Art, Design and Technology

The primary objective of the 7^th Grade Art course is to provide a rudimentary understanding of the various elements of art and to encourage students to harness a series of skills that will help them approach the subject from a more curious, open and critical perspective. Several core questions are introduced for deeper and long-term examination, such as the definition of art, where art is found, and the best approaches for analyzing and interpreting works of art. To ensure that these topics are tackled in manner suitable for the age group and the varying degrees of experience and exposure to art within a classroom, the subjects are tackled through collaborative discussions and draw inspiration from subject matter relevant to the students themselves, including film, music, games, pop culture, and others. Following the theoretical discussions, practical instruction takes the bulk of the remaining time so that students continue to develop their skills and craftsmanship, with constructive feedback provided throughout the process.

Course length: One semester

The 8^th Grade Art course builds on the foundations established in 7^th grade. The course begins with a refresher on the elements of art for students old and new, allowing them to reconnect with the basic concepts that facilitate the learning process moving forward. From there, the course launches into a higher range of skillsets. The first is a comprehensive introduction to 3D form, which is approached through observational drawings. This allows students to experiment with more advanced skills, while further developing their conceptual understanding of objects and how to translate them onto a 2D space. The course then moves into advanced drawing through water colors, which not only familiarizes students with a versatile and challenging coloring medium but also help them build deconstruction skills by exploring the layers of their work after completion. Once this skillset is mastered, the students become ready to explore more conceptual territories through more dynamic and individualized projects, usually conforming to a given theme. This helps students become more independent and premeditative thinkers, planning their work ahead of time, understanding the meaning of metaphorical vs. literary work, and learning how to create art pieces that speak to an audience. 

Course length: One semester

In the first half of the course, students learn drawing techniques and explore a variety of drawing media (ink, pastel, mixed media, etc.). Drawing focuses on black and white or monochromatic rendering from life, pictures, masterworks and imagination. Painting includes wet media with processes such as transparent and opaque painting and focuses on the operations of color, with an introduction of basic watercolor and acrylic principles and techniques. Students are required to paint eight to 10 paintings covering a wide range of themes and styles. The second part of the course allows students to expand on the painting techniques and principles that were introduced in the first semester. Students are required to have some painting experience and to have a basic understanding of paint handling and color theory. Exercises are designed to challenge students to increase their technical and conceptual repertoire.

This course deals with creative problem solving on two-dimensional surfaces. Students work with various media such as graphic design, photography, digital imaging and collage through purposeful and creative decision-making and successful application of the principles and elements of design. By the end of this course, students have a portfolio that includes 10-15 final pieces and evidence of their itinerancy in a visual journal.

These courses introduce students to 3-D design principles (e.g. form, structure, volume, visual balance, surface treatment, texture, composition, movement and scale) through different mediums, such as ceramics and sculpture. Students are exposed to a variety of materials, techniques and tools with which to create three-dimensional forms. A visual vocabulary is developed through an understanding of the creative process, personal aesthetic and conceptual intent. 3D Art does not lead to AP Art and Design; it is therefore offered on three levels to encourage student mastery.

The course outlines the central theories and ongoing debates in the philosophy of global art. Students examine the roles of artists and art-making in contemporary culture, critically analyze art-historical practice and assumptions, discover the various institutions and communicative media through which art is presented, study the functions of art and visual culture, and explore the social context for innovation and creativity. The course will cover themes such as identity, the body, time, memory, place, language, science and spirituality within mid-century and contemporary art contexts. Students also build on the studio skills they have learned in either Drawing and Painting and/or Digital Art and have it spearheaded by a solid concept and capstone project by the end of the course.

Advanced Studio Art: Drawing is a rigorous but rewarding process, in which students work towards submitting a 24-piece portfolio in the drawing discipline for AP recognition. This course is designed for students who have advanced talent and interest in visual art and who are particularly interested in traditional media such as drawing and painting. The course is intended to encourage students to address a broad interpretation of drawing issues such as line quality, light and shade, rendering of form, composition, surface manipulation, the illusion of depth and mark making. Students are expected to exhibit their work in the annual art showcase.

Prerequisites: ADT 301: Drawing and Painting or ADT 302: Digital Art, and ADT 401: Conceptual Art

Page to Stage invites critical readers, thoughtful writers and experienced actors to hone their capacity for literary analysis, boost their acting skills and develop a director’s vision. In the first semester, students read great plays from world theater reflecting essential questions that arise across the curriculum. Students alternate script analysis through discussion with weekly actors’ workshop. Having established a common language to coach the most honest acting out of one another, actors evaluate themselves and each other in the bi-monthly mini-performances called “critiques.” In January, during the Shakespeare intensive, actors rehearse a monologue which they will perform in competition. To explore the concrete world of each play they read, students choose research topics for short, multi-media presentations. Throughout the year, students undertake several integrated writing projects combining acting techniques and script analysis. In early March, students pick one of the works previously read for performance in mid- April; they drive all components of this spring production, allowing them to develop basic skills in at least one aspect of technical theater, and to demonstrate their accumulated learning. Following the spring performance, having debriefed the production process, actors read one more play, and prepare a contemporary audition monologue for life after King’s.

Notes:

• Students must elect whether this cross-listed course will count for either an Art or an English credit.
• Students electing 800-level Arts credit will be automatically accepted if they have completed two years of Theater at King’s (Introductory Theater and Scene Study) OR at least one year of Intro Theater in combination with a major theatrical production.
• Students electing English Seminar 600-level credit will be considered regardless of their theater background.

This course places its primary emphasis on creativity. It introduces students to basic concepts of contemporary dance, while also encouraging each student to develop a unique, individualized movement vocabulary. Contemporary dance is a broad dance form that references many movement styles from around the world including ballet and martial arts. Students also acquire basic technique in Arabic Folkloric Dabkeh, which they may incorporate into their movement vocabulary. Through the study of technique and improvisation, students expand their physical range and expressive capabilities and heighten their spatial awareness. They investigate concepts such as momentum, spiraling, breathing, alignment, musicality and timing. Students ultimately learn to apply the various aspects of dance to compose original, cohesive and exciting public presentations.

This course is an introductory dance course that has a strong emphasis on Dabkeh, a form of Arabic folkloric dance. Students meet one evening a week with members of the Al Quds Group for focused Dabkeh instruction. In addition, students meet for one or two daytime sessions during the academic week to refine their Dabkeh skills, and to also expand their physical range and expressive capabilities through the study of contemporary dance techniques. Students also develop their composition skills through improvisation and choreography.

In this course, experienced dance students further their studies in concepts of contemporary dance, while continuing to develop a unique, individualized movement vocabulary. Working in a group context, students learn how to rehearse and perform as a larger ensemble. In the past, students from this class have performed under the direction of guest artists such as Yoshiko Chuma, Dai Jian, Elizabeth Johnson, and Natalie Salsa. Heavily emphasizing creativity through composition projects, students also explore solos and duos, incorporating various mediums from other art forms such as set design, costumes, music and literary texts.

This course continues to build on Introduction to Dabkeh, developing intelligent, informed and versatile movers with a strong base of Dabkeh. Students meet one evening a week with members of the Al Quds Group for Dabkeh instruction. In addition, students meet for one or two daytime sessions during the academic week to refine their Dabkeh skills, and to expand their physical range and expressive capabilities through the study of contemporary dance techniques. Students study the social, political, and historical context of Dabkeh and reflect on how they as individuals and artists position themselves.

This course is an advanced level course for students who have completed Dance Ensemble Intermediate. Meeting in conjunction with Dance Ensemble Intermediate, students are expected to take additional leadership roles in the ensemble by leading rehearsals, mentoring others in refining their movement, and choreographing small group works. Students may repeat this course each year.

This course is an advanced level course for students who have completed Intermediate Arabic Folklore Dabkeh. Meeting in conjunction with Intermediate Arabic Folklore Dabkeh, students are expected to take additional leadership roles in the ensemble by leading rehearsals, mentoring others in refining their movement, and choreographing small group works. Students may repeat this course each year.

Students explore the fundamentals of music through acts of creating, performing and responding. They build skills for reading music notation, performing on basic percussive music instruments and incorporating some basic elements of the string family. Students explore digital musicianship and learn to appreciate music by developing a deeper understanding of its elements.  

Course length: One semester

Students explore the fundamentals of digital music-making through the acts of creating, performing, and responding. They learn about the present-day music industry and collaborate in class to create their own music and promote it to their peers and community. Students acquire the knowledge to discuss music and respond to it in a meaningful way, and they grow in their appreciation of its influence as an art form and an expressive outlet.

Course length: One semester

This course provide the tools a student needs to gain basic proficiency in playing a stringed instrument, reading musical notation, and interacting musically in an orchestra. As a result of this course, students develop the ability to play a stringed instrument with good posture and tone quality, play a varied repertoire in the keys of D, G, C, and A majors (and their relative minors), read notated music, develop effective practice habits, and build a sense of musicianship. This is a performance-based course, and students perform in two ensemble concerts, one in the fall semester and one in the spring semester. Instruments offered are violin, viola, cello, and bass.

This course introduces basic guitar playing to beginners. Emphasis is placed on learning guitar skills using finger style 6 string classical guitar. Essential guitar skills and basic note-reading are taught in a group setting that allows students to learn from each other. Some of the skills covered are rest and free stroke, plucking different notes together, playing and moving from different positions on the fingerboard, and upward and downward slurs.

Students in this course for beginners learn to develop their instrumental music skills and to prepare for performance opportunities. Students learn how to assemble the instrument, produce a sound, memorize fingering and eventually play simple melodies. The course focuses on the following content areas: tone quality, correct posture, balance, blend, intonation, attacks, releases, phrasing, rhythm, cooperation, respect and self-discipline. Furthermore, a variety of music representative of various styles, composers, and historical periods is used for the purpose of teaching and reinforcing musical concepts and instrumental techniques needed to achieve proficiency on an instrument. Instruments that offered are trumpet, French horn, trombone, flute, clarinet and alto saxophone.

This course introduces students to Arabic music and history through studying musical theories and learning to play the instruments of the traditional Arabic ensemble (takht) that consists of four main melodic instruments (oud, nay, qanun and violin) and one main percussion instrument (riq). Sometimes the riq is supplemented/substituted with the tabla or daff (frame drum).

This course serves as a prerequisite for Advanced Music Theory. Students gain an understanding of the basic building blocks of music theory and notation. Students develop their aural and written musical skills including rhythmic notation, pitch matching and identification, interval identification, basic chord structures, part writing, form and musical design. No experience is necessary.

This course aims to develop students’ singing skills. Students develop mastery of solfege, major and minor scales, and four-part harmonies, and they gain an understanding and appreciation of music from other cultures and the connections that music brings to people, places and time. The course is available during school hours and one evening per week. Enrolled students are expected to participate in the evening choir concert.

This course is designed for students who already have basic skills on a stringed instrument (violin, viola, cello, or bass) including instrument assembly and maintenance, correct playing position and sound tone production. The ability to read basic notated music is a must. Instruction focuses on the refinement of tone quality, technique, aural skills and music literacy. Additionally, students gain experience playing as part of an ensemble. This is a performance-based course, and students perform in two ensemble concerts, one in the fall semester and one in the spring semester.

This course is designed for students who wish to develop their piano skills. It builds on comprehensive practice strategies as well as dexterity and playing abilities. The course is designed as a one-on-one class and students of all levels are encouraged to enroll.

This course builds on Intro to Arabic Music Ensemble in skill and level. Students choose to play one Arabic instrument (oud, qanoon or tableh), and they meet once a week to practice together as a band, and once as an individual class for individual practicing.

Orchestra is designed for instrumentalists with previous playing experience who aim to play in a larger ensemble. It focuses on developing individual playing skills in a group setting. Students learn the techniques of playing together, while focusing on listening skills and musical awareness.

This course is designed to promote and develop musical performance skills for guitarists. A wide range of music genres from classical to rock is covered.

Prerequisites: Intro to guitar or audition

This course is designed for instrumentalists with previous playing experience. Students are arranged in smaller chamber groups according to their playing level. The chamber curriculum consists of weekly coaching sessions and individual sessions. Each group is assigned a faculty member. Emphasis is on group participation, rehearsal techniques, ensemble issues, intonation work and mastery of staple chamber repertoire.

This course is an introductory college-level music theory course. Students cultivate their understanding of music theory through analyzing performed and notated music as they explore concepts like pitch, rhythm, form and musical design. This course is recommended for students who want to build on their knowledge of music through the study of basic musicianship skills, notation skills, compositional skills, score analysis skills and performance skills. Students who wish to take Advanced Music Theory should have basic performance skills on voice or an instrument and have completed Introduction to Music Theory or equivalent. The goal of this course is “to develop a student’s ability to recognize, understand and describe the basic materials and processes of music that are heard or presented in a score.

Prerequisites: Introduction to Music Theory or equivalent

In this course, students build a foundation of skills based on the belief at the core of our program that “acting is doing”. For the first 10 weeks, daily warm-ups, games and exercises introduce students to the skills we call the Ten Doings: Observe, Discover the Place, Establish Your Relationship with the Others in the Scene; Decide What You Want; Choose How You Will Get It. Regular rites of passage require students to demonstrate they have internalized each new concept. Students learn to commit fully to what they are doing onstage and in the process lose their self-consciousness and build self-confidence. Through experimentation with body and voice, reflection, composition and performance, students deepen their understanding of how to create and appreciate various forms of performance, including music and dance, and how these are connected. Next, actors begin to apply the fundamental skills they have acquired first to a series of neutral scenes, and then to a short comic play which they adapt based on their own “directorial concept” and stage. In the spring, students undertake a classic full-length play, from which they perform selected scenes for a small audience. As students grow more experienced, they acquaint themselves with the remaining Doings: Look for the Test of Your Action, Develop Your Character, Create the Moment Before, Know the Words of the Play, Know the World of the Play. Twice, students will research topics of their choosing for short multi-media presentations. Students acquaint themselves with the acting methodologies of renowned theater practitioners, investigate major movements in theater history, and deepen their exploration of human nature. 

Note: A prerequisite to further theater classes at King’s, this course prepares students to thoughtfully engage with the performing arts, whether as performers, directors, or audience members.

In this course, students continue to develop their acting skills based on the “10 Doings,” the foundation they built in their first year of theater. Actors read, Harkness and workshop at least three plays from drastically different theatrical styles and eras. Scene study off and on stage focuses on how characters achieve power of all kinds through manipulation: how they decide what they want, influence others to get it, and ultimately achieve or cede power to one another. Students undergo regular actors studio-type critique from the others in the ensemble. The emphasis is on developing honest, truthful acting. In January, during the Shakespeare intensive, all actors rehearse a monologue that they perform in competition. To explore the concrete world of each play they read, students choose research topics for short, multi-media presentations. As the culminating event of the class, actors perform an evening of selected scenes from three different works in the diverse dramatic styles of their choosing.

Prerequisites: Introduction to Theater or, at the instructor’s discretion, the equivalent

This course is intended for students who have a serious interest and/or experience with improvisation and acting. It exposes students to short and long form improv, comedy sports-style games, and sketch comedy. The course incorporates exercises of Viola Spolin’s and Augusto Boal’s so that students grow in their improvisation, acting and community-building skills. Students also work throughout the year with a teaching artist/professional comedian who conducts intensive workshops in character development, ensemble performance and creating sketch comedy. Students may also look at contemporary improv troupes such as Second City or the televised series “Whose Line is it Anyway?” for inspiration. This is a year-long course that meets once a week in the evening, with extra rehearsals scheduled as needed in preparation for performances. The course focuses on the widely acknowledged “rules of improv” such as acceptance, collaboration, grounding, timing, patterns, and most crucially, establishing relationship, objective and what’s at stake. Students work on freeing the body, voice and thinking processes, which leads ultimately to uninhibited thought and playfulness. Most classes focus on practical exercises, warm-ups, group games, and developing comic sketches.

Note: This class meets once a week on Tuesday evenings and is offered for pass/fail credit in the fall, and for a grade in the spring, with an ultra-strict stipulation about absence and tardiness

This is a graded class that occupies an extended block in both the major and minor co-curricular slots and runs through the December performance. While no previous experience is necessary, this class demands breadth and depth of training in acting, singing and dance, as well as a variety of other skills ranging from academic to personal growth. Rehearsing for the musical requires students not only to dedicate body, mind and soul to three performing art forms, but also to examine the social and historical context of the play, to explore the psychology of the characters they develop, and to hone skills in script analysis, technical theater, rehearsal techniques, physical endurance, team work, and, most importantly, self-confidence. Starting in mid-November, rehearsal hours increase to include Thursday afternoons and Saturdays for the final three weeks leading up to the three nights of performances in the second week of December.

Note: Acceptance into this class is by audition only