Vermont Academy
2013-2014
Course Offerings
2013-2014 Course Offerings
English
History
Mathematics
English 9 - The Quest
9th Grade
Algebra I
English 10 - The Individual in Society
English 10 - The Individual in Society, Honors
English 11 - American Literature
English 11 – AP English – American
Literature
Foundations in History
10th Grade:
Modern Comparative Cultures
Honors European History (F/W)
AP US History (S)
12th Grade
11th Grade
AP English - Literature and Composition
US History
AP US History
Geometry
Algebra II
Algebra II Honors
Functions
Pre-calculus
Finance Mathematics
AP Statistics
AP Calculus AB
AP Calculus BC
Advanced Mathematics
12th Grade Electives:
Senior Writing Seminar (F) - Required 12th Grade
Sciences
Art and AP Economics electives:
Regular and Elective year-long courses:
Faces of Vermont Academy (F, W, S)
Art History - Survey (F/W)
Art History - Smashing Expectations - Biology
Integrated Physical Science
Chemistry
unless in AP English
Fantasy (W)
World Literature 1 (W)
Madness and Society (W)
Public Speaking (W)
Modern Art (S)
AP Economics (year long)
Writing and Reflection (W)
12th Grade – Trimester Electives
The Holocaust (F)
Dark Realities: Dystopian Film and
The American Civil War (F)
Science Fiction (S)
Contemporary Issues (F)
Texts (S)
World Literature 2 (S)
Madness and Society (S)
The Pursuit of Happiness (S)
Public Speaking (S)
Literature of Spain (S – VA in Spain
program)
Options for International Students:
English for Speakers of Other
Languages (ESOL)
English for International Students (EIS)
Comparative Religions (F)
American Indian History I:
Pre-contact to 1830 (F)
Introduction to Microeconomics (F)
History of the Middle East (W)
Exploration & First Encounters (W)
The Making of Modern East Asia (W)
Senior Research Seminar (W)
American Indian History II:
1830 – Present (W)
Introduction to Macroeconomics (W)
History of the 1960s (W)
History of the American Wilderness (S)
Leaders and Leadership (S)
The Evolution of Societies (S)
Modern Africa: Challenges and
Opportunities (S)
Applied Economics (S)
History of Latin America (S)
Social and Political Philosphy (S)
Physics: Project Robotics
Forensic Science
Kinesiology
Architecture and Engineering
Environmental Trimester courses:
Sustainability and the Food System (F)
Sustainability: Energy and Climate
Change (W)
Sustainability and Human
Consciousness (S)
Advanced Elective Courses:
Anatomy and Physiology
Electricity and Magnetism
Robotics Software & Engineering
Biotechnology/Bioethics
Honors and AP Courses:
Honors Biology
Honors Chemistry
Honors Physics: Mechanics
AP Biology
AP Chemistry
AP Environmental Science
2013-2014 Course Offerings
World Languages
Chinese 1
Chinese 2
French 1
French 2
French 3
French 4
Ensemble Offerings – H Period:
(Ensembles are all year-long,
with open enrollment at trimesters.)
Jazz Ensemble
Vocal Ensemble
Chamber Ensemble
French 5 Honors
Visual Arts
Spanish 1
Pottery (F, W, S)
AP French
Advanced Art (year-long)
Spanish 2
Freshman Arts Program (F, W, S)
Spanish 2 Honors
Spanish 3
Studio Art I:
Spanish 5 Honors
3-D (W)
Spanish 4
AP Spanish
Russian 1
Foundations (F)
Introduction to Painting (S)
Russian 2
Studio Art II:
Performing Arts
Cardboard Construction (W)
Theater Course Offerings:
Advanced Theater Seminar (year long)
Advanced Drawing and Design (F)
Painting and Printmaking (S)
Freshman Arts Program (F, W, S)
Digital Photography:
Winter Workshop (W)
Studio and Still Life (W)
Acting (F, W)
Directing (S)
Basics (F)
Landscapes and Portraits (S)
Music Course Offerings:
Black & White Photography:
Sound Lab (F)
B&W Composition (W)
Freshman Arts Program (F, W, S)
Music Appreciation (W)
Electronic Instrument Building &
Design (W)
Music Workshop (S)
Recording Studio (S)
Music lessons (F, W, S)
B&W Applications (F)
B&W Studio (S)
Filmmaking:
Basic Film (F)
Stop Motion Animation (W)
Advanced Film (S)
Computer Studio:
Introduction to Computer Studio (F)
Designing for print and Digital
Publications (W)
Fine Art in the Computer Studio (S)
All courses are year-long unless
indicated by trimester: F/W/S
Vermont Academy
2013 2014
Course Offerings
Welcome to the 2013-2014 Vermont Academy Course
forests of our 500+ acre classroom. Our ski hill is busy in
and effort that they have invested in making our aca-
are full of runners, bikers, and nordic racers preparing
Catalog. I am indebted to my colleagues for the time
the winter with skiers practicing their jumps; our trails
demic program one of the strongest in New England.
for their next meets; and our varsity and junior varsity
The impressive number of diverse courses we offer and
athletic teams compete weekly against teams from all
the experience and dedication of our faculty help to
around New England. From dawn to dusk, our students
make the VA experience a rewarding one for all of our
are busy and engaged in a variety of academic and ath-
students.
letic activities that challenge their brains and force them
to engage with one another and with nature. This type
Vermont Academy has always embraced the concept of
of “hands on learning” produces the all-around excel-
having students actively participate in a class as opposed
lence of a Vermont Academy student and prepares them
to passive learning. We have found that if a student is
for a life full of activity beyond Saxtons River.
positively engaged and participating either verbally or
physically in class, real learning takes place. Whether it
Vermont Academy reserves the right to change adver-
ics, or tapping maple trees in late winter to retrieve sap,
offered, and to cancel, at any time up to the third day
is building and programming your own robot in Phys-
tised courses, to alter the dates on which courses are
our students are using their hands while stimulating
of classes, any advertised course in which enrollment
their minds. This is a model that crosses all disciplines
is judged to be unacceptably small. Likewise, Vermont
and has been adopted by all departments. The English
Academy has the right to restrict enrollment in any
students practice public speaking,
course
the language learners put on skits
when
sign-ups
exceed
the departmentally determined
in the target language, and history
course capacity. Students who are
students participate in state-wide
enrolled in the first term of a con-
competitions where they defend
tinuing course may have priority
their research in front of a panel of
in subsequent terms.
judges. Every year we consciously
ponder the possibilities that lie
English Courses
the classroom and work with stu-
We have two primary goals in Eng-
that encourage and stimulate dif-
better writers and readers, and to
beyond the traditional four walls of
lish: To help our students become
dents in more progressive methods
help them sharpen their critical
ferent types of learners.
thinking skills. At the same time,
we want to convey to them the
In addition, our impressive array of
excitement, power, freedom, and
athletic offerings and outdoors pro-
versatility of language through
grams focuses on this type of expe-
their own experience with writing
riential education. After the last
and through exposure to a wide
class of the day, even more learning
takes place on the fields and in the
The Long Walk
1
variety of literary works. Through
literature and in their own writ-
and receive departmental approva
ideas and issues that complete and
English 11
ing, our students confront the
American Literature
enrich life.
This year long course concentrates
English courses at all levels are
and 20th centuries. Students will
based
on
individualized
on American writers from the 19th
and
read a selection of short stories,
small-group instruction that chal-
non fiction, poetry, and novels
lenge students to take responsi-
covering a variety of literary styles
bility for their own learning and
and themes. Students will con-
to think conceptually. Regular
tinue to refine their writing skills
writing and reading assignments,
in research, analytical, and creative
frequent classroom discussions,
writing assignments. In conjunc-
group workshops, individual stu-
tion with course material and in
dent - teacher conferences and
preparation for standardized tests,
special projects are all part of the
this course continues to emphasize
challenge.
The English Department believes
that critical thinking requires an
vocabulary building and grammar.
Texts will include The Crucible,
English Class
open mind and a safe environment in which to use
My Antonia, The Great Gatsby,
and The Things They Carried.
it. Therefore, we stress a comfortable setting for free
English 11 - AP English: American Literature and Compo-
classes to respect the natural variety of opinions and
dents to take the Advanced Placement exam in English.
exchange of ideas, and we encourage all members of
sition This year long course for juniors will prepare stu-
points of view that inevitably flow in class discussion.
Centered on American literature, the course is designed
to introduce students to a variety of rhetorical styles
English 9 - The Quest In this year long course, students
and to increase students’ repertoire of literary works.
focus on the close reading of a text, the writing process,
Emphasis is placed upon written exercises through
vocabulary building, and grammar. They are also intro-
which students explore how authors work to convey
duced to literary forms including short stories, drama,
their meanings, and through which students learn to
poetry and the novel. Patterns in literature such as the
articulate ideas concisely. Titles may include, but are not
hero journey are also explored. Readings may include:
limited to: The Great Gatsby, Invisible Man, The Sound
stories from mythology and The Bible, The Odyssey, The
and the Fury, The Crucible, The Scarlett Letter, Bless
Alchemist, The Bean Trees, and The Tempest. No pre-
Me Ultima, A Raisin in the Sun, Middlesex, , short sto-
requisites.
ries by Kurt Vonnegut, Ernest Hemingway, Joyce Carol
Oates, Jhumpa Lahiri, Alice Walker, Tim O’Brien, Flan-
English 10 The Individual in Society This full year
nery O’Connor, and poetry from the 18th century to the
course focuses on how individuals function within the
present. No prerequisites but students must complete an
context of the family and in society at large. Students
application process and receive departmental approval.
refine skills acquired in the 9th grade. They continue
to work on the writing process, analytical writing,
English 12 - AP English - Literature and Composition
vocabulary, grammar, and reading skills. Readings may
(World Literature focus)
Plainsong, and short stories. No prerequisites.
ment exam in English. Focusing on world literature, the
This year long course for
include: Fahrenheit 451, Macbeth, A Long Way Gone,
seniors will prepare students to take the Advanced Place-
English 10 The Individual in Society Honors (year
course is designed to introduce students to a variety of
long) Students must complete an application process
rhetorical styles and to increase students’ repertoire of
2
English for International Students (EIS) This course cannot
be taken concurrently with ESOL. This course is designed
as the final transition to mainstream English classes. This
year long credit course is designed to give students an
opportunity to practice the skills needed in mainstream
English classes, such as analytical and personal writing,
reading, and how to discuss literature. New students will
be placed in this course based on their performance on a
placement test given during orientation. No prerequisites.
literary works. Emphasis is placed upon written exercises through which students explore how authors work
to convey their meanings, and through which students
learn to articulate ideas concisely. Titles may include,
but are not limited to: As You Like It, Pride and Preju-
dice, and Things Fall Apart. Students will also read short
stories and poetry from the 17th century to the present.
No prerequisites but students must complete an application process and receive departmental approval.
Projected English Electives for Winter/Spring Trimester,
English 12 - Senior Writing Seminar (required) Using
2013-14
essays and short stories as models, this course offers an
intensive preparation for college level expository writing
Winter Trimester
emphasizing the process approach. Students examine
Fantasy
writing. Time will be set aside for work on the personal
Madness and Society
World Literature 1
and practice the rules and principles that underpin good
Public Speaking
college essay. The main text for this class is 50 essays: A
Writing and Reflection
Portable Anthology. No prerequisites.
Literature of Spain (required for students studying in
Santiago de Compostela)
Faces of Vermont Academy: Introduction to Oral History
This is a one trimester course in which students will learn
Faces of Vermont Academy: Oral History Project (pre-
interviewing techniques and design and implement an
requisite: Faces of Vermont Academy: Introduction to Oral
interviewing process to collect oral histories of members
History )
of the Vermont Academy community. Successful comple-
tion of this course will lead to enrollment in subsequent
Spring Trimester
Project, which will function in an independent study
The Pursuit of Happiness
trimesters in Faces of Vermont Academy: Oral History
Science Fiction
format. Introduction to Oral History will meet 2-3 times
World Literature 2
Madness and Society
a week in the evening with flexibility for other evening
Dark Realities: Our World Revealed in Dystopian Film
activities. Students will learn how to record interviews
and Texts
on video as well as taking pictures. They will also learn
Public Speaking
editing procedures in order to write up the interviews
Faces of Vermont Academy: Oral History Project
for publication on the school website as well as producing an annual hardcover book. This will become part of
the archived history of the school. No prerequisites. This
History Courses
class does not take the place of a required English class.
The History Department offers a variety of courses
It is open to all grade levels.
that will leave students with a wide knowledge of history across time and geographical space after their four
English for Speakers of Other Languages (ESOL) This is a
years at Vermont Academy. Beginning in the freshman
year-long credit course which concentrates on teaching
year, students gain a firm foundation in key historical
English as a secondary language. Students acquire lis-
themes and develop essential reading, writing, speak-
tening and speaking skills and study grammar, vocabu-
ing, and critical thinking skills. Subsequent courses in
lary, reading, and writing. New students will be placed
Modern Comparative Cultures, U.S. History, and senior-
in this course based on their performance on a place-
level electives build upon these skills and historical
ment test given during orientation. No prerequisites.
approaches throughout a student’s years at VA. In each
3
course, there is an emphasis on historical research and
Foundations in History for International Students (for
writing. Across the history curriculum, we also place
new international students in grades 9 and 10, full year)
students read primary sources to listen in on the voices
VA and whose first language is not English. The goal
a high premium on learning history by doing history:
This course is designed for students who are new to
of the past, evaluate those sources, and synthesize them
of the course is for students to develop their English
into historical arguments. Students are also given ample
communication and historical thinking skills through
opportunities to speak and engage with their peers in
papers, projects, and presentations. As they develop
class through interactive classroom activities and pre-
these skills, students will experience the American cul-
sentations.
ture through the use of literature, historical documents,
documentaries, movies, and music. Class participa-
Students are required to complete a minimum of three
tion will also be a major part of the course and each
credits in social studies, including U.S. History, which
student’s evaluation. The course does not fulfill the
is typically taken during the junior year. Students must
American history requirement; students enrolled in this
take history in grades 9, 10, and 11, but may choose
course will be expected to take United States history in
whether or not to take a history elective in their senior
their junior year. Instead, this course is meant to pro-
year. Designated honors/AP sections are available for
vide them with the foundation, in terms of both skills
grades 10 through 12. Students electing to take honors
and familiarity with American culture, that they will
courses will need the approval of the course instructor
need in order to succeed in mainstream history classes
or department head. Not every course is offered every
in the 11th and 12-grade years.
year.
Modern Comparative Cultures (grade 10, full year)
Modern Comparative Cultures is a year-long course
Foundations in History (grade 9, full year) Foundations
in History is a year-long course in which students learn
for sophomores that introduces students to the Western
and organizing – but also the essential skills of his-
the present. Along the way, students will be encour-
not only basic study skills – note-taking, test-taking,
and non-Western world from the early modern era to
tory: reading, writing, speaking and thinking critically
aged to read, think, speak and write critically and ana-
about the world. The course will
lytically about the histories and
be divided into three different
cultures we cover in the course.
thematic segments: The Power of
Topics in the beginning of the year
Ideas, Patterns of Organization
include the Columbian Exchange,
and Authority, and Commodities
Scientific Revolution, and the
and Exchange. Within each of
Ages of Enlightenment, Revolu-
these segments of the course, stu-
tion, Industrialization and Impe-
dents will read primary sources,
rialism. In the second half of the
write argumentative papers, learn
year, we begin with a discussion
and execute the research pro-
of the World Wars, the Cold War,
cess, and speak articulately and
and the Age of Globalization and
passionately about these topics.
end with the War on Terror and
Each trimester, students will be
the 21st Century. We will pay par-
exposed to both a different histori-
ticular attention to global history.
cal topic and a different history
Specifically, students will examine
teacher, simulating the diverse
the cultural, social, political, eco-
educational experience that stu-
nomic and religious systems in
dents will encounter in their years
this period. The course will con-
at VA and, later, in college.
clude with a significant research
Ready for Formal Meal
4
project of the students’ choosing.
midterm and final exams, and a culminating research
Honors European History (grade 10, fall and winter
trimester) Offered to selected sophomore students who
paper on a topic of their choice.
have achieved a high level of success in freshman history, this two-trimester course covers the history of
AP United States History (grade 11, full year) Those
lution. Topics will include the flowering of art, culture,
History in their sophomore year must enroll in this
Europe from the Renaissance through the French Revo-
juniors who completed the spring trimester of AP U.S.
and new ideas in Renaissance Italy; the diversification
course in their junior year. In the junior year, we will
of Christianity that accompanied the Protestant Refor-
continue to prepare for the AP exam as we study the
mation; the expansion of Europeans’ worldview in the
history of the United States from its infancy as a nation
Age of Exploration; the rise of secular and scientific
to the present. Throughout the year, we will study the
ideas during the Enlightenment; and the challenges to
major social, cultural, political, and economic transfor-
absolutist monarchy that characterized the French Rev-
mations that have characterized American history. In
olution. Students will learn to work critically with both
addition, students will hone their reading, writing, and
primary and secondary sources and will develop their
critical thinking skills, culminating in the AP exam in
writing skills through a variety of writing assignments.
May. All students in the course are required to take the
exam.
AP United States History (grade 10, spring trimester)
Those sophomores who would like to continue taking
Senior History Electives
trimester AP U.S. History series, which begins in the
AP Economics (full year) This is a full-year course that
through the junior year. In the sophomore year, we will
economics and Macroeconomics. Students will begin
history at the Honors level may enroll in the four-
spring trimester of the sophomore year and continues
introduces the fundamental concepts of both Micro-
cover the earliest phase of United States history, span-
the year by exploring the economic principles that
ning from the history of pre-Columbian American Indi-
apply to individual decision makers, both consumers
ans through the beginnings of the Early Republic. Top-
and producers, acting within a market. This micro-
ics will include the colonization of North America by
level approach will explore concepts such as scarcity,
competing European empires, the development of Eng-
opportunity cost, and the law of diminishing mar-
lish colonies in New England and the Chesapeake, the
ginal returns, among others. These topics, along with
history of colonial slavery, the American Revolution,
thorough analysis of the role of government within
and the development of nation’s government through
these markets, will be discussed in order to develop a
the Constitution. Throughout the course, students will
sense of the economy as it applies to individuals on a
gain experience with the format of the AP exam. The
daily basis. In the second half of the course, many of
class will not focus solely on test preparation, however,
these concepts will be revisited on a more aggregate,
and will continue to emphasize work on critical think-
or Macroeconomic, level. Topics include the study of
ing and writing skills.
national income and price-level determination, as well
as an exploration of broad economic indicators such as
United States History (grade 11, full year) This junior
gross domestic product, unemployment, and inflation.
level course offers a survey of American history from
These topics will be explored and enriched by discus-
the mid-15th century to the present. We will study the
sion of government regulation in the economy through
major social, political, and economic transformations
investigation of current events as well as historical case
that have characterized the past five centuries in what
studies. Students will be expected to take both the AP
is now the United States. Emphasis will be placed not
Microeconomics and AP Macroeconomics exam at the
only on learning the important people and places of
conclusion of this course.
the past, but also on developing critical reading and
Sport and Society (fall trimester) Sports play a substan-
writing skills to better prepare the students for study in
tial role in the lives of individuals and communities
college. Assignments include weekly response papers,
5
locally, nationally, and globally. From ancient Greece
understand how it works, where it came from, what its
through the modern era, sports have helped shape indi-
purpose is, and why we’re so drawn to it.
viduals and societies. While contemporary citizens celebrate athletic competitions and idolize athletes, they
History of Canada (fall trimester) This course explores
rarely consider the varied effects of sport on society. As
the challenges associated with the formation of a Cana-
a class, students will examine the historical develop-
dian national identity. Students will examine the social,
ment of organized athletics, and will study the role of
political, and economic forces that have shaped Canada
sport in society through political, gender, health, and
from the pre-contact period to the present and will
economic lenses. As independent scholars, students
investigate the historical roots of modern issues from
will use research, analysis, and synthesis skills to iden-
a variety of perspectives. Students will learn about the
tify and address a difficult social, economic, or political
structure of society in what we now call Canada before
issue within a sport of choice.
the arrival of any Europeans, the Founding of New
France, the British take-over of Canada, and Confedera-
The Holocaust (fall trimester) This upper-level elective
tion. We will also examine Canada’s interdependence,
is for mature students who can handle the difficult
its role and involvement in the major wars and organi-
subject matter. The course opens with an examination
zations of the world, and its relationship to the devel-
of the historical context of Nazi Germany and investi-
oping world.
gates the political, economic and social conditions that
allowed for evil to flourish. Although the Holocaust has
Introduction to Microeconomics (fall trimester) Micro-
come to describe the Nazi extermination of Jews dur-
economics is an introductory course that examines how
ing World War II, there are other instances of genocide
society decides to allocate scarce resources. We will
found throughout the world. With that in mind, we will
study how households and firms make decisions and
not only study the genocide of the European Jew, but
how they interact in the market. Students will learn
also the plight of the First Americans, the Armenians,
how consumers make decisions on spending, how
and other more recent acts of genocide. We also discuss
firms decide on how much to produce and at what
the role of the individual in society and the concept of
price, and the role government can have in influencing
bystanders and rescuers. The course requires a great
these decisions. We will read newspaper articles on a
deal of reading and writing, and a research paper on a
weekly basis and try to relate the concepts we are learn-
topic relevant to genocide is mandatory. Graphic evi-
ing from the text to current economic events.
dence of the Holocaust is presented through the use of
documentaries. A class trip to the National Holocaust
Museum in Washington, D.C. is also required.
Projected Winter Trimester Electives:
The History of Popular Culture (fall trimester) Have
The American Civil War
Keeping up With the Kardashians in 400 years? Have
Protest Movements of the 20th Century
Simpsons, Seinfeld or The Wire is actually an intel-
Introduction to Macroeconomics
the people responsible for entertaining us have ulterior
Projected Spring Trimester Electives:
things like Disney, Hollywood Blockbusters, and Top
America in the 1960s
history of and meaning behind different cultural media
Applied Economics
Contemporary Issues
you ever wondered how we went from Shakespeare to
Europe in the Age of Enlightenment and Revolution
you ever tried to argue with friends or family that The
The History of Food and Eating
ligent piece of art? Has it ever crossed your mind that
motives in mind when they try to entertain us through
Film and Literature as History
40 hits? The History of Popular Culture will study the
History of Modern Africa
– books, music, film, comics, among others – from the
industrial revolution through 2013 as a way to try to
6
Language Courses
by Saint-Exupery. Participants are expected to analyze
and reflect weekly on the reading in a journal. An in-
Chinese 1 This course introduces the language through
depth study of one or two films and a complete gram-
all four skills: listening, speaking, reading, and writing.
matical review solidify the communicative proficiency.
The main goal is to develop the student’s confidence
Breaking the French Barrier, Advanced is the grammar
in using Chinese as a means of communication. Par-
text; many cultural and supplemental materials are used
ticipants are expected to work effectively in groups, as
to enhance the class.
well as independently, and to maintain a self-corrected
notebook for compositions.
French 4
Stressing the effective communication of
thought and ideas through debate and discussion of
political and literary topics, this syllabus includes an
Chinese 2 Intended for students who have acquired a
in-depth study of Camus’ L”Etranger and the region
basic knowledge in Chinese, this course offers an equal
of Provence. This class also utilizes the grammar text,
emphasis on written and oral skills. Participants are
Breaking the French Barrier, Advanced, but it incorpo-
expected to work effectively in groups, as well as inde-
rates many other materials from advanced texts as well.
pendently, and to maintain a self-cor-
Additionally, the students study
rected notebook for compositions.
the cuisine of France and many
other francophone countries. This
French 1 This course introduces the
course is also conducted entirely in
language through all four skills: lis-
French.
tening, speaking, reading, and writ-
For advanced
ing. The main goal is to develop the
French 5 Honors
as a means of communication. Partici-
sue the AP curriculum, this is an
student’s confidence in using French
students who do not want to pur-
pants are expected to work effectively
accelerated course tailored to the
interests of the students. It can take
in groups, as well as independently,
many different forms that range
and to maintain a self-corrected note-
from a cultural and historical study
book for compositions. Breaking the
through film to a study of different
French Barrier, Beginner is the gram-
genres of literature to French phi-
mar text; there are many supplemental
losophers. It is conducted entirely
materials used including a beginner
reader, songs, and authentic listening
Study time
in French and requires a high level
sources found online.
of motivation and a strong interest in culture and ideas.
French 2 Intended for students who have acquired a
AP French This course follows an AP syllabus that is
emphasis on written and oral skills. Participants are
for the AP exam. It requires strong motivation and
basic knowledge in French, this course offers an equal
approved by the College Board and prepares students
expected to work effectively in groups, as well as inde-
discipline as well as instructor and department chair
pendently, and to maintain a self-corrected notebook for
approval. The AP exam is required for all students at
compositions. Breaking the French Barrier, Intermediate
the end of the year.
is the grammar text; there are many supplemental mate-
Russian 1 This course is an introduction for the stu-
rials used including an intermediate level reader, songs,
dent’s study of the Russian Language and aims to bring
film and authentic listening sources found online.
the student to a level of proficiency that will allow them
French 3 Conducted entirely in French, this course intro-
to communicate in everyday conversation and to read
duces students to French literature with Le Petit Prince
simple Russian texts with the aid of a dictionary. The
7
instructor uses a film series to guide the content of the
political and literary topics, this course includes an in-
class.
Russian 2
depth study of magical realism through pieces of Latin
American literature and films. This class also utilizes the
This course continues the study of oral and
grammar text, Breaking the Spanish Barrier, Advanced,
written Russian; broadening the knowledge of gram-
but it incorporates many other materials from advanced
matical structures as well as a significant enrichment of
texts as well. Additionally, the students study the cui-
vocabulary.
sine from Galicia, Spain as well as other provinces. This
The instructor continues the use of a film series to guide
course is also conducted entirely in Spanish.
the content of the class.
Spanish 5 Honors For advanced students who do not
want to pursue the AP curriculum, this is a course tai-
Spanish 1 This course introduces the language through
lored to the interests of the students. It can take many
all four skills: listening, speaking, reading, and writing.
different forms that range from a cultural and historical
The main goal is to develop the student’s confidence
study through film to a study of different genres of lit-
in using Spanish as a means of communication. Par-
erature to uses of alternative energy in Spain. It is con-
ticipants are expected to work effectively in groups, as
ducted entirely in Spanish and requires a high level of
well as independently, and to maintain a self-corrected
motivation and a strong interest in culture and ideas.
notebook for compositions. Breaking the Spanish Barrier, Beginner is the grammar text; there are many sup-
AP Spanish This course follows an AP syllabus that is
songs, and authentic listening sources found online.
for the AP exam. It requires strong motivation and
approved by the College Board and prepares students
plemental materials used including a beginner reader,
discipline as well as instructor and department chair
approval. The AP exam is required for all students at
Spanish 2 Intended for students who have acquired a
the end of the year.
basic knowledge in Spanish, this course offers an equal
emphasis on written and oral skills. Participants are
expected to work effectively in groups, as well as inde-
The following courses are currently offered at the Ver-
compositions. Breaking the Spanish Barrier, Intermediate
tela:
mont Academy Spain Campus in Santiago de Compos-
pendently, and to maintain a self-corrected notebook for
is the grammar text; there are many supplemental mate-
Advanced Spanish Conversation Taught in Galicia, Spain,
rials used including an intermediate level reader, songs,
film and authentic listening sources found online.
this course is designed for the students that have suc-
Spanish 3 Conducted entirely in Spanish, this course
Vermont Academy campus and who are accepted into
cessfully finished Spanish 1 and Spanish 2 while on the
introduces students to common themes in Latin Ameri-
the Vermont Academy Spain program. This course is
can and Spanish literature through Album, a reader of
taught by teachers in Spain and from Spain and is, there-
short stories. Participants are expected to analyze and
fore, conducted entirely in Spanish. The class explores a
reflect weekly on the readings in a journal. An in-depth
weekly theme that focuses on an aspect of daily life and
study of one or two films and a complete grammatical
culture in Spain; it incorporates exercises, conversations,
review solidify the communicative proficiency. Break-
and new vocabulary, and it develops skills in listening
ing the Spanish Barrier, Advanced is the grammar text;
and speaking. This is an eminently practical course that
many cultural and supplemental materials are used to
embraces the Vermont Academy philosophy of “hand-
enhance the class. The use of authentic listening sources
on learning” and helps students put into practice the
such as radio and internet sites occurs frequently and in
accumulated knowledge from their previous study of
concert with other materials.
Spanish 4
Spanish.
Stressing the effective communication of
Art History Our Art History course is a humanities class
thought and ideas through debate and discussion of
that focuses on art. Not only do we want our students to
8
know and appreciate Western Europe’s most important
completion of Algebra I, Geometry, and Algebra II is
cultural, and historical context. In this course we cover
ematics courses require that students have a TI-83+ or
artists and their work, but also to understand their social,
required for a Vermont Academy diploma. All math-
the Paleolithic period (rock art, pre-Roman populations)
TI-84 graphing calculator.
to modern Spanish art (Gaudí, Picasso, etc.). Along the
Algebra I This full year course emphasizes such topics
way we also review classical art (Greek and Roman) and
touch upon the various styles of European art and their
as the properties of the real number system, solving first
Renaissance and Baroque art periods will all be dis-
tions involving exponents, graphing and interpreting
degree equations for one variable, fundamental opera-
effect on one another. Muslim, Romanesque, Gothic,
linear equations, factoring, proportions, basic properties
cussed. Each teaching unit includes - in addition to the
of quadratic equations and their graphs, and problem
contextual elements already mentioned above - aspects
solving strategies.
of architecture, painting and sculpture through the anal-
ysis and knowledge of the most important schools of
European art and artists.
Prerequisites: This course is open to all entering 9th graders
and others by recommendation of the department.
Spain, 1898-2013: from Empire to Modernity The title
Geometry This full year course explores the properties
of this history course for the Vermont Academy Spain
Campus reflects the reality of the last 115 years in Span-
and relationships among one-, two-, and three-dimen-
become a modern democracy. This class will treat the
induce concepts from hands-on lessons and activities
sional shapes. Students will develop their ability to
ish history as the tired empire valiantly struggled to
and to communicate their ideas effectively. Straight-
most important events in the history of Spain from 1898
edge constructions and interactive geometry software
to 2013. Indirectly, this course will link Spain and the
will both be used to produce and demonstrate ideas.
United States as both countries have maintained a flow-
Students will produce rigorous proofs in the spirit of
ing and rich relationship (although not always friendly),
Euclidean geometry and will make important connec-
since the late nineteenth century. The idea is to present
tions between geometry concepts and those previously
Spain’s recent history as closely linked to the rise of
mastered in Algebra 1.
Western Europe and the United States. In this way, we
will expand the historical perception of not only our students’ host country (Spain), but also their own.
Note: Students hoping to take Algebra 2 and Geometry
Mathematics Courses
bra 1.
simultaneously must have earned at least a B+ in Alge-
The Mathematics Department offers a range of courses
Prerequisites: successful completion of Algebra I or by recom-
designed to teach the mathematics required for admis-
mendation of the department.
sion to colleges and universities. The goal of the depart-
ment is to provide our students with the ideas, skills,
concepts, and attitudes that are essential for further
study in mathematics and related fields, and to foster
an appreciation for the power and beauty of mathematics. Our course content is informed by the Curriculum
and Evaluation Standards of the National Council of
Teachers of Mathematics, utilizing an integrated STEM
(Science, Technology, Engineering, and Mathematics
approach.
The Mathematics Department recommends that all
Science Lab
students take four years of mathematics. Successful
9
Algebra II This full year course delves more deeply into
Students will explore algebraic and transcendental func-
emphasis on algebraic and transcendental functions,
terms of tables, formulas, graphs, and their application.
all of the topics covered in Algebra I. There is strong
tions (with an emphasis on trigonometric functions) in
trigonometry, analysis of both the real and complex
Other topics covered include vectors, analytic geometry,
number systems, arithmetic and geometric sequences,
the numbers i, e, and ϕ, trigonometric identities, alge-
and probability.
braic translations, radian measure, and series. Students
will strengthen their ability to communicate mathemati-
Note: Students hoping to take Algebra 2 and Geometry
cal ideas clearly and effectively, and will employ a vari-
simultaneously must have earned at least a B+ in Alge-
ety of technologies to develop and demonstrate their
bra 1.
ideas.
Prerequisites: successful completion of Algebra I.
Prerequisites: Successful completion of Functions with a B
Algebra II Honors This full year course has all of the
higher, or by recommendation of the department.
average or higher, Algebra II Honors with a B- average or
content of Algebra 2 and more. The course also includes
further exploration into matrices, sequences, and conic
Finance Mathematics This full year course allows the
lem-solving and application techniques rather than
It gives the student an introduction to the fundamen-
sections. Assessments will give more emphasis to prob-
students to study mathematics as it applies to business.
basic mechanics. Students should expect homework
tals of financial accounting. The students will acquire
assignments to include reading and learning new mate-
knowledge of the accounting cycle by focusing on trans-
rial independently prior to attending class.
actional analysis. They will learn to record transactions,
prepare trial balances, and generate financial statements. Merchandising activities will be covered with
Prerequisites: Students applying for the Honors section must
an emphasis on inventory valuation. The students will
have earned at least a B+ in Geometry and obtain the permis-
be introduced to accounting software and a final project
sion of the department.
Functions
will be required in which the students set up an account-
This full year course develops students’
ing system for a small business.
critical thinking and problem solving skills that they
will apply for the rest of their lives. It makes a connec-
Prerequisites: Successful completion Algebra 2 and with per-
classroom and real world situations, integrating real life
plete college level work.
tion between the theory of mathematics taught in the
mission of the department. Students must be prepared to com-
problems from science, business, and other applications
while reinforcing and expanding on the student’s exist-
AP Statistics This full year course follows the Advanced
tary functions (linear, quadratic, exponential, logarith-
students learn the art of distilling truth from data. Stu-
ing skills. The course completes the study of the elemen-
Placement Statistics course requirements. In statistics,
mic, and trigonometric) and includes topics from finite
dents will collect and analyze data from the surround-
mathematics, including basic probability and statistics.
ing community and pre-prepared scenarios, test hypoth-
This class is designed to review topics from previous
eses, and make appropriate conclusions. Students will
courses while introducing material that will be given
learn how to properly display and discuss statistics and
emphasis in Pre-calculus.
their implications.
Prerequisites: Successful completion of Algebra II.
Prerequisites: Successful completion Algebra 2 and with per-
Pre-calculus This full year course is designed for the
plete college level work.
mission of the department. Students must be prepared to com-
mathematics/science student preparing for AP or col-
AP Calculus (AB) This full year course follows the
lege-level Calculus and/or advanced science classes.
10
Advanced
Placement
and make intelligent,
requirements. Students
decisions based on that
Calculus
AB
course
rational, and justifiable
are introduced to the
data. This approach will
derivative and the inte-
give students the tools
gral with emphasis on
they need to explore
their applications.
the scientific concepts
they will face in college, and to later pursue
Prerequisites: Successful
completion
rewarding careers in the
Pre-calculus
sciences. The normal
with permission of the
department.
Students
must be prepared to com-
End of year awards
a student begins with
Biology, in either the freshman or sophomore year. Sci-
plete college level work.
AP Calculus (BC)
sequence of courses for
ence electives and advanced level science classes are
This full year course follows the
offered based on interest and availability of faculty.
Advanced Placement Calculus BC course requirements.
Biology (B) Biology is a full year lab course that will
It covers the same material as AP Calculus AB, plus
help students to explore interactions between living
other topics listed in the Advanced Placement Calculus
organisms and their environment. The focus will be on
BC course requirements.
New England flora and fauna, emphasizing time in the
field to identify species in the Vermont Academy forest
Prerequisites: Successful completion of AP Calculus (AB)
and interpret the history of our local landscape. The
with permission of the department. Students must be prepared
course will introduce students to basic concepts of sci-
to complete college level work.
entific study, research and experimentation and explore
Advanced Topics in Mathematics This full year course is
major themes including biodiversity, landscape history,
occasionally offered as an independent exploration into
evolutionary ecology, and conservation biology. The
further topics within Mathematics. It is currently incor-
course will meet for one lab block each week, provid-
porated under the umbrella of the Senior Seminar, which
ing the opportunity for supplementary lab and field
is a student initiated guided research format approved
experimentation. The combination of these methods
by the department.
is designed to encourage observation, critical thinking,
attention to detail, and understanding of the scientific
method. Evaluation is based on participation and atten-
Prerequisites: Successful completion of AP Calculus AB, AP
dance, homework, tests and quizzes, lab performance
Calculus BC, and AP Statistics with the permission of the
and reports, and a final exam.
department. Students must be prepared to complete independent college level work.
Prerequisites: Passing the IPS Skills Assessment
Science Courses
Integrated Physical Science (P) Integrated Physical Sci-
Science has been described in numerous ways rang-
ence is a year- long laboratory science course, with its
ing from “any methodological activity” to “knowledge
main goal being to instill a strong base of the fundamen-
gained through experience.” At Vermont Academy, it is
tals of scientific inquiry. The following concepts will be
presumed that experience is the key to the study of sci-
explored throughout the year: scientific method, setting
ence and, therefore, students are given as much scientific
up an experiment with variables, collecting and record-
experience as possible. The goal of the science curricu-
ing scientific data, proper format for laboratory reports,
lum is to help students consider data presented to them
scientific writing, and scientific language. The first tri-
11
mester explores what is beyond the earth, touching on
with sample solutions to all types of chemistry based
such topics as atmosphere, weather, and astronomy. The
interactions and problems.
second trimester answers the question, “How do things
work on the earth?”
The curious world of physics
Completion of Algebra I or concurrent in Geometry. Prior
teaches motion, momentum, energy, and a bit of robot-
approval from the department may be required.
ics. The third trimester tackles geology, answering the
question, “what is the earth?” The origins of our planet,
Environmental Trimester Courses:
topics covered. Students will be graded on homework
Sustainability and the Food System (fall) Food has the
technique, formal laboratory reports, and a complement
nects us to family and friends and to our cultural roots.
geologic time, and field work of local rock will be the
power to nourish us—body, mind and spirit. Food con-
assignments, laboratory investigation procedure and
To paraphrase Wendell Berry, eating is an agricultural
of papers, quizzes, tests, participation, and a semester
act, one that ends the annual drama of the food econ-
exam.
omy that begins with planting and birth. Most eaters
Physics: Project Robotics (P) This year long laboratory
today, however, are no longer aware that this is true…
physical science course covers materials from a tradi-
they think of themselves as passive consumers ignoring
tional high school Physics curriculum that utilizes basic
important questions about the quality and true cost of
algebraic and trigonometric techniques to solve prob-
what they are sold (The Pleasures of Eating, 1990).
lems. Topics covered include using vectors to represent and analyze motion and forces. Analyze motion in
Sustainability and The Food System is a trimester-long
lar motion. Analyze forces in one and two dimensions,
has changed from sustenance to business commodity,
one and two dimensions, accelerated motion, and circu-
course intended to teach students about how food
friction, and gravity. Robotic skills and applications
and how the industrialization of the food system has
are integrated into the laboratory portion of the course.
resulted in social injustice, environmental degradation,
New ways to conduct the traditional physics experi-
and a decline in human health. We will also explore the
ments are being created by the students in order for the
growing movement towards food sustainability through
students to design and build their own experiment that
community supported agriculture, farm to school pro-
electronically collects data to prove or disprove their ini-
grams, urban farming initiatives and the resurgence of
tial hypothesis for the experiment. In this way, the stu-
interest in buying locally grown organic produce and
dents are discovering physics through a STEM process
free-range, grass-fed animal products.
using a high-tech design, build and test process.
Students will
have the opportunity to visit local farms, participate in
a community garden project in Saxtons River, plan and
prepare a number of locally sourced meals, and explore
Prerequisites: Completion or concurrent enrollment in Alge-
ways in which Vermont Academy can further develop
bra II or prior approval from the department.
its own Farm to School Program.Prerequisites: Course is
Chemistry (P) Chemistry is a laboratory science course
open to students who have successfully completed Biol-
in which students investigate the composition of mat-
ogy and get department approval.
ter and the physical and chemical changes it undergoes.
Students use science process skills to study the funda-
Sustainability; Energy and Climate Change (winter) For
form compounds, and the interactions between mat-
maintained a population well below 1 billion individu-
mental structure of atoms, the way atoms combine to
most of our time on this planet, the human species has
ter and energy. Students explore chemistry concepts
als. Beginning in the 1900’s however, human population
through an inquiry-based approach. This course offers
growth began to increase exponentially so that there are
a solid understanding of the fundamentals concepts of
now over 7 billion of us sharing the limited resources of
chemistry. It will utilize a STEM based approach where
one Earth. Human population growth is directly linked
problem solving is presented logically one step at a time,
to advances in medicine, agriculture and other tech-
12
nologies made possible by the industrial revolution and
long course that will help students to gain deeper respect
ing coal, oil and natural gas. The production of fossil
for the planet to develop the spectacular biodiversity
the exploitation of fossil fuel energy resources includ-
for the billions of years of evolutionary time it has taken
fuel resources, however, has resulted in carbon dioxide
that exists today. Together, we will explore our role
emissions that are concentrating in our atmosphere and
as the caretakers of an evolving and conscious species
creating an amplified greenhouse effect referred to as
with the power to preserve or destroy Earth’s biological
global warming.
legacy. We will explore the works of visionaries such
as Terry Tempest Williams, Barry Lopez, Daniel Quinn,
Global warming has catalyzed increased droughts and
and Frijtof Capra. The ultimate goal of this course is to
heat waves, the melting of the polar ice caps, destruc-
inform, inspire and empower students to be the leaders
tive storms and flooding events, ocean acidification,
in a paradigm shift towards a more sustainable human
sea-level rise, loss of biodiversity and animal extinc-
consciousness that sees itself as a part of nature and
tion. According to climate scientists, unless we rapidly
envisions a brighter future for the health and wellness of
make the shift to clean, renewable energy sources such
our species and for all the other species that will inhabit
as solar, wind and hydropower, we may be headed
our planet in the future. Prerequisites: Course is open to
towards a climate tipping point. This course will famil-
students who have successfully completed Biology and
iarize students with the science of climate change and
get department approval.
help them to explore our most viable choices for a clean
energy economy. Students will participate in the Green
Elective Courses
learn about energy use right here at Vermont Academy.
Forensic Science (P)
to help our community become more energy conscious
successfully completed or be concurrently enrolled in
Schools Alliance’s Green Cup Energy Challenge and
Forensic Science is a yearlong
They will also work with VA’s Sustainability Committee
course. Enrollment requirement: Students must have
and help us to take steps towards our own shift towards
biology and chemistry. Physics and human anatomy are
strongly recommended.
energy efficiency and clean, renewable energy.
The class is designed around authentic performance
Prerequisites: Course is open to students who have success-
assessments with students working in teams to solve
fully completed Biology and get department approval.
crimes using scientific knowledge and reasoning. It
involves all areas of science including biology, anatomy,
Sustainability & Human Consciousnes (spring) Modern
chemistry, physics, and physical science with an empha-
humans have resided on this planet for approximately
sis on complex reasoning and critical thinking and
200,000 years--only a tiny fraction of the 3.5 billion
STEM centered applications. In addition, students must
years that life on Earth has existed. We consider our-
incorporate the use of technology, communication skills,
selves to be the most intelligent and conscious species
and mathematics.
that has ever lived, yet conservation biologists inform
us that our activities are currently accelerating the normal rate of species extinction by 1,000 to 10,000 times. As
Prerequisites:
global economy continues to depend on fossil fuel for
or concurrently enrolled in chemistry.
the human population exponentially increases and the
Course is open to juniors or seniors who
received a grade of B or better in both Biology and Chemistry
food and energy production, ecologists and climate sci-
Kinesiology (B) Exploration of the application of sci-
entists warn that we will soon bring the planet towards
a tipping point that may make it unsuitable for life as we
entific concepts to the study of human motion is cov-
move forward?
studies of human anatomy and physiology, chemistry,
ered in this course. The concepts are drawn from the
know it. As a conscious species, how will we choose to
and physics. The students will have the use of several
anatomical skeletal models to study the architecture of
Sustainability and Human Consciousness is a trimester-
13
bones, joints, and muscles as well as the opportunity to
groups that would be encountered by the architect in a
complete laboratory activities investigating the actual
typical project.
range of motion, speed, and strength of selected joint
movements. The human nervous system will also be
Hand and computer drafting techniques will be pre-
terms of body development, growth, conditioning, and
they pertain to progress through a project. The students
covered. Energy usage and nutrition will be studied in
sented and used in a variety of small assignments as
repair. The students will discuss the mechanism of sev-
will choose an architectural project. This project is to be
eral bone, joint, and muscle injuries and the mechanics
completed by the end of the academic year. It will be
of repair and rehabilitation from these injuries. The use
evaluated through a presentation to a panel as if it were
and abuse of drugs for sport competition may also be
for a real client. The text for this course is Introduction
discussed. Practical application to athletic exercise pre-
to Architecture by Francis D.K. Ching and James F. Eck-
scription will also be covered.
ler, 2013 edition.
Prerequisites: Biology and Chemistry. Laboratory exercises
Prerequisite: Course is open to juniors or seniors. A course in
will also be included. Department Approval maybe required.
completed a course in physics that included vector analysis.)
regarding aerobic and anaerobic exercise and strength training
Architecture and Engineering (P)
course that looks at the architect
Newtonian Physics and Algebra II. (The student should have
Department Approval may be required.
This is a yearlong
Advanced Elective Courses
as part artist, designer/engineer,
visionary, organizer and master
Anatomy and Physiology(B) This
students will investigate their own
biology, chemistry, physics, and
of presentation. In this course, the
yearlong lab course will integrate
architectural tools of the trade,
health through the fundamental
a creative mind, artistic talent
concepts of human anatomy and
with paper, pens and pencils, and
physiology. It is hoped that partic-
research and organizational skills
ipation in this class will stimulate
as they are applied to completing
students’ interest in medical and
an architectural project.
paramedical related fields. Topics
to be studied include (but are not
Topics for research papers and
limited to); histology, integumen-
presentations include:
tary system, musculo-skeletal sys-
- Dream House
tem, nervous system, endocrine
- Differentiating architectural time
system,
periods and construction tech
system. Class time will be utilized
- Green Architecture
- Planning the village, town, or
system,
digestive system and excretory
niques
- The Smart House
cardiovascular
with a combination of discusDown Time
city
sions, lectures, videos, group and
individual work and extensive lab
work. Evaluation is based on participation and atten-
dance, homework, tests and quizzes, lab performance
The students will investigate these topics, present them
and reports, projects, and a final exam. Lab work will
to the class and learn about the entire process from each
include (but not be limited to); histological examination
other. They may visit with some of the types of archi-
of organs, examination of real skeletons, dissections of
tectural firms, and a discussion of the organization and
a cat, sheep’s brain and heart, and cow’s eye. Each unit
responsibility of each and of the various trades and
will include written and lab practical assessments.
14
Prerequisites: Course is open to juniors or seniors who have
Physics: Robotics Software and Engineering course is a
taken or are concurrently enrolled in Chemistry. Offered alter-
process. The course is project based and the students are
year- long course that is based on the engineering design
received a grade of B or better in Honors Biology and have
nating academic years.
tasked to solve the problems encountered why building
a robotic system to fulfill certain requirements. The tasks
Electricity & Magnetism (P) The Electricity and Magne-
are open-ended and allow for many different solutions.
tism course is designed to follow much of the AP Physics
The students work in design teams and keep a detailed
C level course curriculum. Sitting for the AP examination
design log tracking their ideas, successes, and failures
in May is not a requirement for the course. This course
with analysis for all. Each student will be exposed to the
will review the basic concepts of wave mechanics prior
three design areas, electrical, software, and mechanical.
to the introduction of the concept of the electron. Elec-
They may choose one, two or all three of them to con-
trostatic and magnetic forces and fields, electrical cur-
tinue working with for the remainder of the year. They
rents, and potential difference are thoroughly discussed.
may compete in regional and national robotics competi-
Topics in resistivity, capacitance, and inductance are pre-
tions.
sented for discussion and experimental investigation.
Electric circuitry will also be covered for both direct cur-
Prerequisites: Honors Physics and pre-calculus or Physics:
rent and alternating current systems. This course com-
Project Robotics and Algebra II.
bines both algebraic and calculus techniques applied
to the study of these concepts. Problems and questions
Biotechnology/Bioethics (B) This yearlong lab course is
are given to help the student develop problem-solving
an introduction for non-specialists to important concepts
skills. The text for this course is Fundamentals of Phys-
in modern DNA and protein science with an emphasis
ics , Vol. II, Halliday, Resnick, and Walker. This text is
on real world applications and their implications to the
problem based and provides multiple levels of difficulty
global society. The course will begin with a review of
for both questions and problems. Experiment guidelines
the Central Dogma of molecular biology and a survey
will be taken from different secondary school and col-
of different ethical constructs. Focus will be on major
lege laboratory manuals.
laboratory investigations that embody many of the fundamental techniques and concepts of modern molecular
In the third term, the students will choose a topic that
biology, from basic micropipetting to recombinant DNA
is related to their studies of Electricity and Magnetism
technology and gene amplification by PCR. Human
to research and present to the class. It is recommended
reproductive technologies will also be discussed and
that this topic be one that the student can produce some
studied. Evaluation is based on participation and atten-
working model to demonstrate the concept under investigation.
dance, homework, tests and quizzes, lab performance
If the student chooses to take the AP Electricity & Mag-
write small formal lab reports after each new biotech
est AP test preparation book early in the semester for
informal (in the form of reaction papers) papers that
additional time spent by the student during the course
to each technology. Final exams will include a lab prac-
and reports, and projects. Students will be expected to
netism exam, the student should purchase the new-
concept and they will be expected to write formal and
review and practice. The preparation for this test will be
explore student and teacher generated issues that relate
of the year.
tical and a written project.
Prerequisites: Students who have completed secondary school
Prerequisites: Course is open to juniors or seniors who have
enrolled in calculus.
taken or are concurrently enrolled in Chemistry. Two years of
received a grade of B or better in honors Biology and have
laboratory-based chemistry and physics and are currently
Robotics Software & Engineering (P)
reading and writing in English is also required. Offered alter-
The Advanced
nating academic years.
15
Honors Courses
ogy. Sophomores concurrently enrolled in honors algebra II
and get department approval.
Honors Biology; formally Cellular (B) Honors Biology is
a yearlong lab course designed to introduce students to
Visual and Performing Arts Courses
mentation, as well as provide a survey of major themes
At Vermont Academy, our faculty recognizes the impor-
themes of Biology through the lens of nutrition, medi-
perspectives and learning styles. The variety of courses,
basic concepts of scientific study, research and experi-
tance of encouraging creativity and respecting different
in biology. This Biology course addresses the major
small class size, and individual attention provide an
cine, health and fitness. The course will cover the units
excellent environment for students to discover their
of chemistry, biochemistry, cells, genetics, evolution,
own creative talents. Our beautiful surroundings offer
and the human body systems. Class time will be utilized
endless opportunities for both inspiration and contem-
with a combination of discussions, lectures, group and
plation.
individual work. The course will meet for one lab block
approximately once per week, providing the opportu-
nity for supplementary lab and field experimentation.
A one-year arts’ credit is required for graduation. Sev-
age observation, critical thinking, attention to detail, and
and theater. VA students may participate in the musical
eral academic courses are offered in visual arts, music,
The combination of these methods is designed to encour-
and other annual productions, with most rehearsals held
understanding of the scientific method. Evaluation is
in the evening. An intensive dance program is available
based on participation and attendance, homework, tests
for athletic credit during the winter season, and includes
and quizzes, lab performance and reports, and a final
a variety of dance forms, such as ballet, hip hop, jazz,
exam.
modem, and tap. Some art offerings are available as
afternoon activities.
Prerequisites: Completion or concurrent enrollment in Alge-
bra II w/B- or better or Geometry w/A- or better. Incoming
freshmen or sophomores may take this course with a strong
The arts’ facilities include three well-lit studios for drawing,
the department. Demonstrated mastery of reading and writ-
studio with six potters’ wheels and a professional-sized
painting, printmaking, and 3-D design; a spacious pottery
recommendation from their sending school and approval from
gas reduction kiln; two photography dark rooms; a large
ing in English is advised.
Honors Chemistry (P)
music room with keyboards and computers, an electronic
Beginning with an extensive
music recording lab, and five practice rooms. Horowitz
look at the currently accepted model of atomic theory,
Performing Arts Center is host to our performing arts
this yearlong course uses this theory in discussions of
program, our all-school performances, guest concerts,
chemical periodicity, the states of matter, stoichiometry,
and guest speaker series. The center is a 350-seat perfor-
reaction mechanisms, reaction kinetics, and acid-base
mance hall with a full stage with fly space and a set shop.
theory. Because chemistry concerns itself with the finite,
quantitative aspects of matter, it utilizes the skills of
Theater Course Offerings
The approach used is a combination of lectures, prob-
Acting (Fall and Winter Trimester) During this course,
advanced algebra, geometry and STEM applications.
lem-solving sessions, and laboratory work. Chemistry
students will become versed in the basic tools and
dents to write formal reports and technical analyses of
tion, physical technique, and text analysis, each student
vocabulary necessary to the actor. Through improvisa-
carries laboratory credit and, therefore, requires the stu-
will analyze and workshop a variety of scenes with the
the research performed.
final goal of performing for the class and, at times, for
the public. In order to get the most out of this course,
Prerequisites: Students must have successfully completed
algebra II or concurrently enrolled.
students will be required to complete moderate amounts
The course is open to
of reading, writing and memorization. Acting is a single
juniors or seniors who received a grade of B or better in Biol-
16
trimester elective with open enrollment for any sopho-
and speakers. Sound Lab class members will serve as
more, junior, or senior.
Directing (Spring Trimester)
‘Audio Proctors’ to offer support at school functions,
concerts, sporting events, and productions including our
Students in this course
fall theater musical production in Horowitz Hall. Sound
will develop their directorial eye and strengthen their
Lab is a single trimester elective with open enrollment
communication skills. As directors, students will hone
for any sophomore, junior, or senior.
their ability to translate written work from the page to
images on the stage. As a group, the class will analyze
Music Appreciation (Winter Trimester) Music Apprecia-
tone; and explore the concepts of focal points and coun-
intention of providing historical and culturally relevant
tion is a course designed to teach listening skills with the
texts; discuss the concepts of mood, atmosphere, and
information about music throughout history. The course
terpoints – in other words, where the audience’s eye is
begins with an overview of the basic elements of music
drawn on stage. Each student will be required to direct a
with a focus on active listening, and continues with units
series of scenes ranging from structured improvisations
covering many musical styles and periods including
and image-based works to text-based scenes. All direc-
music from antiquity through the 20th century, including
tors will also serve as actors for their classmates and will
contemporary pop, rock, and jazz music. Students will
be required to complete written assignments. Acting is
participate in ‘music sharing’ days where they will pre-
a single trimester elective with open enrollment for any
pare and share information about their personal interests
sophomore, junior, or senior.
in music, as well as attend numerous live music events
throughout the term. This course offers students the
Advanced Theater Seminar (Full-Year Course) Students
opportunity to share and explore music from all genres,
in the advanced theater course will explore a variety of
with an emphasis on listening techniques, diverse musi-
traditional and non-traditional theater techniques, tack-
cal exposure, and the many cultural influences of music.
ling a wide array of acting, directing and playwriting
Music Appreciation is a single trimester elective with
projects throughout the year. In the fall trimester we will
open enrollment for any sophomore, junior, or senior.
focus mainly on performance techniques, ranging from
cerebral “method” techniques to physical and imagebased performance techniques. During the fall, students
Electonic Instrument Building and Design (Winter Trimes-
will serve as a guide for the Winter Blackbox production
struction and hands-on experience with musical instru-
and performed at the end of the second trimester. During
the basic properties of sound and electricity as a founda-
ter) This course provides discussion, application, con-
in this course will also work on developing a text that
ments of an electronic nature. This course begins with
which will be refined and rehearsed in the winter term
tion for basic understanding of instrument design and
this section, students will have the opportunity to take
construction. Major projects include constructing a tone
on roles both on and offstage. In the spring, the class will
generating circuit, constructing a pitch controller, modi-
hone their directorial skills and participate in a series of
fying a ‘found instrument’, circuit bending, and basic
short collaborative scenes that challenge each student’s
sound processing techniques. This lab-based, hand-on
directorial eye. This class is open to students who have
course is an excellent offering for a student who is inter-
completed at least one theater class, or by special permis-
ested in music, electronics, or sound production. E.I.B.D.
sion from the instructor.
is a one trimester elective with open enrollment for any
Music Course Offerings
sophomore, junior, or senior.
Sound Lab (Fall Trimester) Students in this course dis-
Music Workshop (Spring Trimester) Music Workshop is
tion and production. The course will focus on the study
to productively participate in ensemble playing in many
a performance based class which teaches students how
cover techniques related to all manners of sound projec-
styles. Students will use a focus instrument of choice
of the primary hardware associated with sound projec-
to improve personal musicianship and perform mate-
tion, including mixing consoles, microphones, cables,
17
rial. Class members will learn to transcribe recorded
ule. The group focuses on ensemble playing of music of
basic harmony, chord changes, and formal structure will
technique. The ensemble presents upwards of 6 concerts
music, arrange parts, and conduct rehearsals. Study of
all styles, as well as improvisational and instrumental
help students to create music more successfully in rock,
each year to enthusiastic audiences. All instrumental stu-
jazz, blues, and improvisational settings. This class will
dents are welcome to enroll, with occasional limitations
present music at multiple concerts throughout the term.
based on instrumentation. Jazz Ensemble is a year long
Music Workshop is a one trimester elective available for
elective with no prerequisite.
any sophomore, junior, or senior with instructor permission.
Vocal Ensemble (Full year course, open enrollment at TII
Recording Studio Spring Trimester) This class offers its
vide members with the knowledge of and ability to per-
related to sound recording. Actual recording processes
madrigal, musical theater, spiritual, and contemporary
& TIII) Through ensemble rehearsal, this class will pro-
students exposure to all of the materials and principles
form music from many genres, including jazz, classical,
will be explored on many types of historical devices,
literature. Two rehearsals per week make this ½ class an
including LP, cassette, reel to reel, wax cylinder, and all
easy addition to a musician’s academic schedule. The
forms of digital media. This course presents the oppor-
group also works on vocal techniques. The ensemble
tunity for students to learn about the physical nature
presents upwards of 6 concerts each year. In addition,
of sound recording in an environment that encourages
students are also eligible for off campus festivals, such as
thoughtful and creative composition. Each student will
the All-New England Choral Festival, Vermont All-State,
produce their own creative music composition using
and District Festivals. Vocal Ensemble is a year long elec-
varying recording devices. Recording Studio is a single
tive with no prerequisite.
trimester elective with open enrollment for any sophomore, junior, or senior.
Chamber Ensemble (Full year course, open enrollment
Music Lessons (All terms) Vermont Academy’s music les-
VA who are more interested in classical repertoire. Our
at TII & TIII) This ensemble caters to the musicians at
son program offers students with an interest in perfor-
group usually carries 10-15 members including strings,
mance a chance to study their instrument as part of their
winds, brass, and other instruments where appropriate.
academic regiment. This popular aspect of the music
Our literature includes arrangements of well-known
offerings allows students to take a lesson once a week,
classical pieces as well as examples of music from film
during the academic day with a private teacher. Lesson
and popular culture. Two rehearsals per week make this
students earn academic credit for their lessons, and earn
½ class an easy addition to a musician’s academic sched-
the privilege of access to practice rooms, lockers, and lis-
ule. This ensemble presents numerous concerts through-
tening resources. Lesson students benefit from the out-
out the school year, adding balance to concert programs
standing teaching and musicianship brought to Vermont
featuring Jazz and Vocal Ensembles. Chamber Ensemble
Academy by our staff of adjunct lesson teachers. Music
is a year long elective with no prerequisite.
lessons are an elective opportunity open to any Vermont
Academy student for one, two, or three trimesters.
Visual Arts Course Offerings
Ensemble Offerings – H Period
Full year courses:
Advanced Art This AP style class, with a focus on port-
Jazz Ensemble (Full year course, open enrollment at TII
& TIII) Through intensive ensemble rehearsal, this class
folio development and gallery presentations, is open to
to perform music from the jazz, funk, latin, and contem-
of the department chair. Students who plan to focus on
will provide members with the knowledge of and ability
seniors, with approval by the instructor and permission
porary literature. Two rehearsals per week make this ½
the visual arts in college would benefit from this course.
class an easy addition to a musician’s academic sched-
The first trimester helps the student prepare a portfolio
18
Trimester courses
Art History: What do We Have Here? – Sculpture and
Architecture of New England (fall) Who knew that Bel-
lows Falls had homes built by paper millionaires or that
one of the country’s greatest sculptors lived just down
the river from our campus. Learn why New England
has such a distinctive look and understand how an 18th
century excavation of the volcano extinguished town of
Pompei influenced wooden buildings in America.
Smashing Expectations- Modern Art (spring) This class
Jazz Ensemble Performance
looks at what happened to painting beginning with the
for college admissions. The second trimester gives stu-
Industrial Revolution. Students will see how changes in
dents an introduction to Art History and continued port-
society alter the course of art as it experiences a paradigm
folio development. The third semester allows for a more
shift in the perception of the role of the artist from work-
independent study according to the student’s goals.
ing within the public taste, to becoming an avant-garde
creator. Students will augment their understanding of
This class can also be taken as an Advanced Pottery
the dramatic shifts in art by reading current publica-
course with the same expectations of the student in
tions as well as by visiting galleries and museums. Sev-
terms of trimester development.
eral hands-on art projects will allow students to further
understand the artistic process. There is no pre-requisite
Prerequisites: At least two visual arts courses completed with
for this course.
grades of B+ or better.
Studio Art I Studio I is a basic class that is recommended
Pottery Students learn the basic hand-building tech-
for all students (except freshmen – see Freshman Arts)
niques with which they are expected to produce a
who wish to take a general art class or for sophomores
required number of pieces. When hand-building profi-
interested in pursuing an arts intensive path of study
ciency has been demonstrated, the students may choose
culminating in participation in Advanced Art. Basic
to learn to use the potter’s wheel or work in sculpture.
All work is done in stoneware, which is a high-fire clay
techniques along with art historical studies and the Ele-
glazes that are mixed in our studio. Motivated students
student will make a Creativity Journal that emphasizes
of great durability and finished with cone 9 reduction
ments of Art and Principles of Design are stressed. Each
are able to take more than one year of pottery, with the
imagination and independence in the studio.
permission of the instructor.
Foundations (fall)
Students will explore a variety of
drawing techniques and media. The focus will be on
Freshman Arts All students will rotate through Visual,
working towards improved observational drawing.
Performing and Theatre Arts studios, one each trimester.
In this way students will gain experience in a variety of
3-D (winter) Students will create several different sculp-
arts classes and come to an understanding of how the
arts function at Vermont Academy. This is required for
tures based on a range of modern sculptors’ work. Stu-
all incoming freshmen.
dents will work with wire, wood and found objects.
In Visual Art, students will work, during the course of
Introduction to Painting (spring) Students will work with
pottery studio.
based on both observation and fantasy.
acrylic, watercolor and pastel to make paintings that are
one trimester, in the studio, computer studio and the
19
Studio Art II These classes build on the Studio I experi-
Black and White Photography (offered every other year,
ence and allow further investigation of the history, tech-
available for 2013-14)
This course examines the his-
niques and ideas that inform the visual arts. Hands-on
toric, aesthetic, and practical roles of photography in the
artists are important aspects of the classes. Students are
must take applications (or have learned darkroom proce-
modem world. It consists of three equal parts. Students
studio exploration and learning-through-looking at major
dures elsewhere) in order to proceed into the winter and
required to keep a sketchbook/journal throughout each
spring classes.
trimester.
B&W applications (fall) Students will explore how pho-
Prerequisites: Studio Art I Foundations and Introduction to
tography developed as a historic process with darkroom
Painting.
applications and processes being explored.
Advanced Drawing and Design (fall) Drawing and design
B&W composition (winter) Photography as an art will be
projects are created using pencil, colored pencil, charcoal,
examined with a focus on taking pictures within the con-
and pastels.
fines of historic composition.
Cardboard Construction (winter) Students will create wall
sculpture and sculptural paintings on cardboard.
B&W studio (spring) Gives students more hands-on expe-
Painting and Printmaking (spring) Building from Intro-
sonal exploration in the field and studio.
rience in how a camera works and allows for more per-
duction to Painting, this is a deeper exploration of acrylic
and watercolor painting. Students will also learn several
Filmmaking
and linocut.
Basic Film (fall) Students will learn the basics of visual
Digital Photography These classes encourage students
video editing practices. Our filmmaking studio allows stu-
printmaking techniques such as: collograph, monoprint
storytelling and develop a working knowledge of film and
to fully explore how to use our digital cameras and our
dents to address the main issues surrounding linear and
computer studio. Basic compositional techniques along
non-linear editing, and the practical differences between
with art historical studies and the Elements of Art and
digital video and film. Students will engage in creating
Principles of Design are stressed in each semester.
story boards, shooting schedules, and shot lists. Drawing
on classic films, students will learn the basic shot types,
Basics (fall) Students will learn how to use their cam-
camera movements, and “points of view.” Willingness to
eras to best effect. Camera techniques and composition
spend a substantial amount of time working outside of the
will be emphasized as students take pictures all around
classroom is a must.
campus.
Stop Motion Animation (winter)
Students will learn the
Studio and still lifes (winter) Students will learn how to
basic techniques of stop motion animation. Working in
of options available on the computers in our studio. Con-
Python), clay (think Wallace and Gromit) and pen and ink
digitally enhance, or alter, their work by using a variety
a variety of mediums—i.e., photo cutouts (think Monty
tinued emphasis on composition and lighting will guide
(think the classic Disney animations)—students will learn
the process.
the sometimes painstaking art of stop motion animation
(where 12, 24, and sometimes 30 still photos combine to
Landscapes and portraits (spring) By studying the work
make just one second of animation.
of artists such as Julia Margaret Cameron and Edward
Weston; students will develop their own eye as photog-
Advanced Film (spring) Students will spend the tri-
the lab.
minute narrative short film (or stop motion animation)
mester writing, producing, directing and editing a 10-15
raphers and then take those photos one step further in
20
for public presentation. Willingness to spend a substan-
tial amount of time working outside of the classroom is a
must. Prerequisite: One semester of Filmmaking.
Computer Studio Introduction to Computer Studio (fall)
Students will explore their artistic capabilities digitally
using primarily Adobe Photoshop, Adobe Illustrator and
the scanner. Illustrations will be created by generating
imagery in each program (or a combination of both) or by
scanning drawn or found materials as a basis for developing illustrations. By juxtaposing the differences between
“traditional” art techniques and digital art techniques,
students will learn how to create art and effective graphic
design. Designing for Print and Digital Publications (winter) Stu-
dents with experience using Adobe Photoshop and
Illustrator will learn the basics of both layout design
and typography for print and digital publications
(i.e., magazines, blogs, the VA Yearbook and basic
websites). In this course, students will contemplate
how important graphical style, attractiveness and
layout are to the effective communication of both
textual and photographic content.
Prerequisite: One semester of Computer Studio.
Fine Art in the Computer Studio (spring)
Students who
have experience with Adobe Photoshop and Illustrator
will focus on producing fine art utilizing digital tools.
From abstract art to digital portraiture and layered photo
manipulation, this course emphasizes free artistic expression as opposed to the more functional graphic design
techniques of Design for Print and Digital Pub lications.
21
Vermont Academy Graduation Requirements 2013-2014
Students must satisfactorily complete at least 17 college preparatory course credits to graduate; the
majoity of students graduate with 20 or more credits. All courses are awarded a half-credit per semester.
Credits
Courses required
Minimum
Average
English — Four: Eng 9, Eng 10, Eng 11 and 1/3 credit each trimester in Grade 12
4
4
Mathematics - Three: Algebra 1, Geometry, Algebra 2
3
4
Sciences - Three: one from the biological sciences and one from the physical sciences
3
3+
Modern Languages - Two: through level two of
one language
2
3
History - Three: U.S. History (normally in
the junior year) and two additional credits
3
3+
Arts - One
1
2
Electives - One: any credit from one of the
departments above 1
1
Total Credits
17
20+
22
23
24