This dance class is offered to students who are either new to dance or who have had a gap in their dance training. Students will actively engage in learning modern-based contemporary technique the first semester and ballet technique the second semester. Although the class is mostly movement based, students will learn some dance history in order to gain a deeper understanding of the events, challenges, and celebrations that helped shape the art form. Students will reflect on their learning and technical progress in the class. (Grades 7-12, HS students are permitted to take the class as a semester or a full-year class)

This full-year dance class is for students with some previous dance training. Students learn intermediate-beginning ballet technique, and, for the student who is ready, begin pointe work during the second semester. The emphasis of the class is to continue to learn and refine the student’s comprehension and application of ballet vocabulary and movement. Students focus on the study of body placement, correct alignment, developing musicality, and proper transfer of weight. Students begin to take responsibility for memorizing combinations quickly. The ballet history included in this course covers the 16th-17th centuries. Students will reflect on their learning and technical progress in the class. The dancers will have at least one performance opportunity, which will include the Spring Arts Festival Dance Concert. (Grades 7-12; prerequisite: Dance I and/or department approval)

This is a full-year beginning-intermediate ballet class. Students are introduced to new movement vocabulary, and work to increase physical strength, flexibility, and stamina. Due to the fast pace of the class and performance requirements, students are expected to retain corrections and choreography. The ballet history included in this course covers the Romantic era. Students will reflect on their learning and technical progress in the class. The dancers will have at least one performance opportunity, which will include the Curricular Spring Dance Concert. (Grades 7-12; prerequisites: Ballet Apprentices and/or department approval)

This is a full-year intermediate dance class. The class moves at a quicker pace and combinations become longer. The class works on movements such as double pirouettes and simple jumps embellished with beats. Pointe work becomes increasingly advanced and students are expected to wear their pointe shoes more often. Students will also learn the history of the Classical era in ballet. Due to the fast pace of the class and performance requirements, students are expected to retain corrections and choreography. Students will regularly complete self-assessments of their technical skills and prowess. The dancers will have at least one performance opportunity, which will include the Curricular Spring Dance Concert. (Grades 7-12; prerequisites: Coryphée and/or department approval)

This is a full-year advanced-intermediate dance class. This class moves at an accelerated pace as students incorporate and build upon skills learned in the previous levels, learn new and more challenging ballet vocabulary, develop their artistry, and dance en pointe more often. Due to the fast pace of the class and performance requirements, students are expected to retain corrections and choreography. The ballet history included in this course covers the Russian influence in the early 20th century. Students will regularly complete self-assessments of their technical skills and progress. The dancers will have at least one performance opportunity, which will include the Spring Arts Festival Dance Concert. (Grades 7-12; prerequisites: Corps de Ballet and/or department approval)

This is a full-year advanced dance class. Students learn new and challenging ballet vocabulary at an accelerated pace and dance en pointe every class. The dancers also have monthly assignments to discover current dancers, choreographers, and dance companies. Due to the fast pace of the class and performance requirements, students are expected to retain corrections and choreography. Students will regularly complete self-assessments of their technical skills and progress. The dancers will have at least one performance opportunity, which will include the Spring Arts Festival Dance Concert. (Grades 7-12; prerequisites: Ballet Soloists and/or department approval)

The objective of this full-year class is to teach our most advanced and serious dancers how to express their individual musicality and artistry. Throughout the year the students learn variations, short dances ranging from 1-3 minutes, from Classical era ballets such as Paquita, La Bayadère and Raymonda. Students are assessed by their performance of each variation. Students dance en pointe in every class. The dancers will have at least one performance opportunity, which will include the Spring Arts Festival Dance Concert. (Grades 8-12; prerequisites: Ballet Principals and/or department approval)

This course is offered to all students who have had beginning to intermediate dance training and emphasizes continuing to learn and refine comprehension and application of beginning/intermediate modern vocabulary and movement. Students focus on the study of body placement: correct alignment, developing musicality, and proper transfer of weight. Students begin to self-correct for retaining and memorizing combinations quickly. Students gain experience with improvisation, self-assess their technical skills and progress, and have one performance opportunity, which will include the Spring Arts Festival Curricular Dance Concert. (Grades 7-12; prerequisite: Dance I and/or department approval)

This class requires at least two current years of focused modern-based contemporary training. It allows students the opportunity to learn Lester Horton technique and understand its significant contribution to dance. Students learn to take responsibility for memorizing combinations quickly and accurately and are expected to attain a sufficient degree of mind-body awareness in order to self-correct during exercises. Throughout the year, students work to understand and control the turnout of their hips, placement and control of their arms, and the line of their bodies. Students will regularly assess their own skills and progress while continuing to work on improvisation and choreography. Dancers will have at least one performance opportunity, which will include the Spring Arts Festival Dance Concert. (Grades 7-12; prerequisites: Contemporary Trainees and/or department approval)

This intermediate class requires at least three current years of focused modern-based contemporary training. This class moves at an accelerated pace as students incorporate and build upon skills learned in the previous levels while learning new and more challenging modern-based contemporary vocabulary. Due to the fast pace of the class and performance requirements, students are expected to retain corrections and choreography. Students will regularly assess their own skills and progress while continuing to work on improvisation and choreography. Dancers will have at least one performance opportunity, which will include the Spring Arts Festival Dance Concert. (Grades 7-12; prerequisites: Contemporary Ensemble and/or department approval)

This advanced-intermediate dance class requires at least four years of focused modern-based contemporary training. Students learn new and challenging contemporary vocabulary at an accelerated pace with a focus on floorwork and partnering. Due to the fast pace of the class and performance requirements, students are expected to retain corrections and choreography. Students will regularly assess their own skills, improvise frequently, and continue to hone choreographic skills. Dancers will have at least one performance opportunity, which will include the Spring Arts Festival Dance Concert. (Grades 8-12; prerequisites: Contemporary Soloists and/or department approval)

This advanced class is the fourth level of the contemporary performance company curriculum and requires at least five years of focused modern-based contemporary training. The class progresses at an accelerated pace and is geared toward students who have the ability to both execute and appreciate varied choreographic styles and processes. Students are asked to use technical skills acquired in the previous levels in new and challenging ways in order to create their own authentic choreography. The class focuses on developing new vocabulary as well as expanding students’ understanding of contemporary dance history, including exposure to a wide variety of choreographers and their respective pieces. Due to the brisk pace of this class, success will be enhanced by students’ ability to receive feedback and remain open to the creative process. Dancers will have at least one opportunity to create group and solo works for others as well as themselves. (Grades 9-12; prerequisite: Contemporary Company Principals)

This course is designed for advanced contemporary dancers to continue to develop their choreography skills and to deepen their focus in specific areas that interest them after taking a year of Contemporary Choreographers' Lab. Students will continue to learn about the choreographic techniques and professional choreographers they began to study in Choreographers’ Lab. They will have the flexibility to select the activities and projects to create their own course curriculum focusing on their areas of interest such as pedagogy, dance on film, performance skills, creating longer productions, solo work, ensemble work, site-specific work, or whatever they might dream up. (Grades 10-12; prerequisite: Contemporary Choreographers’ Lab)

This college-level course continues the work begun in Music Theory with particular emphasis on the development of part-writing skills, harmonic analysis, and a comprehensive program of ear-training, sight-singing, and dictation. From a harpsichord to an iPad, students will use a variety of tools to prepare for the Advanced Placement exam while greatly improving their overall musicianship. (Grades 10-12; prerequisite: Music Theory I or departmental approval via placement test)

This course is designed for a variety of abilities. Within a repertoire suitable for developing voices, instruction is given in vocal techniques, musicianship, sight-reading, and performance practices. There are five main performances a year; two with the Middle School Choir, two that feature the High School Chorus, solo and small group acts from the ensemble, and our yearly performance at high school graduation. (Grades 9-12)

This course is designed for students, especially freshmen, who may be able to accommodate only one semester of choral singing into their schedules. Students in this class are full-fledged members of the High School Chorus and participate fully in performances and evaluations. If students are in the first semester Beginning Chorus, they are welcome to sing at graduation if they attend Morning Choir rehearsals. (Grades 9-12; one semester). This course is not UC-approved as a VPA.

This ensemble focuses on the performance and mastery of various styles of jazz such as swing, blues, bebop, funk, and Latin jazz. Improvisation, rhythm knowledge, note reading, ensemble skills, and jazz phrasing are emphasized as the group prepares for various performances, including various campus events and chapels and in both the Winter and Spring Evening of Jazz Concerts. (Grades 9-12; prerequisites: audition for rhythm section players, department recommendation for wind players)

The Jazz Combo is a course for rhythm section players that focuses on the development of improvisational skills and jazz composition. Students will learn jazz standards as well as compose their own original work for live performances throughout the year. Students in the class will also transcribe and analyze solos from jazz masters such as Miles Davis and Stan Getz. The group performs at various campus events and chapels and is featured in both the Winter and Spring Evening of Jazz Concerts. (Grades 9-12; prerequisite: audition for rhythm section players)

This course lays the groundwork for success in music theory and ear training. It is recommended for anyone who wants to enhance their musicianship, production skills, composition tools, or understanding of music. During the course, students will be taught the mechanics of music, such as melodic and rhythmic notation, intervals, scales, and chords. Fundamentals in ear-training will also be a focus with special attention to sight-singing and basic dictation. Speed and mastery of music theory fundamentals will be a curricular priority with an emphasis on fluency in areas such as key signatures, chords, inversions, rhythmic notation, and Roman numeral analysis. Ear training skills such as melodic dictation, rhythmic dictation, chord quality identification, and sight singing will be a large component of the coursework. (Grades 9-12, one semester)

This course trains each student in ensemble and musical skills. Students learn and develop the fundamentals of music theory, notation, style interpretation, instrumental technique, and performance practice through listening, studying, rehearsing, and performing orchestral music. The group performs at various campus events and chapels and is featured in both the Winter and Spring Orchestra Concerts. (Grades 9-12; prerequisite: two years of experience on an instrument. No audition required.)

This course provides an ensemble experience with full instrumentation that includes keyboard, drum set, percussion, vocals, rhythm guitar, lead guitar, and bass guitar. The group performs a student-selected repertoire of cover songs spanning popular music hits from every decade since the inception of the electric guitar. Beginner to intermediate musicianship and basic ensemble playing skills are taught. Playing by ear, rehearsal etiquette, and practice techniques are all emphasized in a performance-oriented context. Students rehearse in a peer-led band experience with teacher interjections as needed. The group performs at various campus events and chapels and is featured in the bi-annual Popular Music Concerts. Band mates are expected to come to class prepared to rehearse by learning and practicing individual parts outside of class before group rehearsals. (Grades 9-12; for students with at least two years of experience on primary instrument; prerequisite: audition)

This course provides an advanced ensemble experience with full instrumentation that includes keyboard, drum set, percussion, vocals, rhythm guitar, lead guitar, and bass guitar. The group performs a student-selected repertoire of cover songs spanning popular music hits from every decade since the inception of the electric guitar, as well as original music. In a performance-oriented context, students will practice advanced musicianship and ensemble playing skills such as playing by ear, professional rehearsal etiquette, and efficient rehearsal techniques. Students rehearse in a peer-led, self-motivated band experience with teacher interjections as needed. The group performs at various campus events and chapels and is featured in the bi-annual Popular Music Concerts. Band mates are expected to come to class prepared to rehearse with the band by learning and practicing individual parts outside of class before group rehearsals. (Grades 9-12; for students with at least four years of experience on primary instrument; prerequisite: audition)

This course covers many fundamental topics necessary to create simple productions and understand how recording and audio production work. It also prepares students for intermediate topics covered in Recording Arts & Production II. This course includes a brief historical context of recording technology; basic equipment use and best care habits; file management; basic acoustic principles, audio terminology, waveforms & phase; introduction to the major D.A.W.s (Digital Audio Workstations) including ProTools™ , Ableton Live™ and the H.U.I. (human user interface); plugins for V.I. (virtual instruments); drum machines (aka “making beats”) and samplers; MIDI (musical instrument digital interface) sequencing; signal level and audio cable types; the Record Chain (basic signal flow, pre-amplification, record levels) and audio recording with an external microphone using an interface; basic MIDI and audio editing (quantizing, grid mode, trim and fades). This course is taught via a variety of modalities including hands-on projects, group classes/lectures, and webcasts. (Grades 9-12; one semester, Must watch required video and submit form)

This course picks up where Recording Arts & Production I leaves off, begins the AVID ProTools certification process, and prepares students for the advanced topics covered in Recording Arts & Production III. It covers many intermediate topics required for more complex recordings and productions using both ProTools™ and Ableton Live™ including: microphone types & classical mic-ing technique; advanced acoustics principles; C24 H.U.I. and auxiliary preamp use; patchbay signal routing; Aviom headphone / cue sends; multi-track and multi-room recording; session organization and mix groups; AVID ProTools certification (part 1 of 2); parameters and application of a synthesizer; advanced sampling; advanced audio and MIDI editing (beat detective, strip silence, elastic audio); and an intro to ear training for audio engineers. This course is taught via a variety of modalities including hands-on projects, group classes/lectures, and webcasts.(Grades 10-12; prerequisite: Recording Arts & Production I and audition)

This culminating course picks up where Recording Arts & Production II leaves off, completes the AVID ProTools certification process, and focuses on completing advanced productions from the start of both electronic composition and acoustic recordings to a finished mix using both ProTools™ and Ableton Live™. Advanced topics covered include: advanced DAW organization; advanced ear training; critical listening; mix analysis & equal loudness contour; parameters of signal processing including E.Q.s (parabolic and multi-band), dynamic processing (compression, gates/expanders, de-essers, limiters); internal DAW bussing and effects loops (auxiliary sends & returns); parallel compression and side-chaining; mixing techniques including: monitor and room optimization, metering, gain-staging, application of signal processing, and automation. The course concludes with an intro to mastering, the completion of the AVID ProTools certification (Part 2 of 2), and an exhibit during the May Arts Festival. This course is taught as a hybrid via a variety of modalities including hands-on projects, group classes/lectures, and webcasts. (Grades 10-12; prerequisite: Recording Arts & Production II and audition)

This course offers students a fun, rare, and unique hands-on opportunity to play the newest acoustic instrument invented in the 20th century, the steel pan. Students will learn how to play at a high level of precision and expression while learning intermediate to advanced arrangements from various genres of Caribbean, Latin, and pop songs. This group performs at various campus events such as the secondary open houses and is featured in the Biannual World Music Concerts. In this musically challenging group, although no prior experience is necessary, a certain level of musical proficiency and professional rehearsal etiquette is required. (Grades 9-12; prerequisite: audition)

This rare and unique large-group drumming ensemble offers a fun (and loud!) hands-on (and sticks on!) experience in playing authentic percussion instruments from around the world in what could be considered a non-western version of a drum line. Rhythmic styles are presented in a cultural context with a focus on replicating and preserving folkloric drumming traditions based on years of field research from West Africa, Central and South Americas, and the Caribbean. The group performs at various on-and-off campus events and chapels, and is featured in the biannual World Music Concerts. No prior musical or drumming experience is necessary. This course is also a great supplement to anyone who produces beats or plays drum set or other instrument. (Grades 9-12, prerequisite: audition)

Students explore the use of long-form improvisation as a means to create short plays. Students engage in individual, partnered, and ensemble exercises to hone in on a specific topic, focus, idea, or theme they would like to investigate further. There is also an emphasis on directing as students lead their peers in improvised scene work, vocal/physical warm-ups, and group exercises. Students also develop and lead vocal and physical warm-ups. This course is offered every other year, in rotation with The Directors’ Lab. Optional lunchtime performances. (Grades 11-12; prerequisite: Intermediate/Advanced Drama or department approval)

Through improvisation, ensemble work, and scene study, students learn to use their own emotional, physical, and psychological instruments to create realistic behavior under imaginary circumstances as a means to explore the human condition. This semester-long course provides foundations in the Stanislavski system in order to develop the actor’s craft. Students begin to tune their actor’s instrument by stimulating creativity, imagination, voice, teamwork, listening, and trust. Students gain an appreciation for and engage with scenework by playwrights who have emerged from The Group Theatre, African American Theatre, Latin American Theatre, Queer Theatre history, and Asian American Theatre. Optional lunchtime performances.(Grades 9-12; one semester)

Through complex and challenging improvisations, scene work, and theme analysis, students build upon their work from the Beginning Drama course. Towards the end of the first semester, students will learn the International Phonetic Alphabet and employ it in the execution of various accents. Students will engage in group discussions in conjunction with their advanced scene work to investigate the social relevance and historical significance of major works by playwrights such as Annie Baker, Dominique Morisseau, Eduardo Machado, O’Neill, Williams, Jose Rivera, Maria Irene Fornes, Sophie Treadwell, and Suzan-Lori Parks. Additionally, students will continue to write original monologues and critical assessments in personal acting journals. Optional lunchtime performances. (Grades 10-12; prerequisite: Beginning Drama or department approval)

This advanced course helps student designers develop the tools necessary to produce successful theatrical designs in various mediums. Focus is on the creation process and making specific note of artistic as well as practical requirements. Emphasis will be placed on research and communication skills that demand a deep understanding of both character and setting. We will create and express theatrical designs through models, presentations, and 3D rendering techniques using professional equipment and methods. Student work on course projects is suitable for inclusion in a portfolio. Participation in the fall drama production is not a course requirement. (Grades 10-12; one semester; prerequisites: Theatre Technology II or department approval. This course is offered S1 & S2. To enroll in S1, students must have taken Theater Technology II or get department approval. To enroll in S2, students must complete S1 Stage Design Advanced.)

This course is offered every other year, in rotation with Advanced Improvisation, and explores the director’s pre-production and rehearsal process. Students will analyze compelling dramatic literature for themes and social relevance. Student directors will use Harold Clurman’s On Directing and Anne Bogart’s A Director Prepares as a guide as they create lighting, costume, prop, and set design ideas. During the second quarter, students will learn a director’s system for rehearsal preparation and then direct their peers in emotionally and intellectually challenging scenes from playwrights like Moliere, Jose Rivera, and Suzan-Lori Parks. (Grades 11-12; one semester; prerequisite: Intermediate/Advanced Drama) Note: The Director’s Lab will be offered in odd-numbered years (2023-24, 2025-26, etc.)

Students write, direct, act, and produce original work. Through a series of acting and writing exercises, students pinpoint their thoughts and feelings that demand expression. Together we craft those ideas and emotions into comedic, dramatic, eclectic, and experimental original short plays, which we'll rehearse, produce, and perform in the Drama Lab. Through this experience, students discover the power of their own creative agency, acquire the skills to create theater independently, and gain the confidence to continue to create their own opportunities to express themselves through art. (Note: This course takes place after school beginning in April and continuing through May. Students attend Monday through Friday from 4:00-5:15. No prerequisites.)

This first-semester course is an interactive introduction to the tools, terminology, and techniques used in the professional theater environment. We will demonstrate methods and processes while actively incorporating the tools and equipment in our Campbell Hall theater, control booth, and scene shop, focusing on the crafts of theater artists and technicians. Topics include scene shop tool use and safety, scenery construction, stage management, production management and planning, theatrical audio, and stage lighting. The goal of the course is to highlight the importance of the preproduction process leading up to the performance and appreciate the collaborative and cross-disciplinary nature of the Theatre Arts. Participation in the fall drama production is not a course requirement. (Grades 9-12; one semester)

This advanced course is offered second semester and is designed for those students who have demonstrated an active interest in theater production. The course is designed to give students a strong foundation in the principles of set, lighting, prop, sound, costume, and makeup design. Emphasis is placed on introducing the students to design and construction techniques used to bring a design to life and methods for articulating their designs in 2 and 3 dimensions. Participation in the fall drama production is not a course requirement. (Grades 9-12; one semester; prerequisite: Theatre Technology I)