Curriculum and Course Work
Anatomy
The 9th grade study of anatomy often opens with a discussion regarding wellness and questions regarding our health and well-being. In this context students study the skeleton and the human heart, and engage in a postural study of the pelvic girdle, legs and feet, and the shoulder girdle, arms and hands. Each student must from memory do a skeletal drawing and a drawing of the vertical cross-section of the human heart with all structures labeled. Additionally, each student makes a brief presentation of the discoveries made in the postural study. During the course, students conduct experiments with heart rate and breathing, explore the human relationship to three dimensional space and ponder the uniqueness of each person's body as an expression of his/her individuality.
Geology
This 4-week block traces the evolution of understanding regarding geologic concepts from the Greeks, through Leonardo DaVinci, Nicholaus Steno, James Hutton, William Smith, Alfred Wegener, and James Lovelock. Through the biographies and leading thoughts of these individuals, students address the rock cycle and rock formation processes, continental movement and plate tectonics, volcanism and glaciation. Through field trips to Mt. Mansfield, Vermont and the Connecticut River Valley in Massachusetts, students are able to look upon the geologic landscape of the northeast as it is today and attempt to envision how it came into being through the various orogenies and glacial events that took place since the Grenville Orogeny first created the Adirondacks. In addition to their main lesson book, students write two tests in addition to participating in a beginner's geologic field study of the Swanzey Crag.
Creation Mythology
Creation myths address the most universal human questions. Where did we come from? How did life begin? Is there life beyond death? Cultures have generated stories that shape society, give meaning to life, and secure the identity of a people in relation to nature and cosmos. Students read and tell stories from a wide range of cultures around the world and note common threads and unique elements. They do drawings and creative writing in response to the stories as a way of entering into the picture language and meaningful imagery of the myths. The power of symbols and images in their own lives are also explored. An original creation myth is written and a favorite story chosen as the focus for an artistic project and presentation.
Modern History
One of the main goals of the history curriculum is to lay the foundations for independent judgment in relation to historical events and personalities, and in relation to the political, social, and economic processes at work in history. Beginning in the 9th grade, the ideas, ideals, and forces behind historical events from the beginnings of our modern age to the present are the focus. The young scholar begins to orientate him or herself in a new way that requires thinking about and reflecting upon what is presented by the history specialist. This challenges the student to find a personal relationship to the subject while learning to think objectively.
The content of the 9th grade history curriculum is usually covered in two three-week blocks with the focus on:
- Consideration of the value of historical studies;
- The roots of modern consciousness from the late middle ages through the voyages of discovery; the evolving structure of society; and the emergence of scientific thinking.
- Later events that have shaped our modern world perspective such as the American and French Revolutions, the Industrial Revolution, the emergence of capitalism, democracy, and socialism, the rise and fall of communism, the establishment of nation states, and the continuing struggle for human rights.
Descriptive Geometry
This 3-week block introduces descriptive geometry and perspective geometry, supports the development of capacities for spatial awareness and visualization, developing an understanding of the science of graphic representation and its practical application as it is experienced in the field of drafting and design. Students are required to use the standard letter forms and complete 6 formal plates following exact specifications for size, lettering style and layout; in addition to numerous practice plates. Simple three dimensional geometric objects are drawn from one perspective and then, using the techniques of descriptive geometry and basic drafting, are projected and drawn from alternate perspectives. A brief exploration into perspective offers some artistic diversion while simultaneously exploring the rules of one, two and 3 point perspective drawing.
Plate 1: Inscribing a regular hexagon, nested hexagons
Plate 2: Inscribing a regular pentagon
Plate 3: Pentagon, decagon and stellar pentagon
Plate 4: Hexagon, dodecagon and stellar hexagon
Plate 5: Rotated view of a pentagon prism
Plate 6: Frontal projections of a stellar hexagon rotated 30, 45 and 60 degrees
Thermal Physics
This block begins with the investigation of various thermal phenomena in order to develop an experiential understanding of the concepts of temperature, specific heat, latent heat, and thermal conductivity. These concepts are then applied to the development of mathematical methods for calculating various everyday processes, such as the energy required to boil and evaporate 1kg of water, the cooling of warm metals and various other thermal interactions.
The class consists of demonstrations, experiments, lectures and discussions. Students also create a detailed graph of the data for one of the labs. Finally, the students are asked to work in groups to create a small simple device for making tea. The devices are exhibited and judged to determine which have been designed to work most efficiently.
Black and White Drawing
During three afternoon periods a week, students engage in the study of light, shade, and shadow. They develop skills at drawing from life through sketching exercises, through the study of master artists, and through their own black and white compositions. In this course, students engage in rigorous observation of light and dark, and of shade and shadow, to find the form of the objects before them. A culminating project, spanning two weeks of classes, is a still life using black and white charcoal on toned paper.
Instrumental Music and Chorus
The seventh, eighth and ninth grades comprise a 48-voice, full SATB chorus. The group meets once a week, with occasional smaller section rehearsals outside of class as well. A variety of vocal styles and idioms are explored from shape-note music, to African chants, to a harmonically complex piece by Mozart. A seasonal concert is given.
One morning a week, the ninth grade begins their day with singing. This time is used to work on several complex rounds and as extra practice time for the music from Chorus class. At the end of each class, a simple traditional song is sung together with improvisational harmonies.
Instrumental music meets twice per week. The focus is on playing as a chamber ensemble, often without a conductor. Work on a Beethoven Trio, several movements of a Concerto in G for Four Violins by Telemann, and an arrangement of the second movement of Beethoven's 7th Symphony, performed at a school-wide concert, are typical highlights. More advanced concepts in music theory, such as labeling chords and harmonic analysis, can be taken up depending on the students' musical abilities. Students also have opportunities to listen and reflect upon great works from the Classical music canon.
Eurythmy
Eurythmy is taught in blocks covering 9 weeks, with a double period twice weekly. This led to a presentation on October 30 for families and friends and another for the lower school. The work explores opposites through all areas of movement, e.g. straight and curved lines, consonants and vowels, light and heavy, tension and relaxation in the gesture and movement, and many other contrasts. This raises an awareness of how movement lives within the human organism and expresses itself in gesture and form. To this end, apart from numerous exercises for spatial orientation, concentration, rhythm and quality of gesture, students work on poetry such as "Fire and Ice" by Robert Frost, short pieces of music, and humorous stories such as "Slinky Malinky".
