Non-Departmental Electives
Faculty
UPPER SCHOOL
ADVANCED PLACEMENT ART HISTORY
(academic; year; grades 10 – 12)
This is a college-level, one-year course with academic and fine art credit. It covers the development of art from pre-history to the present day. Because of time constraints, western art is the primary focus, although excursions in non-European art are made for a more comprehensive understanding, and in order to prepare for specific questions on the Advanced Placement exam. This course "is designed to introduce students to the understanding and enjoyment of works of art by developing their ability to examine them intelligently." (The Acorn Book of the College Board) By integrating art history with such disciplines as history, geography, religion, literature, and philosophy, the course further aims at giving a comparative perspective of values and changes, be they social or personal. Testing assesses factual knowledge, as well as the ability to form critical and comparative opinions regarding societies and their artistic expressions. By achieving these goals, this course attempts to qualify students for credit and advanced placement in American colleges. The curriculum is, in fact, the same as that provided by most college survey texts.
JOURNALISM
(academic; year course, but may also be taken for a semester; grades 9 – 12)
This course provides the core staff for the student newspaper, The Tower. The material is non-sequential. Academic credit is given, as there are tests, semester examinations and daily assignments. Emphasis is placed on developing writing techniques (accuracy, versatility, clarity) and involves reading works of accomplished journalists. Opportunity is given for learning, editing, word-processing, layout and other skills associated with journalism.
YEARBOOK: Graphic Communications
(academic; year; grades 10 – 12)
This is a full year academic course in which the students produce The Bishop’s School annual. The year begins with classroom instruction in the areas related to graphic communications and desktop publishing. Students use MS Word and InDesign software to produce all of the copy and layout. Organization, graphic design, copy writing, photography, the value of a deadline, and the teamwork and leadership skills needed to work together to publish a 260+ page book are taught and encouraged. Required: interested students, grades 10 – 12, must apply in the spring for a place in this course and are admitted only with written permission of the instructor. Students who want to do photo work MUST have taken at least one course in photography and own a working camera with flash.
PEER SUPPORT
(non-academic; year; grades 10 – 12; prerequisite: permission of the instructor)
This is a non-academic, non-graded course that meets two periods per week for the entire school year. Students earn one semester of credit for this independent elective course. This course is both reserved and required for members of the Peer Support Team, and it is necessary to apply for this class. The Peer Support Team’s charter is to promote positive communication on campus, contributing to a connected and supportive community and campus environment. To accomplish this goal, the Peers receive training in basic peer counseling, communication skills, and educational outreach opportunities. He or she will learn to create, organize, and lead presentations for both middle and upper school students. He or she will also learn to facilitate discussion groups for students through the SledD (Student Led Discussions) program, and he or she will coordinate the School Acknowledgement Program.
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ASBC/LEADERSHIP
(non-academic; year; grades 9 – 12)
This graded course provides a conceptual and practical understanding of student government and leadership for elected members of the Associated Student Body Council (ASBC). Members learn what it takes to be a student leader—the responsibilities, functions, tasks, and challenges. Students are introduced to parliamentary procedure while developing personal leadership styles. He or she will also learn to use his or her influence effectively; to develop practical action plans to represent the concerns and needs of a student body; to guide and direct the work of others; and to solve problems, make effective decisions and build teamwork. Members of the council apply the concepts formally addressed in class as they hold their ASBC meetings, direct social and spirit activities, and fulfill service opportunities to the School. With the mantra, "All-for-one, and one-for-all," a significant amount of time commitment is required in addition to formal class meetings.
SENIOR CAPSTONE PROJECT
(academic; semester; grade 12)
This course is an independent study project for seniors, to be completed during the spring semester of the senior year. The purpose of this project is to allow seniors to investigate, in depth and for credit, an area in which they have a serious interest. For a Capstone Project seniors may receive credit in any amount, from one course to a full load equivalent. The project proposal will be presented to a Capstone Committee for approval, and particular value will be placed on projects that are interdisciplinary in scope, including the possibility of a service-learning component. Each approved project will contain a timetable for completion and a clear description of the requirements it must fulfill. Generally, the Capstone Project will receive a pass/fail grade. All projects will culminate in a presentation to the School community.
SENIOR TEACHING APPRENTICESHIP PROGRAM
(academic, second semester, admission by application only)
This course allows students to approach learning from a teaching perspective, and is to be completed in the second semester of the senior year. Students will shadow a teacher and learn about the art of teaching. The application process includes meeting with the teacher and completing and receiving approval of an application. During the second semester, the student will attend class, observe the teacher, help with instruction as appropriate and take on additional responsibilities. The semester will culminate in a project to be decided upon between the teacher and student. Possible projects could include (but are not limited to) designing lesson plans, teaching a full lesson, or producing a written reflection.
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