2009-2010 Module 4

Mathematics with Jenny Feaster

Students have been working diligently in their math courses to keep pace. Many of the students have been able to meet their semester requirements and several others are working ahead of schedule.

English with Jill Sugg

Students in Advanced Placement Literature and English 8/9 Advanced read The Scarlet Letter by Nathaniel Hawthorne. Students did a timed in-class writing assignment on Hawthorne's use of symbolism and characterization to facilitate theme. AP students had writing mini-conferences on their individual strengths and weaknesses at Barnes & Noble where they also drank coffee and perused the shelves.

English 7/8/9 finished the adolescent novel Drums, Girls, and Dangerous Pie, and we all wrote notes to author Jordan Sonnenblick. He wrote us a nice collective e-mail response back and even wrote to some students personally. Students used the last week of the module to revise their Academic Fair papers per the feedback they received on their rough drafts and to read their AR books. Students got a 25 word vocabulary list which we went over in class. They will be tested on these words on Friday, December 4th.

Thank you to everyone for all their work on Academic Fair papers and presentations.

English and Social Studies with Matt Wilhelm

American History: Students have examined four major events in the early history of the American republic: the Whiskey Rebellion, the Alien and Sedition Acts, Marbury v. Madison, and the War of 1812.

Civics: Students have concluded a unit on the future of US policy in Afghanistan and moved on to a brief unit on the War on Drugs. Students looked in-depth at the current controversy over medical marijuana policy in California and other states that have disregarded federal law on the issue.

Current events: Students have learned some basics of US government in the context of health care reform and US policy regarding Afghanistan. We have also started to discuss some basic economic concepts, including scarcity, choice, opportunity cost, and supply and demand.

English 10/11/12: Students have wrapped up The Handmaid's Tale and have finally concluded their two dystopian novels for the year, much to their relief. More importantly, they have finished Academic Fair and the class looks forward to diving full-steam into their post-Thanksgiving reading and writing.

World History: Students learned about Eastern religion and cultures, including Hinduism, Buddhism, Confucianism, and Taoism.

Science with Lori Hilliard

Environmental Science: We have made the transition from conservation to evolution in the last module. Students watched the movie Gorillas In the Mist about the acclaimed researcher Diane Fossey and her work with Gorillas.

Human Biology: The study of the skeletal system has been the focus of the last module. Students completed their first oral exam by identifying the major bones of the human body. We are also having great fun learning medical terminology. I am very proud of these students for their dedication and hard work.

Chemistry: Mole concept and equation writing have been the focus of the last module. Students also completed labs to reinforce the concepts covered.

Biology: Successful completion of our study of cellular respiration focusing on the ever popular yet somewhat confusing Krebs cycle took up most of the last module. The students were amazing troopers and powered through the concept with pride.

Physics with Dan Hill

Module 4 saw the physics class looking at forces and Newton's 2.5 laws of motion (the first one is actually Gallileo's, and is rendered redundant by the second). You should ask them to flex their by-now-well-developed Right Triangle Trigonometry muscles for you. Next module we will pick up momentum, and hope to carry it through the Winter Break (ha, ha!).

Spanish with Celia Battle

Introduction to Spanish—Students have studied Episodes 3, 4 and, 5 of Destinos as they follow the protagonist to Sevilla, Spain. They have learned about the geography, history and culture of southern Spain and are studying the present tense conjugation of -ar verbs.

Spanish 2 (Destinos)—Students have studied Episode 35 of Destinos, are reading a brief novel, El sueño de Linda, and continue to learn about Latin American countries. We are also studying verb tenses and reviewing grammar.

Intermediate Spanish—Students finished reading the brief novel ¿Dónde está Eduardo?, learned all of the new vocabulary and wrote and performed skits related to the plot. They continue to write on the class blog and have learned vocabulary about illnesses in general and swine flu in particular. As an extra activity the students summarized their Academic Fair projects in Spanish and presented them to the class.

Advanced Spanish —Advanced students continue to be engaged daily in stimulating discussions about philosophy, current events, and many other topics of interest to the class. They have reviewed the use of grammar in their writings and presented summaries in Spanish of their Academic Fair projects.

Physical Education with Krista Moll

As usual, Upper School has continued to work hard with their fitness classes. I've incorporated a variety of exercises and modifications to keep the students engaged as well as challenged. Recently, they have also completed a short activity, breaking down their diets and taking a look at the nutritional content.

Art with Brittain Peck

Module 4 has given each student the opportunity to re-address the concept of "school photos", however this time it has been in the manner of their choosing. Working as each others' photographers and models, each student was able to plan, compose, and shoot his or her photo in a manner that he or she felt best reflected his or her relationship to school and his or her concept of self. We began by reviewing the basics of lighting, composition, point-of-view, and cropping as these concepts relate to photography. Once the students had each had an opportunity to shoot each others' photos, we began to work with the photos in a digital format. The computer provided students the ability to edit their own photos for the purposes of their choosing, while also re-establishing their understanding of basic visual concepts of light contrast, saturation, and color relationships. Throughout the entire photographic process of capturing and editing their photos, the students have been encouraged to consider the intended presentation and audience for their photos, whether it be as a poster, music album cover art, or for publication in the Camelot Academy year book. I have been both pleased and impressed with the level of attention and interest that each student has shown over the duration of this module. I am also enthusiastic about the future possibilities for the students to continue to work with photo editing and manipulation in programs such as Adobe Photoshop. Students will continue to work with photos, as well as text layout and graphic design in Module 5. Students that are interested in working on the development of the school year book will also have the opportunity to apply this skill set in a tangible publication.

Music with Daniel Raimi

Upper School has been focused this module on finishing up our Garage Band programming of the song "Should I Stay or Should I Go." At this point, most students have finished programming the computer to perform the song. Our next step is to write original lyrics and record them so that we can get the songs up on YouTube! 10–12 graders have already begun this process, and 7–9 will get going with it before the holidays.

After we've finished recording our original versions of "Should I Stay or Should I Go," I'm going to give students special assignments to present a song or piece of music that has an interesting political or social story behind it. More on that to come next week.

Drama with Roni Peterson

During Module 4, we have been working on monologues. The students performed the monologue as though they were actors and I was the director. I gave them direction on how to use the five "W's" of acting—who, what, where,when, and why. The 5 "W's" are the basis for all acting exercises. By thinking of the "W's", it forces the actor to understand more fully the character he or she is portraying, and the performance truly changes for the better. I was very impressed with the commitment the students put into this assignment.

We have started an exercise that teaches how to have a beginning, a middle and an end when doing an improvisation. One student starts by making a statement like, "It's a lovely day." The next student will then say, "What you are saying is that it's a lovely day, so I will..." and then they add something that would logically come next like, "So I will go for a walk." The next student will then say, "What you are saying is that you will take a walk, so I will..." and so forth. Each statement must move the story along logically and come to an end. We will continue using this exercise during Module 5.

Another exercise we have started is picking a word out of a bag and then having two students use their word in an improvisation. They must say the word sometime during the scene and I emphasize that the improvisation should have a logical beginning, middle and end. To make it harder, we go from two students to three, then four, and so on. It is a challenge to be able to use random words logically in an improvisation.

In the 10th through 12th grade class, we are watching the movie Doubt. It is adapted from the Pulitzer Prize winning play, and I am showing it because of the incredible acting. All of the main actors were nominated for Academy Awards. I feel it is important to expose the students to movies where acting and story are foremost and not the special effects. We will continue watching this movie in Module 5 as it takes a few periods due to the length of the film.

During Module 5, I will be handing out various comic strips cut out of the newspaper, and we'll use those as prompts for the students to take the characters and create a short scene. We will also be working with "Open Scenes".

Music Performance with Glenn Mehrbach

CLUB CLASS

This module was primarily concerned with preparing for the Academic Fair performance. We decided on the two songs to perform, worked hard on hearing the correct harmonies as well as our presentation, and did what I felt was a terrific performance at the fair. I look forward to working on some holiday music when we return from fall break, and then finishing up on the other songs we've been working on, as well as starting some new material suggested by the students.

CREDIT CLASS

This module was primarily concerned with preparing for the Academic Fair performance. We decided on the three songs to perform, worked hard on hearing the correct harmonies, playing together as a band, sharpening and augmenting our instrumental solos, and thinking about and practicing our visual presentation. The activity culminated in what was an excellent performance at the fair. We also continued to add measures to "Roundabout," and to flesh out the vocal parts on the song as well. We had a very helpful vocal session with Viola and Olivia, with Lennon accompanying, when the other band members were absent, and got a good handle on the harmony parts, gaining confidence in the art of singing harmonies together. I look forward to working on some holiday music when we return from fall break, and then finishing up on the other songs we've been working on, as well as starting some new material suggested by the students.

2009-2010 Module 3

Mathematics with Jenny Feaster

Students have been working diligently and are working according to schedule in their respective math programs.

I would like to remind all students and parents that two notebooks are needed for math class. If your student does not have a second notebook please have it on or before November 4th.

English with Jill Sugg

Students in English 7/8/9 worked on their Academic Fair papers in class and began reading the adolescent novel Drums, Girls, and Dangerous Pie.

Advanced Placement Literature and English 8/9 Advanced read Shakespeare's "Othello" and marveled at the cleverness of the evil Iago. They are seeing the film and will test after a review.

All students have drafted an outline and a Works Cited Page in MLA format for their Academic Fair project. They continue to work on their rough drafts now due in entirety on Tuesday, November 3rd.

English and Social Studies with Matt Wilhelm

American History: Students have been learning about the Revolutionary War and the social, economic, and political climate of the newly independent states.

Civics: Students concluded their case study of health care reform and have moved onto examining US policy in Afghanistan.

Current events: The class has been examining the dilemmas President Obama faces as he makes a decision regarding troop levels in Afghanistan.

English 10/11/12: Students continue work on their Academic Fair papers and have started reading The Handmaid's Tale by Margaret Atwood.

World History: Students have learned about the origins of Christianity in the context of the Roman Empire.

Science with Lori Hilliard

Environmental Science: Population Ecology has been the topic during this module. Students have analyzed data and examined exponential growth curves. Coincidentally we are also looking at environmental factors that affect human health. Stay tuned for the Environmental Science tribute to the CDC and WHO.

Human Biology: Students have discovered that the expression "skin deep" is much more complicated than first thought. The integumentary system and associated structures as well as the medical terminology that go along with it have been the focus of the last module.

Chemistry: Mole concept, percentage composition, empirical and molecular formulas have kept the chemistry class busy in Module 3. Students have mastered tests and related laboratory activities.

Biology: Mastering a comprehensive exam and the completion of plant collections was the culminating activity of our botany unit. The collections are extraordinary and will be on display during Academic Fair.

Physics with Dan Hill

This module the physics students did a laboratory activity that involved hurling balls off the roof of the building to investigate the relationship between the horizontal and vertical components of the velocities of projectiles (they found none). There was also much gnashing of teeth as we solved some problems involving motion in two dimensions. In Module 4 we will finish up our overview of 2-D motion, and begin looking at forces and momentum.

Spanish with Celia Battle

Introduction to Spanish—We have covered episodes 1 and 2 of "Destinos," have learned the vocabulary and uses of the verbs 'ser' and 'estar' in the present tense. Students are using a Spanish grammar website to practice newly learned material. They are expected to do exercises on the website at least twice a week.

Spanish 2 (Destinos)—We have learned about El Salvador and Nicaragua, studied episodes 32-34 in "Destinos" and the present tense of first, second and third conjugation verbs. Students are using a Spanish grammar website to practice newly learned vocabulary and grammar. They are expected to do exercises on the website at least twice a week.

Intermediate Spanish—We are reading a short novel, ¿Dónde está Eduardo? and have had classroom discussions about the characters, plot and vocabulary. Daily conversations are going strong as students enjoy engaging peers in animated conversations about current events and other topics of interest such as the swine flu epidemic and the war in Afghanistan.

Advanced Spanish—Students have read short stories that focus on mystery, fantasy and surrealism. We have analyzed and discussed them and have compiled extensive vocabulary lists derived from these readings. Daily class discussions are motivating students to introduce a variety of interesting topics for conversation. Students are using a Spanish grammar website to strengthen and increase their knowledge and use of various verb tenses.

Physical Education with Krista Moll

We have continued with our fitness classes, rotating between upper body, lower body, and jogging and conditioning. Recently, my 10th–12th grade class bumped into Lyon Park's indoor track and was able to run there instead of Orchard Park. The students seemed to be excited about having a flat place to run and most of them beat their mile times by at least a minute!

Art with Brittain Peck

We began by examining the visual and narrative fundamentals of character design. We explored a variety of lessons to explore design concepts such as rotational symmetry, color contrasts, and 2 point perspective. The latter portion of our instruction this module has leaned towards observational techniques, primarily value based drawings focusing on observed light and shadow as a means to understand and describe the observed world around us. The students have displayed a great interest in creating art and attempting new media and techniques. We also discussed the students' goals and interests in pursuing art throughout the academic year, in particular, the development of each student's individual interests.

Music with Daniel Raimi

Upper School students have continued to work on developing our skills in Garage Band. Along with programming original drum loops and working with a variety of virtual instruments, we began to lay out a template for the song "Should I Stay or Should I Go," by the Clash. We programmed drums, keyboards, and in some cases, a bass line to lay the groundwork for a songwriting project we're going to start in the next couple of weeks. Each class also had a discussion about the song "Jolene," by Dolly Parton. It's one of my favorite songs, and I was interested to hear the students' take on it. While many people think of Dolly Parton as a ditsy Barbie-doll type, I made the case for her as one of the greatest living American musicians. Some students agreed, and some didn't, but we had an excellent discussion!

Drama with Roni Peterson

The students continued with scripted phone conversations from Module 2 that they had written and performed. Monologues were introduced and each student got to pick a monologue to memorize and perform. We will be using the monologues as the first true "acting" experience where I will act as if I were a director and they were auditioning for a part in a play.

Two independent short films that I had worked on locally, were shown in the 9th through 12th grades, as examples of acting skills that we had been discussing in class. It was interesting getting feedback from the students about the films. I wanted them to understand the difference between acting in a film and acting in a play.

We have started doing acting warm-ups that all actors of all ages do to perfect their craft. These exercises are for voice and improving diction and pronunciation of words. Tongue twisters were introduced and we will continue to do more of those as they are helpful in training the student to think the word before speaking the word. Try saying "selfish shellfish", or "Unique New York", 5 times fast! Not so easy is it? These exercises are not only beneficial but fun to do. Other warm-up exercises will be introduced during Module 4.

Music Performance with Glenn Mehrbach

CREDIT CLASS

First of all, the different strains of flu going around visited members of this class as well, and made it difficult to rehearse, not knowing who would show up each day. But we used the time as best with could, focusing on whoever was well.

We have been working primarily on three songs in the class: "Fever" and "In My Life," which we started during the last module, and "You Really Got A Hold On Me," which we started this module. We also are slowly but surely tackling "Roundabout" by "Yes," which I feel will be a year long project. It is a very complex piece, but I'm certain within the grasp of our students. For "Fever" we continued to experiment with vocal harmonies, instrumental solos, and ways to heighten and lower the dynamics of the song. The song has taken on a wonderful shape, largely due to the contributions of the students themselves. "In My Life" continues to mature, with 3 part harmonies by Olivia, Viola and Josh being a prominent feature. "You Really Got A Hold On Me," based on the arrangement by The Beatles, is taking shape as well, and is presenting unexpected challenges to each member of the group.

Elisabeth Parker has really stepped up to the plate with her drumming, and her work away from the class really shows. Olivia Arges is proving to have a great ear for harmony, and a wonderful vocal sound on her solos. We are working on getting her to be more expressive physically during her singing. Although I know Viola much prefers solo vocal work, she has been a real 'trooper' and taken the challenge of harmony singing, in often unaccustomed vocal ranges, to heart. She is becoming much more comfortable both as a soloist and in harmony. Lennon Klinger-Mehrbach continues to improve on his soloing, in technique and expression, and has made good use of his pedals for different effects. He also has lots of ideas for arrangements, and has really expanded on many of the printed parts that he was given. As well as playing the key bass for a lot of the songs, Josh Stallings is really solid on his harmony singing this year. I don't know why he kept it under wraps all last year, because he has a wonderful vocal sound. His 'bass playing' adds a lot to the group as well. Sarah Chetty plays whatever I give her with accuracy and style, and has begun to explore more creative ways of both soloing and livening up her rhythm parts, and trying to not just 'play the paper' at all times.

CLUB CLASS

As with the credit class, the different strains of flu going around visited members of this class as well, presenting the same rehearsal challenges.

After a few exploratory sessions, I feel that the Club class has really found it's feet, and look forward to each session We continued to refine "I Met Him On A Sunday" and "I Get Around," which we started in the first module, and added "Don't Stop Believin'," by Journey, based on the arrangement on the TV show "Glee," and the old chestnut "Twist and Shout." Although most of the group members are primarily singers, they are all eager to explore playing instruments as well, and I am happy to oblige. So we gave just about everyone a turn at the drum set, with varying results, and some may help out on keyboards and maybe even guitar. Alec, our dedicated guitarist, was not able to be persuaded to sing, though.

Kriea Giffin-Dean continues to improve in both confidence and delivery with her singing, and is starting to make progress on the drum set, which she is quite keen on trying. Bri Oleson is turning out to have a talented and dynamic soprano voice, and adds a lot to our harmonies. Sophie Reiter is a very dedicated student, and is very responsive to any direction she is given concerning her vocal technique and projection. She continues to develop her ear for harmonies. She may also play some drums or percussion as time goes on. The times that Rachel Roush has been in class and well have shown her to be a wonderful vocalist, keyboard player and drummer. I don't think there's an instrument made that she doesn't have some proficiency on! I look forward to exploiting her many talents throughout the year. Lance Wilkes, our only male vocalist, has used that to his advantage, taking the solo parts on "I Get Around," and being the focus of the girls' attention on "I Met Him On A Sunday." He also shares the lead vocal with Bri on "Twist and Shout," and is growing in vocal personality each session. Alec Porter's improvement on guitar is impressive. He knows his way around the instrument a lot better this year, both in executing chords and in playing solo parts with rhythm and style. We are even giving him a solo on "Twist and Shout," and I look forward to the results of that.

Guidance Update with Thelma Glynn

Our sophomores and juniors all came in early on a Saturday morning and took the PSAT. What a great group of young people—guiding them to their post-high school plans is an exciting prospect.

Our young women had the opportunity to meet with a representative of Meredith College. Regrettably this visit was at the height of our flu outbreak so many who were interested were not able to attend.

Our seniors have started to submit their college applications.... let the games begin!

2009-2010 Module 2

Mathematics with Jenny Feaster

I received incredible feedback about the math program during parent conferences. As a result each student has received a math calendar that outlines the expectations for his/her course(s) for the year. For students who are using a "Discovering" textbook the sites below offer enlightening condensed lessons and parent guides for each of the two textbooks.

• DISCOVERING ALGEBRA www.keymath.com/x4540.xml
• DISCOVERING GEOMETRY www.keymath.com/x19356.xml

The websites are a rich resource and will be used immediately in class and recommended for students to use at home.

English with Jill Sugg

English 7/8/9 finished "The Crucible" and read William Shakespeare's "Macbeth." They will see the film and take a very comprehensive test on Friday, October 16th.

Advanced Placement Literature read Tess of the D'Urbervilles by Thomas Hardy for AR. They discussed Mary Shelley's Frankenstein and saw the film. They were given the choice to write on either novel.

English 8/9 Advanced did a short fiction unit, discussed Mary Shelley's Frankenstein, saw the film, and were given an essay assignment on the presence of Romanticism in the novel. They did Fitzgerald's The Great Gatsby for AR.

English and Social Studies with Matt Wilhelm

American History: Students have learned about colonial America from the first European encounters with indigenous peoples to a comparison of life in the colonies of Massachusetts and Virginia.

Civics: Students have wrapped up their look at the United States Constitution and are moving on to a case study of health care reform.

Current events: Students are in the midst of a case study of health care reform.

English 10/11/12: Students have read and discussed George Orwell's dystopian novel 1984.

World History: Students have encountered the ideas of Plato in The Republic, learned about Athenian democracy, and compared & contrasted life in ancient Athens and Sparta.

Science with Lori Hilliard

Environmental Science: The focus of this class has been on biomes, climatogram analysis and population ecology. Students have been very successful analyzing data and applying concepts.

Human Biology: The Human Biology students have been working very hard on cell biology and microscopy skills. Students have spent laboratory time working with the microscopes and making slides. I am very pleased with their laboratory skills.

Chemistry: The Chemistry students have successfully completed their study of formula writing and naming. Students mastered the exam on this unit with great pride.

Biology: The Biology class is deep into their study of cell biology and botany. Students are completing their leaf collections and have been very successful using the dichotomous keys.

Physics with Dan Hill

The Physics class has had its first exam, that being on basic one-dimensional motion and the history of the concept of motion. As the next module begins, we begin a more in-depth look at motion, beginning with vectors and using them to describe and understand two-dimensional motion.

Spanish with Celia Battle

Introduction to Spanish—Students completed the study of Chapters 1A, 1B and 2A. They learned about school subjects and schedules, likes and dislikes and present tense conjugations.

Destinos 2—Students learned facts about El Salvador and Nicaragua, studied and discussed Episode 31 of Destinos and Chapter 1A in their textbook, Realidades 2. They reviewed present tense conjugations of -ar, -er and -ir verbs.

Intermediate students—Students learned the present subjunctive of irregular verbs, developed game strategies, played games in Spanish and focused their class discussions and writings on the topic of ethnic and racial prejudice. Discussions are lively and engaging and their current events vocabulary is increasing by the day!

Advanced students—Students learned about Guatemala and Uruguay as they read writings by Rigoberta Menchú and Horacio Quiroga. They studied and reviewed advanced grammar exercises in preparation for more intensive writing tasks.

Physical Education with Krista Moll

As I explained in Back to School Night, I'm approaching Middle Grades and Upper School a little differently this year. Classes will consist of a fitness day and a sports/game day each week. If they do well with the fitness day, they are allowed to choose the sport/game they would like to play and learn about for that week. Typically, there will be three kinds of fitness days: upper body/abs, lower body/abs, and jogging and conditioning. Each week, we alternate which fitness class we will be doing. Some of the exercises include planks, squats, sit-ups, lunges, six inches, "dots", push-ups, jump rope, burpies (6 count), wall sits, and other exercises. For their sports/game day, the students have been playing some table tennis, soccer, and basketball.

Music with Daniel Raimi

Upper School students have been fantastic the past few weeks. All classes did some work on the classic Bob Dylan song "Blowin' in the Wind," and 9th grade students were also able to listen to and examine the themes of the great Pete Seeger song "If I Had a Hammer," performed in our classroom by the 1960's soul genius Sam Cooke. 9th Grade wrote their own verses to "Blowin' in the Wind," and I was very impressed by the themes explored by a number of students. We're going to continue writing our own songs, which will lead us to the following topic...

9th grade has just begun, and 10th–12th has continued working with Garage Band, the computer-based music creation software installed on all the computers in the lab. So far, we've examined how to create new melodies, assign specific instruments, create drum loops, and we've just begun discussing how to harmonize the pieces we've created. In 10–12, students have created a template that is their own version of the Clash classic "Should I Stay or Should I Go." In the next few weeks, those students will write their own verses to the song, and begin fleshing out their Garage Band projects. Within a month or so, we should have completed original songs based on the Clash, and will share them with the community on You Tube!

Drama with Roni Peterson

During Module 2, I introduced props and discussed the difference between set design and props and how the actor uses both during a scene. I chose two different props, and two students to use them in an improv scene. I was impressed with how quickly the students were able to come up with very creative ideas for using the props. A telephone prop was used in an improv exercise using prompt lines such as "I'm sorry," or " Let's not fight anymore," etc. They could either make or receive the phone call but they had to use the prompt line at some time during the conversation. This is an advanced exercise and the class did extremely well. I also gave them scripted one-sided conversations and based on the written words, they had to create the tone and situation. Giving different students the same script, I asked that they change the tone and situation so that they would learn that the interpretation of the words is the actor's choice. I also asked that they try to write their own phone scripts that we will act out in class. We will continue with this exercise in Module 3, and write short scripts based on a prop that will be given to them. We will then act out those original scripts.

Music Performance with Glenn Mehrbach

For this year, I have decided to rename the "A" Band and "B" Band the "Credit Class" (for the M-W-F group) and the "Club Class" (for the Tu/Th group) to better reflect their purpose and meaning. The entire program is called "Music Performance."

CREDIT CLASS

In Module 2 we explored 3 songs from varied genres. "In My Life" by John Lennon and the Beatles, "One Note Samba" by Antonio Carlos Jobim, and "Fever" by Eddie Cooley and Otis Blackwell, popularized by Peggy Lee. The first two songs allowed vocalists Olivia Arges and Viola Samadi to learn how to harmonize with each other, and the 3rd allowed them to trade verses, and work on vocal improvisation. Sarah Chetty is working hard on the harpsichord solo for "In My Life" (which on the original recording is a speeded up piano solo, recorded slowly because George Martin didn't have the technical facility to play it at tempo; Sarah does!), and Josh is doing well with some difficult bass patterns on "One Note Samba." Josh also contributes a beautiful third harmony part on "In My Life." Lennon Klinger-Mehrbach really burns the place up with his solos on "Fever," and plays a rhythmic pattern of his own devising for "One Note Samba" that fits extremely well with the song. Elisabeth Parker does a terrific job for herself on both "In My Life," which has a completely written out drum part, and "Fever," on which I asked her to improvise and try different beats. She is often being very courageous in her playing, because I know she prefers to just "play the page."

As well as learning these songs, we also talked a lot about song structure, and completed an assignment where the students were asked to analyze 5 songs of their choosing. Their results showed a good working knowledge of how songs are put together. This analysis will lead to composing our own songs, which they all still seem somewhat timid about. They're all such terrific musicians, though, that I know whatever songs the class ends up writing will be wonderful.

Lastly, we spent a good amount of time creating our own arrangement of "Fever," to which each student contributed. It was a very creative time for all, and allowed us to "think outside the box," or, in this case "the paper."

CLUB CLASS

I only had 2 chances to meet with this class in Module 2, but we already made good progress on 2 songs: "I Met Him On A Sunday," as sung by Laura Nyro and LaBelle, and "I Get Around" by the Beach Boys. Both make extensive use of vocal harmony, while allow multiple students to sing solos as well. I also collected some other song ideas from the students, and gave them all a CD of possible upcoming songs. The group sounds great together, and I look forward to really exploring their musical gifts in Module 3.

Guidance Update with Thelma Glynn

It has been a busy time in the guidance office. Many Upper School students are signed up for online courses ranging from a UNC-G philosophy class to a Virtual High School class in business. All of these students have demonstrated a wonderful work ethic and are now well established in these courses.

Students met with our first college rep of the season—from Davidson College. In addition, many students attended the College Fair at Northgate Mall and/or used the time off during conference week to visit college campuses.

Eligible seventh graders have been provided information as to how to register for the Talent Identification Program and tenth through twelfth graders are gearing up for a busy time taking PSAT's, SAT's and ACT's!

2009-2010 Module 1

Mathematics with Jenny Feaster

Students spent the first couple of weeks in several hands-on math reviews. The reviews were designed to be challenging and fun. Each student has been pretested on basic math skills. As a result of pretesting, each student has been assigned a course level and has started working in his/her course of study.

English with Jill Sugg

Students discussed summer reading selections and pretested in the categories of vocabulary, literary devices, grammar, reading speed and comprehension, and writing. All classes discussed The Last Shot and took an AR-type test on it. English 7/8/9 discussed I am the Cheese and Jacob Have I Loved; they have begun reading "The Crucible". English 8/9 Advanced has discussed The Cradle Will Fall and A Confederacy of Dunces; they have begun a short fiction unit. Advanced Placement Literature students have discussed A Confederacy of Dunces and are now discussing "Death of a Salesman": their outside reading is Tess of the D'Urbervilles by Thomas Hardy. It's been a terrific start to the new year!

English and Social Studies with Matt Willhelm

The World History class has been examining the beginnings of human civilization in ancient Mesopotamia and Egypt. American History has looked at the first interactions between Europeans and indigenous Americans. Current events has focused on the health care debate, while also looking a bit at the concept of media bias. Civics has started looking at the ideas of John Locke and how they influenced the Declaration of Independence and Constitution. English, meanwhile, has completed extensive pretesting and has started reading George Orwell's 1984.

Science with Lori Hilliard

The Upper School science classes have spent Module 1 reviewing, pretesting and being introduced to the various course disciplines. Students completed a series of laboratory activities designed to review concepts covered in previous courses as well as to re-energize them from the summer slump. All classes were also introduced to the science topics to be covered this year and students were presented with course syllabi.

Physics with Dan Hill

The Physics class began Module 1 by reviewing a few science topics and skills, and then dove into pretesting. We've already taken a quick look at the Scientific Method, designed and performed our first experiment, and dipped our toes in the study of motion. In Module 2 we will wade much more deeply into our look at motion in one, two, and eventually three dimensions.

Spanish with Celia Battle

Introduction to Spanish students have been assessed to determine retention of material already learned. They have learned about infinitives, likes and dislikes, time, calendar skills, seasons and weather conditions. Destinos 2 students have been tested on the summer packet as well as the episodes studied last year. They are learning about Spanish countries in Central America and the Caribbean and have begun the second year of Destinos episodes. Intermediate students have been tested on readings, grammar and vocabulary from the summer workbook. They have begun to write stories in small groups and present them orally in class and have begun to study the subjunctive tense. Advanced students have discussed the summer reading and/or workbook and have been tested for retention of grammar and vocabulary from last year. They are reading short stories and studying Spanish refrains as well as having class discussions of various topics to assess their oral communication skills. The primary goal of all Spanish classes is to use and own the Spanish language. Spanish will be the only language spoken in the Intermediate and Advanced classes.

Physical Education with Krista Moll

I've been very pleased with the energy and motivation students bring to each class. In Module One, all classes did fitness testing. I evaluate the students' physical fitness by looking at their endurance, strength, balance, flexibility, agility, and other fitness components. More specifically, they have completed the President's Challenge involving V-sit reach, shuttle run, 1 mile run, curl-ups, and push-ups. If you would like to learn more about the President's Challenge, you can go to www.presidentschallenge.org.

Music with Daniel Raimi

Upper school students are divided into two sections, and each section has had a different focus in the first weeks.

7th–9th grade students have only had two class sessions, and the first was devoted to discussing what we all wanted to get out of the class. The two main things that students are excited about are learning how to read music, and applying that knowledge to using the software program Garage Band, installed on all the Macs in the music room. In the next few weeks, we'll focus on becoming strong readers of traditional music notation, and we'll then apply that to the computers, creating our own simple songs on Garage Band. After that, we'll take things in a more individualized direction, with each student being able to create his or her own pieces of music.

Essential to the process of writing music is understanding how some have done it in the past, so we took a close look at the Bob Dylan song "Blowing in the Wind." We spent almost an entire class period on discussing the themes, metaphors, history, and imagery of the song. Each student had their own interpretation, and I was very happy to see how eagerly everyone engaged in the discussion. The most interesting question is at the heart of the song, centered around "the wind." What is the wind? Two very nuanced interpretations came out of our class session. First was the thought that the wind was a "wind of change," and that Dylan was hopeful about the changing times. A second thought was that the songwriter had a more pessimistic outlook, and that perhaps the wind was a "nuclear wind," where very little would change for the better. We used our understanding of the song to write a couple new verses to the song, with topics ranging from smells emanating from Camelot's downstairs bathroom, to relationships, to God. It was an excellent first couple of weeks.

In 10th–12th grades, students have gotten off to a quick start with reading and applying musical notation to Garage Band. We first broke down a series of complex rhythms, which students performed vocally. Second, we wrote simple melodies and entered them into the computers for Garage Band to play back to us. This week, I gave the students a series of short musical phrases to enter into the computer, which was very successful. Once we got that accomplished, the task turned to manipulating the software instruments on the computer, so that our melodies could be played by piano, synthesizer, orchestral strings, or tuba. This was a lot of fun, and soon we'll begin the process of writing our own pieces, recording them, and hopefully posting them online for all to hear!

Drama with Roni Peterson

Upper School students were asked to have a folder for handouts they will receive throughout the year. They have already been given a few that will be helpful to refer to as we do more advanced acting skills. The Art of Pantomime was introduced and situations were given to the students to act out. Improvisational work was also covered and will continue during Module 2, as well as the introduction of the use of props.

Music Performance with Glenn Mehrbach

Although we just had our first Music Performance class, lots has been going on in preparation. School-wide auditions were held, class make-up and meeting times were debated, and we've decided to create two groups again, each with a different focus and style.

What we called the "A Band" last year will meet on Monday, Wednesday and Friday before Morning Meeting, and will have more of a traditional band structure. Class members are Olivia Arges (vocals), Viola Samadi (vocals), Grace Kirkpatrick, who will be joining us in January after her semester in New York (vocals), Lennon Klinger-Mehrbach (guitar and vocals), Sarah Chetty (keyboards), Josh Stallings (keyboards and vocals), and Elisabeth Parker (drums and percussion). At our first session on Wednesday we had a successful try at the old standard "Fever," trading solos, vocal parts and drum styles throughout, and really making the song our own. I really like the mix of people in the group, and the way they sound together.

What we called the "B Band" last year will begin sessions on Tuesday, September 29, most likely meeting on Tuesday and Thursday before Morning Meeting. This class looks to be heavily vocals-based, which opens up a lot of possibilities for repertoire and style. The group make-up lends itself to styles like doo-wop and Motown, as well as reworking songs by harmony groups like the Beach Boys, the Jackson 5, the Beatles, Queen, and looking at more contemporary groups like Take 6 and 'N Sync. I am very excited about the possibilities, and eager to get started. After having heard the students sing at the auditions, I am confident that they will sound great together. Class members at this time are Kriea Giffin-Dean (vocals), Sophie Reiter (vocals), Lance Wilkes (vocals), Brianna Oleson (vocals and piano), Rachel Roush (vocals and piano) and Alec Porter (guitar).

Overall emphasis for both classes will be similar. This year I will have a threefold approach. First, repertoire, in which we will learn songs from a wide variety of popular music styles, from the 1930's up to today. Second, improvisation, where we will use jazz standards and other appropriate music to improve our creativity and spontaneity. And third, composition, where I will ask each of the students to contribute to writing songs for the class, whether it be music, lyrics or arrangement ideas. Within the context of all these pursuits, valuable lessons will be learned about harmony, music theory and song structure.

2008-09 Module 7

English with Jill Sugg

Seventh graders read "Romeo and Juliet." They saw the classic film version and took a 50 question test including quote identifications. They read parts aloud and did a fantastic job. I was very impressed since this was their first experience with Shakespeare.

English 8/9 read Danny Santiago's Famous All Over Town, a popular 1983 coming of age story set in the Los Angeles barrio. They saw the film version of a true story in "Stand and Deliver", an inspirational account of real barrio students who were falsely accused of cheating on the Advanced Placement Calculus Test.

English 8/9 Advanced and English 10,11,12 read The Talented Mr. Ripley, Patricia Highsmith's psychological thriller about a young man with no solid sense of self who becomes obsessed with a rich boy whom he kills and impersonates. They loved the plot twists and character analysis, as well as the film starring Matt Damon, Jude Law, and Gwyneth Paltrow.

Advanced Placement Composition did a unit on Division and Classification. They wrote an essay categorizing types of any given broader classification. They continue to work on multiple choice in preparation for the big test in May.

Math with Annie Tally

With mid-semester fast approaching, many of the math students are working with great focus to complete their pace requirements. Laura, the new math assistant, is keeping an eye on those pace calendars and lending assistance to those who need extra help during several class periods each week. Several students are also taking advantage of the extra math study halls.

Science with Lori Hilliard

Chemistry: The Chemistry I class has completed an intensive lab unit. Students have completed labs on spectroscopy, stoichiometrical calculations, rate of reaction and many more topics to reinforce concepts covered in the first semester.

Human Biology: This class has completed their study of the brain and nervous system. Students enjoyed learning about the brain through the study of addiction.

Biology: The end of the microbiology unit was marked by the completion a lab practicum as well as a major theory exam. All students were successful and I am proud of their efforts.

Environmental Science: Soil study has been the focus of this class. Erosion and deposition were examined in great detail in the areas around the school.

Physical Science with Daniel Hill

After our study of acceleration, we took a break from mechanics to consider density. We'll return to mechanics and look next at the concept of force.

History with Matt Wilhelm

Civics: We have examined fiscal and monetary policy and its effect on the economy.

World History: We have been looking at the causes of the first World War, and the experiences that soldiers had during that war.

US History: We have been learning about the causes of the Great Depression as well as its impact, and government's response to that crisis.

AP Government: We have been completing our discussions of precedent-setting Supreme Court decisions.

Current Events: We have continued our discussions of economics, through the lens of the current economic crisis.

Spanish with Celia Battle

Spanish I—The students continued their study of "Destinos." They have followed the main character as she travels from Mexico to Spain and Argentina in search of clues to help her solve the mystery. The students have learned the vocabulary and plot in Episodes 12 - 15 and are able to talk about the characters and the story line in Spanish.

Spanish II—The students have finished reading the short novel "El viaje de su vida" and have presented creative projects in class summarizing the story. They have also learned accent rules and the use of the regular preterite tense.

Spanish III—The students have studied a chapter about healthy lifestyles and exercise. They have also learned to use formal and informal commands.

Spanish IV—The students continued to read short stories and poetry and to write short essays and creative stories. They have had animated conversations about their readings, writings and current events. The students have started to prepare for the SAT subject exam and have been reviewing vocabulary and grammar concepts.

Art with Heather Cramer

7th Grade: We are studying figure drawing, which will culminate in a self portrait. Having seen the 8th-12th grades go through this process first, they were eager to begin and are learning fast as they take turns modeling and drawing each other.

8th & 9th Grades: We began our "triptychs" project by looking at many different approaches - ancient, religious, and contemporary. Their challenge is to take the foam core triptych and create a design that will incorporate the two outer doors as an "invitation" to open and reveal the story or statement images inside. Each must relate to the other. The ideas are flying fast and furious - including cut outs as "teasers." We took a trip to the Scrap Exchange to find bits of "junque" that can be glued on the outer doors and spray painted to create a 3D or relief effect. Please help your student explore those "what-not" drawers in your house with potential art objects.

10th–12th Grades: These students asked to paint on canvas, so we stretched some on panels, primed them, and will be painting a composition I am calling "Dancing Bottles." We looked at many still life paintings of overlapping bottles and shapes, and then used paper patterns of bottles to create overlapping design drawings. This was primarily to loosen them up and to see the beauty of abstract shapes, but some wonderful drawings emerged from this exercise. We will draw from an actual still life of bottles and then translate this to our canvas paintings which will also bring some new experiences in paint use and techniques. Perhaps they will even see them "dance!"

Physical Education with Krista Moll

We have started one of my favorite sports to teach, basketball! Some of the fundamentals we've been going over include:

• passing (chest pass, overhead pass, bounce pass)
• dribbling (left hand, right hand, stutter, cross-over)
• shooting (free throws, jump shots, lay-ups)
• defense (zone and man-to-man)

I've been impressed with our students' dedication. It appears we have a lot of students who enjoy playing basketball. I hope to bring another basketball goal to campus sometime soon, but meanwhile, I have been taking them to Lyon Park for the unit.

Music Performance with Glenn Mehrbach

"A for Awesome" CLASS
We continued working on "Clocks" by Coldplay, refining the vocal harmonies and drum parts, in particular. We also started working on "Foreplay/Long Time" by Boston, which features Sarah Chetty on the complex organ solo at the beginning, and Lennon Klinger-Mehrbach on the guitar solos in the body of the song. Both are learning and performing their parts with increased skill. In the pipeline as well are Elton John's "Burn Down The Mission," which will feature Aaron Daniels-Freeman on piano, and REM's "Stand," with Rita Glynn playing the drums. My goal is to have some music to showcase each member of the band by the Evening of the Arts, which is now only 7 weeks away. I am very pleased with the concentrated work that the whole class is doing, and look forward to sharing the fruits of our labors.

"B for Best" CLASS
We continued working on "Twist and Shout" and "I Want You Back," which turned out to be more difficult than students imagined. To get the right accents and style on "Twist and Shout," as well as the unusual ending, was difficult but rewarding. Finding the right balance for "I Want You Back," with it's complex vocal harmonies, syncopated bass, piano riffs, and varied drum and guitar patterns, was also challenging. But we are really getting the hang of it now. We just started "Pinball Wizard," which is based on the Elton John version of the song by "The Who." I hope to have Brian Powell play acoustic guitar on this one, Grace Kirkpatrick on synthesizer, and Elaine Parker on drums and vocals. It looks to be a promising stretch for everyone. Also in the pipeline are "The Devil Went Down to Georgia," which will feature Grace on some flaming hot country fiddle, and "Grade 9" by the Barenaked Ladies, which should be a lot of fun, with lots of shared vocals and a bridge section that steals from the "Linus and Lucy" theme. Please make sure that the students bring their binders to every class, and take some time to practice their parts at home. If we are to accomplish everything I want to before the Evening of the Arts, it will take a little extra concentration for the next few weeks.

Dramatic Arts with Roni Peterson

7th Grade: We went over some original plays and discussed them. We also watched an "I Love Lucy" episode with Harpo Marx that had them doing a Mirror Exercise. We then practiced this exercise which helps an actor connect with another actor. We have been getting back to basic acting using improvisational exercises. The students were asked to write an original commercial and then perform it. This module we will begin to work on an original play written by Mr. Scott.

8th Grade: The students were asked to write an original commercial and then perform it. We worked on improvisational exercises getting back to acting basics. We will be doing short scenes in this module. We will also work on the class play utilizing the acting skills that they are learning.

9th through 12th Grades: The students were asked to write original commercials and then to perform them. We have been working with improvisational exercises and getting back to the basics of acting. During this module we will continue to work on acting skills.

Guidance Update with Thelma Glynn

The last few weeks have been especially active ones. In Morning Meeting I have shared information about numerous summer programs available both near and far. We have discussed at length the value of exploring interests and college campuses that these programs provide. Information about these activities are posted on the bulletin board at the top of the stairs as well as on the board just outside Ms. Wendy's office. The juniors have come front and center - they have registered to take the SAT, ACT and SAT Subject Area Tests this spring. In addition, the juniors and their parents met with me one evening to examine the process of the next 15 months - between here and the graduation of the Class of '10! Both the students and their parents have autobiographical homework that they will complete to aid the college process.

On March 4th the 10th–12th graders who were not on the New York trip traveled with me to Guilford College. We enjoyed an information session and tour and then shared our thoughts and reflections at lunch. Students who traveled to New York enjoyed the tour and information session at New York University.

Meanwhile, the Class of '09 has been collecting college acceptances and their parents have been comparing financial aid offers. It is an exciting and grueling time to be a senior with Decision Day (May 1) quickly approaching.

2008-09 Module 6

English with Jill Sugg

Seventh graders read Tennessee Williams' classic play "The Glass Menagerie" and wrote an essay on symbolism; they also viewed the film starring John Malkovich and Joanne Woodward. Ask them about the unicorn!

English 8/9 Advanced read Shakespeare's "Hamlet," took an intense four page test, learned the first five lines of the "To be or not to be" soliloquy, and saw the film in chunks starring Mel Gibson and Glenn Close. Ask them about Yorick!

English 8/9 and English 10,11,12 read Shakespeare's "Much Ado about Nothing," took a comprehensive test, and saw the film starring Kenneth Branagh and Denzel Washington. Ask them about Dogberry!

Advanced Placement Composition studied the rhetorical mode of process. We read several examples, each student wrote an essay, and then everyone gave a how-to speech with props. Ask them about getting to be the people who had fun for once instead of reading until their heads exploded!

Math with Annie Tally

Students have made great progress in meeting their math requirements. They worked with the new math assistant, Laura Nigro, to complete their math pacing calendars for the semester (ask your student about this). She or I will be checking the calendars each week, and those who could benefit from extra instruction will be invited to math study hall the following week (usually Tuesday, Wednesday, and/or Thursday) for extra help. Note that this is not a punitive measure and no negative consequence will result. We aim only to provide extra contact time to ensure that each student meets his/her goals for the semester. We are pleased to have Laura and Dan conducting those sessions and many students have already benefited from this addition to the math program. Laura is also often available during the school day as extra help during math periods. If any student or parent wishes to sign up for math study hall without having been assigned, s/he may contact Thelma and assignment will be made as space is available.

Science with Lori Hilliard

Chemistry: Stoichiometry was the focus of the last module. Students mastered the exam and several labs designed to reinforce stoichiometric calculations.

Human Biology: The muscular system has been completed in this class. Students also met the challenge of weekly medical terminology exams, muscle ID quizzes as well as a major theory exam. I am very proud of their efforts.

Biology: The completion of a unit on evolution as the unifying theme in biological studies followed our study of genetics. Students have also begun to master microbiology and laboratory techniques involved in the study of microorganisms.

Environmental Science: The classification of rocks and minerals has been the focus of this module. Students recently completed a two-week, hands-on lab identifying rocks, minerals and major theories.

Physical Science with Daniel Hill

Module 6 saw a short interlude on the Scientific Method and some practice writing Laboratory Reports while several of the students were in Costa Rica. After their return, we resumed our look at the next logical concept after velocity: acceleration. Soon we will be talking about momentum and force.

History with Matt Wilhelm

Civics: Students examined how local and state government work and began an in-depth examination of economic policy.

World History: The class has been looking at industrialism, colonialism, and nationalism, and how the three fit together.

US History: World War I, the military-industrial complex, and the advent of consumerism during the 1920s have all been covered during this module.

AP Government: Students have dissected significant Supreme Court decisions.

Current Events: Our young scholars have learned about the economic crisis in preparation for a unit on economics.

Spanish with Celia Battle

Celia was on leave this module due to a family emergency.

Art with Heather Cramer

Most students have finished their self portraits. The work that has been created is quite astounding ... please take time to enjoy the exhibit in the hallway. We have also talked about giving each other "positive response" to our art, rather than being critical of an effort which is a personal statement. It is a delight to see the individual styles and expressions that are coming forth.

7th grade finished their illuminated letters that together create the word "RESPECT." These are now hanging from the beam above us in the meeting hall. Wonderful work and much appreciated by all.

Physical Education with Krista Moll

We have just finished our badminton unit with Upper School. It was a little difficult at times because of the wind, but the students definitely adapted well and did the best they could. I was very pleased with their flexibility, patience, and progress.

Music Performance with Glenn Mehrbach

"A for Awesome" CLASS
After putting aside our other music to prepare for the Northgate Christmas performance, it was good to be able to spend some time working up new material, without the immediate deadline. With that in mind, we began working on something old and something new. Something old was a very simple arrangement of "Fever," which tested the students' improvisation skills, and forced everyone to think about texture, musical build, and how to make something special out of a very repetitive piece of music. It was a good exercise, which we will continue through the rest of the year. We also started working on "Clocks," by Coldplay. This is also a very texture-oriented song, with simple parts, and a repetitive arrangement. It is really teaching us the beauty of simplicity in some types of music, and forcing us to listen to each other, and to consider how each part fits into the whole. Lennon is the lead singer on this song, with Rita backing him up with harmonies, and singing the bridge.

The other event in this module for the "A" class was to go into a professional studio and record tracks for a demo. It was a very enlightening experience for all, I think. We recorded 3 songs, "Carry On My Wayward Son," "Moondance" and "All My Love." With the help of our wonderful engineer, Jason Merritt, we were able to create rough mixes of all the songs, as well as save the individual tracks for each song. We overdubbed vocal harmonies, did multiple versions of certain solos, played one song to a click track, and learned how to play together when in very separate physical spaces, connected only by the sound in the headphones. With the tracks that Jason created for us, each student, with the help of GarageBand or some other audio editing application, can work on their own mix of what we recorded, seeing the nuts and bolts of multitrack recording. Each student received a CD to keep, with the rough mixes as well as the individual tracks.

"B for Best" CLASS
After putting aside our other music to prepare for the Northgate Christmas performance, it was good to be able to spend some time working up new material, without the immediate deadline. Before long, we were able to play "Rock Lobster" through from start to finish, and begin work on the Jackson 5 song "I Want You Back." Although this seems like a nice, bouncy little pop song, it is actually fairly complex musically, and it took us a while to get it into our bones. While most of the class were away on the Costa Rica trip. I was able to work with Amy and Kriea and the complex vocal parts, which include harmonies and some counterpoint. This made things much easier when the rest of the class returned. We will continue to work on this piece, which also has some rhythmically difficult "R&B" violin parts for Grace, in the next module. We will also give "Tulsa Time," by Eric Clapton, a try, which will showcase Max on piano. We will also return to "Twist and Shout," and work more in group improvisational skills.

Dramatic Arts with Roni Peterson

7th grade: This module we have worked on improvisational exercises. They are going to be working on a class play that was written by Scott. They auditioned in class for the parts that they wanted to play and their performances were voted on in secret. They were also given an assignment to pick a product and write and perform and original commercial.

8th Grade: During Module 6 the students were given lyrics to classical rock and roll songs of the 60's and 70's. They were asked to interpret said lyrics with performance. I was extremely impressed with their interpretations. They were then asked to choose a song of their own to perform again, in "Spoken Word." They did not sing the lyrics.

They were then given the assignment for creating a commercial to sell a product of their choice. It could be a parody of an existing commercial, or original.

During Module 7, we will be working on "Top Secret," the class play. I will be asking that each student start to memorize their parts in the coming weeks, so that by 2nd week of March they will be ready to perform the play off script.

9th through 12th Grades: During Module 6 the students were given lyrics to classical rock and roll songs of the 60's and 70's. They were asked to interpret said lyrics with performance. I was extremely impressed with their interpretations. They were then asked to choose a song of their own to perform again, in "Spoken Word." They did not sing the lyrics.

They were then given the assignment for creating a commercial to sell a product of their choice. It could be a parody of an existing commercial, or original.

I had asked a friend of mine, who is a playwright, to write some age appropriate plays for my students. We COLD read the plays having students in each class read various parts. We then held an open forum to discuss the plays. It was very interesting to hear the various comments from each grade.

2008-09 Module 5

Math with Annie Tally

The math students have been busy studying and testing in order to meet their semester goals. It's been pleasing to see that many of the more experienced students have been graciously assisting those in lower level courses with their questions.

Science with Lori Hilliard

Chemistry: The students have successfully completed writing, balancing and identifying five types of chemical equations in this module. I am very proud of their cooperative group work ethic.

Human Biology: The skeletal system has been the focus of this module for the students in this class. They have all completed two oral examinations on the skeleton and I am pleased with their hard work and determination.

Biology: The completion of the genetics unit has brought our semester to an interesting close. Bioethics and genomics have produced many thoughtful debates and discussions.

Environmental Science: This class has been looking at the impact of environmental disasters on human health. We have examined the roles of organizations such as FEMA, CDC, WHO as well as local agencies in response to disaster.

Physical Science with Daniel Hill

In Physical Science we have finished up our discussion of speed and velocity (and the important difference between the two) and reviewed all the general techniques and skills that we covered during the semester. Next semester we will begin by looking at acceleration, which will lead us to an examination of force and mass and all manner of other basic mechanical topics.

English with Jill Sugg

English 7 and English 8/9 read the classic novel A Separate Peace by John Knowles.This is a timeless book and kids still love Finny.

Advanced 8/9 finished Cormac McCarthy's The Road and most of them said it was one of the best books they had ever read. They joined AP Composition and English 10,11,12 in reading selected nonfiction humor by Dave Barry and local favorite David Sedaris. Laughter is good for everybody.

English 10,11,12 also did a mini-unit on Ray Bradbury's short fiction.

AP Composition's syllabus has been approved by The College Board. We had mini-writing conferences at Barnes and Noble, as students continue to prepare for the May exam. Most recently they wrote Cause and Effect essays and they will soon be giving "How-to" speeches as we delve into writing about process.

History with Matt Wilhelm

Civics: Students have been examining the civil liberties Americans are provided by the Bill of Rights, and the judicial processes used to protect these rights.

World History: Students learned about the Renaissance, the Protestant Reformation, and the Enlightenment. We also compared and contrasted the American and French revolutions.

US History: We have examined the rise of America as a global power during late 19th century, the development of big business in the United States, and the reforms of the Progressive Era.

AP Government: Students completed their unit on institutions of American government, and examined civil liberties issues relating to the detention of terrorism suspects.

Current Events: Students learned about the tensions between the United States and Iran and evaluated American perceptions of Iranian culture. Additionally, students examined the role of race in American society.

Spanish with Celia Battle

Celia taught classes up until the Winter Break. Due to a family emergency she was not able to provide a write up of the class activities.

Art with Heather Cramer

7th Grade is working on a special project for Camelot. Each student is creating an illuminated letter to form the word "RESPECT" to go in the Big Hall. These are almost completed and the frames are waiting. Look up when you enter the hall!

Upper School students have been learning to draw the human figure ... taking turns modeling. We have learned how to find the proportions and basic shapes of the figure, and then fill it out with details and features. Our final project is now well underway. Each student posed for a photo which they are using for reference for a self portrait drawing/painting ... placing themselves in an imaginary scene and story. We used light tables to get basic position and shapes from the photos, and they are adding to and changing these to fit their story. Quite amazing to see what is developing! Watch for the exhibit!

Physical Education with Krista Moll

Upper School students began Module 5 with a handball unit, learning the history, rules, and strategy of the game. Midway through the unit, however, we began our semester fitness testing and finished just before winter break. The test results show that most students have improved their fitness since the beginning of the year. I am very excited to see this progress and I hope it continues throughout the rest of the year!

Also, if you could remind your child/children to wear tennis shoes/sneakers the days they have PE, it would help tremendously. Those without proper footwear increase the risk of injury.

Music Performance with Glenn Mehrbach

Because of preparations for the performance at Northgate Mall, we put aside the long range songs we had been working on and put all of our concentration on holiday music. Between sickness, absences due to family matters, doctors' appointments and other unavoidable problems, the fact that we did as well as we did in our Northgate performance is a testament to the hard work and concentration on the members of both bands. I was very proud of them. After the holidays we resumed work where we had left off, and more new songs are on their way.

"A for Awesome" CLASS
Out of all the holiday song arrangements, I felt especially good about "God Rest Ye Merry, Gentlemen," which Sarah brought to our attention, and I arranged for the whole band. It was a very different style for us, with lots of dynamic changes and unusual rhythmic elements, but everyone took to it extremely well. I tried to give everyone a chance to shine in our performance. Lennon did his best "Chuck Berry" imitation on "Run Rudolph Run," Sarah ran up and down the keys on "God Rest Ye Merry, Gentlemen," Edwin and Rita traded lines on "Baby, It's Cold Outside," Josh and Sarah clogged to "Sleigh Ride." David and Aaron played well throughout, and everyone got another chance to improvise on "Moondance." Currently, we just completed a 'first draft' of "Carry On My Wayward Son," and ventured back into the jazz idiom with Peggy Lee's "Fever."

"B for Best" CLASS
This class had a lot of fun putting together their holiday songs, and I think it showed in the performances. Brian has become quite adept at the keyboard bass, and really drove the rhythm on "Feliz Navidad" and "White Christmas." Amy and Kriea worked out their harmonies in a very short amount of time, and really brought a lot of life to "Jingle Bell Rock" and "White Christmas." Alec learned the classic intro to "Jingle Bell Rock," and kept a solid rhythm on the other songs as well. Elaine gets better and better at laying down a steady rhythm for the band, all the while adding interesting dynamics and fills. Although Grace wasn't able to play in the performance, she really brought a lot of vitality to her vocal parts in rehearsal. As with the "A" band, we just completed a full run-through of "Rock Lobster," and will begin work on the Jackson 5's "I Want You Back" on Friday. I am trying to get the students to feel more comfortable with improvisation, but for most of them it's a bit like pulling teeth! Once they get over their self-consciousness, as the vocalists did in the spoken parts of "Rock Lobster," then the ideas and melodies really begin to flow. Thanks to those who gave it a try. I hope to have everyone more involved by the end of the year.

Dramatic Arts with Roni PetersonM

I am very excited about the continued progress of our Upper School actors and actresses! In all classes, improvisational exercises were met with enthusiasm, creative thought, and much improved acting abilities. Scene study was covered, and a play in the 8th grade is being worked on.

Guidance Update with Thelma Glynn

January 1st and 15th were major due dates for college applications! The seniors put in some long hours and as a result they turned in some very strong work. Now the waiting begins. Our college trip to Guilford and Elon has been postponed due to the weather. We'll reschedule soon.