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International Baccalaureate Courses

College & Career Planning

COLLEGE PREPARATORY (CP) courses are designed to prepare students for the rigors of college courses. Students in college preparatory classes are open-minded and seek to develop the skills necessary to analyze and synthesize information. Students will be provided with scaffolded opportunities to solidify their time management, note-taking, and study skills. Courses are designed to build a solid foundation in a particular content area. Opportunities for enrichment will be available.

ADVANCED (A) courses are recommended for students who have demonstrated exceptional academic achievement through a combination of ability and motivation. The Advanced level assumes that students are independent learners who can work with limited teacher support. Students are advanced and enthusiastic readers who can make inferences, draw connections, and comprehend texts with sophisticated themes and vocabulary at a fairly fast pace. These courses contain considerable enrichment and acceleration. Instruction will assume that students are able to grasp concepts on initial presentation. There will be little practice or repetition within the classroom. Students are expected to be able to organize their time, to plan long-term assignments, and to seek help when necessary, all on their own initiative. Advanced course enrollment requires teacher recommendation.

INTERNATIONAL BACCALAUREATE

It is essential for any pre-university education to equip students with the depth of discipline-specific knowledge and skills that they will need for their chosen academic and career paths. However, this must be balanced with the breadth needed to develop well-rounded students who can draw connections between different disciplines. As such, the philosophy of the IB Diploma Programme is that students should engage with a range of subjects while being able to explore specific areas of personal interest in greater depth.

• IB STANDARD LEVEL (SL) courses are rigorous core content based classes that focus on the “what” beyond concepts and theories.

• IB HIGHER LEVEL (HL) courses tend to delve deeper into the concepts that SL subjects cover focusing not only on the “what” but also the “how” and “why”. The core content is the same as the SL course in the same discipline, however, additional topics are covered.

Students in grades 6 and 7 participate in a year-long quarterly arts rotation that includes:

• Art Exploration: The foundation of the middle school visual arts curriculum is based on the exploration of technical and observational techniques in painting, drawing, printmaking, sculpture, and a diverse collection of other art mediums. Students will be challenged to problem solve, think creatively, and express themselves through innovative class projects as they explore art.

• Length: Semester

• Credit: .5 (upper school), no credit for grade 8

• Prerequisite for any higher level visual arts course

Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in drawing, painting, printmaking, collage, and/or design. Students practice, sketch, and manipulate the structural elements of art (Elements and Principles of Art) to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers.

• Length: Semester

• Credit: .5 (upper school), no credit for grade 8

• Prerequisite for any higher level visual arts course

Students will experiment with the media and techniques used to create a variety of two-dimensional (2-D)artworks through   the development of skills in drawing. Students practice, sketch, and manipulate the structural elements of art to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers.

• Length: Semester

• Credit: .5

• Prerequisite: Foundations of Art & Design, Drawing

In Painting the student will develop skills and techniques in watercolor, acrylic paint, and mixed media. Activities will focus on two and three-dimensional painting skills and techniques, color theory and composition. This class will involve artist-based research and projects completed inside of class. During the critique process, students will evaluate and respond to their own work and that of their peers. Students will deepen their understanding of creative techniques in painting and imaginative design.

• Length: Semester

• Credit: .5

• Prerequisite: Foundations of Art & Design, Drawing

Students are exposed to a variety of artists who will inspire their work in sculpture, drawing, painting, printmaking, collage, and design. Students will practice, sketch, and manipulate the structural elements of art and principles of design to improve skills through observation, research, and/or imagination. During the critique process, students will evaluate and respond to their own work and that of their peers. Students will deepen their understanding of creative techniques in mixed media and imaginative design.

• Length: Semester

• Credit: .5

• Prerequisite: Foundations of Art & Design, Drawing, Painting

Ceramics is a comprehensive course designed to provide students with a strong foundation in the use of clay as an art medium. Many different techniques of clay modeling and decoration will be introduced through a series of challenging projects. In Ceramics, students become familiar with the possibilities and properties of clay, using their knowledge to arrive at individual and creative solutions to various prompts. Class critiques as well as the study of past and contemporary ceramics artists and trends are important elements of this course.

• Length: Semester

• Credit: .5

• Prerequisite: Foundations of Art & Design, Drawing, Painting

Students will learn art theory concepts to include the elements of art, principles of design, composition, and color theory through the application of Procreate. Students will learn to create digital illustrations and digital paintings, and to use typography through the creation of original works. Additional concepts may include photographic manipulation, graphic design theories, basic animation, and file management.

• Length: Semester

• Credit: .5

• Prerequisite: Foundations of Art & Design, Drawing, Painting AND Ceramics OR mixed Media, plus permission from the instructor.

This course will explore art making techniques in various mediums and incorporate experimental and lesser known techniques to explore the creative process. Maker’s Studio is aimed at emphasizing the process over the product as we explore art that ranges from fusing & stained glass to felting to sculpture to painting. There will be multiple projects as individuals and as groups to investigate and push these techniques. The overall goal being to expand one’s conceptual art base and visual and critical thinking skills.

• Length: Semester

• Credit: .5

• Prerequisite: Foundations of Art & Design, Drawing, Painting

This course introduces students to the art of photography, providing a well-rounded foundation in digital photography. Students will develop skills in several areas, including composition, the exposure triangle (ISO, shutter speed, and aperture), the operating modes of a DSLR (digital camera), and photo editing using Adobe Photoshop. Students will receive instruction and demonstration, and will be presented examples of desired outcomes throughout the course. Many assignments will be hands-on experience outside of the classroom. Students will present and discuss their work to help their perspective on what makes a successful photograph. They will study the work of past and current photographers to gain an understanding of what has been done and what the possibilities are. 

• Length: Semester

• Credit: .5

• Prerequisite: Foundations of Art & Design, Drawing,  plus permission from the instructor.

This course explores the intersection of craftsmanship, sustainability, and design through traditional and modern woodworking practices.Students will learn to create both functional and sculptural wooden pieces—ranging from hand-carved spoons and chairs to turned objects and contemporary designs—while developing an understanding of wood as a renewable natural resource. Emphasis is placed on understanding wood as a living, renewable resource and examining the environmental and ethical dimensions of forestry and material use. Coursework integrates research on sustainable forestry practices, responsible sourcing, and lifecycle design with studio-based problem solving and craftsmanship with a blend of classroom/studio time between Long Trail School and the Merck Forest and Farmland Center.

Through hands-on projects, students will gain experience in techniques such as carving, joinery, and lathe turning, as well as surface treatments like shou sugi ban (Japanese wood charring). Discussions and research will connect woodworking traditions to modern sustainable design thinking. By the end of the course, students will have a portfolio of unique wood projects and a deeper appreciation of how art, ecology, and craft can coexist as well as an understanding of basic woodworking tools and safety.

• Length: Semester

• Credit: .5

• Prerequisite: Foundations of Art & Design, Drawing, Painting AND Ceramics OR mixed Media, plus permission from the instructor.

This introductory course will present the basic principles of shooting and editing digital video with the use of Adobe’s CC Premiere video editing software and Nikon DSLRs (digital cameras). Projects such as commercials, documentary shorts, and class group projects will be used to educate students in shooting and editing digital video to include audio editing, color correction, lighting, and the use of a green screen. Through the use of group critiques, students will learn how to analyze and describe their work and the work of their peers.

• Length: Semester

• Credit: .5

• Prerequisite: Foundations of Art and Design, Drawing or Painting, AND Mask Making/Sculpture, Ceramics, or Mixed Media and Design

This two-year course is for students who have a solid foundation in studio and art history classes and are willing to challenge themselves to create highly refined art with a global perspective. Course components are studio artwork and senior exhibition, process/planning/experimentation, and a comparative study. Students will explore art from a

variety of cultures and time periods. As they progress in the course, students develop an overarching theme for their portfolios as they explore 2- and 3-dimensional media. Students investigate, plan, experiment, and reflect on their work in a visual art journal. They document their process and planning for each piece, and research art and artists who have inspired them. This leads to an in-depth comparative study of two to three works of art by artists of the student’s choosing. This course culminates in a senior show at a public gallery where students discuss and present their work. IB Visual Arts requires students to be self-directed, interested, and highly motivated to take their artwork to a higher level as they create a strong portfolio.

Level Distinctions:

Standard Level (SL)

• • Comparative Study
  • Process Portfolio
  • Exhibition (4-7 artworks)

Higher Level (HL)

• • Comparative Study
  • Process Portfolio
  • Exhibition (8-11 artworks)

Students in grades 6 and 7 participate in a year-long quarterly arts rotation that includes:

• Theater Exploration: Theater Exploration is designed as a student’s introduction to drama as performance. It accommodates students who have no experience as well as those who previously have been involved in theater. Students use various creative drama techniques to build confidence and trust, and to stimulate imagination, movement, and role-play. Through theater games and activities, students learn to lose inhibitions and gain trust in themselves as well as others in their groups. Students exhibit and reinforce their skills through individual and group presentations, performances, movement and voice, and character building. At the end of the course, students perform a collection of scenes and monologues.

• Length: Semester

• Credit: .5 (upper school), no credit for grade 8

• Prerequisite for any higher level theater course

A practical performance workshop focused on building versatile skills for auditions, shows, speeches, and confidence in front of an audience. Students will work on short scenes, monologues, and partner pieces with frequent coaching and multiple low-pressure performances throughout the semester. Emphasis is on presence, listening, clear choices, timing, and responding to direction.

End-of-semester outcome: a polished showcase (scenes/monologues) or an “audition package” (live or recorded) depending on student interest and scheduling.

• Length: Semester

• Credit: .5 

A creative writing course for theatre, centered on generating and performing original sketch comedy. Students will pitch ideas, draft scripts, revise through table reads, rehearse quickly, and perform often. The focus is storytelling through comedy: structure, escalation, character “games,” editing, and ensemble performance. This course functions as our playwriting offering, geared toward writing for performance rather than long-form plays.

End-of-semester outcome: a sketch revue featuring student-written and student-performed pieces.

• Length: Semester

• Credit: .5

A performance course in physical storytelling, including safe, choreographed stage combat fundamentals and movement-based acting. Students will learn safety and consent practices, partner work, spacing, rhythm, reactions, and choreography, then apply these skills in staged sequences and short scenes. The course emphasizes discipline, physical awareness, and storytelling clarity.

End-of-semester outcome: a staged combat and movement showcase (short sequences and scenes).

• Length: Semester

• Credit: .5

A fast-paced, team-based improv course using the Theatresports approach (Keith Johnstone). Students develop strong ensemble habits and learn how to build scenes, characters, and stories in the moment. Classwork includes improv games, short-form and narrative formats, status work, physical comedy, and performance etiquette. This course is designed to be welcoming for both experienced performers and students new to theatre.

End-of-semester outcome: a live Theatresports match for an audience (lunch crowd, peers, or evening showcase).

• Levels: Standard Level Higher Level

• Length: Semester

• Credit: .5

• Prerequisite: Acting, Stagecraft/Technical Theater

Theater is a practical subject that encourages discovery through experimentation, risk-taking, and the presentation of ideas. This two-year course is multifaceted and gives students the opportunity to actively engage in theater as creators, designers, directors and performers. It emphasizes working both individually and collaboratively as part of an ensemble. The teacher’s role is to create opportunities that allow students to explore, learn, discover and collaborate to become autonomous, informed and skilled theater-makers. Students learn to apply research and theory to inform and to contextualize their work. Through researching, creating, preparing, presenting, and critically reflecting on theater, they gain a richer understanding of themselves, their community and the world. Students experience the course from contrasting artistic and cultural perspectives. They learn about theater from around the world, the importance of making theater with integrity, and the impact that theater can have on the world. This course enables them to discover and engage with different forms of theater across time, place and culture, promoting international-mindedness and an appreciation of the diversity of theater.

Level Distinctions:

Standard Level (SL)

• • Director’s Notebook
  • Research Presentation
  • Collaborative Project

Higher Level (HL)

• • Director’s Notebook
  • Research Presentation
  • Collaborative Project
  • Solo Theater Piece

Students in grades 6 and 7 participate in a year-long quarterly arts rotation that includes:

• Music Exploration: This class is an introductory laboratory for exploring instrumental and vocal music of all kinds. Through routine listening and group analysis, students learn to discuss music in terms of the fundamental elements of melody, harmony, rhythm, tempo, and texture. Students learn basic music theory and notation. Through hands-on group lessons, students have the opportunity to learn the basic techniques and concepts for playing each type of instrument found in a rock/jazz combo, including drum set, hand percussion, bass, guitar, and keyboards.

Music Techniques classes are collaborative musical workshops where students learn how to perform, analyze, compose, arrange, and improvise in a variety of settings and configurations. The repertoire, selected by the teacher with student input, is learned by transcribing a popular recording, reading sheet music, or playing from “fake book” lead sheets. Emphasis is on creating compelling musical arrangements and performing them with a high level of musicianship. Topics include instrumental and vocal techniques, ear training, music notation, harmony, and embodied awareness.

• Length: Semester

• Credit: .5 (upper school), no credit for grade 8

The aim of this course is to work with students where they are, helping them to attain individual goals as singers and to become high-functioning members of an ensemble. Both ear training with interval recognition and sight reading methods will be taught. Working with a range of styles, musical periods, and difficulty levels, students will make meaningful music together, improve as individual singers, learn about how music works, and experience personal growth through the processes of rehearsal and public performance. Vocal Techniques students will  perform in concert each semester.

• Length: Two-Years
• Credit: 2

This two-year course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts. Students experience a holistic approach to learning with the roles of performer, creator and researcher afforded equal importance in all course components. This course seeks to be inclusive of students with wide-ranging personal and cultural musical backgrounds. In place of prescribed musical content, students and teachers have the agency to personalize unique approaches to musical forms, genres and pieces. The exploration of diverse musical material is focused through the lenses of four areas of inquiry:

• Music for sociocultural and political expression

• Music for listening and performance

• Music for dramatic impact, movement and entertainment

• Music technology in the digital age

Level Distinctions

Standard Level (SL)

• • Exploring Music in Context
  • Experimenting with Music
  • Presenting Music

Higher Level (HL)

• • Exploring Music in Context
  • Experimenting with Music
  • Presenting Music
  • The Contemporary Music-Maker

Students in grades 6 and 7 participate in a year-long quarterly arts rotation that includes:

• SEL Exploration: SEL Exploration focuses on developing students’ knowledge of their social and emotional well-being.  Students will practice listening and speaking skills, work on social/emotional problem solving, and spend time talking about time management and personal responsibility.  Students will also have the opportunity to build organizational, typing, and communication skills.

The Physical Education program encompasses individual and team sports, fitness, team building, traditional activities and non-traditional games. This course is designed to provide all students with opportunities for mental, physical and social growth through physical activities. Students are encouraged to develop fundamental movement skills, improve personal fitness, and gain knowledge of healthy lifestyles that fosters lifelong wellness. Active participation in these activities and games become a vehicle to teach students important life skills about teamwork, responsible competition, communication, cooperation, sportsmanship, and ethical behavior.

Theory of knowledge (TOK) is assessed through an exhibition and a 1,600 word essay.

TOK asks students to reflect on the nature of knowledge, and on how we know what we claim to know.

The extended essay provides:

• practical preparation for undergraduate research
• an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student’s six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

Through the research process for the extended essay, students develop skills in:

• formulating an appropriate research question

• engaging in a personal exploration of the topic

• communicating ideas

• developing an argument.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Creativity, Activity, Service (CAS) requires students to take part in a range of experiences and at least one project. These involve:

• real, purposeful activities, with significant outcomes
• personal challenge
• thoughtful consideration, such as planning, reviewing progress, reporting
• reflection on outcomes and personal learning.