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Longleaf School of the Arts

Course Catalogue 2013-2014

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Table of Contents

Mission Statement page 3

Grading, GPA, and Class Rank page 4

Graduation Plan page 5

Course Sequences for Diplomas with Arts Endorsement page 6

Course Descriptions

Art page 7Dance page

8English page 9Foreign Language page

10Math page 10Music page 12Science page 12Social Studies page 14Theatre page 15

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Longleaf School of the ArtsCourse Catalogue 2013-2014

Mission StatementLongleaf School of the Arts will prepare students for college and career pathways via a curriculum that fully integrates academics and the fine arts into all aspects of the school culture. Students will benefit from highly qualified, experienced teachers and a challenging curriculum. Upon graduation from Longleaf, students will be academically prepared for college, and will possess valuable life skills, confidence, and personal responsibility to prepare them for the 21st century.

The course offerings in this catalogue have been developed for the 2013-2014 school year. They have been designed to provide both depth and breadth in the instructional program. An effort is made to accommodate the student’s individual interests, with final decisions on any year’s course offerings based on staff availability and satisfaction of minimum enrollment requirements.

Students’ initial placement in certain courses may be based on testing, previous instruction, and other course placements. The administration requires all transferring upperclassmen to have a registration meeting during which an agreement will be reached as to how to place students in particular courses. Certain courses are required for graduation and each student should work with the counseling department to determine the appropriate course of study.

Please note that courses that lack a minimum number of enrolled students will not be offered. Students affected by the cancellation of a course will be notified as soon as the course is cancelled and be given options for alternative courses.

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GradingGrade reports are issued to students and parents at the end of each quarter. Supplementary evaluations are distributed to each student in class at the midpoint of each quarter. Some classes may provide grade reports on a more regular basis than this. All courses, unless otherwise noted, are scheduled to meet for one school year and earn one unit of credit. Please refer to the “Graduation Requirements” section for more information.

Grading Scale Grade GPA Points Grade GPA Points96-100 4.00095 3.87594 3.75093 3.62592 3.50091 3.37590 3.25089 3.12588 3.00087 2.87586 2.75085 2.62584 2.500

83 2.37582 2.25081 2.12580 2.00079 1.87578 1.75077 1.62576 1.50075 1.37574 1.25073 1.12570-72 1.000<70 0.000

GPAGrade Point Averages (GPAs) are calculated based on a quality point conversion. The basic, accepted 4.0 scale is used with some exceptions. Courses with an “Honors” notation carry one extra quality point. Students enrolled in college courses that are eligible for transfer to a state university are eligible for one extra quality point.

Class RankLongleaf School of the Arts does not rank student based on GPA. Many years, the median GPA at Longleaf would be in the top 20% at other traditional schools. In lieu of releasing ranking, our Guidance Office provides an in depth profile of the school with every issued transcript so that colleges and scholarship committees can better understand the caliber of the school as it relates to the student’s performance.

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Graduation PlanThe North Carolina Department of Public Instruction and the Longleaf School of the Arts Board of Directors sets the graduation requirements for each class.

Subject Course RequirementsEnglish English I, II, III, IV (or AP equivalents)Science Environmental Science (or AP equivalent), Biology, and a

physical science (Astronomy, Physics, or Chemistry)Social Studies World History, Civics and Economics, US History I and US

History II ORWorld History, Civics and Economics, AP US History and one additional social studies course.

Mathematics Integrated Math I, II, III, and one course that has Integrated Math II as a prerequisite.ORIntegrated Math II, III and two courses that have Integrated Math II as a prerequisiteORIntegrated Math III plus three advanced math courses (Advanced Placement, non-AP math electives, college math courses through an area university, or math electives via North Carolina Virtual Public Schools or the NC School of Science and Math online.) (*requires administrative approval)ORFour (4) advanced math courses (Advanced Placement, non-AP math electives, college math courses through an area university, or math electives via North Carolina Virtual Public Schools or the NC School of Science and Math online.) (*requires administrative approval)

ForeignLanguage

Two (2) courses in the same foreign language

Development Cognitive Development I and Cognitive Development IIHealth & PE One course of health and physical educationFine Arts Eight (8) courses in the fine artsElective One additional course

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Course Sequences for Diplomas with Arts Endorsement

All Longleaf students must take eight (8) arts courses to graduate. Students who wish to obtain a high school diploma with arts

endorsement must take a required set of courses in a prescribed sequence.

Subject Course RequirementsArt Art I: Fundamentals

Art II: Studio Practice (prerequisite: Art I or instructor permission)

Art III: Advanced Studio Practice (prerequisite: Art II or instructor permission)

Art IV: Thesis Project and Portfolio Development (prerequisite: Art III)

Four (4) Special Topics courses (Art History, Visual Art, Performance Art, or Interdisciplinary Collaboration)

Dance Dance Practice I Dance Practice II (prerequisite: Dance Practice I or

instructor permission) Dance Practice III (prerequisite: Dance Practice II or

instructor permission) Dance Practice IV (prerequisite: Dance Practice III or

instructor permission). Dance History and Theory Somatics for the Performer Two (2) Special Topics in Dance Seminars

Music Four (4) credits of Music Ensemble (one per year) Fundamentals of Music AP Music Theory (prerequisite: Fundamentals of Music) Music History (prerequisite: Fundamentals of Music) Special Topics in Music Seminar (prerequisite:

Fundamentals of Music)Theatre Theatre I: Self and the Performer

Theatre II: Embodied Acting (prerequisite: Theatre I or instructor permission)

Theatre III: Creating the Theatrical Moment (prerequisite: Theatre II or instructor permission)

Theatre IV: Thesis Performance (prerequisite: Theatre III or instructor permission)

Performance Studies Three (3) Special Topics in Theatre Seminars

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Course Descriptions

ART Art I: Fundamentals (Topics: Design & Color Theory, Drawing/Painting, Sculpture and Three Dimensional Design, Introduction to Contemporary Art History.) This course investigates concepts and strategies of two-dimensional and three-dimensional image making. It Introduces design elements of visual language, including line, shape, value, texture, and color. The course considers the cultural codes that accompany visual information and how they combine with organizational structures to determine a variety of effects, influence responses, and inform meaning.

Art II: Studio Practice Prerequisite: Art I or instructor permissionThis course expands on Art 1 techniques, history, and material approaches. Also includes:

Temporal Medium: Video/Digital Technology: Introduces concepts and techniques of temporal art making. Through projects designed to develop an understanding of the creative language unique to digital media, students will learn various software programs and basic digital strategies to realize time-based works of art

Contemporary Art History and Theory: Students will explore concepts of making art in both practice and in theory. Driven by foundational theoretical texts that have influenced 20th-century art and culture, the course explores art as content and meaning, and art’s relationship to form, everyday life, and visual culture.

Art History INOTE: This course is cross-listed; students may take it to fulfill a history credit or as an arts credit.This course offers students a foundation of Art History through an understanding of the historical and global significance, cultural diversity, and intellectual richness of human artistic tradition. It is designed to provide students with the intellectual tools needed to investigate the complex roles played by the arts in a variety of social contexts. Skills in visual analysis, historical research, critical reading, analytical and descriptive writing, and oral communication are

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developed throughout the course of the study. The practice of art history is interdisciplinary and dynamically engaged with many fields in the humanities and social sciences. Art history equips students with skills, knowledge, and values to negotiate rapidly changing, richly diverse, and increasingly interconnected local, national, and worldwide communities.

This course is designed as an introduction to the history of visual art around the world. Topics include the purposes, techniques, and aesthetic criteria of art around the world and from multiple historical periods. Students will be asked to compose written evaluations about specific artworks as well as identify the characteristics of particular periods in art history.

DANCEDepartment Mission—To develop critical dance studies artists through a program that combines rigorous technical training and cultivation of dance artists fluent in the field of Dance Studies. Further, the program exposes students to historical and contemporary dance practices in order to develop their own language within a socio-cultural context.

Dance Practice I, Dance Practice IIPrerequisite: Dance Practice II requires successful completion of Dance I or instructor permission.These are foundational courses in modern dance technique, improvisation, and composition. These courses build on each other, provide rehearsal time for productions, and help prepare students for their senior research project in Dance Practice IV. Includes training in established and emerging movement forms as well as the development of student’s own movement vocabulary and investigation of the creative process as a dance artist.

Dance History NOTE: This course is cross-listed; students may take it to fulfill a history credit or as an arts credit.A lecture course on 21st century theories and historical trajectories in the development of contemporary dance.

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Somatics for the Performer NOTE: This course is cross-listed; students may take it to fulfill either a dance or a theatre credit.In addition to learning somatic practices for embodiment in performance (Yoga, Pilates, Alexander, Feldenkrais, and BMC skills), students will gain working knowledge of anatomy and kinesiology (the study of human movement) with attention to dance wellness and injury prevention.

ENGLISH English IThis course covers the writing process, including the creation of personal narrative, descriptive, and expository writing. The curriculum includes a variety of genres: short stories, novels, poetry, mythology, drama, and nonfiction with an emphasis on oral/written response to literature, distinguishing characteristics of various genres, and vocabulary study. In line with the new Common Core standards, students will be taught the fundamentals of close reading and reading for specific purposes. The rules of Standard Written English will be an integral part of the course. A research project is required to successfully complete the course.

Honors English IThis course covers all topics included in the regular English I course at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required.

English IIPrerequisite: Successful completion of English I or Honors English INOTE: Required READY EOC assessment (state test)This course, typically taken in the tenth grade, emphasizes personal narrative, descriptive, and expository papers with a focus on a review of grammar and usage. The curriculum will cover a variety of authors and selections from both fiction and nonfiction, including: short stories, novels, drama, letters, speeches, and poetry. This course emphasizes world literature (selections from authors that are neither American nor British.) The instructor will stress vocabulary development and require written literary analysis that will develop thinking, organizing, and public speaking skills. A research project is required.

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Honors English IIPrerequisite: Successful completion of English I or Honors English INOTE: Required READY EOC assessment (state test)This course covers all topics included in the regular English II course at an advanced pace. Additional reading selections will be required.FOREIGN LANGUAGE For the 2013-2014 school year, foreign language courses will be taught by North Carolina Virtual Public Schools. Students who sign up for a foreign language class will have one class period set aside to complete work online. As well, students are expected to attend scheduled conversation groups during the school day; these groups will be led by a speaker fluent in the language under study.

Please note that the school reserves the right to give placement tests in order to ensure a student is placed in the appropriate level of a language course.

The following courses are available via NCVPS for the coming school year:

Arabic I and II French I-IV German I-IV Japanese I and II

Latin I-III Mandarin Chinese I-IV Russian I and II Spanish I-IV

NCVPS offers Advanced Placement courses for the following languages (recommended once students have completed three years of high school study in the language):

German Latin Mandarin Chinese

Students interested in taking Hebrew I will be taught by a non-NCVPS online provider.

MATHIntegrated Mathematics ICalculator Required: TI 83 or higher (TI-Nspire is recommended)NOTE: Required READY EOC assessment (state test)This course extends those concepts learned in the middle grades. It covers linear relationships, exponential relationships and quadratic

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relationships. Students will model real world mathematical situations through the use of data which they will learn to summarize, represent, and interpret. This course also includes geometric relationships especially as they relate to the coordinate plane. The students will experience mathematics as a comprehensive, integrated unit involving problem situations. The Common Core Curriculum for Math I will be followed. Longleaf School of the Arts uses a variety of sources when considering student placement in their initial mathematics course, including placement test scores, 8th grade EOG/EOC/MSL scores, and performance in previous math courses.

Integrated Mathematics IIPrerequisite: Successful completion of Mathematics I or Algebra ICalculator Required: TI-Nspire (TI 83 or 84 acceptable)Integrated Mathematics II continues students’ study of topics from algebra, geometry, and statistics through problem-based investigations featuring realistic contexts. Major topics of study will include functions, matrices, and algebraic representations of geometric concepts. The focus of this course is to build students’ ability to describe and conceptualize mathematical ideas and apply these ideas to real-life situations.

Integrated Mathematics IIIPrerequisite: Successful completion of Math IICalculator Required: TI-Nspire (TI 83 or 84 acceptable)Mathematics III is the third in a series of integrated mathematics courses which explore topics in algebra, geometry, probability, and statistics.Study in these subjects will expand students’ knowledge from Mathematics I and II and will emphasize a problem-based, connected approach. Polynomial arithmetic and functions are the main algebraic focus of this course, while the geometric emphasis is on trigonometry and three-dimensional models. Students will also explore statistical inference as well as several probability models and their applications. Appropriate technology, from manipulatives to calculators and application software, will be used regularly for instruction and assessment.

Honors Pre-CalculusPrerequisite: Successful completion of Algebra II or Honors Mathematics IIICalculator Required: TI-Nspire (TI 83 or 84 acceptable)Pre-Calculus provides students an honors-level study of trigonometry, advanced functions, analytic geometry, and data analysis in preparation for calculus. Applications and modeling will be included throughout the course of study. Appropriate technology, from

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manipulatives to calculators and application software, will be used regularly for instruction and assessment.

MUSICEnsemble I and Ensemble IIPrerequisite: Ensemble II requires successful completion of Ensemble I or instructor permission.Students seeking music endorsement must participate in one ensemble per year, either choral or instrumental. Due to the nature of scheduling instrumental groups, some instrumental groups may meet on a rotating basis after school. In order to earn one full credit for ensemble, these students may also be enrolled in a choral ensemble.

Fundamentals of MusicOne half of this course will be an introduction to Music Theory. Students will study melody, rhythm, harmony, notation, sight singing, dictation, intervals, key signatures, scales, musical forms, and style.

In addition to Music Theory, this course will summarize the "art" music of different periods, including: The Middle Ages, The Renaissance Era, The Baroque Era, The Classical Era, The Romantic Era, and the Modern Era, as well as other music of the 20th and 21st centuries, including Jazz, Country, Gospel, Blues, Rock, Metal, Punk, Disco, Musical Theatre, Rock and Roll, Funk, Rap/Hip-Hop, New Wave, Progressive Rock, Grunge, and others.

Students will also listen critically to and form opinions about different types of music and be able to evaluate and discuss music in terms of its quality and its appeal to the listener and the consumer. We will also explore the effects that technology (audio recordings, film, television, MTV, music download sites, YouTube, portable music storage, etc.) have had on music and Pop Culture.

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SCIENCE AstronomyThe underlying principles of life, earth, and physical science are integrated in this study of the universe. Historical astronomy, the solar system, comets, constellations, extraterrestrial life, and the evolution of stars are the major topics of study. Observational astronomy skills and critical thinking are fostered through the use of laboratory and field activities. This is not a math heavy class and is recommended for students in the ninth grade.

Earth/Environmental ScienceThe Earth/Environmental science curriculum focuses on the function of Earth's systems. Emphasis is placed on matter, energy, plate tectonics, origin and evolution of the earth and solar system, environmental awareness, materials availability, and the cycles that circulate energy and material through the earth system. Additionally, this course may delve into the early portion of the biology course.

AP Environmental SciencePrerequisite: Successful Completion of Biology I or Honors Biology INOTE: AP Test OptionalAP Environmental Science is designed to be an introductory college course. The course is intended as a rigorous science course that stresses scientific principles and analysis while examining environmental issues from a social and political perspective. The course will provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and man-made, to evaluate the relative risks associated with these problems and to examine alternative solutions to solving them.

Biology INOTE: Required READY EOC assessment (state test)The biology curriculum is designed to continue student investigations and deepen student understanding of the biological sciences. In-depth study of the following concepts is included: the cell, the molecular basis of heredity, biological evolution, the interdependence of organisms, matter, energy and organization in living systems, and the adaptive responses of organisms.

Honors Biology INOTE: Required READY EOC assessment (state test)

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This course covers all topics included in the regular Biology I course at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required. This may include additional labs, lab reports, out-of-class reading assignments, and research-based inquiry.

Physics IRequisite: Current enrollment or successful completion of Integrated Math IICalculator Required: TI-Nspire (TI 83 or 84 acceptable)Physics is the physical science concerned with relationships between matter and energy. It deals with the fundamental principles which govern the physical universe. Topics of study include mechanics, thermodynamics, electricity and magnetism, waves, sound, and optics. Physics is a highly mathematical science and success requires proficiency and interest in both math and science. Laboratory demonstrations are used to explore and develop concepts prior to concept discussion.

Honors Physics IRequisite: Current enrollment or successful completion of Integrated Math IICalculator Required: TI-Nspire (TI 83 or 84 acceptable)This course covers all topics included in regular Physics I at an advanced pace. Additionally, students will undertake more advanced readings and laboratory experiments.

SOCIAL STUDIES World HistoryWorld History is a survey course that gives students the opportunity to explore recurring themes of the human experience common to civilizations around the globe from ancient to contemporary times. The application of the themes of geography and an analysis of the cultural traits of civilizations will help students understand how people shape their world and how their world shapes them. As students examine the historical roots of significant events, ideas, movements, and phenomena, they encounter the contributions and patterns of living in civilizations around the world. Students broaden their historical perspectives as they explore ways societies have dealt with continuity and change, exemplified by issues such as war and peace, internal stability and strife, and the development of institutions. This course is usually taken by freshman students.

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Honors World HistoryThis course covers all topics included in the regular World History course at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required.

Civics & EconomicsCivics and Economics is a seminar format course typically taken in tenth grade. The course combines textbook study, lectures, guest presentations and projects in an effort to provide active citizenship training for students. The curriculum includes a study of the role of political parties, the media and interest groups. An in-depth study of the Constitution and related issues is also included. An essential section of the course is involvement in various projects which affect our school, community and state. This course provides a survey of economic systems and how the world economies interrelate.

Honors Civics and EconomicsThis course covers all topics included in the regular Civics and Economics course at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required.

AP European HistoryPrerequisite: Successful completion of World HistoryNOTE: AP Test OptionalThe study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse.In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing.

THEATRE

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Theatre I: Self and the PerformerIn Theatre I students will explore these questions: Where do I come from? Why are my roots important? How can I stand up beside and with my peers and share who I am? What does it mean to perform? How can I be seen?

As a launching point into these questions, students will work with theatrical forms that introduce them to ways of relating physically to self, others and space. They will work with Viewpoints, Red Square Practice, and Body Mind Centering. Alongside the training element of this course, students will be introduced to and work with self-scripting--writing and performing their own text.

Theatre II: Embodied ActingPrerequisite: Theatre I or instructor permissionTheatre II is designed as an acting and voice intensive. Students will be introduced to Tadashi Suzuki’s physical-based actor training and Jerzy Grotowski’s psychophysical approach to creating character. Students will also be introduced to the voice work of Kristin Linklater and Roy Hart. Students will explore the mechanics of the voice and how sound lives in the body and then will work with monologues and scene work.

Theatre HistoryIn this course students will be introduced to the history of theatre from its beginnings as an oral tradition through Renaissance drama, Court Spectacles, Minstrel shows, the dawn of Realism and Naturalism, Mega-Musicals, Performance Art, and what we identify as Theatre today.

Alongside the study of the Theatre’s past in the Western world, students will also be introduced to rituals, plays and theatrical pasts from other cultures including Africa, India, China and Japan.

The aim of this course is to not only provide students with chronology, facts and names but also to help the student develop a discerning and questioning eye towards the broader picture the history of performance. With this discerning eye students will be invited to look beyond what happened when to the larger question of why what happened when it did. Through selected readings, seminar and research projects, students will be asked to relate this question of “why did this happen?” to how it is that we see, create and archive Theatre now.

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A special thanks to Gray Stone Day School, which graciously allowed Longleaf to use its course catalogue as a model.