosen by the student and inspired by a master painter. Second, the creation of an autobiographical piece or series having to do with the student’s personal vision and his/her place in the world will be carried out. And finally, an independent project will be completed. The three units will involve inquiry, self-motivation and artistic risk-taking. Students will work independently, defining their course of study in terms of overall concept and technique, identifying artists of interest and note, and planning a timetable for completion of work. A certain amount of time spent outside of class is expected. Course activities include a field trip to an L.A. area art museum or gallery, critique participation, studio management and clean-up, and the maintenance of both a sketchbook and a portfolio.

Studio Art 4A Honors
Prerequisites: Studio Art 3B or 3B Honors
Who the course is designed for: 12th grade students 

This course covers equivalent material to Studio Art 4A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside one afternoon period a week as a lab period.

Studio Art 4B (one semester)
Prerequisites: Studio Art 4A
Who the course is designed for: 12th grade students 

This course must be taken in the second semester of the senior year. It is designed for advanced level students who wish to hone technical and conceptual skills gained over the past three plus years in studio art classes. The semester consists of three parts. First, the students will create portfolios of compositions concentrating on subject matter inspired by a modern painter (1945-present). Second, the creation of a piece or series based on the work of one or more muralists will be completed. And finally, an independent project, possibly extending one of the above mentioned. The three areas of study will involve inquiry, self-motivation and artistic risk-taking. The resulting projects should comprise a cohesive body of work and build on skills and insights acquired in 4A Honors. Students will work independently, defining their course of study in terms of overall concept and technique, identifying artists of interest and note, and planning a timetable for completion of work. A certain amount of time spent outside of class is expected. Course activities include a field trip to an L.A. area art museum or gallery, critique participation, studio management and clean-up, and the maintenance of both a sketchbook and a portfolio.

Studio Art 4B Honors
Prerequisites: Studio Art 4A
Who the course is designed for: 12th grade students

This course covers equivalent material to Studio Art 4B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside one afternoon period a week as a lab period.

Studio Art 4 A&B or 4 A&B Honors (full year, NOT UC accredited)
This full-year arts course is a combination of Studio Art 4A/4AH and Studio Art 4B/4BH. The two courses do not need to be taken in consecutive semesters. Any student enrolled in "A" who decides to follow it with "B" may approach the registrar to change the enrollment record to show "A&B". Similarly a student enrolled in "A&B" who decides not to complete the second semester may ask the registrar to adjust the enrollment to "A".

Neither the regular nor the Honors version of this course is currently recognized by the University of California. Students applying to UC or CSU schools should discuss their choice to take this course with a Chadwick college counselor.

AP Studio Art: Drawing
Prerequisites: Studio Art 1 through 3B Honors and department's recommendation based on portfolio review, and prior near completion of the Breadth Section of the AP requirements by the end of 11^th grade. Students who have completed Studio Art 3B may apply for entry based on departmental review of a formal portfolio.

Who the course is designed for: 12th grade students

This full-year course is designed for serious drawing students who have taken every prerequisite course during 9th-11th grades. This requires that a student specialize their focus of interest in drawing and/or illustration in ninth and tenth grade grade. Advanced Placement students are expected to maintain a high level of productivity in all that they do. They should demonstrate the ability to respond to feedback with remakes and revisions, take creative risks, go beyond expectations, work with independence and motivation, and show personal commitment to a particular mode of working. Their bodies of work will represent inquiry, concentration, breadth, and quality. AP students are expected to take initiative regarding their productivity, working with the instructor when necessary, and managing their time successfully. Course requirements primarily include doing artwork but also participating in critiques, attending museums and a school field trip, keeping a sketchbook, and helping to hang student exhibits. Students must develop and fulfill all three sections of the AP portfolio including Breadth, Concentration, and Quality as follows: they will prepare a written commentary describing their process, digitally submit 24 pieces of art, and, finally, send five actual pieces of their artwork to the Advanced Placement Board for adjudication.

AP Studio Art: 2-D Design
Prerequisites: Studio Art 3B Honors and department's recommendation based on portfolio review, and prior completion of the Breadth Section of the AP requirements. Students who have completed Studio Art 3B may apply for entry based on departmental review of a formal portfolio.
Who the course is designed for: 12th grade students

This full-year course is designed for serious art students who have taken every prerequisite course during 9th through 11th grades. This course allows a student to generalize their foci of interest, not necessarily working in a single medium, beginning in ninth grade. They explore drawing, painting, mixed media, printmaking and photography. Advanced Placement students are expected to maintain a high level of productivity in all that they do. They should demonstrate the ability to respond to feedback with remakes and revisions, take creative risks, go beyond expectations, work with independence and motivation, and show personal commitment to a particular mode of working. Their bodies of work will represent inquiry, concentration, breadth, and quality. AP students are expected to take initiative regarding their productivity, working with the instructor when necessary, and managing their time successfully. Course requirements primarily include doing artwork but also participating in critiques, attending museums and a school field trip, keeping a sketchbook, and helping to hang student exhibits. Students must develop and fulfill all three sections of the AP portfolio including Breadth, Concentration, and Quality as follows: they will prepare a written commentary describing their process, digitally submit 24 pieces of art, and, finally, send five actual pieces of their artwork to the Advanced Placement Board for adjudication.

Note: While the prerequisites for AP Studio Art: 2D Design and AP Studio Art: Drawing are the same, the program assumes that a student will have indicated the desire to specialize, as described above, in either Design which can include drawing, painting, printmaking mixed media and/or photography; or Drawing which is a more discrete and further specialized course of study. There is no op-out feature of this program. Students must submit portfolios in order to earn credit for the course.

Ceramics 1
Prerequisites: none
Who the course is designed for: 9th, 10th, 11th, 12th grade students 
This year-long foundation class focuses on the creation of three-dimensional form through the use of various handbuilding and glazing methods. Students spend the first semester using basic methods such as slab. Coil, and pinch while they explore utilitarian and sculptural approaches to the medium. The second semester focuses solely on the wheel, where students will acquire the fundamental techniques of centering, raising, and shaping numerous vessel forms. A variety of glazing and firing procedures will be employed while students work on directed assignments.

Course requirements include field trip participation, sketchbook entries, participation in class critiques and field trips, and studio maintenance. This course serves as a prerequisite for all other ceramics courses and only Graphic Design 2A.

Ceramics 2A (one semester) 
Prerequisite: Ceramics 1
Who the course is designed for: 10th, 11th and 12th grade students

This course may be taken in the first or second semester of any year. The curriculum continues with either the handbuilding or wheel-throwing emphasis of Ceramics 1. Using the slab roller and extended pinch and coil methods of construction, hand-builders will begin working on large-scale sculptural and utilitarian pieces either in an organic or geometric fashion. Making primarily functional forms, potters will expand on basic throwing methods previously learned and explore more complex pieces such as vases, bottles, and lidded containers. As students gain experience, they address elements of proportion, balance, positive and negative space, surface texture, color, and overall design. A variety of high and low fire surface treatments and firing methods will be employed to finish all of their artwork.

Course requirements include sketchbook work to pursue personal meaning, critique participation, studio management, outside lab time, and field trip attendance.

Ceramics 2B (one semester) 
Prerequisite: Ceramics 2A
Who the course is designed for: 10th, 11th and 12th grade students 

This course may be taken in the first or second semester of any year. In this advanced level class, students continue refinement of handbuilding, wheel-throwing, and glazing techniques in a more conceptual and sculptural approach to the medium. Hand-builders will gain a broader understanding of form, design, and surface enrichment as they explore new methods of construction such a reductive carving, large scale bas-relief, and mold making. Potters will explore sophisticated methods of vessel making as they learn to fabricate teapots, various sets, and sectional pieces in an attempt to define a personal style.

Course requirements include sketchbook work to pursue personal meaning, critique participation, studio maintenance, field trip attendance, outside lab time, and field trip attendance, and exhibit set up.

Ceramics 2 A&B (full year, UC accredited) 
This full-year, UC accredited arts course is a combination of Ceramics 2A and Ceramics 2B. The two courses do not need to be taken in consecutive semesters. A student enrolled in "A" who decides to follow it with "B" may approach the registrar to change the enrollment record to show "A&B". Similarly a student enrolled in "A&B" who decides not to complete the second semester may ask the registrar to adjust the enrollment to "A".

Ceramics 3A (one semester) 
Prerequisite: Ceramics 2B

This course may be taken in the first or second semester of the 11th or 12th grade year. In this advanced level course, students identify ideas of individual interest and reflect on what and how they wish to express themselves. Students continue refinement of handbuilding, wheel-throwing, modeling, and glazing techniques in a more conceptual and sculptural approach to the medium. Working mainly on directed assignments, hand-builders will gain a broader understanding of form, design, positive and negative space, and surface enrichment as they explore new methods of construction such a reductive carving, bas-relief, and mold making. Potters will continue to explore sophisticated methods of vessel making as they acquire skills to fabricate and assemble pitchers, teapots, various sets, and sectional pieces in an attempt to define an individual style. Course requirements include sketchbook work to further develop personal meaning, critique participation, outside lab time, portfolio development, studio management, and field trip attendance.

Ceramics 3A Honors
Prerequisite: Ceramics 2B
Who the course is designed for: 11th and 12th grade students

This course covers equivalent material to Ceramics 3A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also participate in weekly lab time.

Ceramics 3B (one semester) 
Prerequisite: Ceramics 3A
Who the course is designed for: 11th and 12th grade students

This course is taken in the second semester of the 11th grade or either semester of the 12th grade and is designed for advanced level students who will work on directed assignments for the most part, and then culminate with several projects of their own choosing. Students expand upon their clay experience through challenging assignments such as working with plaster molds to create multiples, the figure in order to express the human form, and imaginative abstract combinations of vessels and sculpture, including the use of mixed media. Inquiry, creative risk taking, and working with purpose and motivation is the goal. Above all, they practice their craft while enjoying artistic expression in the collaborative environment of the ceramics studio. Course requirements include sketchbook work to further deepen their conceptual ideas, one on one and peer critique participation, portfolio development, studio management, outside lab time, and field trip attendance.

Ceramics 3B Honors
Prerequisite: Ceramics 3A
Who the course is designed for: 11th and 12th grade students

This course covers equivalent material to Ceramics 3B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside one afternoon period a week as a lab period.

Ceramics 3 A&B or 3 A&B Honors (full year, UC accredited) 
This full-year, UC accredited arts course is a combination of Ceramics 3A/3AH and Ceramics 3B/3BH. The two courses do not need to be taken in consecutive semesters. Any student enrolled in "A" who decides to follow it with "B" may approach the registrar to change the enrollment record to show "A&B". Similarly a student enrolled in "A&B" who decides not to complete the second semester may ask the registrar to adjust the enrollment to "A".

The Chadwick Honors designation for this course is not currently recognized by the University of California. Students applying to UC or CSU schools should discuss the honors designation with the registrar.

Ceramics 4A (one semester) 
Prerequisites: Ceramics 3B or 3B Honors
Who the course is designed for: 12th grade students 

This course may be taken in the first or second semester of the 12th grade year. This is the course for advanced level seniors who may work on some directed assignments, yet who also desire freedom of choice in designing a project sequence tailor-made to their interests. Students will generate projects of their own choosing to define their course of study in terms of overall concept, number of pieces, technique, scale, and duration of time allotted. They may fabricate a variety or series of themed pieces throughout the semester and may also choose to collaborate on a single major exploratory piece, all with the core competencies as the impetus. The artistic process will involve creative risk taking, heightened motivation, and a desire to make personally meaningful artwork conveying a personal style. Their individual mode of artistic expression may range from to pursuing an established concept or technical approach to researching art historical contexts and exciting new methods and visual ideas.

Course requirements include heightened on- line and sketchbook work to further deepen their conceptual ideas, one on one and peer critique participation, portfolio development, outside lab time, studio management, and field trip attendance.

Ceramics 4A Honors
Prerequisites: Ceramics 3B or 3B Honors
Who the course is designed for: 12th grade students 

This course covers equivalent material to Studio Art 4A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside time for outside lab work.

Ceramics 4B (one semester) 
Prerequisites: Ceramics 4A or 4A Honors

This course must be taken in the second semester of the senior year. This is a course for advanced level seniors who want to further hone their conceptual, compositional, and technical skills learned over the past three and a half years in the clay medium. Students will continue to generate projects of their own choosing, again working in an independent study mode to define their course of study in terms of overall concept, number of pieces, technique, scale, and a timetable for completion of their work. However, students will also have the opportunity to develop a portfolio of pieces concentrating on one thematic idea inspired by a chosen master in the clay medium or culminate with an autobiographical piece or series having to do with both the student's personal vision and place in the world. The artistic process will involve creative risk-taking, heightened motivation, and a desire to make personally meaningful artwork conveying their individual voice and style. Course requirements include heightened on- line and sketchbook work to continue enhancement of conceptual ideas, one on one and peer critique participation, portfolio development, studio management, outside lab time, field trip attendance, and art exhibit set up

Ceramics 4B Honors
Prerequisites: Ceramics 4A or 4A Honors
Who the course is designed for: 12th grade students

This course covers equivalent material to Studio Art 4B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, sketchbook entries, and outside lab time.

Ceramics 4 A&B or 4 A&B Honors (full year, NOT UC accredited) 
This full-year arts course is a combination of Studio Art 4A/4AH and Studio Art 4B/4BH. The two courses do not need to be taken in consecutive semesters. Any student enrolled in "A" who decides to follow it with "B" may approach the registrar to change the enrollment record to show "A&B". Similarly a student enrolled in "A&B" who decides not to complete the second semester may ask the registrar to adjust the enrollment to "A".

Neither the regular nor the Honors version of this course is currently recognized by the University of California. Students applying to UC or CSU schools should discuss their choice to take this course with a Chadwick college counselor.

AP Studio Art: 3-D Design
Prerequisites: Ceramics 3B Honors, and department's recommendation based on portfolio review. Students who have completed Ceramics 3 Honors may discuss eligibility with the department.
Who the course is designed for: self-motivated, committed, independent 12th grade students with a strong arts background who are willing to accept the challenge of a rigorous curriculum.

AP3D is a course that is taken by self-motivated, committed, and independent students with a strong arts background who are willing to accept the challenge of a rigorous curriculum. In this year-long course, students are expected to apply their understanding of three-dimensional design principles to the task of effective self-expression. Fulfilling directed assignments to fill gaps in their artistic experience as well as creating independent projects of their own choosing, students are expected to produce work which successfully integrates the elements and principles of the visual arts. Using the AP College Board specifications as their guide, students inside and outside of class will address the three sections of their digital portfolio, which include the components of Breadth, Quality, and Concentration. Course requirements primarily include doing artwork but also: fulfilling sketchbook work, participating in critiques, reading about and discussing art analytically, participating in field trips, doing outside lab time, hanging exhibits, and most importantly, developing their collection of digital images and preparing a written Concentration commentary for submission to the AP Board by early May. AP3D is a course taken by seniors who have completed three years of ceramics whereby they have developed conceptual, compositional, and technical experience.

Media Arts 1
Prerequisites: none
Who the course is designed for: upper school students 

This is a year-long course offering students a broad-ranging introduction to the photographic and time-based arts. As a jumping-off point we'd like to assume film and photography - or any media - both reflect and produce the way we make meaning for ourselves. As people in the world and makers of media, we should start to think critically and creatively about what that entails. Through a series of assigned projects, readings, and screenings we’ll begin to tackle these questions by seeing how others before us have attempted to make sense of them, focusing on significant moments in film, video, and art history. Students will learn the basics of darkroom photography and video production, with an eye toward the principles of design.

Course requirements include participation in class critiques, attendance on the art field trip, and supplying required materials including a 35mm SLR camera. This course serves as the prerequisite for all other Media Arts courses, and only Graphic Design 2A.

Media Arts 2A (one semester)
Prerequisites: Media Arts 1
Who the course is designed for: 10th, 11th and 12th grade students
This course may be taken in the first or second semester of any year.

As we move from a Photography sequence to a Media Arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.

Media Arts 2B (one semester) 
Prerequisites: Media Arts 2A
Who the course is designed for: 10th, 11th and 12th grade students 
This course may be taken in the first or second semester of any year. As we move from a Photography sequence to a Media Arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.

Media Arts 2 A&B (full year, UC accredited)
This full-year, UC accredited arts course is a combination of Media Arts 2A and Media Arts 2B. The two courses do not need to be taken in consecutive semesters. A student enrolled in "A" who decides to follow it with "B" may approach the registrar to change the enrollment record to show "A&B". Similarly a student enrolled in "A&B" who decides not to complete the second semester may ask the registrar to adjust the enrollment to "A".

Media Arts 3A (one semester) 
Prerequisites: Media Arts 2B
Who the course is designed for: 11th and 12th grade students 

This course may be taken in the first or second semester of any year. This class continues where level 2B left off. As we move from a Photography sequence to a Media Arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.

Media Arts 3A Honors
Prerequisites: Media Arts 2B
Who the course is designed for: 11th and 12th grade students

This course covers equivalent material to Media Arts 3A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside one afternoon period a week as a lab period.

Media Arts 3B (one semester)
Prerequisites: Media Arts 3A or 3A Honors
Who the course is designed for: 11th and 12th grade students 
This course may be taken in the first or second semester of any year. As we move from a Photography sequence to a Media Arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.

Media Arts 3B Honors
Prerequisites: Media Arts 3A or 3A Honors
Who the course is designed for: 11th and 12th grade students

This course covers equivalent material to Photography 3B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside one afternoon period a week as a lab period.

Media Arts 3 A&B or 3 A&B Honors (full year, UC accredited) 
This full-year, UC accredited arts course is a combination of Media Arts 3A/3AH and Media Arts 3B/3BH. The two courses do not need to be taken in consecutive semesters. Any student enrolled in "A" who decides to follow it with "B" may approach the registrar to change the enrollment record to show "A&B". Similarly a student enrolled in "A&B" who decides not to complete the second semester may ask the registrar to adjust the enrollment to "A".

The Chadwick Honors designation for this course is not currently recognized by the University of California. Students applying to UC or CSU schools should discuss the honors designation with the registrar.

Media Arts 4A (one semester) 
Prerequisites: Media Arts 3B or 3B Honors
Who the course is designed for: 12th grade students 
This course may be taken in the first or second semester of the senior year. This is a class for advanced level seniors who want to hone the technical and conceptual skills learned over the past three years in camera-based art. As we move from a Photography sequence to a Media Arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.

Media Arts 4A Honors
Prerequisites: Media Arts 3B or 3B Honors
Who the course is designed for: 12th grade students 
This course covers equivalent material to Media Arts 4A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside one afternoon period a week as a lab period.

Media Arts 4B (one semester) 
Prerequisites: Media Arts 4A or 4A Honors
Who the course is designed for: 11th and 12th grade students 
This course must be taken in the final semester of the senior year and continues where the level 4A class left off. It is designed for students who want to further explore a personal creative vision in the field of media arts. As we move from a Photography sequence to a Media Arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.

Media Arts 4B Honors
Prerequisites: Media Arts 4A or 4A Honors
Who the course is designed for: 11th and 12th grade students

This course covers equivalent material to Media Arts 4B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, and sketchbook entries, and they must also set aside one afternoon period a week as a lab period.

Media Arts 4 A&B or 4 A&B Honors (full year, UC accredited) 
This full-year arts course is a combination of Media Arts 4A/4AH and Media Arts4B/4BH. The two courses do not need to be taken in consecutive semesters. Any student enrolled in "A" who decides to follow it with "B" may approach the registrar to change the enrollment record to show "A&B". Similarly a student enrolled in "A&B" who decides not to complete the second semester may ask the registrar to adjust the enrollment to "A".

Note that the Honors version of this course is not currently recognized by the University of California. Students applying to UC or CSU schools should discuss the Honors designation with the registrar.

Theater 1

Prerequisites: none
Who the course is designed for: Upper School students 

This course contributes 10 credits towards the Chadwick Arts requirement of 15 credits.

The Theater 1 course is a life-changer. It is a “learning by doing” course and is very practical. It tries to challenge the way you think, the way you deal with problems and the way you perceive others by using theater ideas and techniques to explore serious issues through fictional circumstance.

You will start with the notion of what is theater and then explore what important practitioners have decided theater is. You will then see this in action by exploring two very different plays. You will then have the opportunity to perform in a play in front of an invited audience. The course finishes by turning all this on its head and asking is acting for screen and TV different to acting on stage?

Assessment and grading is continually assessed and based on your contribution to lessons and your performance skills as exhibited throughout mini-projects during the year.

Theater 2 
Prerequisites: Theater 1
Who the course is designed for: Upper School students

This course contributes 10 credits towards the Chadwick Arts requirement of 15 credits.

Theater 2 is a really exciting and totally practical course that builds on the understanding that a student already has regarding how meaning is made in theater and requires them to devise, structure and perform new work that they have created.

You will create work for a range of audiences, which will include young children, your peers and an adult audience.

The three target audiences and projects are:
Engaging the Village: creating work for a young audience
Scaring your parents: creating a story that grips an adult audience 
Making your peers laugh: creating work that has comedy at the heart of its content and style and staging that is engaging and appropriate for a teenage audience.

Assessment and grading is continually assessed and based on your contribution to the creative process and your performance skills as exhibited throughout the year.

Theater 3 

Prerequisite: This course is only available to students who have already completed the Theater 1 and Theater 2 courses and entry is by audition and interview.

Who the course is designed for: 11th and 12th grade students wishing to take theater classes for a third year at Chadwick

This course contributes ten credits towards the Chadwick Arts requirement of fifteen credits.

This course should only be considered by students who are serious about developing an in-depth understanding of theater, challenging their perceptions of theater through reading, writing and research and willing to work both independently and collaboratively.

It is a really appropriate course for students considering a Major or Minor in Theater at College or for those auditioning for Theater Conservatory Training.

The course will explore acting, directing and play writing through the study of existing plays, scenes, playwrights, directors and practitioners.

Assessment and grading is continually assessed and based on your contribution to the creative process and your performance skills as exhibited throughout the year.

Stage Crew
Prerequisites: none
Who the course is designed for: Upper School students

Stage Crew contributes one credit/trimester toward the Chadwick Arts requirement of fifteen credits.

Meeting two afternoon periods each week, Stage Crew is a hands-on production class that teaches students about the technical side of theater while also providing practical support for Chadwick dramatic productions. Students learn about set design and construction, stage lighting theory and instruments, and the use of sound, light and construction equipment.

Fall Play
Prerequisites: none
Who the course is designed for: Upper School students

If you perform in the US Play, it contributes two credits towards the Chadwick Arts requirement of fifteen credits.

The Upper School Play rehearses from the beginning of the academic year in September until it performs in the second week of November.

It rehearses on Tuesday from 6 p.m. to 8 p.m., Wednesday during 7^th and 8^th Period, Friday 7^th Period and after school and Sunday from 2 p.m. to 5 p.m.

You are able to participate in a fist trimester sport and do the US Play if you organize your time well.

The US Play is generally chosen at the end of the previous year, and the cast is decided by audition in early September at the beginning of the school year.

Winter Musical
Prerequisites: none
Who the course is designed for: Upper School students

If you perform in the US Musical it contributes two credits towards the Chadwick Arts requirement of fifteen credits.

The Upper School Musical rehearses from the beginning of December until it performs in the last week of February/first week of March.

It rehearses after school from 3:45 to 5:30 p.m. from Monday to Friday.

You are NOT able to play a second trimester sport and do the US Musical.

The US Musical is generally chosen at the end of the previous year and the cast is decided by audition in mid-October.

Any questions about Theater courses, the play or the musical should be directed to Mr. Williams.

Stagecraft
Prerequisites: none
Who the course is designed for: Upper School students

Stagecraft contributes 10 credits toward the Chadwick Arts requirement of 15 credits.

Stagecraft is an introduction to the art of creating and implementing the technical elements of theater production.  It includes training in the techniques of scenery design and construction, lighting design and execution, and sound reinforcement and effects design and execution.  Understanding how these elements collaborate with and support the realization of the performing artist’s vision, expressing the intended meaning of a work is a key guiding principle in the training.  Students will understand and appreciate the role of technical elements in the creation of a dramatic, musical or dance work, and have the fundamental skills to design and execute those elements.

Improvisational Theatre

This activity is open to all Upper School students.

This activity contributes 1 credit/trimester towards the Chadwick Arts requirement of 15 credits.

Students can choose to take Upper School Improv on either Monday 7th period or Thursday 7th period. The class covers the fundamentals of improvisation theatre (e.g. spontaneity, acceptance, and sharing control) and emphasizes a willingness to listen, take care of others, and take risks. Classes consist of activities, games, and scenework focused around a particular improv concept. There is no passive reception of ideas, students are active constantly during class creating environments, characters, and stories on the spot.  

Students may choose to join the performance group, the Chadwick Improvisors (ChImps), after taking the course for one trimester.  The ChImps perform improv shows once a month on average throughout the school year both on and off campus.

Any questions about Improvisational Theatre should be directed to Mr. Mike Cass.

Upper School Chorus
Prerequisites: none
Who the course is designed for: Upper School students 
The Upper School Chorus is an activity that meets during 7th period on Tuesday and G period on Thursday and is a full-year activity. All students who feel comfortable singing in a large group are welcome. The repertoire includes songs of all styles and from all periods.

In addition to performing at the winter and spring concerts on campus and in the community, the Upper School Chorus also participates in choral festivals and competitions.

This activity contributes five credits toward the Chadwick Arts requirement of 15 credits.

Concert Choir
Prerequisite: You must be in Chorus.
Concert Choir contributes 10 credits toward the Chadwick Arts requirement of 15 credits.

Concert Choir takes place during the academic day. It is an audition-based ensemble, with a focus on choral repertoire, sight singing and vocal training. The class culminates with a performance at The Wayfarers Chapel at the end of the year. There might be travel/festival competitions associated with this course. If you are interested in auditioning for Concert Choir, please contact Mr. Kevin Babuder.

Chadwick Ovations
Prerequisite: You must be currently enrolled in Chorus in order to participate
This activity contributes one credit/trimester toward the Chadwick Arts requirement of 15 credits.

Ovations is our community service ensemble that meets on Mondays Lunch and 7th. We sing at care centers across the South Bay and bring music to brighten up the lives of those residents. This service group is open to a maximum of 16 students. Please let Mr. Babuder know if you are interested in being a part of this group.

Any questions about Vocal Music courses or activities should be directed to Mr. Kevin Babuder.

Upper School Orchestra
Prerequisites: none
Who the course is designed for: Upper School students
Orchestra contributes two credits/performance toward the Chadwick Arts requirement of 15 credits.

Upper School Orchestra meets Tuesdays 7^th period, Thursdays G period. It is a performance-oriented activity rather than a primarily instruction-oriented class. The group works on music from a variety of styles and periods for winds and strings, designed to fit the talents and interests of the students involved. Performances include the winter and spring concerts.

Chamber Music

Chamber Music does not earn Arts credit.

The chamber music program is a full-year activity open to students with an interest in smaller ensembles such as trios and quartets.

Students with similar musical interests are brought together once or twice a week to rehearse and finally perform music suitable to the given instrumentation. Ensembles traditionally perform at art show openings, the Spring Chamber Concert, and various school functions. This activity is not graded.

Questions should be directed to Mr. Richard Babcock.

Grades: 7, 8, 9, 10, 11, 12
Schedule: Full Year

Jubilee Singers
Who the course is designed for: anyone

All are welcome to join Jubilee Singers. It is a single trimester activity that contributes one credit toward the Chadwick Arts requirement of 15 credits.

Jubilee Singers is Chadwick's gospel choir. A performing arts vocal ensemble, it features music from the African diaspora including protest songs, jubilees, spirituals, and contemporary and traditional gospel. In addition to musical exploration, Jubilee will at times be responsive and reactive to the world around us, building character and cultural competence through discussion and collaboration.

 

Questions should be directed to Mr. David Bloom.

Advanced Music Composition 
Prerequisites: none
Who the course is designed for: Upper School students

Advanced Music Composition contributes 10 credits toward the Chadwick Arts requirement of 15 credits.

The class is open to 8 students. We learn how to write and arrange music using music technology in our Mac classroom stations. Students work on pieces for the art show, as part of the Co-Lab experience, and write their very own film music trailer. Questions should be directed to Mr. Kevin Babuder.

AP Music Theory
Who the course is designed for: 11th and 12^th grade students

AP Music Theory contributes 10 credits toward the Chadwick Arts requirement of 15 credits.

This course is equivalent to a first-year music theory course at most colleges, and is designed to prepare young musicians for the Advanced Placement examination in music theory.

The day-to-day routine includes discussion, analysis, and ear training. Discussions are based on the content of the text "Scales, Intervals, Keys, Triads, Rhythm, and Meter," by John Clough and Joyce Conley. Additional discussion of related topics such as performance practice, acoustics, history, notation, etc. is encouraged.

In-depth study of music from a theoretical point of view develops students' analytical musical skills. This includes music of the masters as well as student works. Ear training through dictation and sight singing strengthens students' aural skills. Questions should be directed to Mr. Richard Babcock.

Chadwick Dance Company
Grades: 9, 10, 11, 12
Prerequisite: Concurrent enrollment in Upper School Dance; audition

Dance Company is offered Fall and Spring Trimesters and it contributes two credits/trimester toward either Sport or Arts (student elects which credits to receive).

Dance Company is designed for students who are passionate about dance and performing.  Dance Company has two levels. Students who participate in Dance Company must take a placement class, during the first week of school, to determine their level. Each level is required to take technique classes, which are rooted in contemporary techniques, 3 days a week during 8th period. Level 1 meets Mondays and Thursdays and Level 2 meets Tuesdays and Fridays. On Wednesdays, the entire company meets to focus on strengthening, stretching, and anatomical awareness. The Dance Company performs in one dance concert a trimester. The Spring concert is predominately a student choreographed show. While preparing for the concert, both levels have rehearsals after school from 3:45 - 5:30 p.m. Students also have the opportunity to be in at least one professional dance guest artist piece a trimester.

Choreography Class
This class is available during the winter trimester at 8^th period.
This course contributes one credit/trimester toward either Sport or Arts (the student elects which credits to receive).
Choreography class focuses on the art of choreography. Students will learn choreographic tools to aid in learning about and creating choreography. Students interested in creating work for the Spring Dance Concert are required to take this class, however, any student is welcome to take this class. The trimester culminates in presenting work for Co-Lab, a collaborative concert with Theater 3 and Advanced Music Composition students.

Dance P.E.
This course is available fall and spring trimesters.

Dance P.E. contributes one credit/trimester toward the Chadwick Sport requirement of 13 credits.

Level 1 meets Monday, Wednesday, and Thursday. Level 2 meets Tuesday, Wednesday, and Friday during 8^th period.

The Dance P.E. course is designed for the student who is interested in dance and furthering their understanding of dance. In this class students study dance rooted in contemporary techniques.  This course does not culminate in a performance. Students interested in taking this course must take a placement class to determine their level. The placement class will occur during the first week of the trimester.

Questions should be directed to Ms. Kindra Windish. 

Prerequisites: prior completion of 9th grade
Who the course is designed for: 10th - 12th grade students who do not already have a strong background in programming

In this introductory course, students learn the fundamentals of computer science. Students learn how to use variables to store and manipulate data. Students learn how to use conditionals and loops to have their program execute complex behavior. Students learn how to break up their code into functions to write modularized code. Students practice developing algorithms, debugging programs, and collaborating with teammates to build complicated projects. 

This course prepares students to take the AP Computer Science Principles Exam in May.

Prerequisites: C- in Algebra II and approval of the department.
Who the course is designed for: 10th - 12th grade students with some background in programming.  Students interested in taking the course should reach out to the teacher to determine if their prior background is sufficient.  In rare cases, exceptionally strong 9th grade students who have already completed Algebra 2 may be considered for this course.

This course is designed for students with previous programming experience who want to further their computer programming skills in the Java programming language.  Students learn the basics of object-oriented programming by building Android applications. Students practice utilizing input/output, conditionals, loops, and dynamic data structures to build complex applications. 

This course prepares students to take the AP Computer Science A exam in May.

Prerequisites: AP Computer Science A, or AP Computer Science Principles
Who the course is designed for:10th - 12th grade students interested in professional applications of programming

This is a yearlong course that gives advanced students the strong foundation needed to build complex applications using object-oriented principles. This course covers the design and implementation of data structures including arrays, stacks, queues, linked lists, binary trees, heaps, balanced trees (e.g. AVL-trees) and graphs. 

Students are also introduced to the software design process. Students build real-world applications and go through the entire process from interviewing stakeholders to deploying an application and implementing feedback.