advanced digital art - montgomery county public schools · advanced digital art semester two!...

Advanced Digital Art Semester Two! /2015-2016 Instructor: Chas. Foster [email protected] Expected Student Learning Outcomes Grading

Formative 60% experimentation with materials and techniques, preliminary studies, mastering new concepts

Homework/Practice 10% worksheets, studies, inspiration collection Summative 30% final artworks, analysis and reflections

Supplies All necessary supplies will be provided. There is a $10 materials fee per semester.

Assignment/Make Up Policy If an absence is excused or is the result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed or give an extension on work that was due. In either case, students are responsible for making up missed work. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Due Dates/Deadlines Per MCPS policy, teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments. Unless a specific exception is made, the deadline for a task/assessment will be one week after the due date. In order to receive full credit, work must be turned in on the due date. Work turned in by the deadline will be marked down 10%. Work turned in after the deadline will receive a failing grade. Z’s and 0’s Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible points for the task/assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero. A Z indicates that a task/assessment has not been turned in, but may still be turned in for a (late) grade.

AP Music Theory Syllabus Emily Donaldson Primary Textbooks: Benward, Bruce and Gary White. 2003. Music in Theory and Practice Vol. I, 7th

edition. New York: McGrawHill. Benward, Bruce and Marilyn Saker. 2003. Workbook to Accompany Music in Theory and Practice Vol. I, 7th edition. New York: McGrawHill. Benward, Bruce and J. Timothy Kolosick. 1991. Ear Training: A Technique for Listening, 4th edition. Dubuque: Wm. C. Brown Publishers. Kostka, Stefan and Dorothy Payne. 2000. Tonal Harmony with an Introduction to Twentieth Century Music, 4th edition. New York: McGrawHill. Ottman, Robert W. 2004. Music for SightSinging, 6th edition. Upper Saddle River, N.J.: PrenticeHall. Zinn, Michael and Robert Hogenson. 1987. Basics of Music, Opus I. New York: Schirmer Books. Additional Resources: Harrison, Mark. 1994. Contemporary Eartraining, Level 1. Milwaukee Hal Leonard. Harrison, Mark. 1994. Contemporary Eartraining, Level 2. Milwaukee: Hal Leonard. Reed, H. Owen. 1985. Basic Music Workbook. New York: Alfred Music. Roig-Francoli, Miguel A. 2003. Workbook and Anthology for use with Harmony in Context. New York: McGrawHill.

Course Planner: Unit 1: “The ABC’s of Music” By the end of this unit, the students will have: 1. reinforced prior knowledge of music notation. 2. reinforced prior knowledge of singing and matching pitch. 3. understood the scientific concept of sound production and how it has been notated musically throughout history. 4. investigated the ranges and sound production of various instruments and objects. 5. practiced standard notation of melody and rhythm. 6. learned to notate what they experience aurally. 7. developed an understanding and a consistent practice of tonality and its notation through scales and diatonic motion. 8. composed both a rhythmic and a “found sound” composition. 9. practiced sightsinging in diatonic motion. 10. identified intervals both aurally and through notation. Weeks 1&2: Benward, Preface and Chapter 1 “Sound & Notation” Zinn, Chapters 13 “Properties of Sound-Basic Notation”, “Rhythm, Meter and Meter Signatures” Weeks 3-5: Benward, Chapter 2 “Scales, Tonality, Key, Modes” Zinn, Chapters 4-5, 7-8 “Scales I, II & III”; “Key Signatures” Weeks 6&7: Benward, Chapter 3 “Intervals and Transposition” Zinn, Chapter 6 “Intervals” Regular Sightsinging: Ottman, Chapters 14 EarTraining: Teacher-created rhythmic dictation, diatonic melodic dictation, interval identification, error detection Classroom activities will consist of teacher lecture, student work from workbooks and teacher- created worksheets, rhythmic dictation, melodic dictation, ear training exercises, short compositions, and sight singing in a group setting.

Unit 2: “Becoming Creators of Music” By the end of this unit, the student will have: 1. been introduced to the history of music. 2. compared and contrasted the music of different historical time periods. 3. aurally identified the time period of various musical compositions. 4. analyzed and identified phrase structures and melodic form. 5. been introduced to the elements of first species counterpoint. 6. composed a bass line for a given melody 7. practiced the notation of chords and cadences. 8. composed melodies and harmonies using various motivic manipulations and contrapuntal techniques, including 2 part compositions of melody with bass line and implied harmony. 8. practiced sight-singing in major keys. 9. notated melodies and chordal progressions experienced aurally. 10. correctly identified cadences experienced aurally. 11. correctly identified phrase structures experienced aurally. 12. analyzed and identified music of a variety of textures. 13. identified non-harmonic tones visually and aurally. 14. practiced sight-singing in major keys. Week 8: Music History Unit, Week 9: Practice AP Test as a Benchmark; Discussion and clarification of AP Music Theory expectations (End of first marking period) Week 10-11: Benward, Chapter 4 “Chords” Zinn, Chapter 9&10 “Triads” and “Diatonic Triads” Week 12: Benward, Chapter 5 “Cadences” and “Nonharmonic Tones” Zinn, Chapter 11 “Cadence Structures” Week 13-14: Benward, Chapter 6 “Melodic Organization” which includes phrase structure Zinn, Chapter 13 “Motive and Motivic Structure” which includes phrase structure Week 15: Benward, Chapter 7 “Texture & Textural Reduction” Zinn, Chapter12 “Harmonization” Week 16-17: Benward, Chapter 8 “Voice Leading in Two Voices” Week 18: Composition Practice & Semester Exam (End of second marking period) Regular Sightsinging: Ottman, Chapters 59 Ear Training: Benward, Unit 13, teacher-created rhythmic and melodic dictation Classroom activities will consist of teacher lecture, student work from workbooks and teacher- created worksheets, short quizzes, rhythmic dictation, melodic dictation, eartraining exercises from Benward text, short compositions, sightsinging in a group setting and alone, partwriting exercises, and a semester exam.

Unit 3: “Learning From The Masters” By the end of this unit, the students will have: 1. learned and practiced the rules of 4-part writing. 2. learned and practiced figured bass analysis and realization. 3. practiced bass line writing techniques 4. identified non-harmonic tones in analytical context. 5. identified seventh chords visually and aurally. 6. understood the principles and practices of modulation. 7. analyzed music from a tonal perspective. 8. learned the basics of form in composition (small forms) which includes a review and extension of phrase structure. 9. analyzed various compositions for form including phrase structure. 10. practiced sightsinging in minor keys. 11. composed a bass line with implied harmonies. 12. practiced realization of harmonic progressions from roman and arabic numerals and contemporary chord symbols. 13. been introduced to the secondary dominant chord. 14. notated harmonies experienced aurally. Week 19 : Benward, Chapter 9 “Voice Leading in 4 voices” Kostka, Chapter 5 & 6 “Principles of Voice Leading” and “Root Position PartWriting” Week 20: Benward, Chapter 10 “Harmonic Progression & Harmonic Rhythm” Kostka, Chapter 7-9 “Harmonic Progression”, “Triads in 1st and 2nd inversions” Week 21-22: Benward, Chapter 11-13 “Seventh Chords” Kostka, Part III “Diatonic Seventh Chords” Week 23: Benward, Chapter 14 “Modulation” Roig-Francoli, Chapter 19 “Modulation to Closely Related Keys” Kostka, Chapters 18 & 19 “Modulations using Diatonic Common Chords” and “Some Other Modulatory Techniques” Week 24: Benward, Chapter 15 “Secondary Dominants and LeadingTone Chords” Roig-Francoli, Chapter 16 & 17 “Secondary Dominants” Kostka, Chapters 16 & 17 “Secondary Functions I & II” Week 25: Harmonic Dictation Practice Week Week 26 27: Benward, Chapter 16 & 17 “TwoPart & ThreePart Forms” Roig-Francoli, Chapter 20 “Small Forms” Kostka, Chapter 20 “Binary and Ternary Forms” (end of the third marking period) Regular Sightsinging: Ottman, Chapters 10-15 Ear Training: Benward, Units 4-11 Classroom activities will consist of teacher lecture, student work from workbooks and teacher- created worksheets, melodic dictation, eartraining exercises, moderate length compositions, sightsinging in a group setting and alone, partwriting and analysis exercises, free response AP questions including bass line with implied harmonies.

Unit 4: “Talking the Talk and Walking the Walk” By the end of this unit, the students will have: 1. reviewed and practiced all aspects of analysis and partwriting as learned in unit 3. 2. composed musical pieces that use the theoretical premises previously learned. 3. practiced and tested eartraining skills including melodic dictation and harmonic dictation. 4. practiced and tested sightsinging skills. 5. prepared for the AP Music Theory examination. 6. identified the Neapolitan, French, German, and Italian 6 chords. 7. explored the chromaticism of the 19th century composers. 8. explored the serialism, electronic music, and blues scales of the 20th century. Week 28: Take practice AP exam, correct and review concepts Week 29: Composition of 4 part chorales using modulation and secondary dominants Week 30: Take practice AP exam, correct and review concepts Week 31: AP examination week Week 32: Roig-Francoli, Chapter 23 “Neapolitan and Augmented 6 Chords” Kostka, Chapters 22-24 “Neapolitan, Augmented 6 Chords” Week 33: Roig- Francoli,Chapter 24 “Chromatic Modulatory Techniques” Kostka, Chapters 21 & 25 “Mode Mixture; Enharmonic Spellings and Enharmonic Modulations” Week 34: Kostka, Chapter 27 “Tonal Harmony in the Late 19th Century” Week 35: Kostka, Chapter 28 “Introduction to Twentieth CenturyPractices” Week 36: Final examination week composition project (end of 4th marking period) Regular Sightsinging: teacher created melodies, released AP free response samples EarTraining: Benward, Units 12-16, teacher created harmonic and melodic dictation, released AP free response samples Classroom activities will consist of teacher lecture, student work from workbooks and teacher- created worksheets, melodic dictation, eartraining exercises, moderate length compositions, sightsinging in a group setting and alone, partwriting and analysis exercises, and AP practice tests. Throughout the year the students are encouraged to visit the following websites for additional practice and resources: http://www.good-ear.com http://www.codamusic.com http://www.musictheory.net http://Www.emusictheory.com

Art & Culture Springbrook High School/2015-2016 Instructors: Ann-Marie Lyddane [email protected]

Chas. Foster [email protected] This class is about two things:

Art: An introduction to drawing, painting, sculpture, printmaking, artist’s books, and more...

Culture: Who you are, and how you communicate your own particular blend of heritage, language, fashion, loves, hates, and more...

Expected Student Learning Outcomes All art classes at Springbrook that include 9th and 10th graders are International Baccalaureate Middle Years Program classes and are planned with the following goals and philosophies in mind. A: Knowing and understanding Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyze and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to

i. Demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology

ii. Demonstrate an understanding of the role of the art form in original or displaced contexts iii. Use acquired knowledge to purposefully inform artistic decisions in the process of creating

artwork B: Developing skills The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product. In order to reach the aims of arts, students should be able to

i. Demonstrate the acquisition and development of the skills and techniques of the art form studied ii. Demonstrate the application of skills and techniques to create, perform and/or present art

C: Thinking creatively The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity. In order to reach the aims of arts, students should be able to

i. Develop a feasible, clear, imaginative and coherent artistic intention ii. Demonstrate a range and depth of creative-thinking behaviors iii. Demonstrate the exploration of ideas to shape artistic intention through to a point of realization

D: Responding Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change. In order to reach the aims of arts, students should be able to

i. Construct meaning and transfer learning to new settings ii. Create an artistic response which intends to reflect or impact on the world around them iii. Critique the artwork of self and others

Grading

Formative 60% experimentation with techniques, preliminary drawings of final project, Figure Fridays

Homework/Practice 10% worksheets, studies, experimentation with materials, inspiration collection

Summative 30% Final artworks for each unit Supplies All necessary supplies will be provided. There is a $10 materials fee per semester.


Ceramics & Sculpture Springbrook High School/2015-2016 Instructor: Jennifer Earle [email protected] Room: B104 301-989-5794

This class is about:

Ceramics: An introduction to hand building with clay in a three-dimensional form. Students develop a wide range techniques through different applications such as glazing and oxidation. Writing and critical thinking skills are reinforced through activators, critiques and self-assessments. Contemporary and historical potters are studied and analyzed. Students learn how the recycling clay process works.

Sculpture: An introduction to creating three-dimensional forms using a collection of materials such as wire, foam, found objects, plaster, etc…Students explore personal interests and express ideas through a variety of media and techniques. Students critique art in terms of technique, aesthetic criteria, and communication. Students will present, display and include projects in our art exhibits and showcases.

Expected Student Learning Outcomes All art classes at Springbrook that include 9th and 10th graders are International Baccalaureate Middle Years Program classes and are planned with the following goals and philosophies in mind. A: Knowing and understanding Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyze and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to


ii. Demonstrate an understanding of the role of the art form in original or displaced contexts

iii. Use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork

B: Developing skills The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take

many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product. In order to reach the aims of arts, students should be able to

i. Demonstrate the acquisition and development of the skills and techniques of the art form studied

ii. Demonstrate the application of skills and techniques to create, perform and/or present art

C: Thinking creatively The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity. In order to reach the aims of arts, students should be able to

i. Develop a feasible, clear, imaginative and coherent artistic intention ii. Demonstrate a range and depth of creative-thinking behaviors iii. Demonstrate the exploration of ideas to shape artistic intention through to a

point of realization D: Responding Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change. In order to reach the aims of arts, students should be able to

i. Construct meaning and transfer learning to new settings ii. Create an artistic response which intends to reflect or impact on the world

around them iii. Critique the artwork of self and others

Grading

Formative 60% Homework/Practice 10% Summative 30%

Supplies All necessary supplies will be provided. There is a $15 materials fee per semester. Hand lotion and an extra hand towel are suggested. Assignment/Make - Up Policy If an absence is excused or is the result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed or give an extension on work that was due. In either case, students are responsible for making up missed work. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Due Dates/Deadlines Per MCPS policy, teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments. Unless a specific exception is made, the deadline for a task/assessment will be one week after the due date. In order to receive full credit, work must be turned in on the due date. Work turned in by the deadline will be marked down 10%. Work turned in after the deadline will receive a failing grade. Z’s and 0’s Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible points for the task/assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero. A Z indicates that a task/assessment has not been turned in, but may still be turned in for a (late) grade.

Advanced Level Child and Adolescent Development III Course Syllabus

Springbrook High School- Room E 108 Ms. Aimee Hawkins

[email protected] Available at lunch for extra help and after school by appointment

Course Description Child and Adolescent Development III is a college preparatory course designed for 11th- 12th grade students who want to further their study of young children and including the school-age child. This course offers students how to set up a preschool classroom, to plan field trips, to observe and teach four year olds in a preschoolers setting. Instructional Philosophy Child Development is designed to provide students with a firm foundation in developmental psychology. Students will have the opportunity to apply developmental and learning theories to relevant real life experiences within the lab school setting. High quality work is expected from students. Students will be able to demonstrate their mastery of the class content in several different ways. Classroom activities will include observations, research, lesson planning, teacher, portfolio development and research in the area of child development. Students will often work in groups but will be expected to complete individual assignments. Assessment methods will include written tests and quizzes, observations, research assignments, teaching, writing assignments, projects, and portfolios. Required Texts – The Developing Child Required Supplies- Folder/Portfolio to keep all their papers Learner Outcomes

Students will carry out independent learning activities to apply age-and developmentally appropriate practice in early childhood education programs for children form birth through age eighteen.

Students will demonstrate unbiased practices appropriate for an equitable environment to diverse populations.

Students will set up and evaluate a well-arranged and developmentally appropriate preschool environment for learning.

Students will document based on observation and teaching how their child study preschooler has progressed in all areas of development over the school year.

Students will work with the preschool director essential individual assignments needed to be carried out for the operation of a successful preschool program.

Students will make observations outside of the school/classroom to gain a better understanding of the field of child development.

Students will create age and developmentally appropriate lesson plans Students will study developmentally stages of children Students will research different child theorist Students will carry out a Child Advocacy project Students will research special educational needs of students Students will create their own educational tools that can be used in the

classroom

Attendance Student attendance is essential to the success of this class, especially

when grading teaching ability, as it cannot be made up. (Students who have an excused absence will be given a written make up assignment.) Attendance will be taken every day and the teacher will follow Springbrook’s attendance guidelines. Conduct

Student positive professional behavior is essential to the program. Students must conduct themselves in a professional manner while in the Child Development classroom. Students are expected to come to class on time and ready to start working in designated rotational assignment (loss of credit policy is strictly enforced), use appropriate language (use of inappropriate language will result in a deduction of points) dress appropriate (students wearing inappropriate attire will be asked to wear a smock during class), and students are to follow all school rules during class.

Opportunities for Extra Help Teacher will be available for extra help by appointment, before and after school as well as during lunch. GRADING

Grades will reflect individual achievement of the MCPS Standards for a specific marking period. Each unit is graded and includes, but is not limited to:

30 % Summative: Research/projects, Student Teaching, Tests and Portfolio. (Keep in mind there are less summative assignments so it is very important that you put forth your best effort and make up any missing teaching days)

60% Formative: Classroom seminar worksheets, Developing age appropriate lesson plans, Observations of the preschool classroom

10 % Homework: Reflections and worksheets The weight of each unit will reflect the amount of time allocated for each project. The final marking period grade will be determined using the following scale:

A= 100-90% B= 89- 80% C = 79-70% D= 69-60% E= 59-0% Late and Missing Work

Each assignment will have a due date. This is the date you are expected to turn in the assignment. Your grade will drop (10%) if it is not turned in by the DUE date.

The deadline is the last day an assignment will be accepted for a grade. Work that is attempted, with good faith effort, and turned in by the

deadline will receive no lower than a 50%. Missing work will be recorded in the grade book as a 0%.

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPC Policy) Re-teaching/Re-assessment

Re-teaching occurs when teachers or students determine that students are not meeting learning goals. The teacher will determine the method and schedule for re-teaching and reassessment. All assignments may be reassessed in this class with exception of teaching. To qualify for re-assessment you must attend 2 extra help sessions. If you are assigned to attend an “extra help” session, your attendance is required. If you do not attend the after school session a parent phone call will occur the first offence. The second and thereafter you will receive an administrative referral. Scores earned on the reassessment regardless of the grade will REPLACE the original score Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook)

Advanced Level Child and Adolescent Development II Course Syllabus



Course Description Child and Adolescent Development II is a college preparatory course designed for 10th & 12th grade students who want to further their study of young children and including the school-age child. This course offers students how to set up a preschool classroom, to plan field trips, to observe and teach four year olds in a preschoolers setting. Child Development students may elect to complete the 90-hour certification and required portfolio which provides the opportunity for becoming a Senior Staff person in a day care center (at 19 years of age.) Instructional Philosophy Child Development is designed to provide students with a firm foundation in developmental psychology. Students will have the opportunity to apply developmental and learning theories to relevant real life experiences within the lab school setting. High quality work is expected from students. Students will be able to demonstrate their mastery of the class content in several different ways. Classroom activities will include observations, research, lesson planning, teacher, portfolio development and research in the area of child development. Students will often work in groups but will be expected to complete individual assignments. Assessment methods will include written tests and quizzes, observations, research assignments, teaching, writing assignments, projects, and portfolios. Required Texts – The Developing Child Required Supplies- Folder/Portfolio to keep all their papers Learner Outcomes

Students will relate apply age-and developmentally appropriate practice in early childhood education programs for children form birth through age eighteen.


Students will set up and evaluate a well-arranged and developmentally appropriate preschool environment for learning.

Students will document based on observation and teaching how their child study preschooler has progressed in all areas of development over the school year.

Students will create their own educational tools that can be used in the classroom

Students will demonstrate personal and technological employment skills related to future career choices in child development.

Students will create age and developmentally appropriate lesson plans Students will study developmentally stages of children Students will research different child theorist and philosophers Students will create a portfolio of their work


when grading teaching ability, as it cannot be made up. (Students who have an excused absence will be given a written make up assignment.) Attendance will be taken every day and the teacher will follow Springbrook’s attendance guidelines. Conduct




30 % Summative: Research/projects, Student Teaching, Tests and Portfolio. (Keep in mind there are less summative assignments so it is very important that you put forth your best effort and make up any missing teaching days)



Child and Adolescent Development Internship Course Syllabus



Course Description Child and Adolescent Development internship is a college preparatory course designed for 12th grade students who want to further their study of young children and including the school-age child. This course gives students the opportunity to work in a elementary school or daycare facility. Instructional Philosophy Child Development is designed to provide students with a firm foundation in developmental psychology. Students will have the opportunity to apply developmental and learning theories to relevant real life experiences within the lab school setting. High quality work is expected from students. Students will be able to demonstrate their mastery of the class content in several different ways. Classroom activities will include observations, research, lesson planning, teacher, portfolio development and research in the area of child development. Students will often work in groups but will be expected to complete individual assignments. Assessment methods will include written tests and quizzes, observations, research assignments, teaching, writing assignments, projects, and portfolios. Required Texts – NO required text students must find or be placed at an Internship Placement Required Supplies- Folder/Portfolio to keep all their papers Learner Outcomes

Students will carry out independent learning activities to apply age-and developmentally appropriate practice in early childhood education programs for children form birth through age eighteen.


Students will help cooperating teachers set up and evaluate a well-arranged and developmentally appropriate preschool environment for learning.

Students will work with the field supervisor and other essential individual on any assignments needed to be carried out for the operation of a successful classroom/program.

Students will make observations outside of the school/classroom to gain a better understanding of the field of child development.

Students will create age and developmentally appropriate lesson plans

Students will study developmentally stages of children Students will research special educational needs of students Students will complete weekly logs and have them signed by their

supervisor


when grading teaching ability, as it cannot be made up. (Students who have an excused absence will be given a written make up assignment.) Attendance will be taken every day and the teacher will follow Springbrook’s attendance guidelines. Interns are to contact cooperating teacher as well as the child development teacher on the morning he/she is absent. Students can reach teachers by phone or email Conduct




30 % Summative: Research/projects, state evaluation forms and Portfolio.

60% Formative: Cooperating teacher evaluation(Keep in mind this is only one grade so it is very important that you put forth your best effort and make up any missing teaching days)

10 % Homework: Reflections and worksheets

A= 100-90% B= 89- 80% C = 79-70% D= 69-60% E= 59-0% * There only one assignment/grade in the formative category. Students

are advised to make sure all assignments in this category are completed and their attendance is in good standing with the field placement.

Students are graded using a point system







Child and Adolescent Development I Course Syllabus



Course Description Child and Adolescent Development is a college preparatory course designed for 9th - 12th grade students who are seeking an introduction to the study of young children. The primary focus of the course is the development of infants – preschool age children, as well as, the planning and teaching of the preschool curriculum that is age and developmentally appropriate. Students learn about the physical, emotional, social and emotional growth of children. A major component of this course is the on-site; student taught preschool classroom where safety, equity and cultural diversity are fist and foremost. Instructional Philosophy Child Development is designed to provide students with a firm foundation in developmental psychology. Students will have the opportunity to apply developmental and learning theories to relevant real life experiences within the lab school setting. High quality work is expected from students. Students will be able to demonstrate their mastery of the class content in several different ways. Classroom activities will include observations, research, lesson planning, teacher, portfolio development and research in the area of child development. Students will often work in groups but will be expected to complete individual assignments. Assessment methods will include written tests and quizzes, observations, research assignments, teaching, writing assignments, projects, and portfolios. Required Texts – The Developing Child Required Supplies- Folder/Portfolio to keep all their papers Learner Outcomes

Overview of Child Development Six-week training which includes: Sons of the day, introduction to

development and theorist, lab management, safety in the classroom, how to teach, plan, observe, and guide children’s behavior, child protection, snacks/nutrition, learning centers and cultural diversity.

Communication Skills Preschool (four days a week beginning in the Middle of October until the

end of May) Rotation Schedule (Groups will rotate between teaching, planning,

research, to observation with their groups two days per each rotation.)

Seminar Day (generally Friday’s): Enrichment activities related to the preschool and teaching rotation topics.

1st Semester Units of Study: Preparing for Preschool, developmental milestones, child theorist, special needs of children, cultural diversity.

2nd Semester Units of study: Building relationship with parents and families, birth defects, adolescent development, guidance, developmental milestones, careers in the field of child development and preschool graduation.

MYP courses criterion: Individuals and Society A=Knowing and Understanding B=Investigating C= Communication D=Thinking Critically

Attendance

Student attendance is essential to the success of this class, especially when grading teaching ability, as it cannot be made up. (Students who have an excused absence will be given a written make up assignment.) Attendance will be taken every day and the teacher will follow Springbrook’s attendance guidelines. Conduct




30 % Summative: Research/projects, Student Teaching, Tests. (Keep in mind there are less summative assignments so it is very important that you put forth your best effort and make up any missing teaching days)



A= 100-90% B= 89- 80% C = 79-70% D= 69-60% E= 59-0%

Late and Missing Work






Jazz Band/IB Music 2nd Semester Springbrook High School

Course Information: 2015-2016

Course Description This course is designed to provide students with advanced level jazz band instruction.

Course Goals The primary goal and focus of instruction is to develop and refine orchestra technical skills.

Expected Student Learning Outcomes The expected outcome will enable students to perform in jazz band, jazz combo and as a jazz soloist of music from various jazz styles, cultures and historical periods.

Required Texts Alfred’s Basic Adult Music Theory Course Jazz band sheet music

Required Supplies Brass, woodwind, string & percussion instruments

Guidelines for Grading Grading will take place weekly and at the end of each assigned unit.

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than

50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process.

Name Room

Email: [email protected]

Wyman Jones D-108 Available During Lunch: Monday, Wednesday & Friday

Category Percentage Types of Assignments Formative 50% Instrument performance exams, music,

major and minor scales, rhythm studies HW/Practice 5% Daily class practice/Home Work &

practice logs Summative 45% All concert performances including

MCPS County Jazz Band festivals

Retake/Reassessment Policy Students have the opportunity to retake and be reassessed on any assignment within a course unit as established by MCPS policy

Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an exten-sion on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook)

IB Music The IB Music program is designed and focused on the practical work of students. It is suitable for student with a wide range of musical taste and interest. It allows students to be global learners and enables them to find creative ways to problem solve as well as provides an outlet for the expression of musical ideas and through the artistic process, it expands and develops their performance skill level. IB Music has 2 levels: Higher Level (HL) and Standard Level (SL). Higher Level is designed to be a two-year curriculum. (It may be accomplished in one year but it is strenuous.) Standard Level is a one-year curriculum. • High Level This is designed for the specialist music student who has a background or major interest in music performance and who may pursue music at the university or conservatory level. It consists of 3 compulsory parts: 1. Musical Perception and Analysis 2. Performance 3. Composition • Standard Level This is designed for the student who has a background in musical performance or composition, or those with a general musical interest. It consists of a compulsory part and an optional part. 1. Every student studies Musical Perception and Analysis as the compulsory part Students can then choose one of 3 options: • Solo Performance • Group Performance • Composition

Musical Links Investigation Project The musical links investigation project is 20% of your overall IB grade of 7. This project will also count as a portion of your class grade as well. The project should be in the form of a written media script of no more than 2000 typed written words investigating the significant musical links between two or more pieces of music from distinct musical cultures. The following timeline for a successful completion will be followed: First Monday in February: A rough draft of approximately 1000 words in the form of the media script you have selected to use, whether print or electronic. First Monday in March: The completed project of no more than 2000 words typed is due. No Exceptions or Extensions!!! IB Music Performance Project Higher Level: Internal Assessment • Performance 25% of your total grade You will present a solo recital approximately 20 minutes long. The recital can include at least one group piece. Standard Level: Internal Assessment The student has a choice of 2 performance options, each option carry 50% of your total grade • Option 1: Solo Performance You will present a solo recital approximately 15 minutes long. The recital can include at least one group piece. • Option 2: Group Performance All candidates who play in the same group are given the same grade. A candidate can only play in one group. Recital Timeline • The first recital will take place during the month of November. Students should select and prepare music repertoire according to skill level. • The second recital will take place during the month of February. • All recitals will be recorded and cataloged until student has completed the required amount of time for the assessment.

IB Musical Perceptions and Analysis January: The Romantic period: the art song, program music, nationalism in 19th century music, the music of Tchaikovsky, Dvorak, Chopin, Schumann, Verdi and Wagner February & March: The 20th Century: Impressionism, atonality, Neoclassicism, Expressionism, the music of Debussy, Ravel Stravinsky, Schoenberg Bartok, Gershwin and Copland April: The Prescribed Work May: Jazz, Pop, country western, rhythm & blues, gospel, rock & roll, hip-hop Course Texts: Music An Appreciation by Roger Kamien Tonal Harmony With An Introduction To Twentieth-Century Music by Kostka/Payne

Piano 1A 2nd Semester Springbrook High School


Course Description

This course is designed to provide students with beginning piano instruction. The primary focus of the instruction is to develop basic piano techniques as well as fundamental music reading and notation.

Course Goals The course goal is to develop within each student an appreciation of music and the arts through the study of the piano.

Expected Student Learning Outcomes Students will learn to perform basic piano repertoire of gradual technical difficulty. Aspects of music history and theory are also included.

Required Texts Alfred’s Basic Adult Piano Course

Required Supplies Piano keyboard, headphones, textbook, piano sheet music


Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)


Name Room



Category Percentage Types of Assignments Formative 50% Weekly performance assignments, test

and quizzes HW/Practice 5% Daily class practice/Home Work Summative 45% Unit exams, semester recitals and final

exams



9th & 10th Grade MYP Grading Criteria A, B, C & D Criteria A Using Knowledge—Analyzing and expressing the aesthetics of music (used to assess: performance, theory books, oral, written presentations and documentation, informal anecdotes) Criteria B Developing skills---Active participation in music and the process in which we create music (used to assess finished music work, developmental workbook, classroom observation, rehearsal and performance)

Criteria C Thinking Creatively—Innovative ways to develop the artistic intentions, processes and work (used to assess oral and written presentations, developmental workbook and discussions)

Criteria D Responding—Creating meaningful connections to your world, your music and its audience and the music of others (used to assess holistic judgments based on observation of process, product, realization, reflection and developmental workbook)

String Orchestra 2nd Semester Springbrook High School


Course Description This course is designed to provide students with advanced level string orchestra instruction.

Course Goals The primary goal and focus of instruction is to develop and refine orchestra technical skills.

Expected Student Learning Outcomes The expected outcome will enable students to perform string orchestra and symphonic orchestra music from various cultures and historical periods.

Required Texts Alfred’s Basic Adult Music Theory Course String Orchestra and Symphonic Orchestra sheet music

Required Supplies String Instruments, bows, rosen





Name Room





practice logs Summative 45% All concert performances including

MCPS County Band/Orchestra festivals

Symphonic Band 2nd Semester Springbrook High School


Course Description

This course is designed to provide students with advanced level ensemble, marching band and symphonic band instruction.

Course Goals The primary goal and focus of instruction is to develop and refine technical performance skills that will enable students to perform symphonic band and marching band music from various cultures and historical periods as well as performance of basic marching band field and parade maneuvers.

Expected Student Learning Outcomes The expected outcome will enable students to perform symphonic band and marching band music from

various cultures and historical periods as well as performance of basic marching band field and parade maneuvers.

Required Texts Alfred’s Basic Adult Music Theory Course Symphonic Band & Marching Band sheet music

Required Supplies Instrument, mouthpiece, reeds, neck strap, drum sticks, etc.





Name Room





practice logs Summative 45% All concert and marching band

performances including MCPS County Band/Orchestra festivals

Culinary Essentials

Mrs. Lisa Seid, MS, RD, LD, CHES

Hospitality Management Instructor Springbrook High School

FACS OFFICE: 301/989-6058 Room E-111

Email: [email protected] Available most lunch periods and by appointment

Hospitality Management Career Completer Course Description and Goals

The Hospitality Management Career Pathway Program which follows an industry based curriculum. Culinary Essentials is one of the three courses included in the Hospitality Management Career Pathway Program. We will be using the ProStart Program which is recognized throughout the hospitality industry. Students will have the opportunity to obtain industry recognized certifications in ServSafe as well as ProStart by the conclusion of this program of study.

Students who choose to complete the Hospitality Management Career Pathway Program will prepare for the adult working world by participating in on-the-job experiences through an internship. This two-year industry-based restaurant and foodservice curriculum combines classroom learning with mentored hands-on experience at qualified foodservice establishments. This program will help students gain fundamental culinary and business skills while they explore the many career options available to them in the industry.

Expected Student Learning Outcomes: MYP – AR/FACS Learning Outcomes/Objectives and Criterion for Assessment:

A. Using Knowledge B. Developing Skills C. Thinking Creatively D. Responding

CE Course Outline:

The Basics Potatoes and Grains Lab Management Building a Career in the Industry Overview of the Restaurant Industry

Keeping Food Safe Workplace Safety Kitchen Essentials I – Professionalism Kitchen Essentials II – Equipment and Techniques Stocks, Sauces, and Soups Communication Fruits and Vegetables Serving Your Guests

Required Text: Foundations of Restaurant Management, Level 1

Grading Grades will reflect individual achievement of the MCPS standards for a specific marking period. They will be reported and calculated using percentages within weighted categories which are:

Late and Missing Work

Each assignment will have a due date. This is the date by which you are expected to submit the assignment. Your grade will drop one letter grade (10%) if it is not turned in by the DUE date.

The deadline is the last day an assignment will be accepted for a grade. Work not turned in by the deadline will be considered missing. Missing work will be recorded in the grade book as a 0%. Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/

assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)


Retake/Reassessment Policy: Re-teaching occurs when teachers or students determine that students are not

meeting learning goals. If you are assigned to an “extra help” session, your attendance is required. Re-assessments are available only on quizzes. End of the unit tests, culminating projects, lab management and final exams are not reassess-able. To qualify for a re-assessment, you must have completed all assignments included in the section of the unit in question. Scores earned on the reassessment regardless of the grade will REPLACE the original score.

Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work,

regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the

Category Percent of Grade Summative Assessments 30% Formative Assessments 60%

Homework/Classwork for Completion 10%

teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook)

Lab Fee The best way to learn about food and preparing it is by actually cooking and sampling it. It is also the most fun way! As you know, food is expensive. In order to defray the cost of the food used and eaten by you, a $20.00 lab fee is charged for this class per semester. The fee is due by Friday, September 11, 2015. Checks should be made payable to Springbrook High School. Please write your name and ID number in the memo section. Or, pay online by credit card. Go to the Springbrook web page.

Supply List for Class Students enrolled in the Hospitality Management Career Pathway Program will be required to keep a portfolio of all work from the year. For this class you will need a separate 2” binder with dividers to organize your portfolio. HMCPP students are required to keep all work in their portfolio. All other students may keep all work in a separate section of their binder.

Drawing & Design Springbrook High School


Ms. Lyddane Room B103 [email protected]

Course Description: Drawing & Design is an entry level class for the inexperienced and experienced art student alike. The course prepares the student for entry into Studio Art 1&2 and is the stepping stone course for preparation in building an Advanced Placement Drawing portfolio. If you like or love to draw, this is a great class for you.

Course Goals: In the Drawing and Design course students learn how to use the elements and principles of art to develop and understanding of composition when creating a work of art, Artistic elements such as line, shape, texture, value, color, space and form will be manipulated through exploration of materials and concepts. The understanding of balance, rhythm, movement, pattern, emphasis, scale and unity will help students create strong compositions that are exciting and complete. Students will experience drawing self-portraits, still-life objects, the figure, and perspective through observational and conceptual means. Expected Student Learning Outcomes The arts are a universal form of human expression and a unique way of knowing that engage us in affective, imaginative and productive activity. Learning through the arts helps us to explore, shape, and communicate our sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience, and adaptability, The MYP arts value the process of creating artwork as much as the finished product. All 9th and 10th grade IB MYP courses include the course objectives and criteria: A: Knowing and understanding Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyze and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to i. Demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology ii. Demonstrate an understanding of the role of the art form in original or displaced contexts iii. Use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork B: Developing skills The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product. In order to reach the aims of arts, students should be able to

i. Demonstrate the acquisition and development of the skills and techniques of the art form studied ii. Demonstrate the application of skills and techniques to create, perform and/or present art C: Thinking creatively The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity. In order to reach the aims of arts, students should be able to i. Develop a feasible, clear, imaginative and coherent artistic intention ii. Demonstrate a range and depth of creative-thinking behaviors iii. Demonstrate the exploration of ideas to shape artistic intention through to a point of

realization D: Responding Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change. In order to reach the aims of arts, students should be able to i. Construct meaning and transfer learning to new settings ii. Create an artistic response which intends to reflect or impact on the world around them iii. Critique the artwork of self and others Achievement level

Level descriptor

0 The student does not reach a standard described by any of the descriptors below.

1-2 The student generally makes appropriate deductions when solving simple problems in familiar contexts.

3-4 The student generally makes appropriate deductions when solving more complex problems in familiar context.

5-6 The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts.

7-8 The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.

Supplies All necessary supplies will be provided. There is a $20 materials fee per semester. Assignment/Make-Up Policy If an absence is excused or is the result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed or give an extension on work that was due. In either case, students are responsible for

making up missed work. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Due Dates/Deadlines Per MCPS policy, teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments. Unless a specific exception is made, the deadline for a task/assessment will be one week after the due date. In order to receive full credit, work must be turned in on the due date. Work turned in by the deadline will be marked down 10%. Work turned in after the deadline will receive a failing grade. Z’s and 0’s Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible points for the task/assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero. A Z indicates that a task/assessment has not been turned in, but may still be turned in for a (late) grade. Guidelines for Grading

Category Percentage Types of Assignments Practice 10% Worksheets, drawing studies, experimentation with materials. Formative 60% Figure Fridays, preliminary drawings of final project,

experimentation with techniques. Summative 30% Final Drawings or Designs

Retake/Reassessment Policy If a student chooses to raise their score on a previously graded assignment the lunch period is available on a daily basis and the student should make arrangements with the teacher to do so. All work prior to interims must be reassessed before interims are due. After interims all work from the interim date to the day before final quarter grades are due work may be reassessed. Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook)

Food Trends: A & B Lisa Seid, MA, RD, LD, CHES,

Hospitality Management Instructor Room # E-111

FACS OFFICE: 301-989-6058 Email: Lisa_S [email protected]

Available during most lunches, and by appointmant

Welcome to Food Trends! Course Description: Welcome to FACS! You have elected to take this class for the entire semester. The Food Trends Course is a very diverse course with a wide variety of culinary and health /nutrition topics. Please see the course outline below.

Course Outline:

Food Trends - A Food Trends - B 1. Welcome to the World of Hospitality! 1. Basics Review Safety and Sanitation 2. The Importance of Food: Food Affects Life Making Healthful Food Choices Nutrition and Fitness: Life Span Weight Management

2. Grains and Breads Leavening Agents and Fermentation

3. Food Safety in the Kitchen & Project 3. Vegetables: Choosing & Preparation 4. Food Sanitation in the Kitchen & Project – 12 Most Unwanted Bacteria

4. Fruits: Choosing & Preparation

5. Getting Started – Mise en Place Kitchen Utensils & Appliances Measurements/Mathematics Cooking/ Cooperative Learning

5. Dairy Products: Biochemistry Solutions, Colloidal Dispersions Colloidal Dispersions Emulsions

6. International Foods: Cooking/Culture US and Canada Latin America Europe

6. International Foods: Cooking/Culture Mediterranean Middle East and Africa Asia

7. ABC's of Nutrition/Nutritional Needs Carbohydrate Protein Fats

7. Salads, Casseroles & Soups

8. Dietary Guidelines & MyPlate 8. Desserts and Baked Goods 9. Menu Planning & Shopping 9. Meats, Poultry & Seafood 10. Final: Family Recipe Project 10. Food & Careers

11. Exam – Semester A 11. Final Project : Celebration Meal

Planning 12. Exam- B

Required Text: Guide to Good Food Required Supplies: notebook, pen and pencil

Grading Guidelines and Assignments You will receive the same grade for your high school course as you receive for your

college course. Your grade will be based upon to following: • 89.5 -100 A; 79.5-89.4 B; 69.5-79.4 C; 59.5- 69.4 D; 59.4 and below

• Grading Scale: HW=10%, Formative =60%, & Summative =30%

• Grades are generally updated weekly.

• During foods lab students can earn 100 points. Rubrics will be discussed in

great detail. This is a major part of your grade.

• If you miss a foods lab, you will need to complete a foods lab make up assignment which can be found in the daily kitchen report binder within 7 days of the excused absence.

• Late and Missing Work

• Each assignment will have a due date. This is the date by which you are expected to submit the assignment. Your grade will drop one letter grade (10%) if it is not turned in by the DUE date.

• The deadline is the last day an assignment will be accepted for a grade.

• Work not turned in by the deadline will be considered missing.

• Missing work will be recorded in the grade book as a 0%.

• If you have an excused absence the day an assignment is due, it may be

turned in the following class period for full credit.

• There is no make-up work for unexcused absences or failure to complete assigned tasks in all foods labs.

• Tests can only be made up if an absence is excused. If the test is not made

up within two class periods of the absence, you will lose 10% of the scored points.

• If you score less than 80% on a test, you can come see the teacher for re-

instruction and then you may re-take the test. Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than



Retake/Reassessment Policy

Course alike must match MCPS policy Assignment/Make Up Policy

Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook)

♫ Springbrook High School ♫

Guitar 2 Mrs. Donaldson, Instructor

Course Overview: Guitar is a semester-long elective offered at Springbrook. This class is designed to provide students with an opportunity to advance his or her guitar playing ability. The class will cover a variety of styles and genres. Each student will be given exposed to: Proper Technique – Study of posture, hand, and finger positioning Chords – Study of simple first position chords Melody – Study of individual notes and melodic passages Basic Improvisation – Study of spontaneously creating music while it is being performed Basic Music Theory – Study of rhythmic notation Music History/Culture – Study the background of the instrument and repertoire played in class.

Differentiation: Accommodations/Enrichment will be provided for students based on skill level.

Key Messages

1. This is important. 2. You can do it. 3. I won’t give up on you. 4. Effective effort leads to achievement.

Expectations:

1. Be in class on time. (Unexcused tardiness will result in lunch detention and a phone call home) 2. Be in assigned seat with all necessary materials when the bell rings. 3. Be a positive influence in the classroom. 4. Resist the temptation to ask to be excused from the room for frequent use of bathroom or water fountain. 5. Give 100% effort!

Behavior:

1. Listen attentively. 2. Limit talking and interaction that would be distracting to others. 3. Be respectful and cooperative with other students and teachers. 4. Follow instructions immediately. 5. Follow rehearsal techniques taught in class. 6. Remain seated until you are dismissed from class by the teacher.

Communication:

1. All students will receive an interim report at the midpoint of each quarter. 2. Report cards will be distributed at the end of each quarter. 3. Teacher E-Mail: [email protected]

Materials Needed for Class ***Students are required to bring the following materials to class every day:

1. 2 Pencils 2. Folder for guitar class containing all packets, warm-ups, and handouts 3. Student Handbook

Policy on Late Work Practice assignments need to be completed on time so the instructor has ample time to provide the student with feedback. Graded assignments will have a due date and a deadline. A due date is the date by which you are expected to submit the assignment. The deadline is the last day the assignment will be accepted for a grade. Frequently the due date and the deadline will be the same. Failure to present an assignment by the deadline will result in a 0% grade for the assignment. Policy on Re-Assessment Re-assessment opportunities will be offered during the semester. Re-teaching will occur in classroom instruction. Additional practice homework and help outside of class will be offered. The specific assessments that will be re-assessed are at the discretion of the teacher and will be based on class-wide performance/needs. Policy on Attendance Attendance indirectly affects a student’s grade. In order to practice an instrument, receive instruction and feedback, or be assessed in a timely manner, the student must be present in class.

Types of Assessments and Methods of Grading

Formative Assessments – 60% 1. Performance Assessment

Assessments will be given in either solo or small group performances in class. Students will receive individual grades. Warm-ups with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive

full credit, these packets must be completed accurately. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.

2. Music Notation/History/Culture

Written assessments will be given. Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full

credit, these packets must be completed accurately. Assessments will reflect accuracy and knowledge of topics emphasized in instruction.

Homework for Practice – 5%

Students will have a small number of graded homework assignments. Summative Assessments – 35% 1. Written Assessments

Written assessments will be administered to evaluate student knowledge and understanding. Classroom materials, packets, and notes taken in class may all be useful in preparing for these assessments.

Tests will be announced, providing ample time to study. 2. Composition

Students will use knowledge of music and instruments gained in class to compose and perform original group compositions. Students will present an in-class performance of compositions as a member of a group. Assessment of composition will reflect creativity and use of musical knowledge obtained in class. Assessment of

performance will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction. 3. Performance Assessment

Cumulative assessments will be given in either solo or small group performances in class. Students will receive individual grades.

Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.

Special Note about Grades on Edline

Z indicates that the assignment was not submitted by the due date. It counts as a zero in calculations AND shows up as a Missing Grade. According to MCPS policy, once the deadline passes, there is no option to submit assignments.

X means the student is excused from completing the assignment (X is not calculated into the student's grade);

0 means the student did not complete the assignment, or the grade of 0 has been awarded for another reason, such as a violation of academic integrity (0 is calculated as a zero in the student's grade). Usually when the grade of 0 is entered it means the assignment has not been completed and it may not still be turned in (the deadline has passed).

A blank space where the grade would otherwise be is not calculated as a zero. Normally this would indicate the teacher has not graded the assignments yet but has entered the assignment into the grade book in advance.

____________________________________________________________________________________________________________ Please return this portion to Mrs. Donaldson via e-mail or hand-out by Friday, September 4th, 2015 We have read this policy sheet concerning the Springbrook High School Guitar 2 Class. Student Name (Printed) __________________________ Name of Parent(s) or Guardian to be contacted (Printed) _________________________________ Parent Signature ____________________________ Parent’s email: ________________________________ Parent’s preferred phone number for contact during school hours: ________________________________


Guitar Mrs. Donaldson, Instructor

Course Overview: Guitar is a semester-long elective offered at Springbrook. This class is designed to provide students with an opportunity to learn the basics of playing the guitar. The class will cover a variety of styles and genres. Each student will be given an introduction to: Proper Technique – Study of posture, hand, and finger positioning Chords – Study of simple first position chords Melody – Study of individual notes and melodic passages Basic Improvisation – Study of spontaneously creating music while it is being performed Basic Music Theory – Study of rhythmic notation Music History/Culture – Study the background of the instrument and repertoire played in class.


Key Messages


Expectations:


Behavior:


Communication:



1. 2 Pencils 2. Folder for guitar class containing all packets, warm-ups, and handouts 3. Student Handbook




Assessments will be given in either solo or small group performances in class. Students will receive individual grades. Warm-ups with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive

full credit, these packets must be completed accurately. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.

















____________________________________________________________________________________________________________ Please return this portion to Mrs. Donaldson via e-mail or hand-out by Friday, September 4th, 2015 We have read this policy sheet concerning the Springbrook High School Guitar Class. Student Name (Printed) __________________________ Name of Parent(s) or Guardian to be contacted (Printed) _________________________________ Parent Signature ____________________________ Parent’s email: ________________________________ Parent’s preferred phone number for contact during school hours: ________________________________

International Cultures and Cuisines/ProStart 2- A and B

Lisa Seid, Hospitality Management Instructor Springbrook HS FACS Office: 301/989-6058

Email: Lisa_S _Seid @mcpsmd.org Room E-111

Available most lunches and by appointment

Welcome to International Cultures and Cuisines/ProStart 2 (ICC)! As you know, eating is fun! Hopefully as you study food and the relationship to your body you

will learn to enjoy eating for many reasons. I hope you will enjoy learning about foods and the different cooking techniques as well as how to properly run a commercial kitchen. You may be surprised where your favorite foods originated and how they are grown and prepared!

Course Description and Goals We will be using the ProStart Program which is recognized throughout the hospitality industry. Students

will have the opportunity to obtain certification in ServSafe as well as ProStart at the end of this year long

program.

The ProStart® Program is a two-year industry-based program that prepares students for careers in the

restaurant and foodservice industry. Students gain valuable restaurant and foodservice skills through their

academic and workplace experiences. This program prepares students for the adult working world,

offering them on-the-job experiences before they graduate. Skills learned in the classroom from specially

trained high school teachers are reinforced in the workplace. Students are given a head start toward

exciting and rewarding hospitality careers while our industry takes the lead in meeting the economic

demands of the next decade. Take a look inside the ProStart program for the restaurant and foodservice

industry.

International Cultures and Cuisines Unit Outline Food Safety Marketing Workplace Safety Nutrition Professionalism and Understanding Recipes Cost Control Foodservice Equipment and Techniques Salads and Garnishing Breakfast Foods and Sandwiches Sustainability Purchasing and Inventory Control Meat, Poultry and Seafood Europe and the Middle East Desserts and Baked Goods The Americas Required Text: Foundations of Restaurant Management, Level 1 Required Supplies: Notebook, pencil and pen

Expected Student Learning Outcomes: MYP – AR/FACS Learning Outcomes/Objectives and Criterion for Assessment:

A. Using Knowledge B. Developing Skills C. Thinking Creatively D. Responding

LAB FEE: The best way to learn about foods and how to prepare is by practicing the art of cooking. MCPS charges a modest lab fee of $20 to cover the cost of foods used by students enrolled in Hospitality Management courses. Payment: cash, check payable to Springbrook HS, or credit card (see Springbrook website). Expectations of Foods Students Respect self, others, property and ideas. DO not sit, place feet, books, shoes or gum on tables or counters Refrain from Eating: This includes: Gum, Candy, Drinks, Food… this is a Maryland State

Health Department Rule and must be adhered to. Consequences: 1. Warning 2. Detention 3. Detention, Loss of 1 foods lab and a phone call home 4. Referral to the In School Suspension office.

Mishandling of food, equipment or furniture in the kitchens will result in the loss of a foods lab and eating for you at a minimum.

When in a foods lab setting, students must stay in their assigned kitchen at all times. Contribute to a positive, professional learning environment. You must pass all test and quizzes to participate in a foods lab. Re-takes will be given once

a week on an assigned day. Be accountable for your own actions and reactions.

Grading Homework=10%, Formative =60%, Summative = 30% Grades will reflect individual achievement of the MCPS Standards for a specific marking period. The weight of each graded item will reflect the amount of time allocated for each assignment. The final marking period grade will be determined using the following scale: A = 100%-90% B = 89% - 80% C= 79% - 70% D = 69% - 60% E = 59 – 0% Late and Missing Work

Each assignment will have a due date. This is the date by which you are expected to submit the assignment. Your grade will drop one letter grade (10%) if it is not turned in by the DUE date.

The deadline is the last day an assignment will be accepted for a grade. Work that is attempted, with good faith effort, and turned in by the deadline will receive no lower than a 50%.

Work not turned in by the deadline will be considered missing. Missing work will be recorded in the grade book as a 0%.

Re-teaching/Reassessment Re-teaching occurs when teachers or students determine that students are not meeting learning goals. If you are assigned to an “extra help” session, your attendance is required. Re-assessments are available only on quizzes. End of the unit tests, culminating projects, lab management and final exams are not reassess-able. To qualify for a re-assessment, you must have completed all assignments included in the section of the unit in question. Scores earned on the reassessment regardless of the grade will REPLACE the original score.

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)


Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook)

Photography 1B

Springbrook High School


Laurie Wilks B109/110 [email protected]

General Availability 7:15 am - 7:30 am

Planning Period 1 (by appointment only)

Period 2, Period 3

Course Overview:

Students will use a combination of traditional and digital technology as well as additional supplies and equipment to create fine art photography. Material covered in this course includes: composition, functions and operation of camera equipment, history of photography and current genres and artists photography. Students will also learn to prepare their photographs for exhibition and create a portfolio presentation of their photographic works.

Course Goals and Expected Learning Outcomes:

Upon completion of Photography 1A/B, the student will be able to:

● Create aesthetically pleasing photographs using compositional guidelines.

● Successfully operate point and shoot, digital single lens reflex (DSLR) and phone cameras.

● Understand the aperture, shutter speeds and ISO settings on the camera and their effect on the image.

● Demonstrate the proper use and care of photographic chemicals and materials.

● Properly use an enlarger and other photographic equipment.

● Participate in classroom discussions and critiques through use of proper vocabulary relating to art/photographic styles and techniques.

● Develop a deeper understanding of photography and the ways that artists use photographs to express their visions and ideas.

Classroom Expectations:

● BE PUNCTUAL: Be on time for every class, complete assignments by deadlines provided.

● BE PREPARED: Complete any required reading and research in advance. ● BE READY TO PARTICIPATE: Engage in class discussions and critiques. ● BE RESPECTFUL: Actively listen, provide and receive constructive criticism.

Use appropriate language. Obtain permission and a pass before leaving the classroom. No cell phone use unless approved for assignments.

● BE RESPONSIBLE: Treat all equipment responsibly. Be mindful of keeping the work environments organized and clean. Leave food and drink outside of classroom.

● BE CREATIVE: Think for yourself. You are here to explore your own creativity and develop your own ideas. It is great to be inspired, but never plagiarize.

Required Texts

None

Required Supplies

● Binder to hold class materials and handouts.

● Pencil, pen and paper.

● Lab fee of $10/semester paid immediately for photographic supplies and materials. If enrolling in Photography 1B for second semester, student may elect to pay $20 to cover lab fees for the year.

Optional Equipment

● Camera phone, point and shoot and/or DSLR camera. A limited number of school point and shoot cameras are available to students to check out overnight.

Guidelines for Grading

Category Percentage Types of Assignments

Homework/Practice 10% Homework, Classroom Practice Assignments, Research

Formative 60% Initial Photo Assignments, Quizzes, Research Notes

Summative 30% Final Photo Submissions, Artist Statements, Tests, Research Papers & Presentations

● Z’s and 0’s: When a student has not turned in work by the due date, the teacher will enter a Z into the gradebook. This will remain for one week or until the deadline, at which time late work will be graded (minus 10% for lateness) or the Z will be changed to a zero if no work is completed. When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

● Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. All due dates and deadline will be posted on Google Classroom when the project is assigned.

● Retake/Reassessment Policy: Students are free to re-shoot a photo assignment for which they received less than an A. The re-take or re-assessment must be completed within one week of the original due date. Additionally, any formal assessments may be re-done and re-submitted if the original grade was less than an A.

● Assignment/Make Up Policy

Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence.

If the absence is excused or is a result of a suspension, the teacher will help a student make up work. To facilitate this, all project instructions will be posted to Google Classroom on the date assigned.

If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook)

Expected Student Learning Outcomes All art classes at Springbrook that include 9th and 10th graders are International Baccalaureate Middle Years Program classes and are planned with the following goals and philosophies in mind.

A: Knowing and understanding Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyze and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to


ii. Demonstrate an understanding of the role of the art form in original or displaced contexts

iii. Use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork

B: Developing skills The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.

In order to reach the aims of arts, students should be able to

i. Demonstrate the acquisition and development of the skills and techniques of the art form studied

ii. Demonstrate the application of skills and techniques to create, perform and/or present art

C: Thinking creatively The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity.


i. Develop a feasible, clear, imaginative and coherent artistic intention ii. Demonstrate a range and depth of creative-thinking behaviors iii. Demonstrate the exploration of ideas to shape artistic intention through to a point of

realization D: Responding Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change.


i. Construct meaning and transfer learning to new settings ii. Create an artistic response which intends to reflect or impact on the world around

them iii. Critique the artwork of self and others

Okay, now that we have reviewed all of that… let’s see what we’re doing during MP2. This is the intended direction of the course through Marking Period 2. If we want or need more time to complete a project, or if we are inspired to move in a different direction - so be it!

Week of... Photography Project

1/25 Showing What We Know (A Review of the Rules of Composition)

2/1 Introduction to Darkroom Photography / Cyanotypes / Darkroom Chemistry

2/8, 2/15, 2/22

Darkroom Photography Continued / Photograms / The Print Making Process

3/1 Loading and Developing Film

3/7 Contact Sheets

3/14 Making Prints

3/21 Photographer Presentations

3/28 Spring Break

4/4 Making and Using Pinhole Cameras

4/11 Photo Assemblage (Photoshop)

4/18 Photo Collage (Traditional)

4/25, 5/2

Acrylic Gel Transfers to Wood

5/9 Laser Solvent Transfers

5/16 Contact Paper/Tape Transfers

5/23 After Capture Image Manipulation (Photoshop)

5/30 Final Portfolio Preparation

6/6, 6/13 Final Portfolio Presentations and Critiques


Piano 2 Mrs. Donaldson, Instructor

Course Overview: Piano 2 is a year-long elective offered at Springbrook. This class is designed to provide students with an opportunity to learn the basics of playing the piano. The class will cover a variety of styles and genres. Each student will be given an introduction to: Proper Technique – Study of posture, hand, and finger positioning Chords – Study of triads in multiple keys and positions Melody – Study of melodic passages and musical structure Music Theory – Study of rhythmic notation and chord progressions Music History/Culture – Study the background of the instrument and repertoire played in class.


Key Messages


Expectations:


Behavior:


Communication:



1. 2 Pencils 2. Folder for piano class containing all packets and handouts 3. Student Handbook




Assessments will be given in either solo or small group performances in class. Students will receive individual grades. Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full

credit, these packets must be completed accurately. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.

















____________________________________________________________________________________________________________ Please return this portion to Mrs. Donaldson by Friday, September 4th, 2015 We have read this policy sheet concerning the Springbrook High School Piano 2 Class. Student Name (Printed) __________________________ Name of Parent(s) or Guardian to be contacted (Printed) _________________________________ Parent Signature ____________________________ Parent’s email: ________________________________ Parent’s preferred phone number for contact during school hours: ________________________________

Springbrook High School

Choral Music Program

Handbook for Students and Parents

Mrs. Emily Donaldson, Director of Choral Music

[email protected]

Welcome to the Springbrook High School Choral Music Program!

This handbook has been prepared to provide you and your parents with information about our choral program. It includes the grading policy, musical objectives, rehearsal concert procedures, supply lists and the comprehensive calendar of music events at Springbrook and in MCPS for this year.

Choral Music Objectives The student should be able to:

1. Sing within an expanding range with proper vocal production with an emphasis on posture, breath management, register flexibility, and facial expression appropriate to the style and meaning of the music

2. Describe and demonstrate the physiology of singing 3. Perform music in a variety of textures including unison, two, three and four-part harmony

utilizing mixed voicing, accompanied and a cappella 4. Perform increasingly difficult selections demonstrating an ability to achieve balance across

sections and stylistically appropriate interpretations 5. Perform level IV and V selections from approved MMEA festival list, or pieces of

comparable difficulty, including some selections performed from memory 6. Sight-read melodic and rhythmic examples that meet MMEA guidelines for level 3 and 4 7. Apply knowledge of tonality and key signature to reading performance repertoire 8. Sing from a three- or four-part choral octavo, 9. interpreting musical symbols and expressive markings while performing 10. Notate complex rhythmic and melodic phrases from dictation 11. Identify musical phrases and form of performance repertoire 12. Use an expanded musical vocabulary to describe music 13. Perform and analyze music representative of diverse cultures, styles and historical periods 14. Describe and compare the ways in which musical elements are used in various cultures and

historical periods 15. Evaluate a choral composition, discussing the composer’s use of the elements of music,

expressive qualities, and listeners’ reactions 16. Explain personal preferences for specific musical works and styles 17. Evaluate recorded and live choral performances based on established criteria

*Taken from Montgomery County Public School’s High School Choral Music Curriculum Framework PLEASE NOTE: The exceptional musical ability of some of our students does not give any student the right to misbehave and does not guarantee their right to perform at our concerts. Our choirs are a joint effort and a sum of all of our talents; each student must lend his/her talents equally and appropriately.

Classroom Rehearsal Procedures The student will:

1. Arrive to class on time, listen, and be respectful of others. 2. Be prepared for class with a binder, music, pencil, daily warm-up, & necessary

supplies 3. Raise his/her hand to be recognized to ask a question and not talk when others are

talking or playing. 4. Do not chew gum, candy, food or drinks in the music room during class or

performances. 5. Be supportive of classmates, never criticizing another individual’s performance.

It is certainly expected that all students are quiet and respectful so that rehearsals can proceed concretely. Any student who grossly misbehaves or is disrespectful to me or any other student in the classroom will be asked to leave immediately and may not return to class that day. Administrative actions will follow.

KNOWLEDGE, UNDERSTANDING, AND APPLICATION It is expected and necessary that all students learn their music and are able to perform it without music at all concerts and adjudications. We expect our group to be talented and competent, and the level of music is not easy. However, it is fun and we all enjoy what we sing and what we accomplish together! As all of us know well, a group is only as strong as its weakest link; it is imperative that all students know his or her own music well so that we can blend and balance the voices, and so that all students "carry their own weight" in each ensemble. I will hold a Vocal part test after each repertoire piece is taught, in which each student will have to sing their part in an octet (a group of 8 or more singers). This insures that each member knows his/her part and is a responsible member of our ensemble. There will also be regular Assessment checks of all of our students throughout the course of rehearsals. This will address musical concepts such as posture, breath support, diction, pitch style, theory, and finally memorization. This will ensure that the students are aware of what they know or need to learn on a regular basis, and should help them in the learning process. Although sight-singing, rhythm clapping, and reading music are all concepts taught during class, I will be offering additional help after school for any/all students who wish to progress at a faster rate. These sessions will be taught like private voice lessons and they are a great resource for all developing singers! I strongly encourage any student who wishes to receive individualized vocal instruction to attend as many of these sessions as possible. They will be held during lunch. If you would like extra help, simply ask to come in during lunch at least 2 hours before!

GRADING

Springbrook High School Grading Policy for the Performing Arts

(Includes Art, Computer Technology, Instrumental Music, Vocal Music Technology Education, and TV Production)

Overview: The goal of grading and reporting is to provide you with feedback that reflects your achievement towards the mastery of the MCPS Performing Arts curriculum performance indicators. Grading Policy: There will be a variety of types of assignments and assessments: Practice Formative Assessments Summative Assessments For practice. Examples: homework, class work, partnered or individual work, oral or written work

To assess progress. Examples: class work, rehearsal procedures, homework for mastery, practice cards, quiz, written or oral presentations

To assess mastery. Examples: unit test, project, oral presentation, culminating activity or culminating performance

Reported as a learning skill and as part of the report card grade

On grade sheets reported as points/percentages. On report cards reported as an A, B, C, D, or E.

On grade sheets reported as points/percentages. On report cards reported as an A, B, C, D, or E.

Graded as 10% of marking period grade

Together with summative assessments 90% of grade

Together with formative assessments 90% of grade

Given as helpful feedback. Examples: checking for accuracy, re-explanation, modeling, demonstration, comments, providing exemplars , teacher/student conference, ratings on rubrics

Given as interim assessment of students’ mastery & to provide helpful feedback. Examples: checking for accuracy, re-explanation, modeling, demonstration, comments, providing exemplars, teacher/student conference, ratings on rubrics

Assessed as a mastery activity

Overall: Grades will reflect individual achievement of the MCPS performance indicators for each marking period Learning skills: Will be divided into two categories

1. Participation –engaging in learning of the performance skills, asking questions, using feedback

2. Assignment completion – completing homework and class work.

Homework Policy / Re-assessment Policy: The homework policy and the re-assessment policy will be provided to each student by the teacher. Homework assignments will be posted in the classroom and posted on Edline regularly. The teacher will announce which assessments will be eligible for re-assessment and the procedures to be followed by students prior to scheduled re-assessments. Late and missing work:

● Each assignment will have a due date. This is the date by which you are expected to submit the assignment. The grade will drop one letter grade if it is not turned in by the due date.

● The deadline is the last day an assignment will be accepted for a grade. In some cases, the due date and the deadline may be the same. Work not turned in by the deadline will be considered missing. Missing work will be recorded in the grade book as 0%.

Re-assessment of student work: ● Some formative assessments may be re-assessed to provide an additional opportunity for

students to show mastery. The following requirements must be met prior to scheduled reassessment:

complete the original task or assessment complete required assignments complete re-teaching / re-learning activities as determined by the teacher

● The original student work must accompany the revised work in order to be graded. ● End of unit assessments may not be retaken. Extra credit: MCPS grading policy does not allow extra credit; however, students may have opportunities to earn additional points by successfully completing extension questions or activities on some assessments. Group work: Your grades will reflect your individual achievement, even when you are working in groups.

While I certainly think that all students should earn an A each quarter, the following is a rubric for each grade area:

A - Those who are focused, attentive, and not talking during rehearsals. They show commitment to and respect for the group by learning vocal parts and allowing others to do the same. They are consistently high on their assessment charts.

B - Those who, although they realize the necessity of attention and focus, talk through parts of rehearsals and, therefore, do not learn their parts. At times, they inhibit the learning process of the group. They are mostly on task on their assessment charts.

C - Those who talk repeatedly through rehearsals, do not stand on risers or be seated in voice parts as required, force breaks in rehearsals by not being attentive and ready to sing, and do not know their voice parts, since they do not listen to instructions. The inconsistency on their assessment charts is due to their lack of attention in class.

D - Those who, in addition to not being attentive and respectful, show a poor attitude toward the group and any directions given, as though they were above those instructions. This should not be the case for any of our Choral members!

Late/truancy policy is as follows:

1. Students are expected to be in each class on time. It is extremely disruptive to the class in session when students enter late. Unexcused tardiness will result in lunch detention and a phone call home

It is certainly expected that all students are quiet and respectful so that rehearsals can proceed concretely. Any student who grossly misbehaves or is disrespectful to me or any other student in the classroom will be asked to leave immediately and may not return to class that day. Administrative actions will follow.

GRADES WILL BE COMPRISED OF THE FOLLOWING ITEMS:

1. Frequent reflections and Warm-ups (verbal or written, as decided by the teacher) 2. Choral Analysis of Music– (verbal or written, as decided by the teacher) 3. Attendance at concerts and rehearsals 4. Assessments on vocal part assessments before concerts/performances

REHEARSALS and CONCERTS

This part of the grade is fairly simple. Concerts and adjudications are mandatory! The student is to be on time and dressed in concert dress attire. This is the culmination of all our hard work together, and it is crucial that all students are contributing members of our performing ensemble, as well. And--that's the fun "Pay-off" of all of our hard labors.

Concerts are expected! In addition, each student will be expected to attend the few after school rehearsals that we DO have, so that he/she may help the group to achieve maximum effectiveness. I will always schedule these on days when there are activity buses.

CLASSROOM REHEARSAL PROCEDURES

Each student is expected to: * Arrive to class before the late bell rings, with all phones and electronic devises stored. * Be working on the warm-up by the time the late bell rings. * Be prepared for class with a pencil, music, and a binder or folder in which to keep his/her

music neatly. This is crucial for the learning process. * Understand that gum, candy, and food are not permitted in the choral music room at any

time. * Respect all music, keep it neatly, and return it when the concerts are over. A face-value

fee will be charged for any music lost or ruined at the end of each concert cycle. These are treated as financial obligations, and report cards will be held.

* Remain attentive, and not talk through instructions. * Listen carefully to his or her own voice and its balance within the group.

CONCERT PROCEDURES * Concert attendance is mandatory. Family vacations, sports events, lack of transportation,

etc. are not considered legitimate reasons for missing events. Arrangements can be made if a ride is not available. Please check your calendar carefully for all concert dates and times. If there are extenuating circumstances concerning concert attendance, the student and parent must contact the teacher well in advance of the performance (at least a month before, unless suddenly ill).

* Appropriate concert dress is required. A student who does not wear the proper concert

outfit will not be permitted to participate.

ALL GROUPS:

All choir members will be given a choir robe or concert dress (ladies) to wear during concerts. We want all members to be dressed professionally and similarly. However, we will occasionally wear other concert attire (that is determined by the teacher) for outside school performances

* Arrival call times will be approximately 45-60 minutes prior to the concert. Students

should arrive with enough time to be dressed and ready BEFORE the given call time. * During all concerts, students are expected to be respectful of all performing groups, act in

a quiet and professional manner, and remain until the end of the concert in support of all our choral groups.

Students are reminded that concerts are fun! He/she should look forward to the culmination of all of our work together, and should encourage their friends and family to come. Parents are highly encouraged to come! Please come see your kids!

Class Fees: As part of a Springbrook choir, you are expected to look and act professionally at all times. As such, a $10 class fee is collected from each choral student in order to dry clean dresses and robes, repair damaged clothing or concert supplies, and replace worn out attire. Fees are only collected once from each student during the year. Please read both parts of the final two pages, detach, and have your child return it to me no later than September 5th allow with the $10 activity fee. Thanks so much for your help and cooperation!

Choral Contract

Purpose-

1) To identify rules. 2) To make certain that people learn their music. 3) To ensure respect for all students and directors.

Guidelines-

1) Please leave your gum at home. 2) Be on time. 3) Come prepared to class with all your supplies (includes music folder and a pencil). 4) Please stay quiet and pay attention in rehearsal. 5) Do not write notes to other students during class. 6) Only use your own water bottle to prevent illness. 7) Keep away from the heaters. 8) During the first minute get music. 9) Please leave your food out of class. 10) The right to play all instruments, including the piano, must be earned. 11) Keep your own music in order and do not share with others. 12) Ask questions if you do not understand. 13) Work hard, play hard. 14) Always try your hardest and do your best 15) Keep the room clean and pick up all trash, especially your own. 16) If you lose your sheet music, you must pay for it. 17) Please respect all people in the class. 18) Concerts are mandatory and part of your grade – a two letter grade drop is the penalty. Penalties for rules not followed will be as follows

1) Teacher will speak to student and issue a warning. 2) Have the student sit down on the risers, away from the class. 3) Have student leave the class and proceed to the main office. 4) Call Parents. 5) Drop one letter grade.

______________________________________________________________________________ I have read this handbook and understand my commitment to this group. I will abide by the rules so that we may all maximize the fun and ability of this group. Student Printed Name- _________________________________ Signature __________________________ Parent Printed Name- __________________________________ Signature __________________________

Parent Phone Number and E-mail - _______________________ _________________________________ (Phone Number) (E-mail)

This is due to Mrs. Donaldson through hand-in or e-mail by Friday, September 5th.

MUSIC EVENTS CALENDAR 2015-2016 (events marked * are mandatory)

Date Event Location 2015 Sept. 3, Thurs. 4:30 p.m. Choir and Theatre Welcome Picnic Choral room & outside Sept. 8, Tues. Montgomery County Youth Chorus Rehearsals Start Richard Montgomery HS (^) *Oct. 8, Thurs. 7:00 p.m. NEC Open house (mandatory for all 14-15 choral

students) Choral Room

Oct. 27, Tues. Montgomery County Youth Chorus Concert Richard Montgomery HS (^) *Nov. 10, Tues. NEC Cluster Concert Springbrook Auditorium Nov. 14, Sat. Jr. All-State Auditions See MMEA Handbook Nov. 21, Sat. Sr. All-State Auditions See MMEA Handbook *Dec. 10, Thurs. 7:00 p.m. Winter Concert Springbrook Auditorium Dec. 23, Wed. All day Holiday Sing-o-grams School 2016 Feb. 12, Fri (tentative) Singing Valentines (tentative) Springbrook (tentative) Feb. 12, Fri. District II Vocal Solo and Ensemble Festival Wootton HS Feb. 18-21, Thur-Su. All-State Sr. Mixed and Women’s Choruses Morgan State University March 4-6, Fri – Su. All-State Jr. Chorus Towson *March 8, Tues. District II HS Choral Festival Gaithersburg HS April 12, 13, and 14, Tues.-Thur.

MCYC Auditions Apr 12: TBD Apr 13: TBD Apr 14: TBD

April 25-29, Mon – Fri MMEA State HS Choral Festivals May 9-13, Mon - Fri MMEA State MS Choral Festivals TBD *May 19, Thurs. 7:00 Spring choral concert and awards night TBD *June 7, Tues. Graduation Springbrook auditorium DAR

Studio Art 2 Springbrook High School


Ms. Lyddane Room B103 [email protected]

Course Description: Studio Art 2 is an advanced level class for the experienced art student that is interested building a drawing portfolio for admission to college or pursuing an Advanced Placement Drawing course in the future. Personal styles emerges through the selection of media, subject matter, and art form used to solve visual problems.

Course Goals: Students will further develop technical skills and conceptual ideas enabling them to utilize the elements and principles of art to compose strong working compositions. A wider variety of materials will be explored such as marker, acrylic paint on canvas, conte, ink, and handmade papers. An aesthetic vocabulary will be individually formed for each student. Supplies All necessary supplies will be provided. There is a $20 materials fee per semester. Assignment/Make-Up Policy If an absence is excused or is the result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed or give an extension on work that was due. In either case, students are responsible for making up missed work. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Due Dates/Deadlines Per MCPS policy, teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments. Unless a specific exception is made, the deadline for a task/assessment will be one week after the due date. In order to receive full credit, work must be turned in on the due date. Work turned in by the deadline will be marked down 10%. Work turned in after the deadline will receive a failing grade. Z’s and 0’s Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible points for the task/assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero. A Z indicates that a task/assessment has not been turned in, but may still be turned in for a (late) grade. Guidelines for Grading

Category Percentage Types of Assignments Practice 10% Worksheets, drawing studies, experimentation with materials. Formative 60% Figure Fridays, preliminary drawings of final project,

experimentation with techniques. Summative 30% Final Drawings or Designs

Retake/Reassessment Policy If a student chooses to raise their score on a previously graded assignment the lunch period is available on a daily basis and the student should make arrangements with the teacher to do so. All work prior to interims must be reassessed before interims are due. After interims all work from the interim date to the day before final quarter grades are due work may be reassessed.

Studio Art One Springbrook High School /2015-2016 Instructor: Chas. Foster [email protected] Studio Art One provides student artists with an in-depth exploration of several traditional and contemporary art media, including drawing, painting, sculpture, and printmaking. Units of study progress from acquiring basic knowledge and skills to applying those skills and concepts to increasingly independently-directed projects. Students will begin to build a portfolio or work that may be used for IB or AP classes as well as college applications. Grading

Formative 60% experimentation with materials and techniques, preliminary studies, mastering new concepts

Homework/Practice 10% worksheets, studies, inspiration collection Summative 30% final artworks, analysis and reflections

Supplies All necessary supplies will be provided. There is a $20 materials fee per semester.


advanced digital art - montgomery county public schools · advanced digital art semester two!...

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