Advanced Digital Art
Instructor:
Chas. Foster
Semester Two! /2015-2016
[email protected]
Expected Student Learning Outcomes
Grading
Formative
60%
Homework/Practice
Summative
10%
30%
experimentation with materials and techniques,
preliminary studies, mastering new concepts
worksheets, studies, inspiration collection
final artworks, analysis and reflections
Supplies
All necessary supplies will be provided. There is a $10 materials fee per semester.
Assignment/Make Up Policy
If an absence is excused or is the result of a suspension, the teacher will help a student
make up work. If the absence is unexcused, the teacher does not have to help a
student make up the work missed or give an extension on work that was due. In either
case, students are responsible for making up missed work. For unexcused absences,
teachers may deny credit for missed assignments or assessments, in accordance with
the process approved by the principal and the leadership team. (MCPS Student handbook)
Due Dates/Deadlines
Per MCPS policy, teachers are expected to separate the due date from the deadline in
order to increase opportunities for students to complete assignments. Unless a specific
exception is made, the deadline for a task/assessment will be one week after the due
date. In order to receive full credit, work must be turned in on the due date. Work
turned in by the deadline will be marked down 10%. Work turned in after the deadline
will receive a failing grade.
Z’s and 0’s
Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible
points for the task/assessment. If a student does no work on the task/assessment, the
teacher will assign a zero. If a teacher determines that the student did not attempt to
meet the basic requirements of the task/assessment, the teacher may assign a zero. A
Z indicates that a task/assessment has not been turned in, but may still be turned in for
a (late) grade.
AP Music Theory Syllabus
Emily Donaldson
Primary Textbooks:
Benward, Bruce and Gary White. 2003. Music in Theory and Practice Vol. I, 7th
edition. New York: McGrawHill.
Benward, Bruce and Marilyn Saker. 2003. Workbook to Accompany Music in
Theory and Practice Vol. I, 7th edition. New York: McGrawHill.
Benward, Bruce and J. Timothy Kolosick. 1991. Ear Training: A Technique for
Listening, 4th edition. Dubuque: Wm. C. Brown Publishers.
Kostka, Stefan and Dorothy Payne. 2000. Tonal Harmony with an Introduction
to Twentieth Century Music, 4th edition. New York: McGrawHill.
Ottman, Robert W. 2004. Music for SightSinging, 6th edition. Upper Saddle
River, N.J.: PrenticeHall.
Zinn, Michael and Robert Hogenson. 1987. Basics of Music, Opus I. New York:
Schirmer Books.
Additional Resources:
Harrison, Mark. 1994. Contemporary Eartraining, Level 1. Milwaukee
Hal Leonard.
Harrison, Mark. 1994. Contemporary Eartraining, Level 2. Milwaukee:
Hal Leonard.
Reed, H. Owen. 1985. Basic Music Workbook. New York: Alfred Music.
Roig-Francoli, Miguel A. 2003. Workbook and Anthology for use with Harmony
in Context. New York: McGrawHill.
Course Planner:
Unit 1: “The ABC’s of Music”
By the end of this unit, the students will have:
1. reinforced prior knowledge of music notation.
2. reinforced prior knowledge of singing and matching pitch.
3. understood the scientific concept of sound production and how it has been
notated musically throughout history.
4. investigated the ranges and sound production of various instruments and
objects.
5. practiced standard notation of melody and rhythm.
6. learned to notate what they experience aurally.
7. developed an understanding and a consistent practice of tonality and its
notation through scales and diatonic motion.
8. composed both a rhythmic and a “found sound” composition.
9. practiced sightsinging in diatonic motion.
10. identified intervals both aurally and through notation.
Weeks 1&2: Benward, Preface and Chapter 1 “Sound & Notation”
Zinn, Chapters 13 “Properties of Sound-Basic Notation”, “Rhythm, Meter and
Meter Signatures”
Weeks 3-5: Benward, Chapter 2 “Scales, Tonality, Key, Modes”
Zinn, Chapters 4-5, 7-8 “Scales I, II & III”; “Key Signatures”
Weeks 6&7: Benward, Chapter 3 “Intervals and Transposition”
Zinn, Chapter 6 “Intervals”
Regular Sightsinging:
EarTraining:
Ottman, Chapters 14
Teacher-created rhythmic dictation, diatonic melodic dictation,
interval identification, error detection
Classroom activities will consist of teacher lecture, student work from workbooks and teachercreated worksheets, rhythmic dictation, melodic dictation, ear training exercises, short
compositions, and sight singing in a group setting.
Unit 2: “Becoming Creators of Music”
By the end of this unit, the student will have:
1. been introduced to the history of music.
2. compared and contrasted the music of different historical time periods.
3. aurally identified the time period of various musical compositions.
4. analyzed and identified phrase structures and melodic form.
5. been introduced to the elements of first species counterpoint.
6. composed a bass line for a given melody
7. practiced the notation of chords and cadences.
8. composed melodies and harmonies using various motivic manipulations
and contrapuntal techniques, including 2 part compositions of melody
with bass line and implied harmony.
8. practiced sight-singing in major keys.
9. notated melodies and chordal progressions experienced aurally.
10. correctly identified cadences experienced aurally.
11. correctly identified phrase structures experienced aurally.
12. analyzed and identified music of a variety of textures.
13. identified non-harmonic tones visually and aurally.
14. practiced sight-singing in major keys.
Week 8:
Week 9:
Music History Unit,
Practice AP Test as a Benchmark; Discussion and clarification of AP
Music Theory expectations (End of first marking period)
Week 10-11: Benward, Chapter 4 “Chords”
Zinn, Chapter 9&10 “Triads” and “Diatonic Triads”
Week 12:
Benward, Chapter 5 “Cadences” and “Nonharmonic Tones”
Zinn, Chapter 11 “Cadence Structures”
Week 13-14: Benward, Chapter 6 “Melodic Organization” which includes phrase
structure
Zinn, Chapter 13 “Motive and Motivic Structure” which includes
phrase structure
Week 15:
Benward, Chapter 7 “Texture & Textural Reduction”
Zinn, Chapter12 “Harmonization”
Week 16-17: Benward, Chapter 8 “Voice Leading in Two Voices”
Week 18:
Composition Practice & Semester Exam (End of second marking period)
Regular Sightsinging:
Ear Training:
Ottman, Chapters 59
Benward, Unit 13, teacher-created rhythmic and melodic dictation
Classroom activities will consist of teacher lecture, student work from workbooks and teachercreated worksheets, short quizzes, rhythmic dictation, melodic dictation, eartraining
exercises from Benward text, short compositions, sightsinging in a group setting and alone,
partwriting exercises, and a semester exam.
Unit 3: “Learning From The Masters”
By the end of this unit, the students will have:
1. learned and practiced the rules of 4-part writing.
2. learned and practiced figured bass analysis and realization.
3. practiced bass line writing techniques
4. identified non-harmonic tones in analytical context.
5. identified seventh chords visually and aurally.
6. understood the principles and practices of modulation.
7. analyzed music from a tonal perspective.
8. learned the basics of form in composition (small forms) which includes a
review and extension of phrase structure.
9. analyzed various compositions for form including phrase structure.
10. practiced sightsinging in minor keys.
11. composed a bass line with implied harmonies.
12. practiced realization of harmonic progressions from roman and arabic numerals and
contemporary chord symbols.
13. been introduced to the secondary dominant chord.
14. notated harmonies experienced aurally.
Week 19 :
Benward, Chapter 9 “Voice Leading in 4 voices”
Kostka, Chapter 5 & 6 “Principles of Voice Leading” and “Root Position
PartWriting”
Week 20:
Benward, Chapter 10 “Harmonic Progression & Harmonic Rhythm”
Kostka, Chapter 7-9 “Harmonic Progression”, “Triads in 1st and 2nd inversions”
Week 21-22: Benward, Chapter 11-13 “Seventh Chords”
Kostka, Part III “Diatonic Seventh Chords”
Week 23:
Benward, Chapter 14 “Modulation”
Roig-Francoli, Chapter 19 “Modulation to Closely Related Keys”
Kostka, Chapters 18 & 19 “Modulations using Diatonic Common Chords” and
“Some Other Modulatory Techniques”
Week 24:
Benward, Chapter 15 “Secondary Dominants and LeadingTone Chords”
Roig-Francoli, Chapter 16 & 17 “Secondary Dominants”
Kostka, Chapters 16 & 17 “Secondary Functions I & II”
Week 25:
Harmonic Dictation Practice Week
Week 26 27: Benward, Chapter 16 & 17 “TwoPart & ThreePart Forms”
Roig-Francoli, Chapter 20 “Small Forms”
Kostka, Chapter 20 “Binary and Ternary Forms” (end of the third marking period)
Regular Sightsinging:
Ottman, Chapters 10-15
Ear Training:
Benward, Units 4-11
Classroom activities will consist of teacher lecture, student work from workbooks and teachercreated worksheets, melodic dictation, eartraining exercises, moderate length compositions,
sightsinging in a group setting and alone, partwriting and analysis exercises, free response
AP questions including bass line with implied harmonies.
Unit 4: “Talking the Talk and Walking the Walk”
By the end of this unit, the students will have:
1. reviewed and practiced all aspects of analysis and partwriting as learned in unit 3.
2. composed musical pieces that use the theoretical premises previously learned.
3. practiced and tested eartraining skills including melodic dictation and harmonic
dictation.
4. practiced and tested sightsinging skills.
5. prepared for the AP Music Theory examination.
6. identified the Neapolitan, French, German, and Italian 6 chords.
7. explored the chromaticism of the 19th century composers.
8. explored the serialism, electronic music, and blues scales of the 20th century.
Week 28:
Week 29:
Week 30:
Week 31:
Week 32:
Week 33:
Week 34:
Week 35:
Week 36:
Take practice AP exam, correct and review concepts
Composition of 4 part chorales using modulation and secondary dominants
Take practice AP exam, correct and review concepts
AP examination week
Roig-Francoli, Chapter 23 “Neapolitan and Augmented 6 Chords”
Kostka, Chapters 22-24 “Neapolitan, Augmented 6 Chords”
Roig- Francoli,Chapter 24 “Chromatic Modulatory Techniques”
Kostka, Chapters 21 & 25 “Mode Mixture; Enharmonic Spellings and
Enharmonic Modulations”
Kostka, Chapter 27 “Tonal Harmony in the Late 19th Century”
Kostka, Chapter 28 “Introduction to Twentieth CenturyPractices”
Final examination week composition project (end of 4th marking period)
Regular Sightsinging:
EarTraining:
teacher created melodies, released AP free response samples
Benward, Units 12-16, teacher created harmonic and melodic
dictation, released AP free response samples
Classroom activities will consist of teacher lecture, student work from workbooks and teachercreated worksheets, melodic dictation, eartraining exercises, moderate length compositions,
sightsinging in a group setting and alone, partwriting and analysis exercises, and AP practice
tests.
Throughout the year the students are encouraged to visit the following websites for additional
practice and resources:
http://www.good-ear.com
http://www.codamusic.com
http://www.musictheory.net
http://Www.emusictheory.com
Art & Culture
Instructors: Ann-Marie Lyddane
Chas. Foster
Springbrook High School/2015-2016
[email protected]
[email protected]
This class is about two things:
Art: An introduction to drawing, painting, sculpture, printmaking, artist’s books,
and more...
Culture:
Who you are, and how you communicate your own particular blend of
heritage, language, fashion, loves, hates, and more...
Expected Student Learning Outcomes
All art classes at Springbrook that include 9th and 10th graders are International
Baccalaureate Middle Years Program classes and are planned with the following goals
and philosophies in mind.
A: Knowing and understanding
Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms
and are able to analyze and communicate in specialized language. Using explicit and tacit knowledge
alongside an understanding of the role of the arts in a global context, students inform their work and
artistic perspectives.
In order to reach the aims of arts, students should be able to
i.
Demonstrate knowledge and understanding of the art form studied, including concepts,
processes and the use of subject-specific terminology
ii.
Demonstrate an understanding of the role of the art form in original or displaced contexts
iii.
Use acquired knowledge to purposefully inform artistic decisions in the process of creating
artwork
B: Developing skills
The acquisition and development of skills provide the opportunity for active participation in the art form
and in the process of creating art. Skill application allows students to develop their artistic ideas to a
point of realization. The point of realization could take many forms. However, it is recognized as the
moment when the student makes a final commitment to his or her artwork by presenting it to an
audience. Skills are evident in both process and product.
In order to reach the aims of arts, students should be able to
i.
ii.
Demonstrate the acquisition and development of the skills and techniques of the art form studied
Demonstrate the application of skills and techniques to create, perform and/or present art
C: Thinking creatively
The arts motivate students to develop curiosity and purposefully explore and challenge boundaries.
Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to
develop their artistic intentions, their processes and their work. Thinking creatively enables students to
discover their personal signature and realize their artistic identity.
In order to reach the aims of arts, students should be able to
i.
ii.
iii.
Develop a feasible, clear, imaginative and coherent artistic intention
Demonstrate a range and depth of creative-thinking behaviors
Demonstrate the exploration of ideas to shape artistic intention through to a point of realization
D: Responding
Students should have the opportunity to respond to their world, to their own art and to the art of others.
A response can come in many forms; creating art as a response encourages students to make
connections and transfer their learning to new settings. Through reflecting on their artistic intention and
the impact of their work on an audience and on themselves, students become more aware of their own
artistic development and the role that arts play in their lives and in the world. Students learn that the arts
may initiate change as well as being a response to change.
In order to reach the aims of arts, students should be able to
i.
ii.
iii.
Construct meaning and transfer learning to new settings
Create an artistic response which intends to reflect or impact on the world around them
Critique the artwork of self and others
Grading
Formative
60%
Homework/Practice
10%
Summative
30%
experimentation with techniques, preliminary drawings
of final project, Figure Fridays
worksheets, studies, experimentation with materials,
inspiration collection
Final artworks for each unit
Supplies
All necessary supplies will be provided. There is a $10 materials fee per semester.
Assignment/Make Up Policy
If an absence is excused or is the result of a suspension, the teacher will help a student
make up work. If the absence is unexcused, the teacher does not have to help a
student make up the work missed or give an extension on work that was due. In either
case, students are responsible for making up missed work. For unexcused absences,
teachers may deny credit for missed assignments or assessments, in accordance with
the process approved by the principal and the leadership team. (MCPS Student handbook)
Due Dates/Deadlines
Per MCPS policy, teachers are expected to separate the due date from the deadline in
order to increase opportunities for students to complete assignments. Unless a specific
exception is made, the deadline for a task/assessment will be one week after the due
date. In order to receive full credit, work must be turned in on the due date. Work
turned in by the deadline will be marked down 10%. Work turned in after the deadline
will receive a failing grade.
Z’s and 0’s
Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible
points for the task/assessment. If a student does no work on the task/assessment, the
teacher will assign a zero. If a teacher determines that the student did not attempt to
meet the basic requirements of the task/assessment, the teacher may assign a zero. A
Z indicates that a task/assessment has not been turned in, but may still be turned in for
a (late) grade.
Ceramics & Sculpture
Instructor: Jennifer Earle
Room: B104
Springbrook High School/2015-2016
[email protected]
301-989-5794
This class is about:
Ceramics:
An introduction to hand building with clay in a three-dimensional form.
Students develop a wide range techniques through different applications
such as glazing and oxidation. Writing and critical thinking skills are
reinforced through activators, critiques and self-assessments.
Contemporary and historical potters are studied and analyzed. Students
learn how the recycling clay process works.
Sculpture:
An introduction to creating three-dimensional forms using a collection of
materials such as wire, foam, found objects, plaster, etc…Students explore
personal interests and express ideas through a variety of media and
techniques. Students critique art in terms of technique, aesthetic criteria,
and communication. Students will present, display and include projects in
our art exhibits and showcases.
Expected Student Learning Outcomes
All art classes at Springbrook that include 9th and 10th graders are International
Baccalaureate Middle Years Program classes and are planned with the following goals
and philosophies in mind.
A: Knowing and understanding
Through the study of theorists and practitioners of the arts, students discover the
aesthetics of art forms and are able to analyze and communicate in specialized
language. Using explicit and tacit knowledge alongside an understanding of the role of
the arts in a global context, students inform their work and artistic perspectives.
In order to reach the aims of arts, students should be able to
i. Demonstrate knowledge and understanding of the art form studied, including
concepts, processes and the use of subject-specific terminology
ii. Demonstrate an understanding of the role of the art form in original or displaced
contexts
iii. Use acquired knowledge to purposefully inform artistic decisions in the process of
creating artwork
B: Developing skills
The acquisition and development of skills provide the opportunity for active participation
in the art form and in the process of creating art. Skill application allows students to
develop their artistic ideas to a point of realization. The point of realization could take
many forms. However, it is recognized as the moment when the student makes a final
commitment to his or her artwork by presenting it to an audience. Skills are evident in
both process and product.
In order to reach the aims of arts, students should be able to
i.
ii.
Demonstrate the acquisition and development of the skills and techniques of the
art form studied
Demonstrate the application of skills and techniques to create, perform and/or
present art
C: Thinking creatively
The arts motivate students to develop curiosity and purposefully explore and challenge
boundaries. Thinking creatively encourages students to explore the unfamiliar and
experiment in innovative ways to develop their artistic intentions, their processes and
their work. Thinking creatively enables students to discover their personal signature and
realize their artistic identity.
In order to reach the aims of arts, students should be able to
i.
ii.
iii.
Develop a feasible, clear, imaginative and coherent artistic intention
Demonstrate a range and depth of creative-thinking behaviors
Demonstrate the exploration of ideas to shape artistic intention through to a
point of realization
D: Responding
Students should have the opportunity to respond to their world, to their own art and to
the art of others. A response can come in many forms; creating art as a response
encourages students to make connections and transfer their learning to new settings.
Through reflecting on their artistic intention and the impact of their work on an
audience and on themselves, students become more aware of their own artistic
development and the role that arts play in their lives and in the world. Students learn
that the arts may initiate change as well as being a response to change.
In order to reach the aims of arts, students should be able to
i.
ii.
iii.
Construct meaning and transfer learning to new settings
Create an artistic response which intends to reflect or impact on the world
around them
Critique the artwork of self and others
Grading
Formative
Homework/Practice
Summative
60%
10%
30%
Supplies
All necessary supplies will be provided. There is a $15 materials fee per semester.
Hand lotion and an extra hand towel are suggested.
Assignment/Make - Up Policy
If an absence is excused or is the result of a suspension, the teacher will help a student
make up work. If the absence is unexcused, the teacher does not have to help a
student make up the work missed or give an extension on work that was due. In either
case, students are responsible for making up missed work. For unexcused absences,
teachers may deny credit for missed assignments or assessments, in accordance with
the process approved by the principal and the leadership team. (MCPS Student
handbook)
Due Dates/Deadlines
Per MCPS policy, teachers are expected to separate the due date from the deadline in
order to increase opportunities for students to complete assignments. Unless a specific
exception is made, the deadline for a task/assessment will be one week after the due
date. In order to receive full credit, work must be turned in on the due date. Work
turned in by the deadline will be marked down 10%. Work turned in after the deadline
will receive a failing grade.
Z’s and 0’s
Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible
points for the task/assessment. If a student does no work on the task/assessment, the
teacher will assign a zero. If a teacher determines that the student did not attempt to
meet the basic requirements of the task/assessment, the teacher may assign a zero. A
Z indicates that a task/assessment has not been turned in, but may still be turned in for
a (late) grade.
Advanced Level Child and Adolescent Development III
Course Syllabus
Springbrook High School- Room E 108
Ms. Aimee Hawkins
[email protected]
Available at lunch for extra help and after school by appointment
Course Description
Child and Adolescent Development III is a college preparatory course
designed for 11th- 12th grade students who want to further their study of young
children and including the school-age child. This course offers students how to
set up a preschool classroom, to plan field trips, to observe and teach four year
olds in a preschoolers setting.
Instructional Philosophy
Child Development is designed to provide students with a firm foundation
in developmental psychology. Students will have the opportunity to apply
developmental and learning theories to relevant real life experiences within the
lab school setting. High quality work is expected from students. Students will be
able to demonstrate their mastery of the class content in several different ways.
Classroom activities will include observations, research, lesson planning,
teacher, portfolio development and research in the area of child development.
Students will often work in groups but will be expected to complete individual
assignments. Assessment methods will include written tests and quizzes,
observations, research assignments, teaching, writing assignments, projects, and
portfolios.
Required Texts – The Developing Child
Required Supplies- Folder/Portfolio to keep all their papers
Learner Outcomes
 Students will carry out independent learning activities to apply age-and
developmentally appropriate practice in early childhood education
programs for children form birth through age eighteen.
 Students will demonstrate unbiased practices appropriate for an equitable
environment to diverse populations.
 Students will set up and evaluate a well-arranged and developmentally
appropriate preschool environment for learning.
 Students will document based on observation and teaching how their child
study preschooler has progressed in all areas of development over the
school year.
 Students will work with the preschool director essential individual
assignments needed to be carried out for the operation of a successful
preschool program.







Students will make observations outside of the school/classroom to gain a
better understanding of the field of child development.
Students will create age and developmentally appropriate lesson plans
Students will study developmentally stages of children
Students will research different child theorist
Students will carry out a Child Advocacy project
Students will research special educational needs of students
Students will create their own educational tools that can be used in the
classroom
Attendance
Student attendance is essential to the success of this class, especially
when grading teaching ability, as it cannot be made up. (Students who have an
excused absence will be given a written make up assignment.) Attendance will
be taken every day and the teacher will follow Springbrook’s attendance
guidelines.
Conduct
Student positive professional behavior is essential to the program.
Students must conduct themselves in a professional manner while in the Child
Development classroom. Students are expected to come to class on time and
ready to start working in designated rotational assignment (loss of credit policy is
strictly enforced), use appropriate language (use of inappropriate language will
result in a deduction of points) dress appropriate (students wearing inappropriate
attire will be asked to wear a smock during class), and students are to follow all
school rules during class.
Opportunities for Extra Help
Teacher will be available for extra help by appointment, before and after
school as well as during lunch.
GRADING
Grades will reflect individual achievement of the MCPS Standards for a
specific marking period. Each unit is graded and includes, but is not limited to:
 30 % Summative: Research/projects, Student Teaching, Tests and
Portfolio. (Keep in mind there are less summative assignments so it is
very important that you put forth your best effort and make up any missing
teaching days)
 60% Formative: Classroom seminar worksheets, Developing age
appropriate lesson plans, Observations of the preschool classroom
 10 % Homework: Reflections and worksheets
The weight of each unit will reflect the amount of time allocated for each project.
The final marking period grade will be determined using the following scale:
A= 100-90%
B= 89- 80%
C = 79-70%
D= 69-60%
E= 59-0%
Late and Missing Work




Each assignment will have a due date. This is the date you are expected
to turn in the assignment. Your grade will drop (10%) if it is not turned in
by the DUE date.
The deadline is the last day an assignment will be accepted for a grade.
Work that is attempted, with good faith effort, and turned in by the
deadline will receive no lower than a 50%.
Missing work will be recorded in the grade book as a 0%.
Z’s and 0’s: When using points or percentages, a teacher assigns a grade no
lower than 50% to the task/ assessment. If a student does no work on the
task/assessment, the teacher will assign a zero. If a teacher determines that the
student did not attempt to meet the basic requirements of the task/assessment,
the teacher may assign a zero.(MCPC Policy)
Re-teaching/Re-assessment
Re-teaching occurs when teachers or students determine that students
are not meeting learning goals. The teacher will determine the method and
schedule for re-teaching and reassessment. All assignments may be reassessed
in this class with exception of teaching. To qualify for re-assessment you must
attend 2 extra help sessions. If you are assigned to attend an “extra help”
session, your attendance is required. If you do not attend the after school
session a parent phone call will occur the first offence. The second and
thereafter you will receive an administrative referral. Scores earned on the
reassessment regardless of the grade will REPLACE the original score
Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work,
regardless of the legal status of their absence. If the absence is excused or is a
result of a suspension, the teacher will help a student make up work. If the
absence is unexcused, the teacher does not have to help a student make up the
work missed, give a retest, or give an extension on work that was due. Even
though the teacher does not have to help a student make up missed work, the
student still has to make up the work so the student can complete the rest of the
course. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the
principal and the leadership team. (MCPS Student handbook)
Advanced Level Child and Adolescent Development II
Course Syllabus
Springbrook High School- Room E 108
Ms. Aimee Hawkins
[email protected]
Available at lunch for extra help and after school by appointment
Course Description
Child and Adolescent Development II is a college preparatory course
designed for 10th & 12th grade students who want to further their study of young
children and including the school-age child. This course offers students how to
set up a preschool classroom, to plan field trips, to observe and teach four year
olds in a preschoolers setting. Child Development students may elect to
complete the 90-hour certification and required portfolio which provides the
opportunity for becoming a Senior Staff person in a day care center (at 19 years
of age.)
Instructional Philosophy
Child Development is designed to provide students with a firm foundation
in developmental psychology. Students will have the opportunity to apply
developmental and learning theories to relevant real life experiences within the
lab school setting. High quality work is expected from students. Students will be
able to demonstrate their mastery of the class content in several different ways.
Classroom activities will include observations, research, lesson planning,
teacher, portfolio development and research in the area of child development.
Students will often work in groups but will be expected to complete individual
assignments. Assessment methods will include written tests and quizzes,
observations, research assignments, teaching, writing assignments, projects, and
portfolios.
Required Texts – The Developing Child
Required Supplies- Folder/Portfolio to keep all their papers
Learner Outcomes
 Students will relate apply age-and developmentally appropriate practice in
early childhood education programs for children form birth through age
eighteen.
 Students will demonstrate unbiased practices appropriate for an equitable
environment to diverse populations.
 Students will set up and evaluate a well-arranged and developmentally
appropriate preschool environment for learning.







Students will document based on observation and teaching how their child
study preschooler has progressed in all areas of development over the
school year.
Students will create their own educational tools that can be used in the
classroom
Students will demonstrate personal and technological employment skills
related to future career choices in child development.
Students will create age and developmentally appropriate lesson plans
Students will study developmentally stages of children
Students will research different child theorist and philosophers
Students will create a portfolio of their work
Attendance
Student attendance is essential to the success of this class, especially
when grading teaching ability, as it cannot be made up. (Students who have an
excused absence will be given a written make up assignment.) Attendance will
be taken every day and the teacher will follow Springbrook’s attendance
guidelines.
Conduct
Student positive professional behavior is essential to the program.
Students must conduct themselves in a professional manner while in the Child
Development classroom. Students are expected to come to class on time and
ready to start working in designated rotational assignment (loss of credit policy is
strictly enforced), use appropriate language (use of inappropriate language will
result in a deduction of points) dress appropriate (students wearing inappropriate
attire will be asked to wear a smock during class), and students are to follow all
school rules during class.
Opportunities for Extra Help
Teacher will be available for extra help by appointment, before and after
school as well as during lunch.
GRADING
Grades will reflect individual achievement of the MCPS Standards for a
specific marking period. Each unit is graded and includes, but is not limited to:
 30 % Summative: Research/projects, Student Teaching, Tests and
Portfolio. (Keep in mind there are less summative assignments so it is
very important that you put forth your best effort and make up any missing
teaching days)
 60% Formative: Classroom seminar worksheets, Developing age
appropriate lesson plans, Observations of the preschool classroom
 10 % Homework: Reflections and worksheets
The weight of each unit will reflect the amount of time allocated for each project.
The final marking period grade will be determined using the following scale:
A= 100-90%
B= 89- 80%
C = 79-70%
D= 69-60%
E= 59-0%
Late and Missing Work




Each assignment will have a due date. This is the date you are expected
to turn in the assignment. Your grade will drop (10%) if it is not turned in
by the DUE date.
The deadline is the last day an assignment will be accepted for a grade.
Work that is attempted, with good faith effort, and turned in by the
deadline will receive no lower than a 50%.
Missing work will be recorded in the grade book as a 0%.
Z’s and 0’s: When using points or percentages, a teacher assigns a grade no
lower than 50% to the task/ assessment. If a student does no work on the
task/assessment, the teacher will assign a zero. If a teacher determines that the
student did not attempt to meet the basic requirements of the task/assessment,
the teacher may assign a zero.(MCPC Policy)
Re-teaching/Re-assessment
Re-teaching occurs when teachers or students determine that students
are not meeting learning goals. The teacher will determine the method and
schedule for re-teaching and reassessment. All assignments may be reassessed
in this class with exception of teaching. To qualify for re-assessment you must
attend 2 extra help sessions. If you are assigned to attend an “extra help”
session, your attendance is required. If you do not attend the after school
session a parent phone call will occur the first offence. The second and
thereafter you will receive an administrative referral. Scores earned on the
reassessment regardless of the grade will REPLACE the original score
Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work,
regardless of the legal status of their absence. If the absence is excused or is a
result of a suspension, the teacher will help a student make up work. If the
absence is unexcused, the teacher does not have to help a student make up the
work missed, give a retest, or give an extension on work that was due. Even
though the teacher does not have to help a student make up missed work, the
student still has to make up the work so the student can complete the rest of the
course. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the
principal and the leadership team. (MCPS Student handbook)
Child and Adolescent Development Internship
Course Syllabus
Springbrook High School- Room E 108
Ms. Aimee Hawkins
[email protected]
Available at lunch for extra help and after school by appointment
Course Description
Child and Adolescent Development internship is a college preparatory
course designed for 12th grade students who want to further their study of young
children and including the school-age child. This course gives students the
opportunity to work in a elementary school or daycare facility.
Instructional Philosophy
Child Development is designed to provide students with a firm foundation
in developmental psychology. Students will have the opportunity to apply
developmental and learning theories to relevant real life experiences within the
lab school setting. High quality work is expected from students. Students will be
able to demonstrate their mastery of the class content in several different ways.
Classroom activities will include observations, research, lesson planning,
teacher, portfolio development and research in the area of child development.
Students will often work in groups but will be expected to complete individual
assignments. Assessment methods will include written tests and quizzes,
observations, research assignments, teaching, writing assignments, projects, and
portfolios.
Required Texts – NO required text students must find or be placed at an
Internship Placement
Required Supplies- Folder/Portfolio to keep all their papers
Learner Outcomes
 Students will carry out independent learning activities to apply age-and
developmentally appropriate practice in early childhood education
programs for children form birth through age eighteen.
 Students will demonstrate unbiased practices appropriate for an equitable
environment to diverse populations.
 Students will help cooperating teachers set up and evaluate a wellarranged and developmentally appropriate preschool environment for
learning.
 Students will work with the field supervisor and other essential individual
on any assignments needed to be carried out for the operation of a
successful classroom/program.
 Students will make observations outside of the school/classroom to gain a
better understanding of the field of child development.
 Students will create age and developmentally appropriate lesson plans



Students will study developmentally stages of children
Students will research special educational needs of students
Students will complete weekly logs and have them signed by their
supervisor
Attendance
Student attendance is essential to the success of this class, especially
when grading teaching ability, as it cannot be made up. (Students who have an
excused absence will be given a written make up assignment.) Attendance will
be taken every day and the teacher will follow Springbrook’s attendance
guidelines. Interns are to contact cooperating teacher as well as the child
development teacher on the morning he/she is absent. Students can reach
teachers by phone or email
Conduct
Student positive professional behavior is essential to the program.
Students must conduct themselves in a professional manner while in the Child
Development classroom. Students are expected to come to class on time and
ready to start working in designated rotational assignment (loss of credit policy is
strictly enforced), use appropriate language (use of inappropriate language will
result in a deduction of points) dress appropriate (students wearing inappropriate
attire will be asked to wear a smock during class), and students are to follow all
school rules during class.
Opportunities for Extra Help
Teacher will be available for extra help by appointment, before and after
school as well as during lunch.
GRADING
Grades will reflect individual achievement of the MCPS Standards for a
specific marking period. Each unit is graded and includes, but is not limited to:
 30 % Summative: Research/projects, state evaluation forms and
Portfolio.
 60% Formative: Cooperating teacher evaluation(Keep in mind this is
only one grade so it is very important that you put forth your best effort
and make up any missing teaching days)
 10 % Homework: Reflections and worksheets
A= 100-90% B= 89- 80%
C = 79-70%
D= 69-60%
E= 59-0%
* There only one assignment/grade in the formative category. Students
are advised to make sure all assignments in this category are completed and
their attendance is in good standing with the field placement.
Students are graded using a point system
A= 100-90%
B= 89- 80%
C = 79-70%
D= 69-60%
E= 59-0%
Late and Missing Work




Each assignment will have a due date. This is the date you are expected
to turn in the assignment. Your grade will drop (10%) if it is not turned in
by the DUE date.
The deadline is the last day an assignment will be accepted for a grade.
Work that is attempted, with good faith effort, and turned in by the
deadline will receive no lower than a 50%.
Missing work will be recorded in the grade book as a 0%.
Z’s and 0’s: When using points or percentages, a teacher assigns a grade no
lower than 50% to the task/ assessment. If a student does no work on the
task/assessment, the teacher will assign a zero. If a teacher determines that the
student did not attempt to meet the basic requirements of the task/assessment,
the teacher may assign a zero.(MCPC Policy)
Re-teaching/Re-assessment
Re-teaching occurs when teachers or students determine that students
are not meeting learning goals. The teacher will determine the method and
schedule for re-teaching and reassessment. All assignments may be reassessed
in this class with exception of teaching. To qualify for re-assessment you must
attend 2 extra help sessions. If you are assigned to attend an “extra help”
session, your attendance is required. If you do not attend the after school
session a parent phone call will occur the first offence. The second and
thereafter you will receive an administrative referral. Scores earned on the
reassessment regardless of the grade will REPLACE the original score
Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work,
regardless of the legal status of their absence. If the absence is excused or is a
result of a suspension, the teacher will help a student make up work. If the
absence is unexcused, the teacher does not have to help a student make up the
work missed, give a retest, or give an extension on work that was due. Even
though the teacher does not have to help a student make up missed work, the
student still has to make up the work so the student can complete the rest of the
course. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the
principal and the leadership team. (MCPS Student handbook)
Child and Adolescent Development I
Course Syllabus
Springbrook High School- Room E 108
Ms. Aimee Hawkins
[email protected]
Available at lunch for extra help and after school by appointment
Course Description
Child and Adolescent Development is a college preparatory course
designed for 9th - 12th grade students who are seeking an introduction to the
study of young children. The primary focus of the course is the development of
infants – preschool age children, as well as, the planning and teaching of the
preschool curriculum that is age and developmentally appropriate. Students
learn about the physical, emotional, social and emotional growth of children. A
major component of this course is the on-site; student taught preschool
classroom where safety, equity and cultural diversity are fist and foremost.
Instructional Philosophy
Child Development is designed to provide students with a firm foundation
in developmental psychology. Students will have the opportunity to apply
developmental and learning theories to relevant real life experiences within the
lab school setting. High quality work is expected from students. Students will be
able to demonstrate their mastery of the class content in several different ways.
Classroom activities will include observations, research, lesson planning,
teacher, portfolio development and research in the area of child development.
Students will often work in groups but will be expected to complete individual
assignments. Assessment methods will include written tests and quizzes,
observations, research assignments, teaching, writing assignments, projects, and
portfolios.
Required Texts – The Developing Child
Required Supplies- Folder/Portfolio to keep all their papers
Learner Outcomes
 Overview of Child Development
 Six-week training which includes: Sons of the day, introduction to
development and theorist, lab management, safety in the classroom, how
to teach, plan, observe, and guide children’s behavior, child protection,
snacks/nutrition, learning centers and cultural diversity.
 Communication Skills
 Preschool (four days a week beginning in the Middle of October until the
end of May)
 Rotation Schedule (Groups will rotate between teaching, planning,
research, to observation with their groups two days per each rotation.)




Seminar Day (generally Friday’s): Enrichment activities related to the
preschool and teaching rotation topics.
1st Semester Units of Study: Preparing for Preschool, developmental
milestones, child theorist, special needs of children, cultural diversity.
2nd Semester Units of study: Building relationship with parents and
families, birth defects, adolescent development, guidance, developmental
milestones, careers in the field of child development and preschool
graduation.
MYP courses criterion: Individuals and Society A=Knowing and
Understanding B=Investigating C= Communication D=Thinking Critically
Attendance
Student attendance is essential to the success of this class, especially
when grading teaching ability, as it cannot be made up. (Students who have an
excused absence will be given a written make up assignment.) Attendance will
be taken every day and the teacher will follow Springbrook’s attendance
guidelines.
Conduct
Student positive professional behavior is essential to the program.
Students must conduct themselves in a professional manner while in the Child
Development classroom. Students are expected to come to class on time and
ready to start working in designated rotational assignment (loss of credit policy is
strictly enforced), use appropriate language (use of inappropriate language will
result in a deduction of points) dress appropriate (students wearing inappropriate
attire will be asked to wear a smock during class), and students are to follow all
school rules during class.
Opportunities for Extra Help
Teacher will be available for extra help by appointment, before and after
school as well as during lunch.
GRADING
Grades will reflect individual achievement of the MCPS Standards for a
specific marking period. Each unit is graded and includes, but is not limited to:
 30 % Summative: Research/projects, Student Teaching, Tests. (Keep in
mind there are less summative assignments so it is very important that
you put forth your best effort and make up any missing teaching days)
 60% Formative: Classroom seminar worksheets, Developing age
appropriate lesson plans, Observations of the preschool classroom
 10 % Homework: Reflections and worksheets
The weight of each unit will reflect the amount of time allocated for each project.
The final marking period grade will be determined using the following scale:
A= 100-90%
B= 89- 80%
C = 79-70%
D= 69-60%
E= 59-0%
Late and Missing Work




Each assignment will have a due date. This is the date you are expected
to turn in the assignment. Your grade will drop (10%) if it is not turned in
by the DUE date.
The deadline is the last day an assignment will be accepted for a grade.
Work that is attempted, with good faith effort, and turned in by the
deadline will receive no lower than a 50%.
Missing work will be recorded in the grade book as a 0%.
Z’s and 0’s: When using points or percentages, a teacher assigns a grade no
lower than 50% to the task/ assessment. If a student does no work on the
task/assessment, the teacher will assign a zero. If a teacher determines that the
student did not attempt to meet the basic requirements of the task/assessment,
the teacher may assign a zero.(MCPC Policy)
Re-teaching/Re-assessment
Re-teaching occurs when teachers or students determine that students
are not meeting learning goals. The teacher will determine the method and
schedule for re-teaching and reassessment. All assignments may be reassessed
in this class with exception of teaching. To qualify for re-assessment you must
attend 2 extra help sessions. If you are assigned to attend an “extra help”
session, your attendance is required. If you do not attend the after school
session a parent phone call will occur the first offence. The second and
thereafter you will receive an administrative referral. Scores earned on the
reassessment regardless of the grade will REPLACE the original score
Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work,
regardless of the legal status of their absence. If the absence is excused or is a
result of a suspension, the teacher will help a student make up work. If the
absence is unexcused, the teacher does not have to help a student make up the
work missed, give a retest, or give an extension on work that was due. Even
though the teacher does not have to help a student make up missed work, the
student still has to make up the work so the student can complete the rest of the
course. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the
principal and the leadership team. (MCPS Student handbook)
Jazz Band/IB Music 2nd Semester
Springbrook High School
Course Information: 2015-2016
Name
Room
Wyman Jones

D-108
Email:
[email protected]
Available During Lunch:
Monday, Wednesday & Friday
Course Description
This course is designed to provide students with advanced level jazz band instruction.

Course Goals
The primary goal and focus of instruction is to develop and refine orchestra technical skills.

Expected Student Learning Outcomes
The expected outcome will enable students to perform in jazz band, jazz combo and as a jazz soloist of
music from various jazz styles, cultures and historical periods.

Required Texts
Alfred’s Basic Adult Music Theory Course
Jazz band sheet music

Required Supplies
Brass, woodwind, string & percussion instruments

Guidelines for Grading
Grading will take place weekly and at the end of each assigned unit.
Category
Formative
Percentage
50%
HW/Practice
5%
Summative
45%
Types of Assignments
Instrument performance exams, music,
major and minor scales, rhythm studies
Daily class practice/Home Work &
practice logs
All concert performances including
MCPS County Jazz Band festivals

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than
50% to the task/ assessment. If a student does no work on the task/assessment, the teacher
will assign a zero. If a teacher determines that the student did not attempt to meet the
basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are
expected to separate the due date from the deadline in order to increase opportunities for
students to complete assignments; however, there may be some exceptions when the due
date and deadline are the same. It is recognized that for daily homework assignments the
due date and deadline may be the same to facilitate the teaching and learning process.

Retake/Reassessment Policy
Students have the opportunity to retake and be reassessed on any assignment within a
course unit as established by MCPS policy

Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work, regardless of
the legal status of their absence. If the absence is excused or is a result of a suspension,
the teacher will help a student make up work. If the absence is unexcused, the teacher
does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make
up missed work, the student still has to make up the work so the student can complete the
rest of the course. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the principal
and the leadership team. (MCPS Student handbook)
 IB Music
The IB Music program is designed and focused on the practical work of students. It is
suitable for student with a wide range of musical taste and interest. It allows students to
be global learners and enables them to find creative ways to problem solve as well as
provides an outlet for the expression of musical ideas and through the artistic process, it
expands and develops their performance skill level.
IB Music has 2 levels: Higher Level (HL) and Standard Level (SL).
Higher Level is designed to be a two-year curriculum. (It may be accomplished in one
year but it is strenuous.) Standard Level is a one-year curriculum.
•
High Level
This is designed for the specialist music student who has a background or major interest
in music performance and who may pursue music at the university or conservatory level.
It consists of 3 compulsory parts:
1.
2.
3.
Musical Perception and Analysis
Performance
Composition
•
Standard Level
This is designed for the student who has a background in musical performance or
composition, or those with a general musical interest. It consists of a compulsory part
and an optional part.
1.
Every student studies Musical Perception and Analysis as the compulsory part
Students can then choose one of 3 options:
•
Solo Performance
•
Group Performance
•
Composition
Musical Links Investigation Project
The musical links investigation project is 20% of your overall IB grade of 7. This project
will also count as a portion of your class grade as well. The project should be in the form
of a written media script of no more than 2000 typed written words investigating the
significant musical links between two or more pieces of music from distinct musical
cultures.
The following timeline for a successful completion will be followed:
First Monday in February: A rough draft of approximately 1000 words in the form of the
media script you have selected to use, whether print or electronic.
First Monday in March: The completed project of no more than 2000 words typed is due.
No Exceptions or Extensions!!!
IB Music Performance Project
Higher Level: Internal Assessment
•
Performance 25% of your total grade
You will present a solo recital approximately 20 minutes long. The recital can include at
least one group piece.
Standard Level: Internal Assessment
The student has a choice of 2 performance options, each option carry 50% of your total
grade
•
Option 1: Solo Performance
You will present a solo recital approximately 15 minutes long. The recital can include at
least one group piece.
•
Option 2: Group Performance
All candidates who play in the same group are given the same grade. A candidate can
only play in one group.
Recital Timeline
•
The first recital will take place during the month of November. Students should
select and prepare music repertoire according to skill level.
•
The second recital will take place during the month of February.
•
All recitals will be recorded and cataloged until student has completed the
required amount of time for the assessment.
IB Musical Perceptions and Analysis
January:
The Romantic period: the art song, program music, nationalism in 19th
century music, the music of Tchaikovsky, Dvorak, Chopin, Schumann, Verdi and
Wagner
February & March: The 20th Century: Impressionism, atonality, Neoclassicism,
Expressionism, the music of Debussy, Ravel Stravinsky, Schoenberg Bartok, Gershwin
and Copland
April: The Prescribed Work
May: Jazz, Pop, country western, rhythm & blues, gospel, rock & roll, hip-hop
Course Texts:
Music An Appreciation by Roger Kamien
Tonal Harmony With An Introduction To Twentieth-Century Music by Kostka/Payne
Piano 1A 2nd Semester
Springbrook High School
Course Information: 2015-2016
Name
Room
Wyman Jones






D-108
Email:
[email protected]
Available During Lunch:
Monday, Wednesday & Friday
Course Description
This course is designed to provide students with beginning piano instruction. The
primary focus of the instruction is to develop basic piano techniques as well as
fundamental music reading and notation.
Course Goals
The course goal is to develop within each student an appreciation of music and the arts
through the study of the piano.
Expected Student Learning Outcomes
Students will learn to perform basic piano repertoire of gradual technical difficulty.
Aspects of music history and theory are also included.
Required Texts
Alfred’s Basic Adult Piano Course
Required Supplies
Piano keyboard, headphones, textbook, piano sheet music
Guidelines for Grading
Grading will take place weekly and at the end of each assigned unit.
Category
Formative
Percentage
50%
HW/Practice
Summative
5%
45%
Types of Assignments
Weekly performance assignments, test
and quizzes
Daily class practice/Home Work
Unit exams, semester recitals and final
exams

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than
50% to the task/ assessment. If a student does no work on the task/assessment, the teacher
will assign a zero. If a teacher determines that the student did not attempt to meet the
basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are
expected to separate the due date from the deadline in order to increase opportunities for
students to complete assignments; however, there may be some exceptions when the due
date and deadline are the same. It is recognized that for daily homework assignments the
due date and deadline may be the same to facilitate the teaching and learning process.


Retake/Reassessment Policy
Students have the opportunity to retake and be reassessed on any assignment within a
course unit as established by MCPS policy
Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work, regardless of
the legal status of their absence. If the absence is excused or is a result of a suspension,
the teacher will help a student make up work. If the absence is unexcused, the teacher
does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make
up missed work, the student still has to make up the work so the student can complete the
rest of the course. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the principal
and the leadership team. (MCPS Student handbook)
 9th & 10th Grade MYP Grading Criteria A, B, C & D
Criteria A
Using Knowledge—Analyzing and expressing the aesthetics of music (used to assess:
performance, theory books, oral, written presentations and documentation, informal
anecdotes)
Criteria B
Developing skills---Active participation in music and the process in which we create
music (used to assess finished music work, developmental workbook, classroom
observation, rehearsal and performance)
 Criteria C
Thinking Creatively—Innovative ways to develop the artistic intentions, processes and
work (used to assess oral and written presentations, developmental workbook and
discussions)
 Criteria D
Responding—Creating meaningful connections to your world, your music and its
audience and the music of others (used to assess holistic judgments based on observation
of process, product, realization, reflection and developmental workbook)
String Orchestra 2nd Semester
Springbrook High School
Course Information: 2015-2016
Name
Room
Wyman Jones

D-108
Email:
[email protected]
Available During Lunch:
Monday, Wednesday & Friday
Course Description
This course is designed to provide students with advanced level string orchestra instruction.

Course Goals
The primary goal and focus of instruction is to develop and refine orchestra technical skills.

Expected Student Learning Outcomes

The expected outcome will enable students to perform string orchestra and symphonic orchestra music
from various cultures and historical periods.
Required Texts
Alfred’s Basic Adult Music Theory Course
String Orchestra and Symphonic Orchestra sheet music

Required Supplies
String Instruments, bows, rosen

Guidelines for Grading
Grading will take place weekly and at the end of each assigned unit.
Category
Formative
Percentage
50%
HW/Practice
5%
Summative
45%
Types of Assignments
Instrument performance exams, music,
major and minor scales, rhythm studies
Daily class practice/Home Work &
practice logs
All concert performances including
MCPS County Band/Orchestra festivals

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than
50% to the task/ assessment. If a student does no work on the task/assessment, the teacher
will assign a zero. If a teacher determines that the student did not attempt to meet the
basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are
expected to separate the due date from the deadline in order to increase opportunities for
students to complete assignments; however, there may be some exceptions when the due
date and deadline are the same. It is recognized that for daily homework assignments the
due date and deadline may be the same to facilitate the teaching and learning process.

Retake/Reassessment Policy
Students have the opportunity to retake and be reassessed on any assignment within a
course unit as established by MCPS policy

Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work, regardless of
the legal status of their absence. If the absence is excused or is a result of a suspension,
the teacher will help a student make up work. If the absence is unexcused, the teacher
does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make
up missed work, the student still has to make up the work so the student can complete the
rest of the course. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the principal
and the leadership team. (MCPS Student handbook)
 9th & 10th Grade MYP Grading Criteria A, B, C & D
Criteria A
Using Knowledge—Analyzing and expressing the aesthetics of music (used to assess:
performance, theory books, oral, written presentations and documentation, informal
anecdotes)
Criteria B
Developing skills---Active participation in music and the process in which we create
music (used to assess finished music work, developmental workbook, classroom
observation, rehearsal and performance)
 Criteria C
Thinking Creatively—Innovative ways to develop the artistic intentions, processes and
work (used to assess oral and written presentations, developmental workbook and
discussions)
 Criteria D
Responding—Creating meaningful connections to your world, your music and its
audience and the music of others (used to assess holistic judgments based on observation
of process, product, realization, reflection and developmental workbook)
Symphonic Band 2nd Semester
Springbrook High School
Course Information: 2015-2016
Name
Room
Wyman Jones

D-108
Email:
[email protected]
Available During Lunch:
Monday, Wednesday & Friday
Course Description
This course is designed to provide students with advanced level ensemble, marching band and symphonic
band instruction.

Course Goals
The primary goal and focus of instruction is to develop and refine technical performance skills that will
enable students to perform symphonic band and marching band music from various cultures and historical
periods as well as performance of basic marching band field and parade maneuvers.




Expected Student Learning Outcomes
The expected outcome will enable students to perform symphonic band and marching band music from
various cultures and historical periods as well as performance of basic marching band field and parade
maneuvers.
Required Texts
Alfred’s Basic Adult Music Theory Course
Symphonic Band & Marching Band sheet music
Required Supplies
Instrument, mouthpiece, reeds, neck strap, drum sticks, etc.

Guidelines for Grading
Grading will take place weekly and at the end of each assigned unit.
Category
Formative
Percentage
50%
HW/Practice
5%
Summative
45%
Types of Assignments
Instrument performance exams, music,
major and minor scales, rhythm studies
Daily class practice/Home Work &
practice logs
All concert and marching band
performances including MCPS County
Band/Orchestra festivals

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than
50% to the task/ assessment. If a student does no work on the task/assessment, the teacher
will assign a zero. If a teacher determines that the student did not attempt to meet the
basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are
expected to separate the due date from the deadline in order to increase opportunities for
students to complete assignments; however, there may be some exceptions when the due
date and deadline are the same. It is recognized that for daily homework assignments the
due date and deadline may be the same to facilitate the teaching and learning process.

Retake/Reassessment Policy
Students have the opportunity to retake and be reassessed on any assignment within a
course unit as established by MCPS policy

Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work, regardless of
the legal status of their absence. If the absence is excused or is a result of a suspension,
the teacher will help a student make up work. If the absence is unexcused, the teacher
does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make
up missed work, the student still has to make up the work so the student can complete the
rest of the course. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the principal
and the leadership team. (MCPS Student handbook)
 9th & 10th Grade MYP Grading Criteria A, B, C & D
Criteria A
Using Knowledge—Analyzing and expressing the aesthetics of music (used to assess:
performance, theory books, oral, written presentations and documentation, informal
anecdotes)
Criteria B
Developing skills---Active participation in music and the process in which we create
music (used to assess finished music work, developmental workbook, classroom
observation, rehearsal and performance)
 Criteria C
Thinking Creatively—Innovative ways to develop the artistic intentions, processes and
work (used to assess oral and written presentations, developmental workbook and
discussions)
 Criteria D
Responding—Creating meaningful connections to your world, your music and its
audience and the music of others (used to assess holistic judgments based on observation
of process, product, realization, reflection and developmental workbook)
Culinary Essentials
Mrs. Lisa Seid, MS, RD, LD, CHES
Hospitality Management Instructor
Springbrook High School
FACS OFFICE: 301/989-6058
Room E-111
Email: [email protected]
Available most lunch periods and by appointment
Hospitality Management Career Completer Course Description and Goals
The Hospitality Management Career Pathway Program which follows an industry based
curriculum. Culinary Essentials is one of the three courses included in the Hospitality
Management Career Pathway Program. We will be using the ProStart Program which is
recognized throughout the hospitality industry. Students will have the opportunity to obtain
industry recognized certifications in ServSafe as well as ProStart by the conclusion of this program
of study.
Students who choose to complete the Hospitality Management Career Pathway Program will
prepare for the adult working world by participating in on-the-job experiences through an
internship. This two-year industry-based restaurant and foodservice curriculum combines
classroom learning with mentored hands-on experience at qualified foodservice
establishments. This program will help students gain fundamental culinary and business skills
while they explore the many career options available to them in the industry.
Expected Student Learning Outcomes:
MYP – AR/FACS Learning Outcomes/Objectives and Criterion for Assessment:
A. Using Knowledge
B. Developing Skills
C. Thinking Creatively
D. Responding
CE Course Outline:
The Basics
Lab Management
Overview of the Restaurant Industry
Keeping Food Safe
Workplace Safety
Kitchen Essentials I – Professionalism
Kitchen Essentials II – Equipment and Techniques
Stocks, Sauces, and Soups
Communication
Fruits and Vegetables
Serving Your Guests
Potatoes and Grains
Building a Career in the Industry
Required Text: Foundations of Restaurant Management, Level 1
Grading
Grades will reflect individual achievement of the MCPS standards for a specific marking period. They will be
reported and calculated using percentages within weighted categories which are:
Category
Summative Assessments
Formative Assessments
Homework/Classwork for Completion
Percent of Grade
30%
60%
10%
Late and Missing Work
 Each assignment will have a due date. This is the date by which you are expected to submit the assignment.
Your grade will drop one letter grade (10%) if it is not turned in by the DUE date.
 The deadline is the last day an assignment will be accepted for a grade.
 Work not turned in by the deadline will be considered missing.
 Missing work will be recorded in the grade book as a 0%.
 Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/
assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher
determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher
may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the
due date from the deadline in order to increase opportunities for students to complete assignments; however,
there may be some exceptions when the due date and deadline are the same. It is recognized that for daily
homework assignments the due date and deadline may be the same to facilitate the teaching and learning
process.

Retake/Reassessment Policy: Re-teaching occurs when teachers or students determine that students are not
meeting learning goals. If you are assigned to an “extra help” session, your attendance is required. Reassessments are available only on quizzes. End of the unit tests, culminating projects, lab management and
final exams are not reassess-able. To qualify for a re-assessment, you must have completed all assignments
included in the section of the unit in question. Scores earned on the reassessment regardless of the grade will
REPLACE the original score.

Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work,
regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the
teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a
student make up the work missed, give a retest, or give an extension on work that was due. Even though the
teacher does not have to help a student make up missed work, the student still has to make up the work so the
student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the principal and the leadership
team. (MCPS Student handbook)
Lab Fee
The best way to learn about food and preparing it is by actually cooking and sampling it. It is also the most
fun way! As you know, food is expensive. In order to defray the cost of the food used and eaten by you, a
$20.00 lab fee is charged for this class per semester. The fee is due by Friday, September 11, 2015.
Checks should be made payable to Springbrook High School. Please write your name and ID number
in the memo section. Or, pay online by credit card. Go to the Springbrook web page.
Supply List for Class
Students enrolled in the Hospitality Management Career Pathway Program will be required to keep a
portfolio of all work from the year. For this class you will need a separate 2” binder with dividers to
organize your portfolio. HMCPP students are required to keep all work in their portfolio. All other
students may keep all work in a separate section of their binder.
Drawing & Design
Springbrook High School
Course Information: 2015-2016
Ms. Lyddane
Room B103
[email protected]
Course Description: Drawing & Design is an entry level class for the inexperienced and
experienced art student alike. The course prepares the student for entry into Studio Art 1&2 and
is the stepping stone course for preparation in building an Advanced Placement Drawing
portfolio. If you like or love to draw, this is a great class for you.
Course Goals: In the Drawing and Design course students learn how to use the elements and
principles of art to develop and understanding of composition when creating a work of art,
Artistic elements such as line, shape, texture, value, color, space and form will be manipulated
through exploration of materials and concepts. The understanding of balance, rhythm,
movement, pattern, emphasis, scale and unity will help students create strong compositions that
are exciting and complete. Students will experience drawing self-portraits, still-life objects, the
figure, and perspective through observational and conceptual means.
Expected Student Learning Outcomes
The arts are a universal form of human expression and a unique way of knowing that engage us
in affective, imaginative and productive activity. Learning through the arts helps us to explore,
shape, and communicate our sense of identity and understanding of the world, while providing
opportunities to develop self-confidence, resilience, and adaptability, The MYP arts value the
process of creating artwork as much as the finished product.
All 9th and 10th grade IB MYP courses include the course objectives and criteria:
A: Knowing and understanding
Through the study of theorists and practitioners of the arts, students discover the aesthetics of art
forms and are able to analyze and communicate in specialized language. Using explicit and tacit
knowledge alongside an understanding of the role of the arts in a global context, students inform
their work and artistic perspectives.
In order to reach the aims of arts, students should be able to
i.
Demonstrate knowledge and understanding of the art form studied, including concepts,
processes and the use of subject-specific terminology
ii.
Demonstrate an understanding of the role of the art form in original or displaced contexts
iii.
Use acquired knowledge to purposefully inform artistic decisions in the process of
creating artwork
B: Developing skills
The acquisition and development of skills provide the opportunity for active participation in the
art form and in the process of creating art. Skill application allows students to develop their
artistic ideas to a point of realization. The point of realization could take many forms. However,
it is recognized as the moment when the student makes a final commitment to his or her artwork
by presenting it to an audience. Skills are evident in both process and product.
In order to reach the aims of arts, students should be able to
i.
Demonstrate the acquisition and development of the skills and techniques of the art form
studied
ii.
Demonstrate the application of skills and techniques to create, perform and/or present art
C: Thinking creatively
The arts motivate students to develop curiosity and purposefully explore and challenge
boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in
innovative ways to develop their artistic intentions, their processes and their work. Thinking
creatively enables students to discover their personal signature and realize their artistic identity.
In order to reach the aims of arts, students should be able to
i.
Develop a feasible, clear, imaginative and coherent artistic intention
ii.
Demonstrate a range and depth of creative-thinking behaviors
iii.
Demonstrate the exploration of ideas to shape artistic intention through to a point of
realization
D: Responding
Students should have the opportunity to respond to their world, to their own art and to the art of
others. A response can come in many forms; creating art as a response encourages students to
make connections and transfer their learning to new settings. Through reflecting on their artistic
intention and the impact of their work on an audience and on themselves, students become more
aware of their own artistic development and the role that arts play in their lives and in the world.
Students learn that the arts may initiate change as well as being a response to change.
In order to reach the aims of arts, students should be able to
i.
Construct meaning and transfer learning to new settings
ii.
Create an artistic response which intends to reflect or impact on the world around them
iii.
Critique the artwork of self and others
Achievement
level
0
1-2
3-4
5-6
7-8
Level descriptor
The student does not reach a standard described by any of the descriptors
below.
The student generally makes appropriate deductions when solving simple
problems in familiar contexts.
The student generally makes appropriate deductions when solving more
complex problems in familiar context.
The student generally makes appropriate deductions when solving
challenging problems in a variety of familiar contexts.
The student consistently makes appropriate deductions when solving
challenging problems in a variety of contexts including unfamiliar
situations.
Supplies
All necessary supplies will be provided. There is a $20 materials fee per semester.
Assignment/Make-Up Policy
If an absence is excused or is the result of a suspension, the teacher will help a student make up
work. If the absence is unexcused, the teacher does not have to help a student make up the work
missed or give an extension on work that was due. In either case, students are responsible for
making up missed work. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the principal and the
leadership team. (MCPS Student handbook)
Due Dates/Deadlines
Per MCPS policy, teachers are expected to separate the due date from the deadline in order to
increase opportunities for students to complete assignments. Unless a specific exception is made,
the deadline for a task/assessment will be one week after the due date. In order to receive full
credit, work must be turned in on the due date. Work turned in by the deadline will be marked
down 10%. Work turned in after the deadline will receive a failing grade.
Z’s and 0’s
Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible points
for the task/assessment. If a student does no work on the task/assessment, the teacher will assign
a zero. If a teacher determines that the student did not attempt to meet the basic requirements of
the task/assessment, the teacher may assign a zero. A Z indicates that a task/assessment has not
been turned in, but may still be turned in for a (late) grade.
Guidelines for Grading
Category
Percentage Types of Assignments
Practice
10%
Worksheets, drawing studies, experimentation with materials.
Formative 60%
Figure Fridays, preliminary drawings of final project,
experimentation with techniques.
Summative 30%
Final Drawings or Designs
Retake/Reassessment Policy
If a student chooses to raise their score on a previously graded assignment the lunch period is
available on a daily basis and the student should make arrangements with the teacher to do so.
All work prior to interims must be reassessed before interims are due. After interims all work
from the interim date to the day before final quarter grades are due work may be reassessed.
Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work, regardless of the legal
status of their absence. If the absence is excused or is a result of a suspension, the teacher will
help a student make up work. If the absence is unexcused, the teacher does not have to help a
student make up the work missed, give a retest, or give an extension on work that was due. Even
though the teacher does not have to help a student make up missed work, the student still has to
make up the work so the student can complete the rest of the course. For unexcused absences,
teachers may deny credit for missed assignments or assessments, in accordance with the process
approved by the principal and the leadership team. (MCPS Student handbook)
Food Trends: A & B
Lisa Seid, MA, RD, LD, CHES,
Hospitality Management Instructor
Room # E-111
FACS OFFICE: 301-989-6058
Email: Lisa_S [email protected]
Available during most lunches, and by appointmant
Welcome to Food Trends!
Course Description:
Welcome to FACS! You have elected to take this class for the entire semester.
The Food Trends Course is a very diverse course with a wide variety of culinary
and health /nutrition topics. Please see the course outline below.
Course Outline:
Food Trends - A
1. Welcome to the World of Hospitality!
2. The Importance of Food:
Food Affects Life
Making Healthful Food Choices
Nutrition and Fitness: Life Span
Weight Management
3. Food Safety in the Kitchen & Project
4. Food Sanitation in the Kitchen &
Project – 12 Most Unwanted Bacteria
5. Getting Started – Mise en Place
Kitchen Utensils & Appliances
Measurements/Mathematics
Cooking/ Cooperative Learning
6. International Foods: Cooking/Culture
US and Canada
Latin America
Europe
7. ABC's of Nutrition/Nutritional Needs
Carbohydrate
Protein
Fats
Food Trends - B
1. Basics Review Safety and Sanitation
2. Grains and Breads Leavening
Agents and Fermentation
3. Vegetables: Choosing & Preparation
4. Fruits: Choosing & Preparation
5. Dairy Products: Biochemistry
Solutions, Colloidal Dispersions
Colloidal Dispersions
Emulsions
6. International Foods: Cooking/Culture
Mediterranean
Middle East and Africa
Asia
7. Salads, Casseroles & Soups
8. Dietary Guidelines & MyPlate
9. Menu Planning & Shopping
10. Final: Family Recipe Project
8. Desserts and Baked Goods
9. Meats, Poultry & Seafood
10. Food & Careers
11. Exam – Semester A
11. Final Project : Celebration Meal
Planning
12. Exam- B
Required Text: Guide to Good Food
Required Supplies: notebook, pen and pencil
Grading Guidelines and Assignments
You will receive the same grade for your high school course as you receive for your
college course. Your grade will be based upon to following:
• 89.5 -100 A; 79.5-89.4 B; 69.5-79.4 C; 59.5- 69.4 D; 59.4 and below
• Grading Scale: HW=10%, Formative =60%, & Summative =30%
• Grades are generally updated weekly.
• During foods lab students can earn 100 points. Rubrics will be discussed in
great detail. This is a major part of your grade.
• If you miss a foods lab, you will need to complete a foods lab make up
assignment which can be found in the daily kitchen report binder within 7
days of the excused absence.
•
Late and Missing Work
• Each assignment will have a due date. This is the date by which you are
expected to submit the assignment. Your grade will drop one letter grade
(10%) if it is not turned in by the DUE date.
• The deadline is the last day an assignment will be accepted for a grade.
• Work not turned in by the deadline will be considered missing.
• Missing work will be recorded in the grade book as a 0%.
• If you have an excused absence the day an assignment is due, it may be
turned in the following class period for full credit.
• There is no make-up work for unexcused absences or failure to complete
assigned tasks in all foods labs.
• Tests can only be made up if an absence is excused. If the test is not made
up within two class periods of the absence, you will lose 10% of the scored
points.
• If you score less than 80% on a test, you can come see the teacher for reinstruction and then you may re-take the test.

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than
50% to the task/ assessment. If a student does no work on the task/assessment, the teacher
will assign a zero. If a teacher determines that the student did not attempt to meet the
basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are
expected to separate the due date from the deadline in order to increase opportunities for
students to complete assignments; however, there may be some exceptions when the due
date and deadline are the same. It is recognized that for daily homework assignments the
due date and deadline may be the same to facilitate the teaching and learning process.

Retake/Reassessment Policy
Course alike must match MCPS policy
 Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work, regardless of the legal
status of their absence. If the absence is excused or is a result of a suspension, the teacher will
help a student make up work. If the absence is unexcused, the teacher does not have to help a
student make up the work missed, give a retest, or give an extension on work that was due. Even
though the teacher does not have to help a student make up missed work, the student still has to
make up the work so the student can complete the rest of the course. For unexcused absences,
teachers may deny credit for missed assignments or assessments, in accordance with the process
approved by the principal and the leadership team. (MCPS Student handbook)
♫ Springbrook High School ♫
Guitar 2
Mrs. Donaldson, Instructor
Course Overview:
Guitar is a semester-long elective offered at Springbrook. This class is designed to provide students with an opportunity to advance
his or her guitar playing ability. The class will cover a variety of styles and genres.
Each student will be given exposed to:
Proper Technique – Study of posture, hand, and finger positioning
Chords – Study of simple first position chords
Melody – Study of individual notes and melodic passages
Basic Improvisation – Study of spontaneously creating music while it is being performed
Basic Music Theory – Study of rhythmic notation
Music History/Culture – Study the background of the instrument and repertoire played in class.
Differentiation: Accommodations/Enrichment will be provided for students based on skill level.
Key Messages
1.
2.
3.
4.
This is important.
You can do it.
I won’t give up on you.
Effective effort leads to achievement.
Expectations:
1.
2.
3.
4.
5.
Be in class on time. (Unexcused tardiness will result in lunch detention and a phone call home)
Be in assigned seat with all necessary materials when the bell rings.
Be a positive influence in the classroom.
Resist the temptation to ask to be excused from the room for frequent use of bathroom or water fountain.
Give 100% effort!
Behavior:
1.
2.
3.
4.
5.
6.
Listen attentively.
Limit talking and interaction that would be distracting to others.
Be respectful and cooperative with other students and teachers.
Follow instructions immediately.
Follow rehearsal techniques taught in class.
Remain seated until you are dismissed from class by the teacher.
Communication:
1.
2.
3.
All students will receive an interim report at the midpoint of each quarter.
Report cards will be distributed at the end of each quarter.
Teacher E-Mail: [email protected]
Materials Needed for Class
***Students are required to bring the following materials to class every day:
1. 2 Pencils
2. Folder for guitar class containing all packets, warm-ups, and handouts
3. Student Handbook
Policy on Late Work
Practice assignments need to be completed on time so the instructor has ample time to provide the student with feedback. Graded
assignments will have a due date and a deadline. A due date is the date by which you are expected to submit the assignment. The
deadline is the last day the assignment will be accepted for a grade. Frequently the due date and the deadline will be the same.
Failure to present an assignment by the deadline will result in a 0% grade for the assignment.
Policy on Re-Assessment
Re-assessment opportunities will be offered during the semester. Re-teaching will occur in classroom instruction. Additional practice
homework and help outside of class will be offered. The specific assessments that will be re-assessed are at the discretion of the
teacher and will be based on class-wide performance/needs.
Policy on Attendance
Attendance indirectly affects a student’s grade. In order to practice an instrument, receive instruction and feedback, or be assessed in
a timely manner, the student must be present in class.
Types of Assessments and Methods of Grading
Formative Assessments – 60%
1. Performance Assessment
 Assessments will be given in either solo or small group performances in class. Students will receive individual grades.
 Warm-ups with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive
full credit, these packets must be completed accurately.
 Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
2. Music Notation/History/Culture
 Written assessments will be given.
 Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full
credit, these packets must be completed accurately.
 Assessments will reflect accuracy and knowledge of topics emphasized in instruction.
Homework for Practice – 5%

Students will have a small number of graded homework assignments.
Summative Assessments – 35%
1. Written Assessments
 Written assessments will be administered to evaluate student knowledge and understanding. Classroom materials, packets,
and notes taken in class may all be useful in preparing for these assessments.
 Tests will be announced, providing ample time to study.
2. Composition
 Students will use knowledge of music and instruments gained in class to compose and perform original group compositions.
 Students will present an in-class performance of compositions as a member of a group.
 Assessment of composition will reflect creativity and use of musical knowledge obtained in class. Assessment of
performance will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
3. Performance Assessment
 Cumulative assessments will be given in either solo or small group performances in class. Students will receive individual
grades.
 Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
Special Note about Grades on Edline
Z indicates that the assignment was not submitted by the due date. It counts as a zero in calculations AND shows up as a Missing
Grade. According to MCPS policy, once the deadline passes, there is no option to submit assignments.
X means the student is excused from completing the assignment (X is not calculated into the student's grade);
0 means the student did not complete the assignment, or the grade of 0 has been awarded for another reason, such as a violation of
academic integrity (0 is calculated as a zero in the student's grade). Usually when the grade of 0 is entered it means the assignment has
not been completed and it may not still be turned in (the deadline has passed).
A blank space where the grade would otherwise be is not calculated as a zero. Normally this would indicate the teacher has not
graded the assignments yet but has entered the assignment into the grade book in advance.
____________________________________________________________________________________________________________
Please return this portion to Mrs. Donaldson via e-mail or hand-out by Friday, September 4th, 2015
We have read this policy sheet concerning the Springbrook High School Guitar 2 Class.
Student Name (Printed) __________________________
Name of Parent(s) or Guardian to be contacted (Printed) _________________________________
Parent Signature ____________________________ Parent’s email: ________________________________
Parent’s preferred phone number for contact during school hours: ________________________________
♫ Springbrook High School ♫
Guitar
Mrs. Donaldson, Instructor
Course Overview:
Guitar is a semester-long elective offered at Springbrook. This class is designed to provide students with an opportunity to learn the
basics of playing the guitar. The class will cover a variety of styles and genres.
Each student will be given an introduction to:
Proper Technique – Study of posture, hand, and finger positioning
Chords – Study of simple first position chords
Melody – Study of individual notes and melodic passages
Basic Improvisation – Study of spontaneously creating music while it is being performed
Basic Music Theory – Study of rhythmic notation
Music History/Culture – Study the background of the instrument and repertoire played in class.
Differentiation: Accommodations/Enrichment will be provided for students based on skill level.
Key Messages
1.
2.
3.
4.
This is important.
You can do it.
I won’t give up on you.
Effective effort leads to achievement.
Expectations:
1.
2.
3.
4.
5.
Be in class on time. (Unexcused tardiness will result in lunch detention and a phone call home)
Be in assigned seat with all necessary materials when the bell rings.
Be a positive influence in the classroom.
Resist the temptation to ask to be excused from the room for frequent use of bathroom or water fountain.
Give 100% effort!
Behavior:
1.
2.
3.
4.
5.
6.
Listen attentively.
Limit talking and interaction that would be distracting to others.
Be respectful and cooperative with other students and teachers.
Follow instructions immediately.
Follow rehearsal techniques taught in class.
Remain seated until you are dismissed from class by the teacher.
Communication:
1.
2.
3.
All students will receive an interim report at the midpoint of each quarter.
Report cards will be distributed at the end of each quarter.
Teacher E-Mail: [email protected]
Materials Needed for Class
***Students are required to bring the following materials to class every day:
1. 2 Pencils
2. Folder for guitar class containing all packets, warm-ups, and handouts
3. Student Handbook
Policy on Late Work
Practice assignments need to be completed on time so the instructor has ample time to provide the student with feedback. Graded
assignments will have a due date and a deadline. A due date is the date by which you are expected to submit the assignment. The
deadline is the last day the assignment will be accepted for a grade. Frequently the due date and the deadline will be the same.
Failure to present an assignment by the deadline will result in a 0% grade for the assignment.
Policy on Re-Assessment
Re-assessment opportunities will be offered during the semester. Re-teaching will occur in classroom instruction. Additional practice
homework and help outside of class will be offered. The specific assessments that will be re-assessed are at the discretion of the
teacher and will be based on class-wide performance/needs.
Policy on Attendance
Attendance indirectly affects a student’s grade. In order to practice an instrument, receive instruction and feedback, or be assessed in
a timely manner, the student must be present in class.
Types of Assessments and Methods of Grading
Formative Assessments – 60%
1. Performance Assessment
 Assessments will be given in either solo or small group performances in class. Students will receive individual grades.
 Warm-ups with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive
full credit, these packets must be completed accurately.
 Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
2. Music Notation/History/Culture
 Written assessments will be given.
 Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full
credit, these packets must be completed accurately.
 Assessments will reflect accuracy and knowledge of topics emphasized in instruction.
Homework for Practice – 5%

Students will have a small number of graded homework assignments.
Summative Assessments – 35%
1. Written Assessments
 Written assessments will be administered to evaluate student knowledge and understanding. Classroom materials, packets,
and notes taken in class may all be useful in preparing for these assessments.
 Tests will be announced, providing ample time to study.
2. Composition
 Students will use knowledge of music and instruments gained in class to compose and perform original group compositions.
 Students will present an in-class performance of compositions as a member of a group.
 Assessment of composition will reflect creativity and use of musical knowledge obtained in class. Assessment of
performance will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
3. Performance Assessment
 Cumulative assessments will be given in either solo or small group performances in class. Students will receive individual
grades.
 Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
Special Note about Grades on Edline
Z indicates that the assignment was not submitted by the due date. It counts as a zero in calculations AND shows up as a Missing
Grade. According to MCPS policy, once the deadline passes, there is no option to submit assignments.
X means the student is excused from completing the assignment (X is not calculated into the student's grade);
0 means the student did not complete the assignment, or the grade of 0 has been awarded for another reason, such as a violation of
academic integrity (0 is calculated as a zero in the student's grade). Usually when the grade of 0 is entered it means the assignment has
not been completed and it may not still be turned in (the deadline has passed).
A blank space where the grade would otherwise be is not calculated as a zero. Normally this would indicate the teacher has not
graded the assignments yet but has entered the assignment into the grade book in advance.
____________________________________________________________________________________________________________
Please return this portion to Mrs. Donaldson via e-mail or hand-out by Friday, September 4th, 2015
We have read this policy sheet concerning the Springbrook High School Guitar Class.
Student Name (Printed) __________________________
Name of Parent(s) or Guardian to be contacted (Printed) _________________________________
Parent Signature ____________________________ Parent’s email: ________________________________
Parent’s preferred phone number for contact during school hours: ________________________________
International Cultures and Cuisines/ProStart 2- A and B
Lisa Seid, Hospitality Management Instructor
Springbrook HS FACS Office: 301/989-6058
Email: Lisa_S _Seid @mcpsmd.org
Room E-111
Available most lunches and by appointment
Welcome to International Cultures and Cuisines/ProStart 2 (ICC)!
As you know, eating is fun! Hopefully as you study food and the relationship to your body you
will learn to enjoy eating for many reasons. I hope you will enjoy learning about foods and the different
cooking techniques as well as how to properly run a commercial kitchen. You may be surprised where
your favorite foods originated and how they are grown and prepared!
Course Description
and Goals
We will be using the ProStart Program which is recognized throughout the hospitality industry. Students
will have the opportunity to obtain certification in ServSafe as well as ProStart at the end of this year long
program.
The ProStart® Program is a two-year industry-based program that prepares students for careers in the
restaurant and foodservice industry. Students gain valuable restaurant and foodservice skills through their
academic and workplace experiences. This program prepares students for the adult working world,
offering them on-the-job experiences before they graduate. Skills learned in the classroom from specially
trained high school teachers are reinforced in the workplace. Students are given a head start toward
exciting and rewarding hospitality careers while our industry takes the lead in meeting the economic
demands of the next decade. Take a look inside the ProStart program for the restaurant and foodservice
industry.
International Cultures and Cuisines Unit Outline
Food Safety
Workplace Safety
Professionalism and Understanding Recipes
Foodservice Equipment and Techniques
Breakfast Foods and Sandwiches
Purchasing and Inventory Control
Europe and the Middle East
Marketing
Nutrition
Cost Control
Salads and Garnishing
Sustainability
Meat, Poultry and Seafood
Desserts and Baked Goods
The Americas
Required Text: Foundations of Restaurant Management, Level 1
Required Supplies: Notebook, pencil and pen
Expected Student Learning Outcomes:
MYP – AR/FACS Learning Outcomes/Objectives and Criterion for Assessment:
A. Using Knowledge
B. Developing Skills
C. Thinking Creatively
D. Responding
LAB FEE:
The best way to learn about foods and how to prepare is by practicing the art of cooking.
MCPS charges a modest lab fee of $20 to cover the cost of foods used by students enrolled in Hospitality
Management courses. Payment: cash, check payable to Springbrook HS, or credit card (see Springbrook
website).
Expectations of Foods Students
 Respect self, others, property and ideas.
 DO not sit, place feet, books, shoes or gum on tables or counters
 Refrain from Eating: This includes: Gum, Candy, Drinks, Food… this is a Maryland State
Health Department Rule and must be adhered to. Consequences: 1. Warning 2. Detention 3.
Detention, Loss of 1 foods lab and a phone call home 4. Referral to the In School
Suspension office.
 Mishandling of food, equipment or furniture in the kitchens will result in the loss of a foods lab
and eating for you at a minimum.
 When in a foods lab setting, students must stay in their assigned kitchen at all times.
 Contribute to a positive, professional learning environment.
 You must pass all test and quizzes to participate in a foods lab. Re-takes will be given once
a week on an assigned day.
 Be accountable for your own actions and reactions.
Grading Homework=10%, Formative =60%, Summative = 30%
Grades will reflect individual achievement of the MCPS Standards for a specific marking
period. The weight of each graded item will reflect the amount of time allocated for each
assignment. The final marking period grade will be determined using the following scale:
A = 100%-90% B = 89% - 80%
C= 79% - 70%
D = 69% - 60%
E = 59 – 0%
Late and Missing Work
 Each assignment will have a due date. This is the date by which you are expected to
submit the assignment. Your grade will drop one letter grade (10%) if it is not
turned in by the DUE date.
 The deadline is the last day an assignment will be accepted for a grade. Work that is
attempted, with good faith effort, and turned in by the deadline will receive no lower
than a 50%.
 Work not turned in by the deadline will be considered missing.
 Missing work will be recorded in the grade book as a 0%.
Re-teaching/Reassessment Re-teaching occurs when teachers or students determine that
students are not meeting learning goals. If you are assigned to an “extra help” session,
your attendance is required. Re-assessments are available only on quizzes. End of the
unit tests, culminating projects, lab management and final exams are not reassess-able. To
qualify for a re-assessment, you must have completed all assignments included in the
section of the unit in question. Scores earned on the reassessment regardless of the grade
will REPLACE the original score.

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to
the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a
zero. If a teacher determines that the student did not attempt to meet the basic requirements of the
task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to
separate the due date from the deadline in order to increase opportunities for students to complete
assignments; however, there may be some exceptions when the due date and deadline are the same.
It is recognized that for daily homework assignments the due date and deadline may be the same to
facilitate the teaching and learning process.

Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed work, regardless of the legal
status of their absence. If the absence is excused or is a result of a suspension, the teacher will help
a student make up work. If the absence is unexcused, the teacher does not have to help a student
make up the work missed, give a retest, or give an extension on work that was due. Even though
the teacher does not have to help a student make up missed work, the student still has to make up
the work so the student can complete the rest of the course. For unexcused absences, teachers may
deny credit for missed assignments or assessments, in accordance with the process approved by the
principal and the leadership team. (MCPS Student handbook)
Photography 1B
Springbrook High School
Course Information: 2015-2016
Laurie Wilks
B109/110
[email protected]
General Availability 7:15 am - 7:30 am
Planning Period 1 (by appointment only)
Period 2, Period 3
Course Overview:
Students will use a combination of traditional and digital technology as
well as additional supplies and equipment to create fine art
photography. Material covered in this course includes: composition,
functions and operation of camera equipment, history of photography
and current genres and artists photography. Students will also learn
to prepare their photographs for exhibition and create a portfolio
presentation of their photographic works.
Course Goals and Expected Learning Outcomes:
Upon completion of Photography 1A/B, the student will be able to:
● Create aesthetically pleasing photographs using compositional
guidelines.
● Successfully operate point and shoot, digital single lens reflex
(DSLR) and phone cameras.
● Understand the aperture, shutter speeds and ISO settings on the
camera and their effect on the image.
● Demonstrate the proper use and care of photographic chemicals
and materials.
● Properly use an enlarger and other photographic equipment.
● Participate in classroom discussions and critiques through use of
proper vocabulary relating to art/photographic styles and
techniques.
● Develop a deeper understanding of photography and the ways
that artists use photographs to express their visions and ideas.
Classroom Expectations:
● BE PUNCTUAL: Be on time for every class, complete assignments by deadlines
provided.
● BE PREPARED: Complete any required reading and research in advance.
● BE READY TO PARTICIPATE: Engage in class discussions and critiques.
● BE RESPECTFUL: Actively listen, provide and receive constructive criticism.
Use appropriate language. Obtain permission and a pass before leaving the
classroom. No cell phone use unless approved for assignments.
● BE RESPONSIBLE: Treat all equipment responsibly. Be mindful of keeping the
work environments organized and clean. Leave food and drink outside of
classroom.
● BE CREATIVE: Think for yourself. You are here to explore your own creativity
and develop your own ideas. It is great to be inspired, but never plagiarize.
Required Texts
None
Required Supplies
● Binder to hold class materials and handouts.
● Pencil, pen and paper.
● Lab fee of $10/semester paid immediately for photographic supplies
and materials. If enrolling in Photography 1B for second semester,
student may elect to pay $20 to cover lab fees for the year.
Optional Equipment
● Camera phone, point and shoot and/or DSLR camera. A limited
number of school point and shoot cameras are available to students to
check out overnight.
Guidelines for Grading
Category
Percentage
Types of Assignments
Homework/Practice
10%
Homework, Classroom Practice
Assignments, Research
Formative
60%
Initial Photo Assignments, Quizzes,
Research Notes
Summative
30%
Final Photo Submissions, Artist
Statements, Tests, Research Papers &
Presentations
● Z’s and 0’s: When a student has not turned in work by the due date,
the teacher will enter a Z into the gradebook. This will remain for one
week or until the deadline, at which time late work will be graded
(minus 10% for lateness) or the Z will be changed to a zero if no work
is completed. When using points or percentages, a teacher assigns a
grade no lower than 50% to the task/ assessment. If a student does
no work on the task/assessment, the teacher will assign a zero. If a
teacher determines that the student did not attempt to meet the basic
requirements of the task/assessment, the teacher may assign a
zero.(MCPS Policy)
● Due Dates/Deadlines: Teachers will establish due dates and
deadlines. Teachers are expected to separate the due date from the
deadline in order to increase opportunities for students to complete
assignments; however, there may be some exceptions when the due
date and deadline are the same. It is recognized that for daily
homework assignments the due date and deadline may be the same to
facilitate the teaching and learning process. All due dates and deadline
will be posted on Google Classroom when the project is assigned.
● Retake/Reassessment Policy: Students are free to re-shoot a photo
assignment for which they received less than an A. The re-take or reassessment must be completed within one week of the original due
date. Additionally, any formal assessments may be re-done and resubmitted if the original grade was less than an A.
● Assignment/Make Up Policy
Students have a responsibility and are expected to make up missed
work, regardless of the legal status of their absence.
If the absence is excused or is a result of a suspension, the
teacher will help a student make up work. To facilitate this, all project
instructions will be posted to Google Classroom on the date assigned.
If the absence is unexcused, the teacher does not have to help a
student make up the work missed, give a retest, or give an extension
on work that was due. Even though the teacher does not have to help
a student make up missed work, the student still has to make up the
work so the student can complete the rest of the course. For
unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved
by the principal and the leadership team. (MCPS Student handbook)
Expected Student Learning Outcomes
All art classes at Springbrook that include 9th and 10th graders are
International Baccalaureate Middle Years Program classes and are
planned with the following goals and philosophies in mind.
A: Knowing and understanding
Through the study of theorists and practitioners of the arts, students discover the aesthetics
of art forms and are able to analyze and communicate in specialized language. Using explicit
and tacit knowledge alongside an understanding of the role of the arts in a global context,
students inform their work and artistic perspectives.
In order to reach the aims of arts, students should be able to
i.
Demonstrate knowledge and understanding of the art form studied, including
concepts, processes and the use of subject-specific terminology
ii.
Demonstrate an understanding of the role of the art form in original or displaced
contexts
iii.
Use acquired knowledge to purposefully inform artistic decisions in the process of
creating artwork
B: Developing skills
The acquisition and development of skills provide the opportunity for active participation in
the art form and in the process of creating art. Skill application allows students to develop
their artistic ideas to a point of realization. The point of realization could take many forms.
However, it is recognized as the moment when the student makes a final commitment to his
or her artwork by presenting it to an audience. Skills are evident in both process and
product.
In order to reach the aims of arts, students should be able to
i.
ii.
Demonstrate the acquisition and development of the skills and techniques of the art
form studied
Demonstrate the application of skills and techniques to create, perform and/or
present art
C: Thinking creatively
The arts motivate students to develop curiosity and purposefully explore and challenge
boundaries. Thinking creatively encourages students to explore the unfamiliar and
experiment in innovative ways to develop their artistic intentions, their processes and their
work. Thinking creatively enables students to discover their personal signature and realize
their artistic identity.
In order to reach the aims of arts, students should be able to
i.
ii.
iii.
Develop a feasible, clear, imaginative and coherent artistic intention
Demonstrate a range and depth of creative-thinking behaviors
Demonstrate the exploration of ideas to shape artistic intention through to a point of
realization
D: Responding
Students should have the opportunity to respond to their world, to their own art and to the
art of others. A response can come in many forms; creating art as a response encourages
students to make connections and transfer their learning to new settings. Through reflecting
on their artistic intention and the impact of their work on an audience and on themselves,
students become more aware of their own artistic development and the role that arts play in
their lives and in the world. Students learn that the arts may initiate change as well as
being a response to change.
In order to reach the aims of arts, students should be able to
i.
ii.
iii.
Construct meaning and transfer learning to new settings
Create an artistic response which intends to reflect or impact on the world around
them
Critique the artwork of self and others
Okay, now that we have reviewed all of that… let’s see what we’re doing during MP2.
This is the intended direction of the course through Marking Period 2. If we want or need more
time to complete a project, or if we are inspired to move in a different direction - so be it!
Week
of...
1/25
Photography Project
Showing What We Know (A Review of the Rules of Composition)
2/1
Introduction to Darkroom Photography / Cyanotypes / Darkroom Chemistry
2/8,
2/15,
2/22
Darkroom Photography Continued / Photograms / The Print Making Process
3/1
Loading and Developing Film
3/7
Contact Sheets
3/14
Making Prints
3/21
Photographer Presentations
3/28
Spring Break
4/4
Making and Using Pinhole Cameras
4/11
Photo Assemblage (Photoshop)
4/18
Photo Collage (Traditional)
4/25,
5/2
Acrylic Gel Transfers to Wood
5/9
Laser Solvent Transfers
5/16
Contact Paper/Tape Transfers
5/23
After Capture Image Manipulation (Photoshop)
5/30
Final Portfolio Preparation
6/6,
6/13
Final Portfolio Presentations and Critiques
♫ Springbrook High School ♫
Piano 2
Mrs. Donaldson, Instructor
Course Overview:
Piano 2 is a year-long elective offered at Springbrook. This class is designed to provide students with an opportunity to learn the
basics of playing the piano. The class will cover a variety of styles and genres.
Each student will be given an introduction to:
Proper Technique – Study of posture, hand, and finger positioning
Chords – Study of triads in multiple keys and positions
Melody – Study of melodic passages and musical structure
Music Theory – Study of rhythmic notation and chord progressions
Music History/Culture – Study the background of the instrument and repertoire played in class.
Differentiation: Accommodations/Enrichment will be provided for students based on skill level.
Key Messages
1.
2.
3.
4.
This is important.
You can do it.
I won’t give up on you.
Effective effort leads to achievement.
Expectations:
1.
2.
3.
4.
5.
Be in class on time. (Unexcused tardiness will result in lunch detention and a phone call home)
Be in assigned seat with all necessary materials when the bell rings.
Be a positive influence in the classroom.
Resist the temptation to ask to be excused from the room for frequent use of bathroom or water fountain.
Give 100% effort!
Behavior:
1.
2.
3.
4.
5.
6.
Listen attentively.
Limit talking and interaction that would be distracting to others.
Be respectful and cooperative with other students and teachers.
Follow instructions immediately.
Follow rehearsal techniques taught in class.
Remain seated until you are dismissed from class by the teacher.
Communication:
1.
2.
3.
All students will receive an interim report at the midpoint of each quarter.
Report cards will be distributed at the end of each quarter.
Teacher E-Mail: [email protected]
Materials Needed for Class
***Students are required to bring the following materials to class every day:
1. 2 Pencils
2. Folder for piano class containing all packets and handouts
3. Student Handbook
Policy on Late Work
Practice assignments need to be completed on time so the instructor has ample time to provide the student with feedback. Graded
assignments will have a due date and a deadline. A due date is the date by which you are expected to submit the assignment. The
deadline is the last day the assignment will be accepted for a grade. Frequently the due date and the deadline will be the same.
Failure to present an assignment by the deadline will result in a 0% grade for the assignment.
Policy on Re-Assessment
Re-assessment opportunities will be offered during the semester. Re-teaching will occur in classroom instruction. Additional practice
homework and help outside of class will be offered. The specific assessments that will be re-assessed are at the discretion of the
teacher and will be based on class-wide performance/needs.
Policy on Attendance
Attendance indirectly affects a student’s grade. In order to practice an instrument, receive instruction and feedback, or be assessed in
a timely manner, the student must be present in class.
Types of Assessments and Methods of Grading
Formative Assessments – 60%
1. Performance Assessment
 Assessments will be given in either solo or small group performances in class. Students will receive individual grades.
 Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full
credit, these packets must be completed accurately.
 Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
2. Music Notation/History/Culture
 Written assessments will be given.
 Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full
credit, these packets must be completed accurately.
 Assessments will reflect accuracy and knowledge of topics emphasized in instruction.
Homework for Practice – 5%

Students will have a small number of graded homework assignments.
Summative Assessments – 35%
1. Written Assessments
 Written assessments will be administered to evaluate student knowledge and understanding. Classroom materials, packets,
and notes taken in class may all be useful in preparing for these assessments.
 Tests will be announced, providing ample time to study.
2. Composition
 Students will use knowledge of music and instruments gained in class to compose and perform original group compositions.
 Students will present an in-class performance of compositions as a member of a group.
 Assessment of composition will reflect creativity and use of musical knowledge obtained in class. Assessment of
performance will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
3. Performance Assessment
 Cumulative assessments will be given in either solo or small group performances in class. Students will receive individual
grades.
 Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
Special Note about Grades on Edline
Z indicates that the assignment was not submitted by the due date. It counts as a zero in calculations AND shows up as a Missing
Grade. According to MCPS policy, once the deadline passes, there is no option to submit assignments.
X means the student is excused from completing the assignment (X is not calculated into the student's grade);
0 means the student did not complete the assignment, or the grade of 0 has been awarded for another reason, such as a violation of
academic integrity (0 is calculated as a zero in the student's grade). Usually when the grade of 0 is entered it means the assignment has
not been completed and it may not still be turned in (the deadline has passed).
A blank space where the grade would otherwise be is not calculated as a zero. Normally this would indicate the teacher has not
graded the assignments yet but has entered the assignment into the grade book in advance.
____________________________________________________________________________________________________________
Please return this portion to Mrs. Donaldson by Friday, September 4th, 2015
We have read this policy sheet concerning the Springbrook High School Piano 2 Class.
Student Name (Printed) __________________________
Name of Parent(s) or Guardian to be contacted (Printed) _________________________________
Parent Signature ____________________________ Parent’s email: ________________________________
Parent’s preferred phone number for contact during school hours: ________________________________
Springbrook High School
Choral
Music Program
Handbook for Students and Parents
Mrs. Emily Donaldson,
Director of Choral Music
[email protected]
Welcome to the Springbrook High School
Choral Music Program!
This handbook has been prepared to provide you and your parents with information about
our choral program. It includes the grading policy, musical objectives, rehearsal concert
procedures, supply lists and the comprehensive calendar of music events at Springbrook
and in MCPS for this year.
Choral Music Objectives
The student should be able to:
1. Sing within an expanding range with proper vocal production with an emphasis on posture,
breath management, register flexibility, and facial expression appropriate to the style and
meaning of the music
2. Describe and demonstrate the physiology of singing
3. Perform music in a variety of textures including unison, two, three and four-part harmony
utilizing mixed voicing, accompanied and a cappella
4. Perform increasingly difficult selections demonstrating an ability to achieve balance across
sections and stylistically appropriate interpretations
5. Perform level IV and V selections from approved MMEA festival list, or pieces of
comparable difficulty, including some selections performed from memory
6. Sight-read melodic and rhythmic examples that meet MMEA guidelines for level 3 and 4
7. Apply knowledge of tonality and key signature to reading performance repertoire
8. Sing from a three- or four-part choral octavo,
9. interpreting musical symbols and expressive markings while performing
10. Notate complex rhythmic and melodic phrases from dictation
11. Identify musical phrases and form of performance repertoire
12. Use an expanded musical vocabulary to describe music
13. Perform and analyze music representative of diverse cultures, styles and historical periods
14. Describe and compare the ways in which musical elements are used in various cultures and
historical periods
15. Evaluate a choral composition, discussing the composer’s use of the elements of music,
expressive qualities, and listeners’ reactions
16. Explain personal preferences for specific musical works and styles
17. Evaluate recorded and live choral performances based on established criteria
*Taken from Montgomery County Public School’s High School Choral Music Curriculum Framework
PLEASE NOTE:
The exceptional musical ability of some of our students does not give any student the right to
misbehave and does not guarantee their right to perform at our concerts. Our choirs are a joint
effort and a sum of all of our talents; each student must lend his/her talents equally and
appropriately.
Classroom Rehearsal Procedures
The student will:
1. Arrive to class on time, listen, and be respectful of others.
2. Be prepared for class with a binder, music, pencil, daily warm-up, & necessary
supplies
3. Raise his/her hand to be recognized to ask a question and not talk when others are
talking or playing.
4. Do not chew gum, candy, food or drinks in the music room during class or
performances.
5. Be supportive of classmates, never criticizing another individual’s performance.
It is certainly expected that all students are quiet and respectful so that rehearsals can proceed
concretely. Any student who grossly misbehaves or is disrespectful to me or any other student in
the classroom will be asked to leave immediately and may not return to class that day.
Administrative actions will follow.
KNOWLEDGE, UNDERSTANDING, AND APPLICATION
It is expected and necessary that all students learn their music and are able to perform it without
music at all concerts and adjudications. We expect our group to be talented and competent, and
the level of music is not easy. However, it is fun and we all enjoy what we sing and what we
accomplish together! As all of us know well, a group is only as strong as its weakest link; it is
imperative that all students know his or her own music well so that we can blend and balance the
voices, and so that all students "carry their own weight" in each ensemble.
I will hold a Vocal part test after each repertoire piece is taught, in which each student will
have to sing their part in an octet (a group of 8 or more singers). This insures that each
member knows his/her part and is a responsible member of our ensemble. There will also be
regular Assessment checks of all of our students throughout the course of rehearsals. This will
address musical concepts such as posture, breath support, diction, pitch style, theory, and finally
memorization. This will ensure that the students are aware of what they know or need to learn
on a regular basis, and should help them in the learning process.
Although sight-singing, rhythm clapping, and reading music are all concepts taught during class,
I will be offering additional help after school for any/all students who wish to progress at a faster
rate. These sessions will be taught like private voice lessons and they are a great resource for all
developing singers! I strongly encourage any student who wishes to receive individualized vocal
instruction to attend as many of these sessions as possible. They will be held during lunch. If
you would like extra help, simply ask to come in during lunch at least 2 hours before!
GRADING
Springbrook High School
Grading Policy for the Performing Arts
(Includes Art, Computer Technology, Instrumental Music, Vocal Music Technology Education,
and TV Production)
Overview: The goal of grading and reporting is to provide you with feedback that reflects your
achievement towards the mastery of the MCPS Performing Arts curriculum performance
indicators.
Grading Policy:
There will be a variety of types of assignments and assessments:






Practice
Formative Assessments
Summative Assessments
For practice. Examples:
To assess progress. Examples: To assess mastery. Examples:
homework, class work,
class work, rehearsal
unit test, project, oral
partnered or individual
procedures, homework for
presentation, culminating
work, oral or written work
mastery, practice cards, quiz,
activity or culminating
written or oral presentations
performance
Reported as a learning skill On grade sheets reported as
On grade sheets reported as
and as part of the report
points/percentages. On report
points/percentages. On report
card grade
cards reported as an A, B, C, D, cards reported as an A, B, C,
or E.
D, or E.
Graded as 10% of marking
Together with summative
Together with formative
period grade
assessments 90% of grade
assessments 90% of grade
Given as helpful feedback.
Given as interim assessment of Assessed as a mastery activity
Examples: checking for
students’ mastery & to provide
accuracy, re-explanation,
helpful feedback. Examples:
modeling, demonstration,
checking for accuracy, recomments, providing
explanation, modeling,
exemplars , teacher/student demonstration, comments,
conference, ratings on
providing exemplars,
rubrics
teacher/student conference,
ratings on rubrics
Overall:
Grades will reflect individual achievement of the MCPS performance indicators for each
marking period
Learning skills:
Will be divided into two categories
1. Participation –engaging in learning of the performance skills, asking
questions, using feedback
2. Assignment completion – completing homework and class work.
Homework Policy / Re-assessment Policy: The homework policy and the re-assessment policy
will be provided to each student by the teacher. Homework assignments will be posted in the
classroom and posted on Edline regularly. The teacher will announce which assessments will be
eligible for re-assessment and the procedures to be followed by students prior to scheduled reassessments.
Late and missing work:
●
Each assignment will have a due date. This is the date by which you are
expected to submit the assignment. The grade will drop one letter grade if it is
not turned in by the due date.
●
The deadline is the last day an assignment will be accepted for a grade. In some
cases, the due date and the deadline may be the same. Work not turned in by the
deadline will be considered missing. Missing work will be recorded in the grade
book as 0%.
Re-assessment of student work:
●
Some formative assessments may be re-assessed to provide an additional opportunity for
students to show mastery. The following requirements must be met prior to scheduled
reassessment:
 complete the original task or assessment
 complete required assignments
 complete re-teaching / re-learning activities as determined by the teacher
●
The original student work must accompany the revised work in order to be graded.
●
End of unit assessments may not be retaken.
Extra credit: MCPS grading policy does not allow extra credit; however, students may have
opportunities to earn additional points by successfully completing extension questions or
activities on some assessments.
Group work: Your grades will reflect your individual achievement, even when you are working
in groups.
While I certainly think that all students should earn an A each quarter, the following is a rubric
for each grade area:
A - Those who are focused, attentive, and not talking during rehearsals. They show
commitment to and respect for the group by learning vocal parts and allowing others to do
the same. They are consistently high on their assessment charts.
B - Those who, although they realize the necessity of attention and focus, talk through parts
of rehearsals and, therefore, do not learn their parts. At times, they inhibit the learning
process of the group. They are mostly on task on their assessment charts.
C - Those who talk repeatedly through rehearsals, do not stand on risers or be seated in
voice parts as required, force breaks in rehearsals by not being attentive and ready to sing,
and do not know their voice parts, since they do not listen to instructions. The inconsistency
on their assessment charts is due to their lack of attention in class.
D - Those who, in addition to not being attentive and respectful, show a poor attitude
toward the group and any directions given, as though they were above those instructions.
This should not be the case for any of our Choral members!
Late/truancy policy is as follows:
1.
Students are expected to be in each class on time. It is extremely disruptive to the
class in session when students enter late. Unexcused tardiness will result in lunch
detention and a phone call home
It is certainly expected that all students are quiet and respectful so that rehearsals can proceed
concretely. Any student who grossly misbehaves or is disrespectful to me or any other student in
the classroom will be asked to leave immediately and may not return to class that day.
Administrative actions will follow.
GRADES WILL BE COMPRISED OF THE FOLLOWING ITEMS:
1.
2.
3.
4.
Frequent reflections and Warm-ups (verbal or written, as decided by the teacher)
Choral Analysis of Music– (verbal or written, as decided by the teacher)
Attendance at concerts and rehearsals
Assessments on vocal part assessments before concerts/performances
REHEARSALS and CONCERTS
This part of the grade is fairly simple. Concerts and adjudications are mandatory! The student
is to be on time and dressed in concert dress attire. This is the culmination of all our hard work
together, and it is crucial that all students are contributing members of our performing ensemble,
as well. And--that's the fun "Pay-off" of all of our hard labors.
Concerts are expected! In addition, each student will be expected to attend the few after school
rehearsals that we DO have, so that he/she may help the group to achieve maximum
effectiveness. I will always schedule these on days when there are activity buses.
CLASSROOM REHEARSAL PROCEDURES
Each student is expected to:
*
Arrive to class before the late bell rings, with all phones and electronic devises stored.
*
Be working on the warm-up by the time the late bell rings.
*
Be prepared for class with a pencil, music, and a binder or folder in which to keep his/her
music neatly. This is crucial for the learning process.
*
Understand that gum, candy, and food are not permitted in the choral music room at any
time.
*
Respect all music, keep it neatly, and return it when the concerts are over. A face-value
fee will be charged for any music lost or ruined at the end of each concert cycle. These
are treated as financial obligations, and report cards will be held.
*
Remain attentive, and not talk through instructions.
*
Listen carefully to his or her own voice and its balance within the group.
CONCERT PROCEDURES
*
Concert attendance is mandatory. Family vacations, sports events, lack of transportation,
etc. are not considered legitimate reasons for missing events. Arrangements can be
made if a ride is not available. Please check your calendar carefully for all concert
dates and times. If there are extenuating circumstances concerning concert attendance,
the student and parent must contact the teacher well in advance of the performance (at
least a month before, unless suddenly ill).
*
Appropriate concert dress is required. A student who does not wear the proper concert
outfit will not be permitted to participate.
ALL GROUPS:
All choir members will be given a choir robe or concert dress (ladies) to wear during
concerts. We want all members to be dressed professionally and similarly. However, we
will occasionally wear other concert attire (that is determined by the teacher) for outside
school performances 
*
Arrival call times will be approximately 45-60 minutes prior to the concert. Students
should arrive with enough time to be dressed and ready BEFORE the given call time.
*
During all concerts, students are expected to be respectful of all performing groups, act in
a quiet and professional manner, and remain until the end of the concert in support of all
our choral groups.
Students are reminded that concerts are fun! He/she should look forward to the
culmination of all of our work together, and should encourage their friends and
family to come. Parents are highly encouraged to come! Please come see your kids!
Class Fees: As part of a Springbrook choir, you are expected to look and act professionally at all
times. As such, a $10 class fee is collected from each choral student in order to dry clean dresses
and robes, repair damaged clothing or concert supplies, and replace worn out attire. Fees are only
collected once from each student during the year.
Please read both parts of the final two pages, detach, and have your child return it to me no
later than September 5th allow with the $10 activity fee. Thanks so much for your help and
cooperation!
Choral Contract
Purpose1) To identify rules.
2) To make certain that people learn their music.
3) To ensure respect for all students and directors.
Guidelines1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
Please leave your gum at home.
Be on time.
Come prepared to class with all your supplies (includes music folder and a pencil).
Please stay quiet and pay attention in rehearsal.
Do not write notes to other students during class.
Only use your own water bottle to prevent illness.
Keep away from the heaters.
During the first minute get music.
Please leave your food out of class.
The right to play all instruments, including the piano, must be earned.
Keep your own music in order and do not share with others.
Ask questions if you do not understand.
Work hard, play hard.
Always try your hardest and do your best
Keep the room clean and pick up all trash, especially your own.
If you lose your sheet music, you must pay for it.
Please respect all people in the class.
Concerts are mandatory and part of your grade – a two letter grade drop is the penalty.
Penalties for rules not followed will be as follows
1) Teacher will speak to student and issue a warning.
2) Have the student sit down on the risers, away from the class.
3) Have student leave the class and proceed to the main office.
4) Call Parents.
5) Drop one letter grade.
______________________________________________________________________________
I have read this handbook and understand my commitment to this group. I will abide by the
rules so that we may all maximize the fun and ability of this group.
Student Printed Name- _________________________________
Signature __________________________
Parent Printed Name- __________________________________
Signature __________________________
Parent Phone Number and E-mail - _______________________
(Phone Number)
_________________________________
(E-mail)
This is due to Mrs. Donaldson through hand-in or e-mail by Friday, September 5th.
MUSIC EVENTS CALENDAR 2015-2016 (events marked * are mandatory)
Date
2015
Sept. 3, Thurs. 4:30 p.m.
Sept. 8, Tues.
*Oct. 8, Thurs. 7:00 p.m.
Oct. 27, Tues.
*Nov. 10, Tues.
Nov. 14, Sat.
Nov. 21, Sat.
*Dec. 10, Thurs. 7:00 p.m.
Dec. 23, Wed. All day
2016
Feb. 12, Fri (tentative)
Feb. 12, Fri.
Feb. 18-21, Thur-Su.
March 4-6, Fri – Su.
*March 8, Tues.
April 12, 13, and 14, Tues.Thur.
April 25-29, Mon – Fri
May 9-13, Mon - Fri
*May 19, Thurs. 7:00
*June 7, Tues.
Event
Location
Choir and Theatre Welcome Picnic
Montgomery County Youth Chorus Rehearsals Start
NEC Open house (mandatory for all 14-15 choral
students)
Montgomery County Youth Chorus Concert
NEC Cluster Concert
Jr. All-State Auditions
Sr. All-State Auditions
Winter Concert
Holiday Sing-o-grams
Choral room & outside
Richard Montgomery HS (^)
Choral Room
Singing Valentines (tentative)
District II Vocal Solo and Ensemble Festival
All-State Sr. Mixed and Women’s Choruses
All-State Jr. Chorus
District II HS Choral Festival
MCYC Auditions
Springbrook (tentative)
Wootton HS
Morgan State University
Towson
Gaithersburg HS
Apr 12: TBD
Apr 13: TBD
Apr 14: TBD
MMEA State HS Choral Festivals
MMEA State MS Choral Festivals
Spring choral concert and awards night
Graduation
Richard Montgomery HS (^)
Springbrook Auditorium
See MMEA Handbook
See MMEA Handbook
Springbrook Auditorium
School
TBD
TBD
Springbrook auditorium
DAR
Studio Art 2
Springbrook High School
Course Information: 2015-2016
Ms. Lyddane
Room B103
[email protected]
Course Description: Studio Art 2 is an advanced level class for the experienced art student that
is interested building a drawing portfolio for admission to college or pursuing an Advanced
Placement Drawing course in the future. Personal styles emerges through the selection of media,
subject matter, and art form used to solve visual problems.
Course Goals: Students will further develop technical skills and conceptual ideas enabling them
to utilize the elements and principles of art to compose strong working compositions. A wider
variety of materials will be explored such as marker, acrylic paint on canvas, conte, ink, and
handmade papers. An aesthetic vocabulary will be individually formed for each student.
Supplies
All necessary supplies will be provided. There is a $20 materials fee per semester.
Assignment/Make-Up Policy
If an absence is excused or is the result of a suspension, the teacher will help a student make up
work. If the absence is unexcused, the teacher does not have to help a student make up the work
missed or give an extension on work that was due. In either case, students are responsible for
making up missed work. For unexcused absences, teachers may deny credit for missed
assignments or assessments, in accordance with the process approved by the principal and the
leadership team. (MCPS Student handbook)
Due Dates/Deadlines
Per MCPS policy, teachers are expected to separate the due date from the deadline in order to
increase opportunities for students to complete assignments. Unless a specific exception is made,
the deadline for a task/assessment will be one week after the due date. In order to receive full
credit, work must be turned in on the due date. Work turned in by the deadline will be marked
down 10%. Work turned in after the deadline will receive a failing grade.
Z’s and 0’s
Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible points
for the task/assessment. If a student does no work on the task/assessment, the teacher will assign
a zero. If a teacher determines that the student did not attempt to meet the basic requirements of
the task/assessment, the teacher may assign a zero. A Z indicates that a task/assessment has not
been turned in, but may still be turned in for a (late) grade.
Guidelines for Grading
Category
Percentage Types of Assignments
Practice
10%
Worksheets, drawing studies, experimentation with materials.
Formative 60%
Figure Fridays, preliminary drawings of final project,
experimentation with techniques.
Summative 30%
Final Drawings or Designs
Retake/Reassessment Policy
If a student chooses to raise their score on a previously graded assignment the lunch period is
available on a daily basis and the student should make arrangements with the teacher to do so.
All work prior to interims must be reassessed before interims are due. After interims all work
from the interim date to the day before final quarter grades are due work may be reassessed.
Studio Art One
Instructor:
Springbrook High School /2015-2016
[email protected]
Chas. Foster
Studio Art One provides student artists with an in-depth exploration of several
traditional and contemporary art media, including drawing, painting, sculpture,
and printmaking. Units of study progress from acquiring basic knowledge and skills to
applying those skills and concepts to increasingly independently-directed projects.
Students will begin to build a portfolio or work that may be used for IB or AP classes as
well as college applications.
Grading
Formative
60%
Homework/Practice
Summative
10%
30%
experimentation with materials and techniques,
preliminary studies, mastering new concepts
worksheets, studies, inspiration collection
final artworks, analysis and reflections
Supplies
All necessary supplies will be provided. There is a $20 materials fee per semester.
Assignment/Make Up Policy
If an absence is excused or is the result of a suspension, the teacher will help a student
make up work. If the absence is unexcused, the teacher does not have to help a
student make up the work missed or give an extension on work that was due. In either
case, students are responsible for making up missed work. For unexcused absences,
teachers may deny credit for missed assignments or assessments, in accordance with
the process approved by the principal and the leadership team. (MCPS Student handbook)
Due Dates/Deadlines
Per MCPS policy, teachers are expected to separate the due date from the deadline in
order to increase opportunities for students to complete assignments. Unless a specific
exception is made, the deadline for a task/assessment will be one week after the due
date. In order to receive full credit, work must be turned in on the due date. Work
turned in by the deadline will be marked down 10%. Work turned in after the deadline
will receive a failing grade.
Z’s and 0’s
Per MCPS policy, a grade of E (failing) may be no lower than 50% of the total possible
points for the task/assessment. If a student does no work on the task/assessment, the
teacher will assign a zero. If a teacher determines that the student did not attempt to
meet the basic requirements of the task/assessment, the teacher may assign a zero. A
Z indicates that a task/assessment has not been turned in, but may still be turned in for
a (late) grade.