COURSES OF STUDY AND REQUIREMENTS FOR GRADUATION

Courses of Study: The development of a course of study should be done with a four-year program of courses in mind. Course selection should be based upon fulfillment of graduation requirements, interests, and abilities. A student’s adviser (or for students new to Lakeside School, Upper School director, Upper School assistant directors, or the director of admissions) will be the best source of help in preparing a course of study. For continuing students, individual faculty members or department heads can be consulted for specific information about courses. For each departmental listing of courses in this guide, an opening statement indicates whom to consult for course information.

Please take the issue of course selection seriously. The decisions a student makes now will have direct effects next year and beyond. In each academic course, for the majority of students, the homework expectation will be up to 3 hours per week for 9th graders, 3 hours per week for 10th graders, 3.5 hours for 11th graders, and 4 hours for 12th graders.

Distribution Requirement: Lakeside values a breadth of study in the liberal arts. Therefore distribution requirements for graduation have been established. These requirements provide the framework for a student’s required course of study. Requirements for students who enter the Upper School after the 9th-grade year may be altered based upon the student’s previous study and academic interests.  Exceptions are granted by formal application to the appropriate department who then directs the decision to the Upper School assistant directors.

Our specific distribution requirements are outlined below.  Please see the department descriptions for details.

Arts

2 years

New for the 2005-2006 school year, there are three ways to fulfill the Arts requirement at Lakeside.  The first option is to take one year each in two of the three areas of study—drama, music, visual arts. One year must be studied in grade 9 or 10.  The second option is a specialization track designed for students who meet the criteria for focusing their work in visual or dramatic arts.  These students may apply to the Arts Department for approval to substitute a program based on a minimum of three year-long courses focused on one particular discipline.  The third option is to join and participate in one of the musical ensembles (Orchestra, Jazz Band or one of the vocal ensembles) for each of the four years in the Upper School. 

English

4 years

 

History

3 years

One year each of  Modern World History 1200-1870, Contemporary World History 1870 to the Present and United States History.

Languages

Through the third level of a language.

Math

3 years

Within the sequence of classes offered by the Mathematics Department.

Outdoor Education

Completion of a one-week or longer outdoor program trip or its equivalent. The school strongly recommends that this requirement be fulfilled before the fall of senior year.

Physical Education

2 years in grades 9 and 10.

Science and Computer Studies

For the Class of 2006: Biology in 9th or 10th grade and Physics in 10th, 11th, or 12th grade.  In addition, if a student takes Biology in the 9th grade and Physics in the 10th grade, then he or she must also take either year-long Chemistry or two semester-long courses during 11th and/or 12th grades.  In this last case, only one of the two semester-long courses may be a computer-related course (a course in the S500’s).

For the Classes of 2007, 2008 and 2009: 1 year of Biology, a minimum of 1 semester of Physics, a minimum of 1 semester of Chemistry and 1 semester of Environmental Science in that order.  Please see the Science and Computer Studies section for details.

Service Learning Program

80 hours

 

May be completed through approved volunteer work at school or in the community.  No more than 20 hours may be given in service to the school.  (See service learning section on page 53 for details.)

Course Load Requirements: Since Lakeside believes that a significant amount of time and energy is required to create a focus for study, in addition to distribution requirements, a minimum course load requirement has been set. Students must enroll in and pass a minimum course load equivalent of five courses (not including “minor” courses in the arts) in each term of study.

Enrollment Requirements: Lakeside believes that important aspects of personal and academic growth, sometimes difficult to define or measure, often need time to develop. Therefore, the school has an enrollment requirement acknowledging that graduation from Lakeside is more than a simple accumulation of courses or credits. Accordingly, students may only be awarded a Lakeside diploma after completing four academic years of high school study (some of which may be completed elsewhere) and fulfilling Lakeside’s distribution requirements. To graduate from Lakeside, students are expected to be enrolled here for 12th grade.

Waiver of Graduation Requirements: With respect to waiving any of the requirements for graduation—distribution, minimum course load, and enrollment—the school is open to persuasion when a good educational reason exists. Although exceptions are not made lightly or often, students and parents are welcome to explore and request the waiver of graduation requirements.  A first step in the process is consultation with the student’s adviser and the teachers or department involved. The student must then submit a written form, available in the Upper School office, to the appropriate department outlining the reasons for the waiver request and the planned modifications in the student's program. Final approval is granted by the department which then forwards the information to the Upper School assistant directors. Until the student and parents have received official, written notice from Lakeside that a waiver has been approved, it is expected that the student will be enrolled in the course(s) that would satisfy the requirement.

 

GUIDELINES FOR
LAKESIDE UPPER SCHOOL COURSEWORK

Course Change Information

Discretionary Course Change Period: Students may make discretionary course changes during a designated period at the beginning of each semester. The final date for course changes will be announced in the Upper School Bulletin and posted in the hallway of the first floor of Bliss Hall.  The discretionary course change period usually runs for the first two weeks of each semester.

It is the student’s responsibility to be aware of the final date for course changes. During the period allowed for these changes, the student needs to fill out the course change form, write a reason for the request and obtain signatures of their adviser, teachers, college counselor, and parent before going to an Upper School assistant director to get final approval.

Course changes are granted for a variety of reasons: moving from intensive to regular or vice versa, changing language levels, and dropping or adding an elective course. Course changes are rarely granted for changing teachers within an individual course or to accommodate sports or other outside activities.

Extended Course Change Period: There is an extended course change period for necessary course changes such as moving from an intensive to a regular section of a class or dropping a class because of a heavy load. These sorts of changes come about because of the student’s experience at the start of the year. Students have four weeks from the start of the semester to make these changes without it showing up on the transcript.

Extensions of Course Change Deadlines: It is the school’s expectation that students will not change placement once the course-change period has concluded.  If extraordinary circumstances require it, however, the decision to change classes will be made after careful consideration and consultation among the Upper School assistant directors, student, teachers, adviser, and parents. For instance, if it is considered appropriate for a student to move from an intensive course to a regular course, or vice versa, that can be accomplished at a time that the adviser, teacher, and Upper School assistant director consider appropriate.  Changes made outside the extended course change period will be reflected on the transcript.

Transcript Notation: If a student drops a course after the designated period, the notation will be either a “WP” or “WF,” indicating a withdrawal while passing or a withdrawal while failing. The notation is determined by the teacher and will appear on the transcript. If a student drops a year-long course in the fall, they will receive a “WP” or a “WF” for both fall and spring and will receive no year-end grade.  If a student drops a year-long required course in the spring, they will receive a “WP” or a “WF” for both fall and spring, and will receive no year-end grade, and must repeat this course before receiving credit for graduation.  If a student drops a year-long course that is not required for graduation, or if the change involves a move from one level of study to another (from an intensive to a regular class, for instance), the date of such a change will be noted on a student’s transcript.  At the close of a semester in which a student has made a change between two levels of courses in the same discipline, the student’s grade will be calculated proportionate to the time spent in each class by the two teachers involved.

Restrictions on dropping out of small sections:  Lakeside takes great pride in staffing a significant part of our program based on student sign-ups.  We do our very best to maintain a class size of 16 students, capping classes at 18 (with a few exceptions where larger class sizes benefit the curriculum in that course).  To balance this, we are unable to run classes that have fewer than eight students signed up for them (again, with a few exceptions).  As such, students who enroll in courses that are close to our minimum will receive a letter in the spring alerting them to the fact that, if they would like to continue in that course, they would likely be unable to drop that course later.  Students do have the option of dropping that course when they receive this letter, especially if they are unsure of their commitment to the course.

Independent Study: Independent study may be organized by an individual student, or a small group of students, to study a chosen topic under the supervision of a teacher. The requirements in this course must be equivalent to that in a regular course. An independent study course must receive department approval within two weeks after the start of the term in order to be added to the schedule and included in the comment program. Independent study forms are available in the Upper School office.

and certainly with no tutor support). This allows most class time to be spent on advanced topics explored in greater depth and breadth. Students must demonstrate the ability to keep pace with the accelerated tempo of the class and to work independently.

- in a regular class and a grade of at least a B- in an intensive class, but, regardless of previous grades, consultation with and approval from the student's current teacher is required.

A grade of C+ or lower in an intensive course suggests that a student is not achieving at the expected level for an intensive course and should consider moving to a regular section.

Placement in Mathematics courses: For returning students, placement in Mathematics courses is done in consultation with their current teacher, adviser and parents.  The goal is appropriate placement, acknowledging that all of the courses offered in the Lakeside Mathematics curriculum are rigorous, dynamic and challenging. 

For new students, the process is more involved: to determine if an intensive class is an appropriate placement, the school will look at a student’s test scores and academic background and interview each student new to Lakeside to make certain that the placement is appropriate and that a student’s course load is not too heavy.  In addition, the Mathematics or Science Departments may ask a student to take a Lakeside final exam, not for a grade, but for diagnostic and placement purposes.  Students or families who feel strongly that the school has made an error in their recommendation for placement are always welcome to take the final exam in the course they are hoping to place out of to determine the best placement. 

Grading: Lakeside Upper School uses the grading scale below:

A         high honors
B          honors
C          satisfactory
D         low, but passing
E          failure

Grades measure achievement over a specific span of work and time only. They do not directly reflect effort or character. These important aspects of student growth are described in comments. Year-end grades summarize the year's work and are based in large part on term grades and partly (up to one-quarter of the grade) on results on final exams if they are given.

There is no prescription for the number of As, Bs, or Cs, etcetera, in any course. Lakeside School does not use a bell curve or quotas to assign grades within a class.

Incompletes: At the end of the semester, “incomplete” will only be granted to a student in the case of illness or adverse circumstances, and must be made up within three weeks. If, after the three-week period, the student has not completed the work, the teacher in consultation with the Upper School assistant directors will determine whether or not to extend the deadline because of unusual circumstances.

Credit/No Credit: A student may take a course with the teacher’s permission for credit/no credit if the course is not required for graduation. The student may take only one course per semester in this manner, and fill out a form (available in the Upper School office) which ensures that advisers, teachers, parents, and college counselors have been consulted.

Waivers: If a student is asking for a waiver from a particular course or requirement, it is imperative that the student submit a request for the waiver and have it approved before dropping or not taking the class.  The request for the waiver should go first to the department in which the course is offered; approval, if granted, should be forwarded to one of the Upper School assistant directors.

Alternate Activities: If a student is asking for an alternate activity to be accepted for a requirement, the request must be approved by the department within the first two weeks of the beginning of the semester in which the alternate credit will be earned. Credit for alternate activities will not be given retroactively.

 

LAKESIDE NINTH GRADE PROGRAM

Ninth-grade parents and students can use this information as they plan their coursework.  In 9th grade, the number of choices are limited by the program requirements, but students still have some significant decisions to make.  The specific options in each discipline are explained below.  Families should consider 9th-grade options in the context of the four-year planner on page 8 of this guide. 

Arts
Requirement:  2 years (in two of three areas), a 3-year specialization in one area of visual or dramatic arts or 4 years in the same musical ensemble.

Some students take art in 9th grade while others wait until 10th grade.  There are some specific things to consider:

·         In order to be in three of the four plays offered every year, students must be in a drama course.

·         If a student participates in an orchestra or band outside of school, they may sign up for Orchestra II (which meets for one long period each week) to receive arts credit towards graduation.

·         Visual arts classes sometimes necessitate “studio time” during school free periods.

·         Students do not need to take art in 9th grade to fulfill their graduation requirements.

English
Requirement:  4 years

All 9th graders take English.

History
Requirement:  3 years – Modern World History 1200-1870, Contemporary World History 1870 to the Present, United States History.  Many 9th graders will take Modern World History 1200-1870.  Some choose to postpone this until their sophomore year.

Language
Requirement: Through third level

All 9th graders take a language.  They may choose between Latin, French, Spanish and Chinese.  If they are beginning a language they take the first level.  If they have taken a language before and are choosing to continue in that language, they need to speak to a representative of the Languages Department when signing up for courses. The teacher will look at their current textbook, briefly interview them in the target language and make a decision as to what level is appropriate.  In addition, a more comprehensive written language placement test is occasionally required by the school or requested by families.  Families with further questions may contact the Languages Department head for more information.  Many students who have taken multiple years of language in other schools are placed in the first year level of our language program.  The goal in all decisions of placement is that each student enroll in the course that is most appropriate to their level of skill and knowledge at that moment.  An appropriate fit should reflect equal portions of familiarity and challenge.

Mathematics
Requirement:  3 years (within sequence)

Most 9th graders take some level of Algebra (Beginning, Intermediate or Intensive).  Students entering Lakeside from other schools should see the section on “Placement in Mathematics courses” on the previous page.

Outdoor
Requirement:  One week

Ninth graders can sign up for outdoor trips starting the summer before freshman year begins.  This is a great way to meet students and get comfortable before school actually starts, though due to the number of requests for these trips, it is unlikely that incoming freshmen will gain placement on any non-backpacking trip.  Families should realize that signing up is a real commitment.  It is difficult to reassign students once the trip placement lists are made.  Students are required to take one trip during their four years.

Physical Education
Requirement:  2 years (9th and 10th)

Physical Education is required for all 9th graders.

Science
Requirement:  1 year of Biology (9th or 10th), at least 1 semester of Physics (10th, 11th, 12th), at least 1 semester of Chemistry (10th, 11th, 12th), 1 semester of Environmental Science (11th or 12th)

Most 9th graders take Biology, however it is not necessary to do so and, depending on one’s overall four-year Lakeside plan, it may be better to postpone Biology until 10th grade.  Please see the Science and Computer Studies section for details.  Ninth graders may also take the Web and Internet Development science elective, and may even choose to do so concurrently with Biology.

Service Learning

Lakeside students are required to complete 80 hours of service in order to graduate.  They may begin collecting hours during the summer after 8th grade.  They can report hours using the service learning link on the Lakeside website at www.lakesideschool.org. They can also use this link to track their hours, look for service opportunities, and read testimonials from Lakeside students who have worked at various organizations in Seattle.

Student Activities

Four activities are scheduled during the school day and require that the student indicate his or her interest in participation on this sign-up sheet (even if they have not yet been elected).  Tatler is the student newspaper; anyone can sign up but participation is limited.  Student government meets twice a week.  Students are elected early in the fall.  Students are elected to Judicial Committee in the spring.  The Assembly Committee meets weekly to plan the weekly assemblies.  All other activities including Brotherhood/Sisterhood, LAPS and GLOW meet during the one activity period per week or during free periods.  Students will be able to sign up for clubs and activities in the fall.

Outside Activities

Beginning in high school, most activities increase in terms of time and commitment level.  Interscholastic sports are five days a week, two hours a day, plus games; music commitments increase; and faith-based activities remain very important to some families.  We strongly recommend that parents ask students what activities they plan to continue to participate in and factor this into the decision making process.  Most families will find themselves having to choose some activities over others at some point in the 9th and 10th grade years.

 

LAKESIDE SENIOR YEAR

The senior year at Lakeside bears special consideration from families and students as they choose courses and consider the program options that are available. As a senior, a student has a great degree of freedom and a wide range of choices; but a student’s responsibilities also increase and include the pressures and time demands associated with the college application process. Listed below are several of the special features students and families should consider in planning for the last year at Lakeside.

Graduation Requirements and Elective Course Choices

By senior year, most students have completed the majority of their graduation requirements. For many, the only specific requirement still remaining is the two-course senior English sequence. The resulting freedom allows students to choose an array of classes that speak to particular interests. All students must take and pass five classes (not including minor classes in the Arts) to graduate. Most seniors take five or six courses; some take seven. In deciding their course loads, it is advisable for seniors to consult with their advisers and, if appropriate, the director of college counseling.  Individual college counselors are assigned in April of the student’s junior year, and students may consult with them further at that time.  The most commonly advised changes by college counselors have to do with inappropriately “light” loads (a judgment made for each individual student) and the decision to essentially “major” in the humanities by not taking any math or science in the senior year (while this choice is appropriate for a very few students, it is not for the majority, according to the college counseling office).  If, after consultation with advisors, questions or concerns still remain regarding the appropriateness of the course selections, rising seniors should consult with the director of college counseling for confirmation.

College Application Process

In planning for the senior year, it is wise for students to anticipate that a significant amount of time will be required to complete the college selection and application process. This includes time spent in conversation with one’s college counselor, visits with college representatives who come to Lakeside, and the time needed to draft, revise, and polish college essays. When considering their overall workload, it is important for rising seniors to acknowledge the time that will be needed to complete these tasks well.  We generally advise rising seniors that the college application process is roughly equivalent, in time and energy, to a Lakeside course.

Leadership

As seniors, many students will assume leadership roles in the school: for school publications such as Tatler, Numidian, and Imago, in student government, in clubs and activities, and on athletic teams.  With leadership comes responsibility, and to perform these tasks well, students should anticipate spending the time that will be required to be good leaders.

Senior Projects

In the spring semester, all seniors have the option to design a senior project. This is an independent project that may take place either on or off campus. Lakeside’s mission statement encourages students to take responsibility for their own learning, and the school believes that seniors benefit from the experience of pursuing special projects that allow focused, independent investigation under the guidance of the school.  Students considering a senior project should consult with a senior grade level coordinator in January of their senior year to find out about specific guidelines and expectations.  A faculty committee will consider all proposals.  Proposals which are granted will be evaluated by the same committee at the end to ascertain whether credit will be given.  An adult site mentor must be found for each project as well as a Lakeside faculty or staff sponsor. Projects usually take place in the second semester and last at least two weeks. Successful completion of a project will appear as a credit on the student’s transcript. Each project must include a final report or presentation, which may take the form of a performance or demonstration. Students must remain in any classes required as graduation requirements while they complete their senior project. Permission to engage in a project will only be granted to students in good academic standing. Students may make arrangements as appropriate with individual teachers but must remain registered for at least five classes for the duration of the project.   A more detailed description of the requirements and expectations is available from the senior grade-level coordinator.

 

LAKESIDE SCHOOL
UPPER SCHOOL COURSE SCHEDULE WORKSHEET

Please fill in courses taken in past years as well as plans for future years. We recommend developing a course plan indicating projected course choices for all four years.*

NAME                                                                                                                                     CLASS OF               

 

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ARTS

F                            

S                            

F                            

S                            

F                            

S                            

F                            

S                            

ENGLISH

F                            

S                            

F                            

S                            

F                            

S                            

F                            

S                            

HISTORY

F                            

S                            

F                            

S                            

F                            

S                            

F                            

S                            

LANGUAGE

F                            

S                            

F                            

S                            

F                            

S                            

F                            

S                            

MATHEMATICS

F                            

S                            

F                            

S                            

F                            

S                            

F                            

S                            

PHYSICAL ED

F                            

S                            

F                            

S                            

F                            

S                            

F                            

S                            

SCIENCE & COMPUTER STUDIES

F                            

S                            

F                            

S                            

F                            

S                            

F                            

S                            

INTERSCHOLASTIC SPORTS

F                            

W                             

S                            

F                            

W                             

S                            

F                            

W                             

S                            

F                            

W                             

S                            

OTHER ACTIVITIES

F                            

S                            

F                            

S                            

F                            

S                            

F                            

S                            

*For use by student and adviser. It is not necessary to give this sheet to the scheduler.

F=First Semester, S=Second Semester

 

ARTS 2005-2006

At Lakeside we believe that the arts are for everyone.

We assume that developing an understanding of aesthetics in conjunction with visual thinking, auditory sensitivity, and the communication of ideas and emotions through the dynamics of performing arts are all vital to the building of desirable life skills.

The importance of the arts is supported by the general recommendations of the College Board. Its booklet, Academic Preparation for College, states: “Preparation in the arts will be valuable to college entrants whatever their intended field of study. The actual practice of the arts can engage the imagination, foster flexible ways of thinking, develop disciplined effort, and build self-confidence.” (College Entrance Examination Board, New York) At Lakeside we strive to engage students in arts experiences that provide essential core learning in developing critical thinking and personal expression observing the beneficial effects across their educational program.

Our program seeks to help students of varied backgrounds, with varied previous experience, learn and further develop artistic techniques through directed and sustained effort. We encourage realistic self-assessment leading toward technical growth by asking students to make and do; we also encourage students to take risks within a safe, supportive, and structured classroom environment.

The department focuses on teaching production processes while helping students assess and appreciate the quality of the products they create and to apply these observation and evaluation skills to works of art in a context of varied cultures.

All Lakeside arts courses are structured and scheduled as year-long courses.  We have found the year-long experience much more effective and efficient than semester equivalents in the promotion and achievement of depth of learning, skill development, and proficiency of self-expression, as well as providing the scope to encourage risk-taking. 

Arts Graduation Requirements:  The arts department recognizes that for some students deep engagement in multiple areas of the arts is really useful while for others sustained, concentrated study in one field is most profitable.  At Lakeside, we have structured the graduation requirement in the arts to serve both sets of students.

Lakeside requires a minimum of two year-long arts courses for graduation.  In the first option for fulfilling the requirement, students are expected to take one year-long course in two of the three areas of study: drama, music or visual arts, reflecting our belief that a high school program should offer students meaningful experience in different areas of the arts.  One of the required years must be studied in grade 9 or 10.  Many students choose to go beyond this minimum requirement. 

In addition to the standard “track” which stresses the value of experimenting with courses in more than one area, we offer a second option: The specialization track.  Students, who wish to focus their work in dramatic or visual arts and meet departmental educational criteria, may apply to the Arts Department for approval to substitute a specialization program based on a minimum of three year-long courses focused on one particular discipline.  The criteria we consider when reviewing an application for specialization takes into consideration the individual student’s past experience in arts education both in and outside of school, commitment to a significant level of development in one art form, demonstrated proficiency, and willingness to provide leadership for other students in the program and complete a solo show or special project.

For music students a third option of an ensemble specialization track is available for those committed to participation in one of our musical ensembles.  These students may fulfill their arts requirement by enrolling in one of the musical ensembles in all of their years at the upper school.

For guidelines and further details on the specialization track and on alternate activity waivers, please read additional information below, at the end of the course descriptions.

Note: All classes meet for two 45 minute periods and one 75 minute period per week unless otherwise noted.

Arts Course Descriptions:  Drama, Music and Visual Arts

Drama

Drama instructors, in all courses, work with students to develop an ensemble that will be supportive and collaborative as we develop theater skills such as observation, concentration, mutual attention and support, physical and vocal flexibility, and emotional exploration and expression. We develop a foundation of group process as we explore such acting tools and rehearsal techniques as voice skills, movement and scene analysis, using improvisation, monologues, and scenes. Students in Acting also explore the different styles involved in acting for the camera and in performing Shakespeare. The Drama II and III levels provide students with additional areas of focus including the opportunities to write and direct. 

Drama produces four major productions, usually including a musical, and a spring showcase evening of one-acts, short scenes, and monologues, including student-written and student-directed pieces. In all productions the on-stage actors collaborate with off-stage technical performers or “running crews” composed of students from the theater production class.

General Notes

1.   Drama Production Auditions: All Upper School drama productions are produced by drama classes.  Most auditions are linked to class participation.  The fall play, February musical, March play and the drama showcase at the end of the year are cast from students of Drama or Acting, not through open auditions. Drama at Lakeside is an academic program and not an activity as at some schools. Class meetings are sometimes used for rehearsals, and the class work is used as a foundation for the rehearsal/performance projects. As part of the coursework, we aim to ensure that all students in the program have the opportunity of performing a stage role in a drama program production.  Open Auditions: A fourth major production in the spring is cast with an open audition so any student in the Upper School may have the opportunity to try out for one production each year.

2.   Over the course of the year, students in acting and/or drama classes may be required to buy one student discount ticket to a performance attended by all acting and/or drama students. For students in Drama II or III, attendance is required for at least two performances.  Students in Acting and all drama classes are required to complete a total of three play reports—reviews of theater productions they have seen. One of these must be a professional theater production outside of school, and one of these must be a Lakeside production.  Students in all Lakeside drama classes are expected to attend one performance of each Lakeside major drama production unless extenuating circumstances prevent it.

Note:  All Drama Department courses are year-long and count toward the Upper School arts requirement.

A210   Theater Production I, II and III: Students learn basic production techniques, including key aspects of stage carpentry, electrical systems, public address and recording techniques, sound and other “effects,” and make-up and costume applications.  Stage design work includes scenery, properties and sound design.  Students also perform technical elements for a variety of theatrical productions.  This includes operating lights, sound and special effects; stage managing, and handling scenery and properties. These responsibilities are performed as part of a show’s “running crew.” The chief requirements are interest, flexibility, a sense of humor, and the willingness to learn through cooperative effort. Responsibilities involve regular class time three days per week and additional hours during the one week of “tech” rehearsals and performances of a particular show.  Several design projects will be assigned during the course of the year and each student is required to participate on the running crew of two drama department productions.  Students who successfully complete Theater Production I may enroll for subsequent years as level II or III students with permission of the instructor.  OPEN TO ALL STUDENTS. No previous experience necessary. 

Theater Production II and III students will expand on previous knowledge through development of specific projects.  A particular emphasis will be made on strengthening design skills including practical projects in theater lighting design.  Students will be scheduled with regular sections of Theater Production I.  Students in this course will be expected to participate in the crew performance of drama department productions providing leadership for Theater Production I students.  Theater Production II or III students will have particular responsibilities in designing and implementing production work for the spring showcase. (Prerequisite:  Theater Production I)

A213   Acting: An in-depth approach to acting technique. Material is prepared with an emphasis on vocal and physical production and detailed scene study. Along with developing basic realistic acting skills, students will explore the special needs for performing Shakespeare scenes and for acting on video/film. There may be some opportunities for workshop performances depending on time available and interest. This class supports further skill development for students whose drama experience covers a range from beginner to those with considerable experience and is particularly geared to support students in the freshman class.  Students in this class are also considered for roles in drama productions with priority given to Drama I and II students.  Open to 9th grade students only.

A214   Drama I: A year-long workshop course emphasizing development of performance techniques through movement, voice exercises, improvisations, and character and scene work in a variety of forms. Enrollment is open to 10th, 11th and 12th grade students.  (Supplies fee for class materials is $25.)

A216   Drama II and III: Continuing Drama projects focus on the craft and profession of acting and involve advanced instruction by Lakeside faculty and outside professional guest instructors. Specific areas of focus include an actor’s approach to Shakespeare, acting styles, movement and stage combat, audition techniques, and opportunities to develop original work, and gain directorial experience. Students are required to turn in play reports on all of Lakeside’s major dramatic productions, see at least two outside professional productions, and participate as either an actor or director in the spring showcase. (Prerequisite: Drama I) (Supplies fee for class materials is $25.)

Students who successfully complete Drama II may enroll for an additional year as level III students.  Drama II and Drama III students may participate in some areas of the drama curriculum together while continuing to develop their individual acting skills. Drama III students have possibilities to develop special projects that focus on areas of personal interest including directing, acting, and playwriting as well as providing leadership to other students in the program. (Prerequisite for Drama III is Drama II)  (Supplies fee for class materials is $25.) 

Music

Music courses include both vocal and instrumental offerings.  All courses with the exception of Orchestra Minor and Vocal Ensemble count toward the Lakeside arts requirement.

The following courses are suggested for those with no previous background in music but may also be of interest to those who are experienced in music.

A220   Lakeside Chorale:  A performing ensemble for inexperienced and experienced musicians interested in singing. This class studies the fundamentals of voice production and musical notation. The repertoire sung is chosen from both modern and classical sources. The Lakeside Chorale participates in several concerts during the year, often including the annual PNAIS Choral Festival and the Metro League Choral Festival. Students may repeat their enrollment in this course in subsequent years.

A222   Vocal Ensemble: The Vocal Ensemble is offered to students who love to sing or want to explore singing and whose schedules do not allow for participation in Chorale. The class meets twice a week for 45 minutes and sings a variety of choral music. There is no audition process for this class, and it is offered to all students (no grade-level restriction). The class allows for creativity in putting together vocal music in a relaxed atmosphere.  Ensemble participates primarily in the school concerts.  Students earn a Credit/No Credit mark and may repeat their enrollment in this course in subsequent years.  This course does not satisfy the arts requirement in music.

The following courses are for students with an instrumental music background.  There is generally no audition process for these classes (see note for Orchestra II) though experience and commitment to class preparation is expected.   They are offered to students in all four grade levels.

A230   Orchestra: Players of string, wind, brass, and percussion instruments who are beyond the beginning level are encouraged to join. The group may be divided into smaller chamber ensembles at times to give them both large- and small-group experience during the year. Several concerts are given each year.  Students may repeat their enrollment in this course in subsequent years.

A232   Orchestra: (Minor) This year-long course allows students with busy schedules who still wish to keep instrumental music a part of their weekly life at Lakeside to join the orchestra one long period a week.  Students earn a credit/no credit mark and may repeat their enrollment in this course in subsequent years. This course does not satisfy the arts requirement in music. This course meets twice a week for 45 minutes.

A236   Jazz Band: The Jazz Band is an instrumental ensemble that plays jazz, “big band,” and popular music arrangements and compositions. Activities include jazz band ensemble work along with possible opportunities for jazz improvisation, and the formation of small, student-run combos. Students in this course participate in regularly scheduled concert appearances.  Instruments needed include saxophone, trumpet, trombone, keyboards, bass (stand-up or electric), drums, and guitar.  Students may repeat their enrollment in this course for subsequent years. 

A238   Orchestra II: See course description as above under Orchestra. In this year-long course the Orchestra II students meet one long period a week with other orchestra members. (Prerequisite: The student must currently be a member of a community orchestra that required auditions for acceptance.)  Students may repeat their enrollment in this course for subsequent years.

A239   Chamber Music Ensemble: Students meet in various chamber music groups (determined by course sign-up) once a week for 90 minutes.  These rehearsal sessions provide individual coaching and the music is selected in collaboration with the instructor.  The rehearsal schedule will be determined by the members of each group and rehearsals do not necessarily need to fit into regular school hours.  Each student/group will perform in at least one of two chamber music concerts scheduled for February and May. In addition, each student is required to participate in the full Upper School Orchestra during their regular long period rehearsal each week and to participate in the orchestra’s four concerts each school year.  Students may repeat their enrollment in this course in subsequent years.

A240   Digital Media Arts I and II: This course introduces students to computer applications for creating music, video and, for interested students, work with animations.  The course provides students with an opportunity to develop skills, beginning at whatever level they have already achieved, through work on individual and collaborative media arts projects.  Through a sequence of projects, students first develop and then demonstrate basic competency with computer based tools for music, and video.  In the latter part of the course students may choose to specialize in one of three “strands”: electronic music, video or animation.  The final project is a team effort as students combine their skills to create a polished video, music composition or dynamic media presentation.  This course may satisfy the requirement for either a music or performing arts course.  ($99 annual studio fee)

Students who successfully complete Digital Media Arts I may enroll for an additional year in level II with permission of instructor and a signature on the sign-up sheet.  Digital Media II students will design and complete projects incorporating music, video, or animated composition and production and are expected to function even more independently in the studio.  Course expectations may include assisting with studio maintenance, and providing project assistance, guidance, and some focused instruction to beginning students.

Visual Arts

All visual arts courses are year-long courses and count toward fulfilling the Upper School arts requirement. Coursework may include field trip experience, guest lectures, historical perspective, and some out-of-class work.

Two-dimensional art deals primarily with art works composed on flat surfaces by painting, drawing, or using photographic techniques. Three-dimensional art deals with work composed primarily in clay, wood, or glass. Beginning classes assume that students have little or no previous experience. Higher level classes are offered for those students who want to develop skills beyond those of the first year.

Two-Dimensional Studio Courses

A250   Design, Drawing, and Painting I: This course is for everyone from the beginner to the experienced drawer or painter.  Projects seek a balance between approaches to stimulate creativity and building knowledge and skill. A range of materials and techniques are explored. Design work focuses on how to create effective and exciting compositions through the arrangement and manipulation of shape, contrast, and color. Drawing work covers the eye training and skill building needed to enable the student to draw realistic images. (More experienced students can work with more challenging imagery.) Painting work covers color mixing, effects and how to use art as a vehicle for personal expression and communication.  Skills are taught through step-by-step demonstrations. Projects are presented through explanation, examples, and demonstrations. Examples highlight common issues as well as diverse approaches. Although the studio remains available for student use during their free periods, students can almost always complete work in class. ($70 annual studio fee)

A252   Design, Drawing and Painting II: This course provides the opportunity to develop more sophisticated thinking skills. It includes aspects of design, composition, expression, and creative interpretation along with an opportunity to develop realistic skills and work from professional costumed models.  There are opportunities to gain greater expertise in media used in the prior course, and opportunities to explore new media and approaches including oil paint, Photoshop, and student-selected projects. Attention is given to discovering and developing the student’s visual voice and style. Prerequisite: Design, Drawing, and Painting I. ($160 annual studio fee)

A254   Design, Drawing, and Painting III and IV: At this level students are highly involved in developing their own projects and course of study with a focus on developing their visual voice and style.  Prerequisite: Design, Drawing, and Painting II. ($160 annual studio fee)

A256   Painting I: This course is designed for the student who wants to gain skills in painting and it provides for both personal expression and freedom to experiment. A variety of styles and approaches are presented with insights into the thinking behind the styles. Attention is given to color, composition, and how these relate to design, expression, and realism. Acrylic, watercolor, and oil paints are the main media used. Work is almost always completed in class, but the studio is available during a free period. No drawing or prior painting experience required. ($160 annual studio fee)

A257   Painting II, III and IV:  These classes are for students with a strong interest in painting who would like to continue to develop the technical and aesthetic aspects of their work.  At this level students are highly involved in developing their own projects and course of study.  Prerequisites: Painting I.  ($160 annual studio fee)

A260   Photography I: Most of us will make photographic images throughout our lives. Whether we do so with a point-and-shoot camera, a 35-mm SLR, a video camera, or with electronic imaging, many of the compositional concerns are the same, so information from this class can be useful in a variety of photographic circumstances. Students shoot and develop black-and-white film and make prints from their negatives, while learning camera controls and darkroom techniques that enable them to produce the images that they wish to create. The class includes an introduction to manipulated prints in which the photographer explores unusual effects created either in the darkroom or on the computer using Photoshop. Print finishing and photographic presentation are important aspects of the class, as are “seeing” skills, aesthetic values, and the ability to evaluate one’s own work. ($165 annual studio fee)

A262   Photography II: Students learn to critically evaluate negatives and to alter exposure and development of film to produce better negatives, while fine-tuning their printing skills with new materials and new techniques. Students are encouraged to explore new films and new papers and to follow their own interests as they improve their skills with the camera and in the darkroom. Students have the chance to learn about digital imaging, to scan negatives into the computer, and to manipulate images with Photoshop. While most students will do the work of this class with a 35-mm SLR camera, students may also use other film formats and/or a digital camera for the work of this class.  Prerequisite: Photography I. ($165 annual studio fee)

A264   Photography III and IV: These classes are for students with a strong interest in photography who would like to continue to develop the technical and aesthetic aspects of their work.  Students should aim to develop a voice or a personal style while exploring subjects and techniques of personal interest.  Prerequisite: Photography II. ($165 annual studio fee)

A266   Photo-Graphics/Numidian: The Yearbook Production Class: This class combines photography and graphics in the production of the Numidian, the Lakeside yearbook.  The students in this class photograph school events and work together to create a digital layout for the yearbook which is printed and published in the spring of each year.   This class provides real-world experience in organization, planning, setting and meeting deadlines, and working cooperatively.  This class works with digital cameras to produce images or creates digital images scanned from negatives.  Photos are combined with text using Photoshop and InDesign layout software.  Students with an interest in photography, desktop publishing or computer graphics are encouraged to sign up for this class.  For those students without previous digital imaging and layout experience, this course provides an opportunity to learn key skills in Photoshop and InDesign.  It is helpful when students have the use of a 35 mm SLR camera or a digital camera of 3+ megapixels; however the program also provides a limited number of SLR digital cameras for use by students.   Any student who intends to use this class for part of the arts graduation requirement should receive prior approval from the instructor. ($35 annual studio fee)   Students may, with approval, repeat their enrollment in this course for subsequent years.

Three-Dimensional Studio Courses

A280   Ceramics I:  The focus of this year-long course is learning how to throw clay on the potter’s wheel, but hand-building fundamentals will also be introduced.  Students will gain an understanding of the ceramic process through hands-on experience with wedging, throwing, trimming, glazing, and decorating.  Forms to be covered will be cylinders, bowls, lidded vessels, and joining handles for functional ware.  ($80 annual studio fee)

A282   Ceramics II: Second-year students, while furthering basic skills and learning advanced techniques, are expected to develop their own projects and function more independently in the studio.  The class emphasizes in-depth exploration of forms while working in a series; more experimental and complex work is expected from second-year students.  Prerequisite: Ceramics I. ($90 annual studio fee)

A286   Ceramics III or IV: These classes are for students who wish to continue ceramics for a third or fourth year. Students will be scheduled into Ceramics II classes and will work under the instructor’s guidance. Ceramics III and IV students are assisted in the development of long-range projects. The class requires commitment to exploring and developing complex forms in series and over time. Prerequisites: Ceramics II. ($90 annual studio fee)

A290   Sculpture/Mixed Media I: The purpose of this year-long course is to understand the basic principals behind three-dimensional design, such as volume, structure, and composition, through the manipulation of materials, i.e. paper, wire, plaster, wood, clay, and glass.  Techniques to be demonstrated include additive and subtractive methods of construction, proper use of various tools (including light power tools), mold-making and concept development from sketches to large scale works.  Art history and contemporary art issues will be introduced with specific projects.  Engagement in the process, problem-solving, and technical development will be emphasized. ($155 annual studio fee)

A292   Sculpture/Mixed Media II: Students who wish to continue their work in sculpture may be scheduled into Sculpture/Mixed Media I classes and will work under the instructor’s guidance.  Students will begin developing their own projects and are expected to work more independently.  Students will continue to develop basic sculptural skills and techniques while being introduced to more advanced technical and conceptual concerns. Prerequisite: Sculpture/Mixed Media I.  ($175 annual studio fee)

Important information on aspects of fulfilling the Arts Requirement

Specialization:  Students interested in pursuing the specialization track must submit a letter of application to the Arts Department head, Al Snapp, Pigott Family Arts Center, at course sign-up time during their junior year.  This letter should contain a description of individual experiences and learning in past arts courses or programs; a statement of personal interest in and commitment to further development of skills in a particular area; and a description of future goals and willingness to help provide leadership to other students in the program.  As a demonstration of their personal development and leadership, all visual arts specialization students are required, as seniors, to display a solo show of their works in the visual arts, or for drama or music students, help plan and participate in a special performance project for students in the respective discipline.  For the music ensemble specialization, continued participation in the respective music ensemble course rather than a solo senior project satisfies the specialization requirement. 

The written request for specialization support must be submitted to the Arts Department head in order to receive their signature on the course sign-up sheet.  Students must plan this track so they are enrolled in an arts course in their area of specialization during their senior year.  Specialization does not prevent students from deciding to take courses in other areas in the arts nor is it the best educational program in the arts for all students.  Approximately 25% of our graduates in recent years have chosen the specialization track in arts.  Current juniors planning to take a particular arts course as the final year of a specialization track in arts, must have a signature on the sign-up form from the Arts Department head.

Students seeking information about arts courses or further details of any aspect of arts requirements should contact a member of the arts faculty in the area of their particular interest or contact the Arts Department head.  All courses with the exception of Orchestra Minor and Vocal Ensemble count toward the Lakeside arts requirement.

Guidelines for the alternate activity based waiver requests. In cases where a student has demonstrated a commitment to an equivalent activity outside of school where this activity makes it difficult to schedule participation in a Lakeside arts course, the Arts Department occasionally gives credit for outside educational activities that meet course goals in our arts program.  This alternate activity credit may be given for no more than one year of the two-year requirement in arts.  A student should submit a written letter stating their waiver request to the arts department with the following information:  The nature of the activity, the name of the qualified instructor that the student will be working with, the number of hours each week that the student is required to spend in this work, and a description of their past work in this general area of the arts in school and in outside activities.  We believe that the individual student, the class, and the whole community benefit from each student’s contribution in the arts.  Students who qualify for the alternate activity credit are required to mount a display of their works (for visual arts students), or perform for the school community either in assemblies at the Middle or Upper school, chamber concert or drama showcase programs.  Requests for alternate activity credit in arts must be submitted with the course sign-up form to the Arts Department head prior to the year in which the activity for which the student seeks credit is completed.  All such requests will be considered for approval by the arts department.

 

ENGLISH 2005-2006

The Lakeside English curriculum aims to help students become more thoughtful about themselves and their relationship to their community and the global society.  We are committed to developing students who are thoughtful and perceptive readers, skillful and versatile writers, engaged and effective speakers, and active and sensitive listeners.  With a broad range of ancient and modern works, and canonical and non-canonical authors, students come to understand the historical growth of literary genres and multicultural strands of world literature.  Perhaps our highest aim is to inspire a love of language and literature.

The four-year English curriculum at Lakeside leads students through two introductory years of required classes and two years of increasing choice in course selections. In the 9th and 10th grades, all students study similar areas of emphasis with the same teacher the entire year. In the junior year, students enroll in a two-semester American Cultural Studies course, which teaches expository writing through a focus on American literature and culture; sections will be reconfigured after the first semester. In the first semester of the senior year, students choose among electives focusing on a literary tradition or literary genre.  In the second semester of the final year, seniors choose among electives with a significant experiential or creative component.

Senior elective offerings vary from year to year, with several courses rotating in and out on an every-other-year cycle.  Students seeking further information about current and future senior elective offerings and other courses in the English curriculum should contact the English Department head, Anne Stavney, Moore 11A.

Note:  All classes meet for two 45-minute periods and one 75-minute period per week unless otherwise noted.

Grade 9

E100    English 9: In this yearlong course, we will investigate the classic literary theme of youth and rebellion. From the naïve lovers of Shakespeare’s 17th-century play The Tempest to the budding political revolutionaries of Julia Alvarez’s 1995 novel In the Time of the Butterflies, we will encounter young protagonists making important choices about how to shape their individual lives. Through these choices, they challenge and ultimately transform the world around them.  Our young protagonists will guide us through a wide array of literary genres—fiction and nonfiction, poetry and prose—as well as a diversity of personal viewpoints and cultural contexts.  Along the way, we will work intensively to hone our analytical and creative reading, writing, and thinking abilities. Regular skill-building in two additional areas, vocabulary and grammar, will help us to achieve better clarity and strength of expression. Most importantly, exploring these different stories will prompt us to examine our personal experiences. What does it mean to be young in America today? What parts of your teenage experience do you share with youth from other places and times, and what parts are unique? How do your own difficult choices reflect who you are right now…and who you want to become? Texts include: A Walk in my World: International Short Stories about Youth; Frank Chin, Donald Duk; J.D. Salinger, Catcher in the Rye; William Shakespeare, The Tempest; and Julia Alvarez, In the Time of the Butterflies.

Grade 10

E200    English 10: In this yearlong course, we will examine how diverse authors through time and place have used the art of storytelling to explore the question of what it means to be human. We will start our inquiry with five literary themes that investigate key sites of conflict, insight, or transformation common to all humanity; these themes are the borders between innocence and experience, conformity and rebellion, culture and identity, love and hate, and the presence of death. As we read and investigate further, we will discover other currents connecting art and human experience, and we will generate our own questions, responses, and stories. In addition to focusing our inquiry on how authors try to make sense of life through their art, we will also study the specific characteristics and effects of the different literary genres. It is said of poetry that to understand a poem, we cannot simply grapple with what it means, but rather we must consider how it means. The same can be said to varying degrees for other kinds of literature. We will build an analytical vocabulary for each of five genres--poetry, drama, the novel, the short story, and the essay--and examine how each works as a literary form. Additionally, as we explore the elements of literature through critical reading, you will hone your own expressive skills through a range of analytical, creative, personal, and persuasive writing assignments. Texts may include: Literature: The Human Experience (shorter 8th edition); Yann Martel, Life of Pi; Chaim Potok, My Name is Asher Lev; Bharati Mukherjee, Jasmine; Alan Paton, Cry, the Beloved Country; Kaye Gibbons, Ellen Foster; Albert Camus, The Stranger.

Grade 11

E300    American Cultural Studies I: The first semester of American Cultural Studies explores the complex intersections of literature, history, and culture in the United States—with particular focus on the 20th century.  Because American literature is a vast terrain, we will chart our journey through three specific U.S. regions: the South, the Midwest, and the West. Our readings will introduce us to the unique colors and flavors of each local region, as well as reflect the common threads that connect Americans across regional boundaries. At each stop, we will investigate how moments of cultural crossover—among people of different racial, ethnic, religious, and political perspectives—have shaped and informed American society. As we consider diverse U.S. communities and experiences in our reading, writing, and class discussions, we will also interrogate the meaning of “America” itself. What does it mean to claim an American identity? How have American writers interpreted the local and national cultures that surround them? How do we, as contemporary Americans in the Seattle area, define our own relationship to our local region and shared national collective? Our work together will highlight this body of literature and these conceptual questions while we also focus on writing, reading, speaking, vocabulary building, and critical thinking.  Texts include: Ernest Gaines, A Lesson Before Dying; Louise Erdrich, Tracks; Toshio Mori, Yokohama, California; Norman Maclean, A River Runs Through It and Other Stories.

E303    American Cultural Studies II: Drawing from a variety of sources—visual art, music, film, non-fiction writing, and literary texts—this second semester course takes an interdisciplinary approach to 20th century American literature and culture.  Our journey into this vast field and tradition will be guided by four major themes: relationship to place and land; race and gender; individuals versus communities; and the American dream.  We will also examine how a seemingly singular grouping called "American" can be seen pluralistically, as a configuration of ever-changing cultures.  Students will be able to draw on their concurrent studies in United States history as they continue to learn how to read literary texts in their social, historical, and cultural contexts.  Texts include: F. Scott Fitzgerald, The Great Gatsby; Zora Neale Hurston, Their Eyes Were Watching God; Tim O’Brien, The Things They Carried.

E30H3 US History - American Studies: Juniors only. This course offers an interdisciplinary approach by combining United States History (H300) and American Cultural Studies I and II (E300 & E303).  American Studies is taught in an interdisciplinary double block taught by two teachers—one for history and one for English.  It is organized specifically to duplicate the content and readings of both the usual required courses. However, some interdisciplinary themes will provide an organizing structure: the notion of a “City on a Hill,” competing visions of democracy, authority vs. the individual, nature vs. machine, hierarchy vs. equality, wealth and virtue, and the idea of the frontier. Students will write papers and participate in seminars on these themes, using literary and historical sources in combination. Students will also have the experience of working with two teachers in an expanded and flexible time period, using a variety of different teaching approaches and activities. Students in this course will receive two separate grades, one for History and one for English.

Grade 12

The senior year in English offers a wide range of electives, which are more specialized in focus than earlier years yet continue students’ development as readers, writers, speakers, and listeners.  The fall semester electives focus on a literary tradition by exploring a literary period or genre.  The spring semester electives focus on experiential and creative teaching and learning.  Students will complete a culminating Senior English Capstone Project that asks them to draw on their past semesters of study in English, bringing their learning together in some meaningful way.  Senior elective offerings will alternate or rotate on a yearly basis.


FIRST SEMESTER

E400    Ancient to Modern: Forbidden Knowledge: 

“There is no case where ignorance should be preferred to

knowledge—especially if the knowledge is terrible.”

-Edward Teller

            What themes connect the modern world to the past, and how does a study of ancient writers shed light on what we identify as “the new” in art and literature? Specific themes, topics, and authors vary yearly according to the interests and expertise of the instructor, but in general the class moves between classic and contemporary texts, searching for patterns. The current class will focus on forbidden knowledge.  According to the physicist Teller, freedom of information and open knowledge ought to be guiding lights for all human inquiry. But should terrible knowledge, in fact, be sought? Should there be limits to human inquiry? This course will trace the theme of forbidden knowledge, and see whether such knowledge should remain secret or should be actively sought. Ancient myths, folktales, and legends from diverse cultures will serve as a starting point, to be followed by classic and contemporary poems, plays, novels, and films.  Texts may include: Milton, Paradise Lost; Shelley, Frankenstein; Goethe, Faust [Part 1]; Stevenson, Dr. Jekyll and Mr. Hyde; Kafka, The Trial; Morrison, Beloved; Beckett, “Happy Days.” Films:  “Pi,” dir. Daniel Aronofsky [1988]; “Forbidden Planet,” dir. Fred Wilcox [1956]; “Picnic at Hanging Rock,” dir. Peter Weir [1975].

E402    The Comic Tradition: Literary criticism has always been more comfortable with abstract theories of tragedy than with trying to explain comedy. Yet tragedy’s existence is easy to explain—suffering needs to be borne, and our yearning to find explanations is all too understandable—whereas laughter seems mysterious. This course seeks to uncover the wellsprings of comedy, from its origins in ancient plays (yes—they were funny back then too!), to its modern manifestations, in film, print, and the stage. Authors may include Aristophanes, Geoffrey Chaucer, Moliere, Alexander Pope, Charles Dickens, Mark Twain, Oscar Wilde, Dorothy Parker, Langston Hughes, Woody Allen, Chester Himes, Ishmael Reed, Sherman Alexie, Flannery O’Connor, Martin Amis, Steve Martin, Amy Tan, and Saul Bellow. We will also explore the changing face of film comedy beginning with Chaplin, Keaton, and the Marx Brothers, and extending to recent pictures, like Dr. Strangelove, Best in Show, and Annie Hall.

E404    The Victorian Era: Unzipped:  If the mention of the Victorian period too often calls to mind stuffy people insisting that the legs of their pianos be decently covered, this class seeks to study the period properly in order to better access and enjoy some seminal works of literature.  The course will examine the social and aesthetic philosophies of the period that were often at odds with the ideals of the Enlightenment and, by extension, all of the preceding time periods of literary history.  For this was the time of rampant industrialization, of Darwin, and of a sense of cultural fragmentation.  These social realities gave birth to a literary output that is as decidedly modern as it is “Victorian.”  Within this social, cultural, and historical context, we will examine such issues as the emphasis on first-person narration, the prevalence of orphan-heroes, the advent of the dramatic monologue, and the appearance of several formidable heroines.  Course readings may include the following authors and texts:  Jane Austen, Pride and Prejudice; Charlotte Bronte, Jane Eyre; Jean Rhys, Wide Sargasso Sea; Charles Dickens, Great Expectations; Emily Bronte, Wuthering Heights; Alfred Tennyson and Robert Browning (selected poems).

E416    Asian American Literature and Culture: What does it mean to be Asian American? How have Asian Americans shaped the culture, history, and literature of the United States? In this seminar, we will explore Asian American writing from many different genres, ancestries, and time periods. Our study of the literature will be situated in the chronology of U.S. history—from the early immigration of Chinese Am