Dear Prospective Families,
The Upper School at Fenn is characterized by its ability to offer a challenging, high-quality program in a
comfortable middle-school atmosphere. Academics are the focal point of the Upper School experience, yet Fenn
boys also participate in an interscholastic athletic program that offers a position on a team to every boy and
an arts program that allows boys to select their courses by trimester. Eighth and ninth grade boys have
earned the privilege of free periods. The faculty trusts Upper Schoolers to use this independence wisely; we
count on their strong sense of responsibility.
The academic program in the Upper School is a demanding one that prepares boys well for secondary school
The vast majority of our boys have the opportunity to attend either their first or second choice secondary
school, and whether they choose independent or public school they graduate from Fenn will well-defined
written expression, analytical thinking, and problem solving skills.
In the realm of athletics, the program features ten interscholastic sports and the philosophy is centered upon
skill development, teamwork and sportsmanship, and fun. Never is a boy excluded from the program due to
ability. All Fenn boys share in the camaraderie of competing on a team and working together toward a
common goal.
Upper School students choose from as many as fourteen arts offerings over the course of an academic year.
To meet graduation requirements, each boy must complete one studio art, one performing art, and one
musical art over the span of two years. Many students earn recognition outside of Fenn for their
accomplishments. Annually there is a winter musical produced in conjunction with the eighth grade class from
the Nashoba Brooks School of Concord.
Fenn is committed to offering Upper School students a small, personalized experience in which to learn and
grow. The students’ teachers are also their advisors, coaches, and mentors. With an average class size of
twelve students, the Upper School offers many opportunities for students to be well known by each other and
the faculty.
Leadership positions, particularly those available to ninth grade students, are a distinct and compelling feature
of the Upper School at Fenn. The President and Vice President of the School are elected form the ninth grade
class and class Senators are elected twice per year. Students also serve on school committees, are named
captains of teams, and are directors of plays. Upper School students set a positive tone of leadership for the
entire student body. Guided by the School’s motto, Sua Sponte (loosely translated: “It’s in your hands”), eighth
and ninth grade students hold themselves to a high standard and serve as important role models to the
younger students.
The Upper School will challenge, in the best ways possible, your son both academically and extracurricularly. It
is our belief that Fenn boys work hard, further discover their talents, and grow to become confident, welladjusted young men during their two years in our division.
I encourage you to explore further what we have to offer your son.
Sincerely,
Derek R. Boonisar
Head of the Upper School
Fenn
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E N G L I S H D E PA R T M E N T
PHILOSOPHY:
The English program at Fenn is designed to
teach boys to read actively and critically, to
write effectively and fluently, to speak articulately and confidently, and to appreciate
the power and pleasure of literature. The
integration of reading and writing is a critical component of the program. A variety of
literature that is rich in content, style, and
perspective provides a model for the development of written language. Students write
in response to reading and develop skills
critical to their growth as writers.
GRADE 8
The eighth-grade English curriculum at Fenn
teaches the meaningful and close reading
of good literature with a central focus on
the development of strong writing skills.
The course helps students discover the
unique voices of writers and the importance
of the literary tradition by reading and analyzing classic texts. In addition, it encourages students to develop their own writer's
voice through daily, shared journal writings,
reflections and readings. Students study
the techniques of the writer's craft, focusing on how a writer develops and portrays
the protagonist's journey through the moral
complexities of his experience. They learn
how a writer creates and develops an
authentic and memorable main character.
The course also focuses on the importance
of narrative and poetic structure and
explains key literary techniques and elements.
In their own writing, students are taught
to recognize active and passive voice and to
incorporate the habitual use of vivid verbs
and strong nouns, effective transitions and
well-structured paragraphs. The course
teaches and demonstrates the importance
of creating fully cycled writing with a clear
beginning, middle, and end. A strong
emphasis is placed on recognizing, understanding, and practicing practical grammar
skills within the context of a student's own
writing, especially as it relates to punctuation, identifying essential and non-essential
phrases, introductory and independent
clauses, and tense and pronoun agreement.
Oral presentations, Socratic Seminars,
group work, and class discussions are integral parts of the course.
Resources
Literature
The Adventures of Huckleberry Finn, Mark
Twain
All Quiet on the Western Front, Erich Maria
Remarque
Macbeth, William Shakespeare
The Odyssey, Homer
Selected short stories, poetry, essays and
required free choice reading.
GRADE 9
The ninth-grade English curriculum is centered on the essential question, “How,
therefore, should I live in an imperfect
world?” Through close reading and analysis
of text, including novels, short stories, poetry, and film, students wrestle with the
notion of how one can find meaning and
purpose in the face of human moral and
social failings, the unjust nature of life, and
the unexpected challenges of the physical
world, despite its beauty. The readings will
represent traditional, contemporary, and
multicultural voices.
The course focuses on expository and
analytical writing, and emphasizes the writing process: drafting, revising, editing, and
proofreading. Informal, reflective writing on
the literature we read is often used as a
precursor to crafting more formal essays.
Students become familiar with the elements of verse and write their own poetry.
Vocabulary and grammar skills are taught
and reinforced within the context of reading and writing instruction. Oral presentations, Socratic seminars, group work, and
class discussion are integral components
of the course.
Resources
Literature
Into the Wild, Jack Krakauer
The Kite Runner, Khaled Hosseini
To Kill a Mockingbird, Harper Lee
The Things They Carried, Tim O’Brien
Fahrenheit 451, Ray Bradbury
Romeo and Juliet, William Shakespeare
The Fall of Rome, Martha Southgate
The Absolutely True Diary of A Part-Time
Indian, Sherman Alexie
On-Writing, Stephen King
Selected poetry and short stories by such
writers as Jumpha Lahiri, Elie Weisel,
Jamaica Kincaid, and Li-Young Lee, and
essays ,including excepts from
Thoreau’s Walden.
Supplementary Materials
Grammar & Usage for Better Writing,
Amsco School Publications, Inc.
Vocabulary for the High School Student,
Amsco School Publications, Inc.
M AT H E M AT I C S
D E PA R T M E N T
PHILOSOPHY:
In the mathematics program at Fenn, each
boy builds a solid foundation of skills and
fundamental concepts so that he can move
to increasingly complex material as he goes
through the school. Logic, analytical reasoning, conjecture and proof, abstraction and
symbolic structure are important cognitive
skills that find easy exercise in math but
also contribute to each student’s overall
intellectual growth. Teachers and students
make connections among mathematical topics and continually expand the body of work
with which each boy becomes comfortable.
In both oral and written work, teachers
encourage boys to share their ideas and to
present their reasoning with clarity. Since
boys have different motivations and ways of
connecting with the material, teachers
employ a variety of approaches in the classroom. Finally, boys are encouraged to listen
to each other’s ideas, to appreciate differ-
1
FENN
“
Sua Sponte fosters individual responsibility, a
skill needed for boys to become productive
members of any future communities.
—Fenn teacher
”
ent perspectives, and to engage their own
senses of curiosity.
GRADE 8
At the close of the seventh grade year, students are sectioned by their teacher and
the mathematics department chair. The
options for placement are an honors pace,
a standard pace and a two-year pace. The
honors level course covers a full year of
algebra, delving deeply into discussions on
matrices, regression lines and quadratic
equations. The standard level course covers
a full year of high school algebra at a more
deliberate pace than the honors level. The
two-year program allows students to
explore each topic from many different perspectives during their eighth and ninth
grade years. Students who have successfully completed Algebra One in the seventh
grade will either be placed in Honors
Algebra or Honors Geometry/Trigonometry
in the eighth grade. Those selected for the
Honors Geometry/Trigonometry course will
complete a full year of honors high school
Geometry, and a review of Algebra Two and
an introduction to Trigonometry during the
final spring term. All students in the eighth
grade will learn how to apply their algebraic knowledge to solve real-life problems.
Students are required to purchase a Texas
Instruments graphing calculator and should
plan to use it on a daily basis. Students use
the graphing calculators to explore topics
such as data analysis, graphing and patterns involved in algebraic concepts.
Resources
Textbooks
Algebra One, Kennedy, Schultz, Ellis, Holt
Rinehart and Winston, 2003
Algebra I: Expressions, Equations, and
Applications, Paul A. Foerster, Prentice
Hall
Algebra and Trigonometry, Paul A. Foerster,
Addison-Wesley, 1999
Geometry, Brown, Jurgensen, Houghton
Mifflin
Advanced Mathematics, Brown
Supplementary Materials
Trigonometry, Functions and Applications,
Foerster, Addison-Wesley, 1998
Exploring Regression, Dale Seymour
Publications, 1998
Exploring Inequalities, Dale Seymour
Publications, 1998
Algebra Experiments, Carlson, Ronald and
Winter, Mary Jean, Addison-Wesley, 1993
Larson Math Software
GRADE 9
For those students who have completed
either Honors Algebra One or Algebra One, a
full year-long course of Geometry is offered.
Topics include the development of geometric proofs, congruent and similar polygons,
circles, coordinate geometry and transformations. The course emphasizes the connection between geometry and the physical
world and works to maintain and extend
the student’s algebra skills as these skills
are integrated in the explorations of the
geometric concepts. Students explore and
discover geometric principles through the
use of a variety of approaches.
For those students who have begun the
two-year Algebra program in grade eight,
they continue their study in grade nine. The
two-year course provides additional time
for practice, assimilation and mastery of
the critical algebraic skills, which form the
foundation for future mathematical studies.
Academically qualified ninth graders
will enroll in an Honors Algebra Two or an
Honors Pre-Calculus course. These students will use a standard honors curriculum for the course that is topically equivalent to a rigorous high school Honors
Algebra Two or Pre-Calculus program.
Students who have successfully mastered
this course will be ready to take the SAT II
level IC or II C Achievement Test at the end
of their spring term.
Resources
Textbooks
Geometry for Enjoyment and Challenge,
Rhuad, Milauskes, Whipple, McDougal
Littell
Algebra One, Kennedy, Schultz, Ellis, Holt
Rinehart and Winston, 2003
Pre-calculus with Limits, Larson, Hostetler,
Edwards, Third Edition, McDougal Littell,
2005
Supplementary Materials
Exploring Centers, Dale Seymour
Publications, 1998
Trigonometry, Functions and Applications,
Foerster, Addison-Wesley, 1998
Discovering Geometry, Serra, Michael, Key
Curriculum Press, 1997
Mathematics Journal, NCTM publication
Geometry from Multiple Perspectives,
Addenda Series by Coxford, NCTM, 1991
The Geometers Sketchpad, Key Curriculum
Press, 1995
“Platonic Solids” video series, Key
Curriculum Press
Larson Math Software
S C I E N C E D E PA R T M E N T
PHILOSOPHY:
The overarching goals of Fenn’s Science
Program are as follows:
Students will understand the process of
science, be grounded in the domains of science, apply skills and content to the world
around them, and develop a respect, appreciation, and enthusiasm for the natural sciences.
The science program is designed to
provide opportunities for the student to
experience growth in a variety of thinking
skills and be exposed to each domain of
science: life science, physical science, earth
and space science, and technology and
engineering. All courses in the Science
Department are activity and laboratory oriented and
The Science Department firmly believes
that science is best learned by doing, and
that science is not a body of knowledge to
be mastered, but rather a way of thinking
about how we experience the world around
us. That philosophy is applied to the content whose breath includes all the domains
3
of science within each academic division.
In science class students will:
Experience the various domains of
science
Design and conduct scientific
experiments
Develop the skills needed to accurately
interpret scientific data
Communicate the results of
experiments in a clear fashion
Convey an understanding of the
experimental process in an effective
manner
GRADE 8
Eighth-grade science at Fenn builds upon
the Physical Science content of the seventh
grade year, and applies that content to topics that detail Life Science and Earth
Science in the winter and spring.
Throughout the academic year, students in
eighth-grade Lab Science apply the scientific method by designing and conducting
experiments, and analyzing data to draw
valid conclusions. Emphasis is placed on
reporting lab findings in a structured lab
format. The content of the course work is
based on the guiding themes of matter and
energy.
The year begins with the exploration of
the some characteristic properties of matter such as boiling points, freezing points,
and density. As students are introduced to
new science skills and equipment, they are
challenged to solve a specified problem
using those skills by designing and conducting experiments. Units frequently culminate with a challenge. For example, at
the end of the unit on characteristic properties, teams are challenged to measure
boiling points and calculate density of
unknown substances in order to determine
their identities. Students analyze their
results by creating graphs, data tables, and
calculating statistics. Students summarize
their laboratory findings in a structured
lab report.
As the year progresses, the concept of
energy is introduced and explored with
specific attention given to chemical and
light energy. Students learn to measure
4
how much energy is stored in food as well
as how the angle of the sun affects solar
absorption and seasons on earth. In May,
teams of students are given ten-meter by
ten-meter plots on campus. The challenge
for each team is to analyze its plot using all
of the skills and concepts learned during
the year. Plots are mapped and have their
soils analyzed for various elements and
compounds. The total energy being
absorbed by the vegetation in the plot is
calculated along with the energy flow
through the system.
The major units of the course are:
Characteristic properties of matter
Phase changes
Density
Solubility
The Periodic table and its patterns
Energy
Heat, Light, and Chemical Energy
Organic Compounds
Types of reactions
Ecosystems and Biomes
Field Study of Fenn School campus
Resources:
Books
Physical Science: Concepts in Action;
Prentice Hall 2009
Ecological Principles
Energy of an Ecosystem Students and
Research, Cothron, Giese, and Rezba,
Kendall/Hunt Publishing Co. Dubuque, IA,
1993
Chemistry with Computers, Holmquist,
Randall, and Voltz, Vernier Software,
Portland, OR, 2005
Introduction to Physical Science, Glencoe,
McGraw-Hill, 2002
Ecology, A Systems Approach to Carbon &
Energy, Terc & Kendall/Hunt Publishing,
1998
Software
“LabPro Software”, Vernier Software,
Portland, OR, 1995
“LoggerPro Graphing,” Vernier software,
Portland, OR
Hardware
TI-83 graphing calculators, Texas
Instruments
LCD projector
IBID board
GRADE 9
The ninth-grade science course is a high
school Biology course. The fall focuses on
cell biology and molecular biology. Students
apply those concepts to units that focus on
genetic engineering, classification and evolution in the winter. The course culminates
with human physiology in the spring.
The year begins with development of
skills needed to effectively use the microscope and observe cells. The lab skills that
were introduced in the eighth grade are
reinforced through a number of labs that
investigate such topics as osmosis/diffusion and cellular respiration. In tandem
with this research, the students continue to
hone their skills at writing thorough and
high-quality lab reports. Many of the labs
are quantitative in nature so that mathematics skills can be reinforced. The students learn the similarities and differences
between prokaryotic and eukaryotic organisms. Through labs, lectures and videos,
the course covers cellular metabolism, cellular structure, the structure of DNA and
RNA, mitosis and meiosis. The basic principles of Mendelian genetics are introduced
through the breeding of fruit flies and
using computer simulations. The class also
travels to the Museum of Science in Boston
to conduct an experiment involving genetic
recombination in bacteria. Concepts and
applications of genetic engineering, taxonomy, and evolution follow in the winter. The
spring focuses on human physiology as the
digestive system, circulatory system, and
immune systems are studied in depth.
Throughout the year, students gain
experience in conducting library/Internet
research and writing scientific papers.
Topics include The Carbon Cycle and Global
Warming, DNA Mutations and Sickle Celled
Anemia, Evolution and Adaptations, Bread
Digestion, The Immune Response and AIDS,
Heart Disease, and Infectious Disease.
Students culminate the year with an infectious disease challenge. Each trio of stu-
“
Fenn has helped my
son through some of
the pre-teen awkwardness, and given
him confidence to
move on to secondary
school.
—Fenn parent
”
dents is given a “patient.” The challenge is
to correctly identify what infectious disease
the individual has. This involves actually
looking at slides from the patient and confirming their initial diagnosis. The students
then take on the roles of primary care
physician, CDC representative, or WHO
member and present to the entire ninth
grade their findings, a history of the disease, and a statement on epidemic prevention.
The Social Studies program at Fenn is
designed to teach boys to be able to:
Think critically
Evaluate and synthesize information
Acquire, organize and use information
from using a variety of sources
Write analytically using text evidence
Discover the world through geography
Appreciate history and the forces that
shape civilizations
Understand cause and effect in world
events
Resources
GRADE 8
Books
Biology, Miller Levine, Prentice Hall
Publishing, 2008
Students and Research, Cothron, Giese, and
Rezba, Kendall/Hunt Publishing Co.
Dubuque, IA, 1993
Biology with Computers, Holmquist,
Randall, and Voltz, Vernier Software,
Portland, OR, 2005
Software
“LabPro Software,” Vernier Software,
Portland, OR, 1995
“LoggerPro Graphing,” Vernier software,
Portland , OR
Hardware
TI-83 graphing calculators, Texas
Instruments
LCD projector
IBID board
SOCIAL STUDIES
D E PA R T M E N T
PHILOSOPHY:
The Social Studies curriculum teaches students that they are part of a greater community, nation, and world. Through their
study of a variety of primary and secondary
sources and exposure to different ways of
learning, students are empowered to think,
speak, and write critically. The goal of the
department is that boys will develop curiosity about history and current events with a
respect for diverse cultures, past and present.
6
Eighth-grade social studies focuses on civic
responsibility in a democracy and the
development of different political systems.
The first half of the year examines
American government, its structure and
ability to adapt to our modern culture. The
second half of the year focuses on the rise
of Nazi Germany and The Holocaust. By following the Facing History and Ourselves
curriculum, students make connections
between historical events and human
nature.
Resources
Textbooks
American Government: A Complete
Coursebook, Ethel Wood & Stephan
Sansone
Smoke and Ashes: The Story of The
Holocaust, Barbara Rogasky
Novels
Animal Farm, George Orwell
The Wave, Todd Strasser
Parallel Journeys, Ayres
Supplementary Readings
Street Law: A Course in Practical Law,
Abertman, McMahon, O’Brien
The Constitution: Yesterday, Today, and
Tomorrow, Barbara Feinberg
Facing History and Ourselves: Holocaust
and Human Behavior, Strom and
Parsons
Videos
“A Class Divided,” Facing History and
Ourselves Curriculum
“After the First,” Facing History and
Ourselves Curriculum
“Challenge of Memory,” Facing History and
Ourselves Curriculum
“Night and Fog,” Facing History and
Ourselves Curriculum
“America’s Response to the Holocaust:
Deceit and Indifference,” Facing History
and Ourselves Curriculum
“The Presidency,” Knowledge Unlimited
CD Rom
“Lest We Forget,” Holocaust Video
“Decisions, Decisions: Building a Nation,”
Tom Synder Productions
Speaker
Rena Finder, Holocaust survivor
GRADE 9
Ninth-grade social studies focuses on the
history of the Middle East. The course
begins with a study of the Arab and the
Islamic world. Following an examination of
the life of Muhammad, we study the religion
of Islam, including the Five Pillars of Islam,
the differences between Sunni, Shiite, and
other sects, and Islamic architecture.
Students then learn about the demise of
Ottoman power, the rise of European influence prior to World War I, the consequences
of the Versailles Peace Treaty in the Middle
East, and the growing influence of Zionism.
The final section of the course focuses on
the development of Egypt, Iran, Saudi
Arabia, and Iraq since World War II, and
examines the relationships of these countries with the United States. The course concludes with an intensive study of Israel and
Palestine. Throughout the year students
write a number of research papers and
make numerous presentations to their
classes.
Resources
Arab World Studies Notebook, Audrey
Shabbas
A Concise History of the MIddle East, Arthur
Goldschmidt
Israel’s Wars, Ahrom Bregman
Paris 1919, Margaret McMillan
Bedouin, John King
Zionism: A Brief History, Michael Brenner
Islam, Faith-Culture-History, Paul Lunde
A History of The Arab Peoples, Albert
Hourani
Grade 8
Eighth-grade Spanish meets four times per
week. Students are grouped by ability.
There is an Honors class and a standard
class. Both the Honors and the standard
sections use the Spanish First Year text
MODERN FOREIGN
LANGUAGE DEPARTMENT
PHILOSOPHY:
Spanish is an extraordinarily rich and beautiful language spoken in many parts of the
world. Learning Spanish leads to an
increased awareness, understanding, and
acceptance of other languages and cultures
of the world, as well as an increased understanding of one’s own language and culture.
The main goals of the Spanish
Department are to:
Teach students the language skills
and discipline necessary to learn
and use Spanish, as well as any
other foreign language they may
study in the future.
Arouse students’ interest, curiosity,
and acceptance of different peoples
and cultures around the world.
Help students learn about the history,
culture, geography and people of
Spanish-speaking countries.
Develop students’ listening comprehension skills.
Help students enunciate words, speak
in sentences, and communicate
effectively in Spanish.
Help students read and correctly use
Spanish grammar.
Increase students’ enjoyment and
appreciation of the culture, friendships, and travel in Spanish-speaking countries.
book, but proceed at a slightly different
pace.
Students continue building their understanding of grammatical structures and
vocabulary, including development of listening, speaking, reading and writing skills in
Spanish. Continued emphasis is placed
upon cultural awareness and appreciation
of the culture of Spanish-speaking countries.
Every year, the Spanish Department
offers to all Upper School students the
opportunity to participate in a trip to a
Spanish-speaking country.
in this course. Spanish is used almost
exclusively in class. Some students will
demonstrate a real command of the
Spanish language.
Every year, the Spanish Department
offers the students the opportunity to participate in a trip to a Spanish-speaking
country.
Resources
Textbooks
Spanish Two Years, AMSCO Publication
Other Resources
Destinos - Video Program by Annenberg
Publication
9th grade “folder” with teacher generated
and assembled materials; grammar,
songs, poems, and other materials pertaining to the course.
Assorted reading texts
Resources
Textbooks
Spanish First Year, AMSCO Publication
8th grade “folder” with teacher generated
and assembled materials; grammar,
songs, poems, and other materials pertaining to the course.
Assorted reading texts
GRADE 9
Ninth-grade Spanish meets four times per
week and the students are grouped by ability. There is an Honors class and a standard
class. Students continue developing listening, speaking, reading and writing skills
through a variety of texts, tapes and films.
In addition, students will continue to
become acquainted with the people, civilization and culture of Spanish-speaking countries. Recorded and written materials will
be presented for comprehension and discussion and the students will keep a weekly
journal, write compositions on the cultural
topics presented in class, and give oral presentations. Students review grammar and
vocabulary, focusing on more complex
grammatical structures including subjunctive and compound tenses. Idiomatic usage
of vocabulary and style are also addressed
L AT I N D E PA R T M E N T
PHILOSOPHY:
Latin is the language which is at the root
of many languages, including English.
The cultural achievements of the ancient
Romans who spoke it have contributed
significantly to American life, especially
in the areas of art, architecture, political
thought and engineering.
The philosophy of the Latin program at
Fenn is to prepare students for reading
Latin with ease, understanding and enjoyment.
The main goals of the program are to
offer students the opportunity to:
Pursue with enthusiasm the language
written and spoken by the ancient
Romans.
Study a language that can be learned
more through reading than through
speaking.
Develop good strategies and organizational techniques for mastering
the grammar and vocabulary of
Latin and other world languages.
Expand their understanding of English
7
FENN
“
Math is a life skill, a way of thinking, a way of problem solving,
and a path of opportunity. I have taught every grade from four
through nine and regardless of level, boys surprise themselves
when they ‘get it’!
—Fenn teacher
”
grammar and vocabulary.
Appreciate those aspects of their
cultural background as Americans
which they inherit from the ancient
Romans (and Greeks).
GRADE 8
In the eighth-grade year, students are no
longer grouped heterogeneously, but by
ability. We have an Honors class and a standard class. The honors and standard sections use the same text, Oxford Latin Course
Book II, but proceed at slightly different
paces. Through use of the texts and a number of exercises, students continue their
acquisition of both Latin grammar and
vocabulary. In addition, the students work
on a number of readings adapted from the
original Latin. This allows them to develop
excellent sight reading shills that will serve
them well throughout their Latin careers.
The cultural and historical dimensions
to the course center around the civil wars
that arose after the assassination of
Caesar. The students read accounts of
alliances, betrayals and battles of this
tumultuous time of the Roman world.
Resources
Textbook
Oxford Latin Course II
Oxford Latin Course III
GRADE 9
The grammatical focus of the ninth-grade
program is the continuing acquisition of
the basic forms and vocabulary of the Latin
language. Students begin to work with
more complex grammatical principles and
proceed to the uses of the subjunctive
mood. The ninth grade’s cultural focus is
the establishment of the city of Rome and
the Roman value system as exemplified in
the legends they told about their heroes.
Depending on the secondary school he
later attends and on his mastery of the
basic principles of the language, a student
completing the ninth-grade program qualifies for intermediate-level Latin courses.
In alternate years, the Latin Department
offers students the opportunity to partici-
pate in a trip to Italy, which includes visits
to Pompeii and Rome.
Resources
Textbook
Oxford Latin Course III
Love Transformation: An Ovid Reader,
Richard LaFleur
A R T S D E PA R T M E N T
PHILOSOPHY:
A Fenn education is about self-discovery.
Boys come to know themselves as
students, athletes, and, through the Arts
Program, as artists. At Fenn they have
wonderful opportunities to discover and
develop their aesthetic nature. The worlds
of art, drama, and music come alive for
boys as they develop their own unique
skills as well as an appreciation for the
work of all artists.
graders receiving priority in class placement. First choices cannot be guaranteed,
but careful records are kept throughout
the year to ensure fairness to all. All students planning to graduate from Fenn at
the end of the ninth grade year must complete three arts requirements: one in Fine
Arts, one in Dramatic Arts, and one in
Musical Arts. Students graduating as
eighth graders are encouraged to meet
two of the three requirements.
The Upper School Arts Program of electives and requirements ensures that Fenn
students will have hands-on experience in
a variety of art forms, while it allows them
to develop real expertise in a medium they
find particularly rewarding. It provides
our students with a broad-based arts
education in preparation for their next
school and for the rest of their lives.
PA I N T I N G
OIL PAINTING
UPPER SCHOOL ARTS
The Upper School Arts Program is a unique
and exciting program, enabling students to
explore, experiment, and excel in the arts.
Unlike the required curricular offerings in
Lower and Middle School, our Upper School
students indicate their choices from a
dozen wonderful courses in fine, dramatic
and musical arts. Courses routinely offered
in a given year include: Oil Painting, Art
Studio, Ceramics, Photography, Wood Shop,
Yearbook, Drama, Theater Tech, Debate,
Video Production, A Cappella Singing,
Beginning Guitar, Computer Composition,
Music History, and Rhythm Ensemble
(instrumental). Students take one intensive
course per trimester in classes composed
of both eighth and ninth graders.
The selection procedure takes place
prior to each trimester. All eighth and
ninth graders are presented with course
descriptions of all available offerings and
number the courses in order of their preference. Arts class assignments are made
based on these sign up sheets, with ninth
Drawing from the Lower and Middle School
studies of artists and their works, this
course explores some of the many techniques used in oil painting. Students create
their own works on canvas while experimenting with ideas from the masters.
Through discussion and research, students
develop keen eyes and critical thinking
skills. These exercises emphasize the powerful contributions of Art to social change
and revolution. They become the students’
window into human experience across
many cultures. The class also will discuss
and evaluate the contributions of artists of
various ethnic, racial and cultural backgrounds. Students have the opportunity to
visit the studios of professional artists at
the Emerson Umbrella. They also interact
with visiting artists whose works are displayed three times a year in the Kane Art
Gallery. Students’ works are also displayed
in the Kane Gallery and other parts of the
school.
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Resources
Museum
DeCordova Museum
Exhibitions at the Concord Art Association
and Emerson Umbrella Center for
the Arts
Artists’ studios
Emerson Umbrella
Computer
Research for Art Appreciation
Video and slide shows
Art History and Appreciation
Books
Art and Man,
Oil Painting: A Direct Approach, J. Pike
Art Magazines
ART STUDIO
CERAMICS
The primary focus of Upper School Ceramics
is on learning to “throw” on the potter’s
wheel. We have eight electric potter’s wheels
which afford each student his own wheel.
From a small lump of clay, students create
vases, bowls, mugs in a variety of sizes and
shapes. They continue the process by trimming and glazing. The pieces are fired in an
electric kiln. Some students may also elect to
hand-build sculptural forms. In addition, we
visit the studios of professional ceramic
artists as well as several small, local galleries.
Resources
Textbook
Introduction to the Ceramics Studio
Handbook, Vince Pitelka
Video
Ceramics: Throwing on the Wheel
By employing skills learned in the Lower
and Middle Schools, students will explore
varying media and technique. Drawing information from historical masters and contemporary artists, students will study line
and shadow via a range of subject matter
spanning nature drawing to human figure
drawing. Students will have opportunities to
visit with professional artists from the
Emerson Umbrella and other local
associations.
Resources
Books
Sculpting Clay, Leon Nigrosh
Handbuilding Ceramic Forms,
Elsbeth S. Woody
The Spirit of Clay, Robert Piepenburg
Nightmares in the Sky, Stephen King
Generations in Clay, Alfred Dinert, Jr. and
Fred Plog
The Eccentric Teapot, Garth Clark
Faces on Places, Suzanne Haldane
The Big Book of Ceramics,
Joaquin Chavarria
Shoes, Linda O’Keeffe
Museum
Exhibitions at the Concord Art Association
Emerson Umbrella
Kane Gallery visiting artists
Periodicals
Ceramics Monthly
School Arts
Slides
Computer
To research artists and styles
Video and slide shows
To study technique and art history
Books
Drawing Trees, S. Maltzman
Drawing the Human Head, B. Hogarth
Hooked on Drawing, S. Brooke
10
darkroom skills while being introduced
to accessory equipment such as filters,
tripods, tripcords, wide-angle and telephoto
lenses, electronic flash and strobe lighting.
Instruction in advanced darkroom techniques such as dodging, burning in, flashing, pushing and pulling film and high contrast printing are also offered.
The digital imaging portion of the Upper
School Photography program is expanded
to fully one third of the term. A more in
depth look is taken into the hardware and
software used in the process, and an
emphasis is placed on the manipulation,
deconstruction and reconstruction of multiple images. Students’ finished prints are
displayed in the classroom, around the
school, and in the Kane Gallery and Robb
Hall lobby.
WOODSHOP
Upper School Woodshop, with its expanded
time period, allows us to truly work in a
patient, disciplined and craftsman-like way.
Students are encouraged to work on a project that will demand a high level of skill to
complete. A wider assortment of tools and
options are opened up to the Upper School
woodworker. As at every level of instruction, the paramount concern is safe and
responsible use and care of tools. Upper
School woodworkers are expected to be
able to maintain all of the tools that they
use, and to use them to create a truly
unique and exciting project. Finished pieces
will be displayed around the school, with
selected pieces exhibited in the Kane
Gallery.
PHOTOGRAPHY
D E B AT E
Upper School Photography students review
the operation and maintenance of the
35mm camera, film selection and basic
darkroom techniques. The students then
concentrate on refining their shooting and
Students have the opportunity to learn and
hone skills in public speaking, both formal
and extemporaneous. Formal debate commences after the second week. The skills of
FENN
“
Fenn’s single-sex environment allows
boys to focus on developing good work
habits without distractions.
—Fenn teacher
”
“
Fenn boys know that they will be
held responsible for their behavior
and decisions. This is very useful in
molding thoughtful, considerate, and
morally upstanding young men.
—Fenn teacher
”
oration, rebuttal and cross-questioning are
practiced as teams debate each other. After
gaining experience in debating a variety of
topics, students conduct a final debate for
an audience of Upper School students and
faculty at the end of the term.
Resources
Fenn Library, Internet searches, or any
resources pertinent to the topics
DRAMA
The Upper School Drama program offers students many opportunities in serious drama,
musical theatre and comedy. Building on the
foundation acquired in the Lower and Middle
School Drama Programs, the pieces selected
and performed in the Upper School are more
advanced and require total artistic commitment, truthful characterization, effective
ensemble work, and risk-taking. Students
receive individual attention with regard to
acting skills such as character development,
emotional expression, physical movement,
motivation, vocal delivery, and staging techniques. Drama offerings vary by term as
described below.
FALL DRAMA
The first-term drama course features a
serious one-act play in the tradition of
past offerings such as The Winning Season,
Navajo House, Moby Dick, Leader of the
People, One Day in the Life of Ivan
Denisovich, Abe Lincoln in Illinois, and
Echoes from the Titanic. There is an
evening performance for parents and
friends, and a performance in All School
Meeting.
Resources
Selected royalty and non-royalty scripts
from licensing agencies such as
Dramatic Publishing Company, Samuel
French, Inc., Dramatists Play Service,
New Plays, I.E. Clark, Baker’s Plays, and
Heinemann Methuen; supportive contex-
12
tual information; character biography
forms; age-appropriate acting texts listed previously.
WINTER MUSICAL
In odd-numbered years, the Fenn Drama
and Music Departments host the
Fenn~Nashoba Brooks musical, staging fullscale musical productions. In past years we
have produced Guys & Dolls, Fiddler on the
Roof, The Music Man, Oklahoma!,
Brigadoon, My Fair Lady, and Joseph and
the Amazing Technicolor Dreamcoat. Cast
members from both Fenn and Nashoba
Brooks Schools, chosen by audition,
rehearse the musical three times a week
from December through the first week in
March. A Tuesday afternoon dress rehearsal is open to the public, and two evening
performances and a matinee are presented. In even-numbered years, the musical is
hosted by The Nashoba Brooks School and
is directed by their faculty.
Resources
Selected original Upper School scripts;
Upper School drama packets; character
biography forms.
SPRING COMEDY
Third-term drama brings outrageous comedy to the Fenn stage. In the tradition of
ancient Greek theatre (and Harvard’s Hasty
Pudding Theatre), all roles, male and
female, are portrayed by our own Fenn
Men, dressed to the hilt by our talented
parent costume crews. Past productions
such as Peril at Pumpernickel Pass, Private
Eyes, Showdown at Glitter Gulch, Who Put
the Overalls in Mrs. Murphy’s Chowder?,
Song of the Mounties, and The Great Ice
Cream Scheme, and Real Rasslin’ have created our own tradition of both hilarity and
risk-taking. Students give an evening performance, and a performance in All School
Meeting.
Resources
Resources
Selected scripts, librettos, and musical
scores rented from licensing agencies
such as Tams-Witmark, Music Theatre
International, and The Rodgers and
Hammerstein Company; rehearsal
schedules, production schedules,
character biography forms.
UPPER SCHOOL PLAYS
In even-numbered years, when The
Nashoba Brooks School hosts the musical,
the Drama Department collaborates with
the English Department and produces the
original works of Upper School playwrights.
Selected one-act play scripts are turned
over to student actors who bring these
pieces to life on stage. Drama students
serve as actors, directors, lighting technicians, and stage crew members. These
short plays are presented to Upper School
audiences at the end of the term.
Selected royalty or non-royalty scripts from
licensing agencies such as Pioneer
Drama Service, Baker’s Plays, Dramatic
Publishing, Inc., Samuel French, Inc.,
Dramatists Play Services, I.E. Clark
Publishing.
T H E AT R E T E C H
This course covers the technical aspects of
theatre productions, including both dimmer
board and spot lighting, sound board,
focusing and gels, writing cues, stage management, stage crew organization, and
often times special effects. The course is
organized so that three quarters of the time
students are involved in “hands-on” experience, while the remainder of the time is
spent in a classroom setting. Students are
called upon to assist technically with any
Fenn production, including the fall Middle
School play, the Fenn/Nashoba musical, and
other curricular performances.
Resources
Script of present production, video of
present production if available, lighting
equipment, sound equipment, set
design sheets, assorted tools, sets,
and props.
VIDEO PRODUCTION
This basic introductory course in Video
Production provides students with instruction for operating and caring for the video
camera, as well as training in collecting,
arranging and editing footage. Students
work in small groups to produce documentaries, commercials, news-gathering and
community service projects. Students will
make use of the Fenn video studio to simulate live shoots and talk shows.
the piano, guitar, MIDI sequencer, and
rhythm ensemble for accompaniment. As
the boys become comfortable with unison
singing, the class moves on to two-part
pieces (melody and bass line), and subsequently to three- and four-part harmony.
Students also have an opportunity to try
vocal percussion, improvisation, and scat
singing. Repertoire is chosen by the students and teacher, and pieces generally
come from American popular music. “Duke
of Earl,” “Sweet Home, Alabama,” “Twist and
Shout,” “The Lion Sleeps Tonight,” and “No
Woman, No Cry” are among the most recent
choices. No prior experience is necessary,
and there is no audition. At the end of term,
the class performs with the Rhythm
Ensemble and Drama class during an AllSchool Meeting.
WINTER MUSICAL (SEE DRAMA)
MIDI COMPOSITION (SPRING)
Resources
Handbook by T. Cobblah
Cablevision Television Station
Selected movie classics.
MUSIC
UPPER SCHOOL MUSIC
Based upon foundations formed in the
Lower and Middle School curriculum, the
Upper School classroom music offerings
are intended to involve the students in a
variety of musical experiences. Some classes are more performance oriented, while
others are more academic in form. In all
course offerings, it is the goal of the Upper
School music program to increase the sensitivity and appreciation of all students to
music as an art form.
A CAPPELLA (FALL)
In this vocal music class, boys will have
the opportunity to become accustomed to
their changing voices. Instruction begins
with learning to sing in unison and using
Budding composers have an opportunity to
create their own music in this class, using
several MIDI programs. Mastertrax, Encore,
Band-in-a-Box, Music Time, and other programs allow boys to work on independent
projects generated through the computer.
MIDI composition builds upon music
reading skills learned in the Middle and
Lower School. At the beginning of the term,
we will review basic notation and harmony.
We will also have a brief introduction to the
piano keyboard. While no previous musical
experience is necessary, a background in
piano or other instrument will be helpful.
After exploring the capabilities of software
in a series of assigned projects, students
will choose to use two of the programs to
create at least two compositions of any
style they wish. Final compositions will be
presented to the class.
SONG WRITING
The song writing class is a trimester-long
elective Arts course open to eighth and
ninth graders. Students learn a few basic
chord progressions on guitar. They then
learn the art of lyric writing to create original songs for voice and guitar. Recording is
a component of this course. Song writing is
offered one term.
STEEL DRUM ENSEMBLE
Steel Drum Ensemble is a trimester-long
elective Arts course open to eighth and
ninth graders (limited to 8 students).
Students review basic note reading and
incorporate that knowledge to play three to
five pieces in an assembly. Music ranges
from traditional calypso to popular reggae
tunes. This course is offered two terms.
B E G I N N I N G G U I TA R
This class for beginning guitar is offered at
least one term a year for students who
want to learn how to play this versatile
instrument. Some practice time outside of
class is expected. Students may, in a later
term, opt to participate in the Rhythm
Ensemble.
Resources
Charts arranged by the instructor.
RHYTHM ENSEMBLE
The Rhythm Ensemble, offered for a term at
least once a year, is an instrumental group
which may include students at advanced
beginner level or beyond on guitar, bass
guitar, keyboard, and drums. The ensemble
performs music from different styles such
as rock, blues, jazz, and funk. Students will
also study the specific sounds and techniques of these styles, and will work on tuning and good ensemble playing.
Resources
Arrangements selected and adapted by
instructor.
13
STUDENT LIFE
D E PA R T M E N T
PHILOSOPHY:
The Fenn Student Life Program is designed
to support and nurture boys as they grow
and mature during their preadolescent and
early adolescent years at Fenn. In support
of the School’s mission, the Student Life
Program reinforces the values of honesty,
respect, empathy and courage. The curriculum strives to enable Fenn students to
understand and engage successfully the
social, emotional and physical challenges
and changes of their pre and early adolescent years. It does so by developing boys’
self-confidence, expanding their self-awareness, deepening their understanding and
acceptance of others, and promoting a
sound knowledge of the physical, emotional
and social development tasks of this period
in their lives bridging boyhood to manhood.
GRADE 8
The Student Life curriculum in the eighth
grade is broken into three parts. The Fall
curriculum centers around acceptance and
treatment of peers, self-esteem issues, and
the balance of stress at school, home and
in other relationships. During Winter term
there is a human sexuality component to
the program, which deals with the differences between the male and female anatomy, contraception and birth control, and
sexually transmitted diseases and the AIDS
virus. There will also be discussion about
appropriate ways of dealing with one’s own
sexuality. In the Spring, the boys will be
part of an alcohol and drug prevention program. There will also be a segment on ending the eighth-grade year, whether the boys
are returning to Fenn as ninth-graders in
the fall, or are leaving Fenn.
Resources
Readings
Role plays
Videos and films
Freedom from Chemical Dependency (FCD)
14
GRADE 9
The ninth-grade Student Life curriculum is
taught by Dr. Charles Streff, Fenn’s consulting psychologist. It is broken into three segments, according to the three school-year
terms. In the Fall, boys will be discussing
how to balance school life, home life and
outside relationships; examining their relationships with their peers, families and
friends; and talking about the issues of
self-esteem and moral grounding in our
society. During the Winter term, the curriculum centers around sexual education:
dealing with relationships, appropriate sexual behavior, understanding one’s sexuality,
dealing with media, advertising and sexuality, and making decisions that are safe and
appropriate. Dr. Streff will also address the
boys on homosexuality. In the Spring term,
there is a drug abuse curriculum that discusses the high school/secondary school
world of drugs and alcohol, risky behavior
as it pertains to drugs and safety, the
media and advertising around alcohol,
marijuana and tobacco use, and the FCD
program. Finally, there will be discussion
about graduating from Fenn and the mixed
emotions that sometimes accompany
leaving Fenn and beginning a new school
in the fall.
Resources
The Freedom from Chemical Dependency
Program
ATHLETICS DEPARTMENT
UPPER SCHOOL ATHLETICS
In the Upper School, Fenn is committed to
offering a quality experience to each boy
at whatever level he plays. This does not
mean that he is guaranteed to make a
Varsity or even a Junior Varsity team. It is
Fenn’s philosophy that the quality of the
boy’s athletic experience is more important
than the level of the team he makes. Upper
School boys play in Fenn’s interscholastic
program, in which they compete on teams
against other schools in the area.
In each of the athletic seasons, Fenn
offers a choice of sports for Upper
Schoolers to play. In the Fall season, boys
may choose football, soccer or cross-country; in the Winter, hockey, basketball or
wrestling; in the Spring baseball, tennis,
lacrosse or track and field. All Fenn coaches
are Fenn teachers or alumni, and Fenn
guarantees that any boy who wishes to play
a given sport will have that opportunity.
Varsity: Coaches of Varsity teams will
use their players to put forth every effort to
be competitive. In close games, every boy
may not play. In other games, coaches have
the responsibility of playing as many boys
as much of the time as possible. A player’s
poor attitude or his absence from the practice may limit his playing time.
Junior Varsity: Like the Varsity, Junior
Varsity squads will be the best practicable
sizes to allow quality playing time for the
boys. Coaches will play every boy approximately a quarter of each game. Having
done that, it is understood that in the last
few minutes of a close game, there is no
need to continue substitution. A coach may
play his/her best players in an attempt to
win the game. A player’s poor attitude or
his absence from practices may limit his
playing time.
Third Team: It is incumbent upon the
School and the Director of Athletics to supply enough coaches and game schedules so
that the Third Team squads are not
too large. It is the goal of the Third Team
coaches to play every boy on their teams
for an approximately equal time. As is the
case with Varsity and Junior Varsity levels,
a player’s poor attitude or his absence
from practice may limit his playing time.
In the sports where there may be only
one team (Football, Hockey, Lacrosse),
every attempt will be made to meet the
needs of all levels of players on the team.
On these Varsity teams, it is possible that
not every boy will play in every game.
However, additional games can be added to
enhance the experience of all the players.
Fenn strives for a positive overall experience for each member of the team.