THE BOLD AND MOSTLY BRILLIANT IDEAS BEHIND THIS PLACE here students do YOU’VE GOT TO BE HERE A LETTER FROM EMILY What is The Putney School? In spite of our rural exterior, Putney is not a simple IMAGINE place. We are both creative and grounded, visionary and practical. We are a Or four students in the back of community of people who think for themselves, invent, design, experiment, a pickup, ferrying telescope parts compose, write, build and chase down new ideas. The book you are holding is up to the observatory. designed to help you understand how we do this. For example, thinking and doing are interwoven at Putney. We are progressive, and so we value experiential education, the idea that people often learn best by doing, rather than by being told. Or a drawing class while the Students here view education as something they are pursuing, rather than something being PEOPLE sun sets behind the mountains done to them. We regard education as the creation of intelligence rather than the transmission of information. We are both academically rigorous and culturally informal. We take our singing and cheering on a and the evening sky darkens thursday morning in the intellectual tradition seriously, but do not wrap it up in formalities. pouring rain. through the studio windows. We lead and we work. We value collaboration more than competition, and believe that leadership requires a deep understanding of what it means to work. We share the work at Putney and we share the leadership. Adults here believe that teenagers are capable and WHAT’S IT LIKE MILKING COWS ON A CRISP trustworthy. Students play an active role in running the community. Students are part of every WINTER MORNING BEFORE BREAKFAST? decision-making body of the school, including the Board of Trustees. Our school council debates the real issues of the community, from the grading policy and graduation requirements to cell phones and community service. The student-run work program oversees work on the farm, in the kitchen and across the campus. Using statistics to measure the growth of a Vermont forest? We value individuality and community, self and others. We take care of ourselves and each other and know what it takes to make a community function eff ectively. We are not a prep What’s it like to spend an evening with your classmates and your teacher in a faculty apartment school, meaning that we do not merely prepare you to be somewhere else. We promote discussing “The Brothers Karamazov” and eating home made cookies? presence—at home and in the world—in community, in work and in self-expression. While our graduates go on to the highest caliber colleges and universities, they do so with a foundation of personal responsibility for their education and commitment to their community.

RETURNING FROM A TRIMESTER Or being one of If these things appeal to you, please come for a visit. Give us a call at 802-387-6219. We hope two student to see you soon. IN CUERNAVACA, MEXICO AND members of the Best, THINKING IN SPANISH. Board presenting to the Trustees, imagine the glow of the blacksmithing studio. and then voting on Emily H. Jones an issue you really Head of School A.B. Harvard University …And the rowdy laughs each …The spray of metallic parts care about? M.A. Yale University morning at Milk Lunch. on the physics lab tables. LEADING EDUCATION The Putney School is a co educational boarding and day school for grades 9–12 founded in 1935 by Carmelita Hinton. We are a progressive school, which means we believe people learn best by doing. It’s called progressive education, but the truth is, everyone learns better by doing, not by being told. We are delighted to see other schools discover project- based learning, integrated curricula and hands-on education, but we’ve been doing it for more than 75 years. We do it boldly and well.

To read these fundamental beliefs, see Do: inside cover

Carmelita Hinton was a determined visionary. She developed a set of principles that have become the foundation, not just for The Putney School, but for progressive education as well. Our continued commitment to her fundamental beliefs and our deliberate choices for our community and curriculum have put Putney at the leading edge of education in America and the world. PUTNEY IS GORGEOUS OUR GOAL IS A NET ZERO CAMPUS We live, work, and learn on Elm Lea Farm, a 500-acre working dairy farm. If The Field House was the fi rst net zero, LEED Platinum certifi ed you’ve been to Vermont, you understand just how inspiring, gentle and fi erce it school building in the country. Our student cabins are superinsulated and solar powered, designed and constructed can be. We are in the country, but not isolated. by students. We have playing fi elds for sports, and miles of wooded trails for hiking, biking, Our campus includes 9 dorms and several solar cabins, skiing and riding, campfi res, bird-watching and thinking. There are acres of 32 classrooms, an arts center and theater, a net zero fi eld house (conserving >50 MWh/year), a dining hall, 40 km of trails, a boat organic vegetable gardens, and a dairy barn built by students, faculty and staff house, a dairy farm (producing about 65,000 gallons/year of in Putney’s early years. milk), a horse barn and 8 gardens. Our dorms are home to anywhere from 10 to 30 students, each led by a few faculty dorm heads. Many dorm parents have children and pets, so the dorms feel like home-away-from-home. Student dorm heads help to organize life—jobs, schedules, choices—and to balance the many things Putney demands and offers. They also make snacks.

WE TRY TO LIVE SUSTAINABLY Sustainability is integral to our campus, our curriculum and our community. We grow our own vegetables, and breed our own livestock and poultry—twenty percent of the food we eat comes from our labor. We work hard to care for the land and champion energy effi ciency. WHAT DO WE MEAN, “LEARNING BY DOING”?

As part of Humans in the Natural World, 9th graders observe a plot of land over three seasons, documenting biodiversity and the impacts of human activity. They write fi eld notes, poetry and 7

position papers. do think think In Media Studies, students refl ect on emotion and coercion in advertising. They are challenged to use the marketing strategies they’ve explored to initiate a new trend at The Putney School. A physics class begins by observing the eff ect of sound waves on lead shavings. do Students ask questions about the patterns they see and then design the experiments to answer these questions. Students in Sociological Impacts of Food We work hard, but not for grades. We value good questions, critical research the cultural history of a dish, thinking, collaboration, and the ability to present your thinking in learn to cook it and serve it to the whole compelling and creative ways. Our classes are discussion-based, designed to school for dinner. engage you completely on several levels: personal, political, cultural and even biological. At Putney you will learn from your peers, from your teachers, from books, from observation, from failure and from living and working on this particular piece of land. Classes take the form of seminars, labs and discussion groups that are held inside and outside. When you learn by doing rather than being told, you develop confi dence. Confi dence allows you to take risks and be creative.

There’s no such thing as extracurricular here; learning at Putney takes place every day all day. We offer 100+ classes, including electives like Existentialism, Agroecology, Revolutions: A Comparative Study and Feminist Perspectives in Literature. With Project Weeks and Independent Study opportunities, there’s no limit to how deep you can go in any subject.

For examples of students’ trajectories through Putney, see Do: Expectations and Pathways

We create opportunities for you to fi gure things out on your own. At the same time, there are fundamentals and tools ARE ALL CLASSES HANDS-ON? in every subject that we can teach you YES > In every class, you will examine texts, situations and phenomena. We then ask you to build on these elements, to challenge them and to do something with them. You that can help you learn to think critically, will often need to roll up your sleeves—to get dirty, lost, inspired and invested.

build on creative ideas and work to see AND NO > Sometimes learning is active but not literally hands-on. You might design an independent experiment, but you also might be challenged to draft an opinion your ideas in action. essay, critique a statement by a fellow student or conduct an interview. Our classes require you to participate with an open, critical and creative mind. 9 think do University of Massachusetts Michigan of University University of New Hampshire University of North Carolina University of Pennsylvania Vermont of University University Virginia of University Wisconsin of College Vassar College Wellesley UniversityWesleyan College Whitman Williams College University Yale • • • • • • • • • • • • • • You canYou learn more about this educational movement at thewebsite of the Independent Curriculum Group www.independentcurriculum.org

Rochester Institute Institute Rochester Technology of College Sarah Lawrence School of the Art Institute Chicagoof College Skidmore College Smith St. Johns College Swarthmore College College Trinity University Tufts University Tulane Aberdeen of University University California of University Chicago of EdinburghUniversity of • • • • • • • • • • • • • •

Fordham University Fordham UniversityGeorgetown George Washington University Grinnell College Hampshire College Haverford College University Hopkins Johns Lake Forest College Lewis and Clark College College Marlboro University McGill Middlebury College College Holyoke Mt. UniversityNew York University Northeastern Oberlin College Oberlin Conservatory College Occidental University Oxford Parsons School of Design College Pitzer Pratt Institute College Reed Rensselaer Polytechnic Institute School Island Rhode Designof • • • • • • • • • • • • • • • • • • • • • • • • •

American University American University American Parisof Amherst College College Bard College Barnard College Bates Bennington College Berklee College of Music Boston College Boston University Brandeis University Bryn College Mawr College Carleton University Mellon Carnegie University Clark College of the Atlantic Colorado College UniversityColumbia Connecticut College University Cornell Dartmouth College Earlham College Emerson College University Emory LangEugene College COLLEGE PLACEMENT In the past three years, Putney students have been admitted to the following colleges and universities. • • • • • • • • • • • • • • • • • • • • • • • • • Putney hasnever had an AdvancedPlacement curriculum, (AP) and we are being now joined many by the of schools top in the country who question the value standardized of tests as an indication academic of rigor. Our goal is to help make good citizens teaching by students to define how good questions, do to research how and analyze data andto present how their thinking in coherent and compelling ways. this of None can be measured standardized by tests such as the APs, which teach students how to answer finitequestions others have posed.It is clear that colleges understand our program because our students are accepted and to, succeed at, highly competitive and distinguished colleges and universities around the country and the world. For more on our grading policy see: Grading Do: ABCs believeWe that should you learn the for knowledge, to work of love the excitement discovery of and the using of joy your mind effectively. While we do give letter grades, will you learn not your cumulative grades until spring yourof junior year. All students and their parents receive a full set of detailed written reports that consider the whole student, their performance and their effort six times a year. believe that Putney,At don’t we getting a C means succeed. can’t you Or that getting an A means can you stop there. We don’t just learn conduct don’t experiments science. do science.We don’t We We with cookbooks (often thinly disguised as lab manuals), and textbooks are oftenmore used as a reference than as an introduction to the material. offer dozensWe fascinating of classes, from Astronomy Ornithology. to But important more what’s teach, is we how and will you how be challenged by willus. You start learning by to pose a question. Answers are found through experimentation, creative thinking and analysis. While physics and chemistry classes are largely lab-based, being located a 500-acre on ecosystem means that our Conservation Biology, Ecology and Agroecology classes have direct access this to natural laboratory. and work Group individual curiosity are essential ingredients in our approach science. to In Chemistry Microbiology of you’ll make ice cream with liquid nitrogen. In Physics might you team investigate to up the relationships between potential and kinetic energy, huddling around a frictionless track, your eyes glued timer, a photogate to calling numbers out to your might team. head into out You the woods to take soil samples. are inWe the business inspiring of discovery, killing not curiosity. our It’s job to find ways to appealto your learning style. With advanced courses and opportunities individual for studies, limit no there’s far to how can you go. (In other words, a math/science saying not you’re here.) person work doesn’t landscape. In Built Systems you will be insulation methods.insulation macroscopic trends and patterns. The OUR BACK YARD OUR BACK Many courses are oriented around solar energy system, water usage and spread of invasive species across the studies allow students uncover to Conservation Biology class maps the challenged improve to efficiency in our on-site learning, where detailed local local learning, detailed where on-site

8 think do For a complete list of courses, requirements and opportunities, see Curriculum Academic Do: Some classes integrate several subjects and areco-taught teachers by from different disciplines. hope that will you We learn to use the tools from one discipline to solve challenges in might others. use You the understanding of spatial relations in design to solve an engineering might question. You bring your understanding the of cultural importance food of to a class on African history. A great example interdisciplinary of learning is Humans in the Natural a year-long, three-credit World, course all for 9th graders that integrates English, science and social science. These classes help to establish a shared foundation research, of writing, critical thinking and discussion skills. They reinforcethe importance inter-student of learning, individual curiosityand active participation, all cornerstones progressive of education at Putney. Learn more about the Center for Teaching and Learning at www.putneyschool.org/ctl help, study skills and math workshops. for students having specifi c challengesfor students having specifi meeting the demands of academic work. academic of demands the meeting support in the form of organizational available design to and carry out a plan an integral resource, providing academic We understandWe that people learn diff erently. The director andteam are diff The Center for Teaching and Learning is THE CENTER FOR THE CENTER FOR LEARNING AND TEACHING

10 think do 13 create innovate i Explore our evolving evolving our Explore archive or Project Weeks at www.putneyschool.org/ pastprojects Developing a Minecraft a Developing server as a learning tool i cameraModeling mounts: SolidWorksworking with 3D printing software g Creating batik costumes & choreography • • • i g g g i g Researching smog in China i an “bittersweet”: ning Defi experimental documentary emotion complex on Studying memoryStudying and biomechanics African in cockroaches Building and fi ring a raku ring fi and Building kiln Creating a business plan for a ginseng energy drink Photographing and Photographing deep space analyzing objects Building a dulcimer g Exploring hip hop and social impact in Latin- g countries American Designing a school of the & architecture future: curriculum • • • • • • • • • i i i Designing a periodic kinetic sculpture 15 pendula w/ i Composing a ballet score i bioluminescent Growing organisms Translating Chinese Translating stories neuroscience the Studying autismof • • • • • i i = Individual = Projects i key g = Group Projects Programming a plant plant a Programming online w/ hygrometer monitoring Discussing Aristotle’s Nicomacheang Ethics Knitting 3D geometric forms Exploring gay rights through through rights Exploring gay The Laramie Project g You willYou be challenged your by friends’ reactions and conversations by with yourteachers. Sometimes will you fail—the concept crumbles, the details become roadblocks, the structure collapses, the project takes than longer everyou dreamed. will You learn to pick the up how pieces, gather information and try again. All this takes grit. have Do it? you PROJECT WEEKS a yearTwice willyou carry independent, out intensive projects. These are opportunities your to put learning use, to delve to deeply into an area that excites to make you, connections elds. betweenThere are disparate fi classesno than more for a week, so are you challenged to plan your own process and structure your own may time. either 80-hour do one You project two or 40-hour projects. These may be individual endeavors or small group projects; in either case, will you be supported a faculty by the At member. end Project of Weeks, will you share with the community built,what you’ve studied, crafted composed. or SOME SAMPLE PROJECT WEEKS • • • •

At Putney you will you Putney At learn the art and skill self- of will discover You and self-direction. motivation care about. that you and concepts actions issues, will will and you ideas share to want have You them beyond). with community (and your

innovate create 14 create innovate create

CREATIVITY TAKES Creativity is a key part of innovation. SHAPE AT PUTNEY Being creative means forming and realizing ideas that have value, ideas The arts at Putney offer breadth and that can improve lives or help us understand how best to live. depth. Academic art classes create a foundation of skill and context, while Innovation is a key part of entrepreneurship (not to mention survival). Evening Arts are a chance to try We are preparing our students for a world without roadmaps, without something new. operating instructions. They are asked to be creative, to have ideas and to At least twice a week after dinner, every put their ideas into action in new ways. student takes an Evening Art. These classes vary each trimester and are ungraded. As darkness falls, students explore a new form of expression, cultivate a specific craft and generally unwind at the end of a busy day.

EVENING ARTS

A sample of classes offered in the Evening Arts Program: • Afro-Modern Dance • Jewelry ARE WE AN ARTS SCHOOL? • Blacksmithing • Madrigals • Book Arts • Photography YES > Art is a part of every student’s life at Putney. The arts will inform your academic • Ceramics • Theater work, provide outlets for creative expression and help you to develop unique, • Electronic Music Composition • Woodworking creative skills. • Fiber Arts For a full list of Evening Arts, see • Figure Drawing Do: Evening Arts AND NO > A few students each year go on to art conservatories. Most students go on to attend liberal arts colleges and research universities, to study science, math, law, you name it. Yet art frequently remains a big part of their lives. 17 lead work lead SOME LEADERSHIP POSITIONS

Student Heads of School uphold the fundamental principles of the school. They work closely with the Head of School, the Dean of Students and the Board. work Student Trustees are full voting members of the Board. They bring their understanding and expertise as members of the student body to bear on There are over 50 leadership positions at Putney. Students are part of every discussions ranging from building plans to investment policy. decision-making body of the school, including the Admission Committee, the Educational Programs Committee, the Standards Committee, and the Admission Committee members help to Board of Trustees. shape the future of the school by reviewing student applications for the Get ready to work hard. And get ready to be surprised by how much fun upcoming school year and making you’ll have doing it. The Work Program is a central part of the Putney admission decisions. These seniors read experience. We believe in the dignity and relevance of physical work and the each applicant’s fi le, meet with the importance of students taking responsibility for the running of the school. Admission Committee weekly, publish weekly student blog posts and play a Students run the work program, which runs the campus. Every student spirited, professional role in sharing the has a job every trimester. Work crews are run by crew leaders who are school with prospective families. overseen by the Student Work Committee, which is (surprise, surprise) Sustainability Squad leaders work on run by students. You may, for example, be milking cows, doing dishes, projects to improve campus or taking out recycling. environmental performance, and lead trips off campus to conferences and rallies. Hear students’ takes on responsibility and leadership at www.putneyschool.org/leadership Outdoor Leaders: The Putney Outdoor Program (POP) encompasses afternoon activities, weekend trips, and our longstanding tradition of all-school trips called Long Fall. Two student leaders co-manage the outdoor program with a faculty member, planning and leading trips during the year.

Everyone plays an active role in running DO STUDENTS REALLY For a full list of leadership the community. Whether you are RUN THE PLACE? positions, see Do: Leadership Positions cleaning, debating, baking or baling hay, YES > Students are a part of every decision-making body. AND NO > We all do. Students and adults work together, learning to you are integral to the school’s everyday support common goals. functioning and long-term evolution. Respect is a critical part of all our relationships at Putney. Our school culture celebrates individuality, while understanding how that fi ts into the needs of the community. Students are constantly interacting with adults as teachers, friends and fellow learners.

We may be informal, but that doesn’t mean anything goes. Progressive does not mean permissive, and adults provide close guidance. They take on a 19 range of supportive roles as classroom teachers, coaches, dorm heads, activity heads, and Project Week sponsors. Most members of the faculty and others self self staff are also advisors. The advisor/advisee relationship is perhaps the most important at Putney, often lasting far beyond a student’s time here.

Advisors and advisees meet regularly, often daily, sometimes just casually to check in at lunch or Assembly, sometimes with a focused agenda during our weekly advisory block. As the primary link between the school and the family, advisors are quick to call or write home with updates, and they meet others with families during Family Weekend twice a year. For more on support at Putney, see Do: Support AFTERNOONS AND ATHLETICS DIFFERENCE & DIVERSITY Athletics at Putney is about participation, Awareness, understanding and appreciation for diverse experiences are teamwork and challenging yourself. woven into life at Putney, whether that means coming from a different We don’t have tryouts; everyone makes country, state, culture, gender orientation, or socioeconomic background. the team. That said, our teams play hard We strive to make a school culture which arises at the intersection of all and many do well competitively. of our cultures, rather than merely welcoming “others” into a resident Competitive sports include: Basketball majority culture. (Boys & Girls), Cross-Country Running (Coed), Cross-Country Skiing (Coed), The Diversity Committee on campus and Diversity Committee of Lacrosse (Boys & Girls), Rowing (Coed) the Board ensure that the school promotes diversity through its program and Soccer (Boys & Girls). In addition to and hiring, recognizing that a diverse faculty and staff is crucial to the competitive sports there are a host of success of the school and the fullest possible education of its students. recreational activities from Ultimate Putney was one of the fi rst boarding schools in the Northeast to enroll Frisbee to Pond Hockey to Rock Climbing. students of color. Our tradition of active, principled social and political Dance, fi tness and yoga classes are also engagement placed the school in the forefront of the drive for social off ered in the afternoons. justice in the 1950s, ’60s, and ’70s. Some afternoon activities fall within the Work Program. Students help with For more on diversity issues and actions, visit campus maintenance, hang theatrical www.putneyschool.org/diversity lights, repair trails, or devote themselves to community service. With our 500 acres nestled in the eastern foothills of the Green Mountains, there are many ways to stay outside and stay active.

The realities of working the land, caring For more on Physical Activities, see for animals and contributing to the Do: Afternoons well-being of a larger community all lead to natural self-discipline and an ability to be constructively self-refl ective. Putney runs on trust. We want you to become a citizen in a multicultural and pluralistic world. GET AWAY Students come from 17 countries and 25 states, from local farms and big cities. One in fi ve students is from another country. We aim to create Putney off ers trimesters abroad in opportunities to share in each other’s disparate experiences and learn from Mexico, China, England and France, each other’s cultures. These might happen during assembly, in class, through summer trips proposed and led by faculty, as well as exchanges through the meals. To develop a world view, we also expect you to seek out communities Network of Complementary Schools. and learning opportunities outside of Putney through work terms, 21 For more on off -campus and

internships, inter-scholastic exchanges or our study abroad programs. world home international opportunities visit www.putneyschool.org/world home BEING USEFUL Since our founding we have been committed to serving the local community. Our service program gets students working in schools and attacking sustainability issues. We work to eradicate invasive plant species and improve erosion control on local trails. On our annual Charitable Work Day, students work in the larger Putney community; every dollar they earn goes to support a charity we have voted on. Each fall we host Harvest Festival, and invite world everyone in southern Vermont to campus to celebrate nature’s bounty.

CULTURAL FLUENCY GET A CABIN ON CAMPUS The International Ambassadors are a group of domestic and international The Cabin Program at Putney is an exceptional opportunity for students to students dedicated to supporting all new international students during live in one of fi ve solar cabins around orientation and throughout the year. They help bridge the gap between campus. Cabin dwellers enjoy living cultures and provide opportunities for the entire community to benefi t from alone amidst the maples, but also accept cross-cultural experiences. Much of this learning comes through the the responsibility of self-governance and campus-wide activities they plan, such as International Café, special dinners, stoking their own wood stoves. an International Picnic, the Friday Lunch Booths and weekend trips. Watch a video on cabin life at OFF CAMPUS www.putneyschool.org/cabins Cultural fl uency is a big part of progressive education. Why? Because seeing the world from many different perspectives provides us with new ideas and inspires new ways to think and do. Off-campus programs are led by Putney faculty with deep regional experience, and are designed so that students live and study immersed in local cultures with opportunities to learn language experientially. Our modern language department focuses on spoken profi ciency and authentic expression. We encourage you to apply for a trimester abroad or summer trip.

WILL MY LIFE BE SIMPLE AT A SMALL We take what we learn off the hill and SCHOOL IN RURAL VERMONT? YES > There are fewer distractions. You won’t be watching TV or spending your out into the world. The idea at Putney is afternoons at the shopping mall. Your classes, activities, room and friends will be a to make school more real, less sheltered, brief walk away. AND NO > There are more distractions. You will have more opportunities to try new things less self-centered and more meaningful. than you can imagine right now. 23 joy meaning teachers 5 :1 1:6 students to BOARDING STUDENTS INTERNATIONAL INTERNATIONAL STUDENTS total AVERAGE CLASS SIZE enrollment 220 STUDENTS OF COLOR VITAL STATS 1:5 Association of Schools and Colleges “We saw joy, lots of joy joy of lots joy, saw “We and we participated in that joy.” that in participated we and —2009 Accreditation Report of the New England WILL PUTNEY PREPARE ME ME PUTNEY PREPARE WILL FOR THE FUTURE? give youWe the tools you need make to great choices and put your to talents college,you work. to will be a critical When you headand off interdisciplinary you thinker, will know what hard work feels like and you will feel empowered and practiced in actively chasing your passions. don’tWe see ourselves as a preparatory institution, and there is no model student aim we produce. to Putney provides opportunities, guidance and impulses; you will take thosein your own direction. don’t We want you to wait for what’s ahead; want we you start to making it here. > > YES AND NO In most cultures in most periods history, of adolescents been have not considered “children” as they are in now the US. They have been working, contributing to their families and communities. believe a great gift We it’s to adolescents to allow them be to useful, to be genuinely needed. Putney, At willyou alongside work fellow students, faculty and staff the on farm, in the kitchen and in the woods. Sometimes hard; it’s usually fun. of a lot it’s

Everyone wants to feel needed, to feel feel to needed, feel wants to Everyone useful. Again and again see the joy we withthat comes meaningful inquiry happening and meaningful It’s work. all over campus.

meaning joy DIRECTIONS

The Putney School is located in the hills above the town of Putney in southern Vermont. It is 15 minutes from the small city of Brattleboro, VT, about 2.5 hours from Boston and 4 hours from New York City. There is an Amtrak train and Greyhound bus service from Brattleboro. The primary airport is Bradley International Airport, about 1.5 hours south.

For more detailed directions, visit www.putneyschool.org/directions COME SEE US

l COME TO ASSEMBLY OR SING Hear the hoots and applause after student presentations; join as the community shares music, experiences and ideas.

m c

a Schedule a Class Visit d f You may get drawn into a discussion of ethics g in public art or energy-effi ciency standards. You

m might get asked to take notes as tree populations k m are charted. k h i j k

e b HAVE AN INTERVIEW f k k Take a Campus Tour Tell us where you want to step into the spaces where take your education and learn students live, work and create. how Putney will help.

m i

CAMPUS MAP Taste spinach harvested by students or maple scones baked that morning. a. main building f. wender art building Admission, development, business and communications offi ces, Sculpture, painting, printmaking, jewelry and Barnes Assembly Hall, English department and classrooms. blacksmithing studios. b. library building g. kdu Library, administration, history department, college counseling. Dining hall, kitchen, faculty room. Figure out if Putney is the place you want to be. c. michael s. currier center h. center for teaching and learning Calder Hall, art galleries, music department and practice i. international programs rooms, dance studio. j. summer programs d. field house Gym, student lounge, weight room, climbing wall, yoga room. k. dorms TO SCHEDULE A VISIT, CALL 802-387 -6219 e. reynolds l. farm Science department and labs, modern languages department, m. gardens & greenhouses OR EMAIL [email protected] photography, fi ber arts.

A CURRICULUM SHOULD BE A CALL TO ACTION here students do AT PUTNEY, THERE’S NO SUCH THING AS EXTRACURRICULAR. EVERYTHING IS LEARNING. You are going to be learning all of the time—inside and outside, with teachers and fellow students, through your jobs and leadership roles, in independent study, at campfires, and in classrooms. This book is rogressive educator Carmelita Hinton founded a menu of choices, but it is also a call to action: a call to be creative P The Putney School in 1935. In 1954 the school and work hard. At Putney you will learn to be bold and innovative, to established eight goals for students and faculty: work and to lead, to consider yourself and others, to live at home and out in the world, and to build sustainability into all of your efforts. To work not for marks, badges, honors, but to discover truth and to grow in knowledge of the universe and in the understanding of men, to treasure the hard stretching of oneself, to render service. 4 The Putney Core 54 Afternoons To learn to appreciate and participate in the creative arts, 7 Throughlines 62 Evening Arts 13 Subject-Centered Objectives 6 8 J o b s where man gives expression to his struggle for 18 Essential Experiences 69 Leadership Positions communication of his inner life and for beauty, and to 26 Academic Curriculum grant these arts great prestige. 28 Courses 29 Long Fall To believe in manual labor, be glad to do one's share of it 30 Independent Work For a current and comprehensive look and proud of the skills learned in the doing. 32 Support at Putney's curriculum, please visit To play just as wholeheartedly as one works, but watching out curriculum.putneyschool.org a bit for the competitive angle, remembering that play is for recreation and an increased joy in living.

To want to lend a hand to the community at large, not to live EDUCATION FOR CREATIVITY AND INNOVATION in an “ivory tower." Education that fosters creativity is crucial design yourself. Independent studies and To combat prejudices caused by differences in economic, to your ability to be useful in the world. exhibitions will require you to dig deeply political, racial, and religious backgrounds; to strive for Twice a year, you will design and carry into an area of interest and create new out lengthy independent projects you will questions and connections. a world outlook, putting oneself in others' places, no matter how far away or how remote. EDUCATION FOR LEADERSHIP To have old and young work together in a true comradeship At Putney, you will practice leadership 50 leadership positions in which students relation, stressing the community and its need for the and learn through experience. You will are leading their fellow students to get cooperation of all. help to run work crews, lead dorms, sit work done, or in which students are part on committees. You will find yourself of the decision-making processes that To wish to live adventurously though not recklessly, in lengthy debates about how to run make the community run. This work is willing to take risks, if need be, for moral growth, so a community in which individual vital to the school. freedoms must mesh with responsibility that one definitely progresses along the long slow road See pages 68–69 for more on Jobs & Leadership. to the group. There are more than toward achieving a civilization worthy of the name.

EDUCATION FOR SUSTAINABILITY Putney stands for a way of life, and includes Physiological Ecology, and we realize that this life must be an Complex Systems, as well as biology and environmentally sustainable one. chemistry classes that use the natural world Throughout our history, the land use as their laboratories. You will be required program has been a key element of a to work on the farm, in the gardens, and in Putney education. New technology and the woods in order to graduate.

old are combined to find ways to live more For more on sustainability at Putney, visit lightly on the land. Our science program www.putneyschool.org/sustainability

2 the putney core  curriculum.putneyschool.org the putney core 3 THE PUTNEY CORE HAS THREE COMPONENTS: the I. Throughlines putney PAGE 07 ©

core Seven overarching skills and habits of mind, defined in clear rubrics, guide development through a student’s time at Putney

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The Putney Core outlines the skills, II. knowledge, and understanding essential Subject-Centered Objectives to a Putney education and necessary for PAGE 13 graduation. It is a proficiency-based system, which requires students to show progress and proof of their learning through a digital portfolio. A Putney diploma represents four years of planned secondary school study. Specific learning objectives define the detail of content and skills In addition to successful completion of the that a student will need in each discipline baseline requirements outlined by the Putney — Core, students will define and pursue other areas of individual interest. III. Essential Experiences PAGE 18

Invaluable and immeasurable opportunities to develop qualities which people should progress toward throughout life

4 the putney core  curriculum.putneyschool.org the putney core 5 i. Throughlines

The seven Throughlines are overarching skills and habits of mind, supported throughout our curriculum through coursework, projects, activities, jobs, group experiences, and independent studies. Each Throughline is assessed using a rubric that describes each goal in detail and delineates the following levels: novice, emerging, proficient, and beyond. In order to graduate, students must demonstrate, through supporting evidence and reflection in their portfolio, that they have achieved the proficient level in all seven areas.

ETHICAL, CULTURAL & COLLABORATION SOCIAL JUSTICE PERSPECTIVES Works with others in building an Understands the ethical implications intellectual, creative, and active of questions raised in each discipline. community. Engages in productive Understands that all fields may be viewed dialogue, shows respect to a group, through differing cultural lenses, and and supports common goals. appreciates the value of other perspectives. See page 10 for sample rubric Understands the complexities of social justice. LITERACY & COMMUNICATION INQUIRY & RESEARCH Reads, interprets, analyzes, and makes meaning from a multitude of sources Turns curiosity into clear, useful questions including written, visual, and auditory. and pursues a line of inquiry. Practices Effectively conveys meaning in a academic research in the context of variety of modes including written, different fields. visual, and spoken. ARGUMENTATION SELF-KNOWLEDGE & Constructs arguments, evaluates one’s SELF-REGULATION own arguments and those of others, asks salient questions, and evaluates Prioritizes, manages time, and competing claims in the contexts of understands personal learning styles, different disciplines. strengths and weaknesses; perseveres in the face of adversity and uncertainty. See page 8 for sample rubric

DESIGN & BUILD Articulates practical problems, imagines possible solutions, develops plans, attains skills needed to execute plans, and creates objects that address the identified needs.

6 the putney core  curriculum.putneyschool.org the putney core 7 SAMPLE THROUGHLINE RUBRIC

ARGUMENTATION Constructs arguments, evaluates one’s own arguments and those of others, asks salient questions, and evaluates competing claims in the contexts of different disciplines.

ARGUMENTATION

ELEMENT NOVICE EMERGING PROFICIENT BEYOND B

Uses argumentation to Identifies ideas or viewpoints. Regularly identifies a clear States a position clearly and evaluates its Independently and regularly subjects own develop and clarify one’s purpose and line of reasoning coherence with relevant premises. thinking to internal debate and logical own thinking with some evidence or Regularly outlines how an opposing point of testing. examples. view would present its reasoning. Can trace out most implications of a given assumption and is aware that not all conse- quences can be predicted.

Uses logic, organization and Recalls and restates exam- Modifies teacher-provided Understands basic logical structure and can Describes different sets of premises that recognition of logical flaws ples of logical fallacies and of examples of logical argu- lay out a complex thought in rational form. may lead to the same conclusion. Describes sound logical reasoning. ments to make them sound Identifies gaps in logic and relevant data how small changes in premises or assump- or false. Student explains in needed to test an assumption. Student dis- tions would modify conclusions. words or pictures teacher- tinguishes between necessary and sufficient provided examples of a conditions and gives multiple examples of each. condition being necessary but not sufficient, and sufficient but not necessary.

Evaluates evidence for Recognizes evidence, but not Uses an insufficient amount Uses relevant, valid and sufficient evidence. Recognizes the most salient evidence relevancy, sufficiency, and the validity or the sufficiency of pertinent and valid Recognizes contradictory evidence and can for the purpose. validity of the evidence. Occasionally evidence and sometimes realize when they are wrong. accepts they are wrong when recognizes invalid evidence. told so. Occasionally recognizes when they are wrong.

Understands audience, Recalls examples of Sometimes employs rhe- Detects unstated assumptions and perceives Understands that unexamined or irrational author’s intent and bias, and emotional appeals or other torical techniques including bias embedded in an otherwise logical argu- beliefs shared by an audience can enhance their rhetorical techniques rhetorical methods that they emotional and ethical ment; understands how real-time debates can author’s capacity to persuade. have encountered in class or appeals, logic, and establish- exacerbate this challenge. Is aware that his/her own bias exists, that the media. ing credibility. Sometimes Identifies bias and uses it to better under- it may be limiting his/her ability to see an takes audience into account stand and address an opposing point of view. argument’s validity, and that some of that when crafting an argument. Fluently manipulates parts of an argument. bias may be unconscious. Consistently takes audience into account.

8 the putney core  curriculum.putneyschool.org the putney core 9 SAMPLE THROUGHLINE RUBRIC

COLLABORATION Works with others in building an intellectual, creative, and active community. Engages in productive dialogue, shows respect to a group, and supports common goals.

COLLABORATION

ELEMENT NOVICE EMERGING PROFICIENT BEYOND B

Engages in dialogue Participates in an unbalanced Asks clarifying and probing Participates actively: listens to others, inquires Leads dialogue by creating a safe space for manner. Primarily shares questions to explore and to pull out others’ ideas, puts forth own ideas peers to take risks, models participation and one’s own views and ideas make meaning. and advocates for the group to incorporate moderates as needed. with the group, or primarily Listens to varying views and these ideas. listens to others without ideas. Practices integrating offering one’s own ideas. those with one’s own.

Works willingly and Works with new partners Works well when partnered Works with a wide variety of partners on a Modulates participation in activities to effectively with others reluctantly or creates or adds with others who are easy to variety of tasks. Engages authentically and differentiate for their own learning goals as to dysfunctional dynamics. work with. willingly in the spirit of the exercise regardless well as others’ without compromising the Complies with some of the Follows directions of activities of the partnering. Sometimes helps others spirit of the exercise or the final outcomes directions of a given activity willingly. Demonstrates care with their work and accepts help from others and products. but is reluctant to move from for the completion of various when needed. an individualistic approach to steps regardless of the Understands the spirit of cooperation and the work. dynamics in the partnering. prioritizes the group’s goal over their own preferences. Remains positive and engaged when faced with adversity.

Understands group processes Is present and on time; Works within parameters and Works with group to create and implement Facilitates group in its work towards an and shows respect to the observes others’ learning and expectations that are set by structures for decision making, allocating time, agreed upon goal. Nurtures group members group communication styles. others within the group or by and assigning tasks. Works to ensure that to adjust their behaviors with the goal someone outside the group. all members of the group have a chance to of group in mind, rather than individual Stays in their “role.” Does participate. success. their share of the work as Understands what strengths and weaknesses a assigned. particular group member offers, works toward capitalizing/mitigating those. Does their share of the work and works on integrating it into the group’s vision. Understands that group’s results are more durable and legitimate when generated with broad participation.

10 the putney core  curriculum.putneyschool.org the putney core 11 ii. Subject-Centered Objectives

Each department specifies learning objectives and assesses a student’s progress toward them with rubrics that detail knowledge and skills. Categories of novice, emerging, proficient and beyond help students and teachers use student work as evidence of their learning.

ART MATHEMATICS • Analyzes and comprehends art across • Models change using mathematics disciplines using historical and cultural See page 16 for sample rubric contexts • Uses technology and coding to facilitate • Self-evaluates, discusses, and critiques mathematical work and exploration art using appropriate vocabulary • Uses geometric reasoning to model and • Demonstrates competence in at least analyze spatial relations and patterns one artistic discipline • Uses probability and statistics to under- • Manifests concepts with 2D, 3D, stand and manage variability in data performance or mixed media • Demonstrates financial literacy ENGLISH MODERN LANGUAGES • Explores personal identity and diverse perspectives through literature • Listens, reads, speaks, and writes at an intermediate skill level in one • Discusses literature with close non-native language attention to the text

See page 14 for sample rubric SCIENCE • Reads and interprets literature • Possesses a working knowledge of • Crafts imaginative and expository major biological, chemical, and physical writing principles • Designs and implements lab-based HISTORY & SOCIAL SCIENCE inquiries to investigate novel questions • Uses history as a tool for understanding • Describes, analyzes, and reports on a across disciplines, cultures, space, and body of evidence generated by scientific time investigations • Locates and uses academic resources to interpret, analyze, and construct historical arguments

 curriculum.putneyschool.org the putney core 13 SAMPLE SUBJECT-CENTERED OBJECTIVE RUBRIC

X ENGLISH DISCUSSES LITERATURE WITH CLOSE ATTENTION TO THE TEXT

ELEMENT NOVICE EMERGING PROFICIENT BEYOND B

Prepares text for Often arrives without the Intermittently arrives with Reliably brings in the text, useful annotations, Always brings in useful annotations, discussion text, annotations, or notes. the text. Asks clarifying and and skillful, authentic questions for discussion. questions for discussion, and, sometimes, Occasionally contributes. comprehension questions. relevant related material to share. Sometimes annotates.

Maintains curiosity Goes silent, gets mad or is Shows willingness to investi- Meets or attempts to meet with civility and Consistently meets challenging or unfamiliar and civility dismissive when confronted gate and consider challenging curiosity unfamiliar or challenging perspec- perspectives in literature or in a classmate with an unfamiliar or chal- or unfamiliar perspectives in tives in literature or in classmates. with curiosity and civility, even when those lenging perspective. some instances. perspectives are diametrically opposed to a personally held view.

Listens and Participates Is easily distracted or tends Can focus attention on Is visibly engaged. Sometimes responds to Is visibly engaged, looking at the speaker, Actively to zone out when others are the discussion; sometimes what has been said in an effort to extend or text open, pen in hand. Asks classmates talking. Readily shares per- makes comments that reveal explore another’s idea. Anchors analysis in the for clarification when necessary. Often sonal experiences that may engagement. Tends to ask text. Practices a few different ways of contrib- responds to what has been said in an effort be tangentially related to the comprehension and clarifying uting substantively to discussions. to extend or explore another’s idea. Draws text. Asks questions about questions. out the intelligence of other students. Is others’ personal experiences. adept at anchoring analysis in the text and contributing substantively to discussion in a variety of ways.

Uses the Language of Expresses personal opinions Can identify literary devices Uses literary terms to be precise in making Uses literary terms and devices to describe Literature imprecisely. Relies on overly but cannot yet make use of observations about the text. Makes use of how an author has created an effect. Can familiar language. them. literary language to interpret. use terms like metaphor, paradox, ambigu- ity as conceptual frameworks for making meaning.

14 the putney core  curriculum.putneyschool.org the putney core 15 SAMPLE SUBJECT-CENTERED OBJECTIVE RUBRIC

MATH : MODELS CHANGE USING MATHEMATICS

ELEMENT NOVICE EMERGING PROFICIENT BEYOND B

Linear change Replicates examples to find Creates graphs from Articulates core concept of constant rate of change. Constructs and solves linear equations in two slope or rate of change from slope-intercept form; finds Interprets meaning of slope and y-intercept. or more variables. two points. slope-intercept form given a Describes physical characteristics of graphs in graph. Fluently uses verbal, graphical, numerical, and Graphs points on a plane algebraic descriptions. three variables. and connects them to create Graphs linear functions Accurately applies graphical, algebraic, and Solves systems of equations algebraically and a line. from many different starting graphically. points: two points on line, technological methods to characterize real-world Compares and estimates the situations, and applies estimation strategies to Identifies when point-slope form is useful and size of rational numbers. standard form equation, starting amount and rate of check for errors. applies it to graph linear functions. change. Sketches and describes graph when given Hand sketches a graph of a equation. linear function from one point Creates linear regression models from data using and a slope. technology and explains the method of least Finds slope and y-intercept squares. given various inputs. Uses graphical displays and correlation Constructs and solves linear coefficient to evaluate a linear regression equations in one variable. model. Gives examples of the pitfalls of correlation coefficient. Uses linear regression to interpolate and extrapo- late; articulates the hazards of extrapolation.

Exponential change Recognizes that situations Computes the base and initial Articulates core concept of exponential rate In an applied setting, can identify scales at with percent changes often value given two input-output of change as repeated multiplication. which exponential change is locally linear and imply exponential change. pairs. Interprets meaning of base and constant rate scales at which material differences in outputs Computes value of exponen- terms. will result. tially changing quantities at Sketches and describes graphical Differentiates between continuous and discrete simple, discrete time points. characteristics of exponentials. exponential change; provides examples of conditions leading to each. Describes and sketches Fluently uses verbal, graphical, numerical, approximate shape of and algebraic descriptions. Uses the number e to model exponential situa- exponential curves, including tions involving continuous change. differentiating between Characterizes real-world situations in graphical and algebraic form, and answers salient Applies concepts of translations and dilations positive and negative rates of to modify exponential models to fit data. change. questions using both algebraic and technological formulas. Creates exponential regression models from data using technology. Understands logarithmic scales.

Combine and compare Recognizes and distinguishes Gives real-world examples of Articulates the key differences between linear and Uses functions that are neither linear nor expo- different models of change linear and exponential linear and exponential change exponential change using precise mathematical nential to model appropriate phenomena. functions. Given initial and represents these algebra- vocabulary such as rate of change, asymptote, limit, Models the combination of linear and expo- information, can draw a rough ically and graphically. end behavior etc. and gives examples of each. nential dynamics using technology, as well as sketch of each kind of change. Reads, understands, and Identifies the appropriate functions for modeling combining these with other functions such as Restates definitions of, describes a simple table of a exponential or linear scenarios and applies trigonometric or logarithmic. and qualitative differences values showing the combina- them correctly. Explains the underlying phenomena that lead to between, linear and exponen- tion of linear and exponential Understands that situations exist that are neither linear or exponential change. tial change. Gives examples change. Can extend by giving exponential nor linear, and identifies them correctly. of linear and exponential similar examples. Differentiates between periodic change that functions. Uses technology to accurately reflect linear can be modeled with trigonometric functions change and exponential change to obtain and periodic change that cannot. Restates a description of a realistic model outputs. situation in which a variable Correctly uses parameters to modify behavior undergoing exponential Identifies key features of exponential and linear of trigonometric functions. Explains physical change can also be subject to graphs, including specific points and rates of change. significance of each parameter. linear change. Finds intersection points between different models using technology.

16 the putney core  curriculum.putneyschool.org the putney core 17 iii. Essential Experiences —

There are qualities we wish all Putney graduates to have, which are inherently valuable, and in fact are qualities towards which people should make progress throughout their lives. These qualities include cultural fl uency, self-reliance, an appreciation for manual labor, an appreciation of fi ne arts, and a capacity for the “hard stretching of oneself.” Essential Experiences present invaluable and immeasurable opportunities to develop these qualities. We require that Putney students fulfi ll all of them in order to graduate.

1

EXPERIENCE LIVING IN A DIFFERENT CULTURE

Live for a minimum of one month in a culture signifi cantly diff erent from one’s own, either with a local family or in a boarding environment with local students. A culture is understood as “signifi cantly diff erent” if it requires one to use a language other than one’s native language or diff ers from one’s own cultural background in two of the following three aspects: ethnicity, economic background, or urban/rural economy. Th e experience of living in a culture signifi cantly diff erent than one’s own helps to develop cultural fl uency and to foster one’s abilities “to combat prejudices caused by diff erences in economic, political, racial, and religious backgrounds; to strive for a world outlook, putting oneself in others’ places, no matter how far away or how remote.” 2

MAINTAIN REASONABLE PHYSICAL ACTIVITY 3 Participate in an activity at least twice a week that develops aerobic fitness, physical endurance, or physical DO THE WORK NECESSARY TO SUSTAIN strength while on The Putney School campus. THE SCHOOL COMMUNITY

The experience of maintaining a reasonable level of Fulfill the requirements of the physical activity helps students to maintain their physical Work Program as currently stated. well-being and affords them opportunities to “play as The experience of engaging in wholeheartedly as [they] work”. productive labor develops students’ belief in manual labor, and allows students opportunities to be proud of working to support the community within which they are living and to learn important skills such as collaboration, perseverance, and leadership. 4

CAMP IN THE OUTDOORS FOR A MINIMUM OF FIVE DAYS

Participate in Long Fall trips every year while attending The Putney School. Experience sleeping at least 3 consecutive nights disconnected from media and phone and where one must carry in one’s own supplies. The experience of camping in a remote location builds a connection with the natural world, develops self reliance, and can also foster an ability to work interdependently within a group. 5

PARTICIPATE IN EFFORTS AIMED AT MAKING THE SCHOOL COMMUNITY MORE ENVIRONMENTALLY SUSTAINABLE

Serve on a committee or in a leadership position, or complete one Project Week, Independent Study or Exhibition that is focused on sustainability. Incorporate daily habits that support an environmentally sustainable community into one’s life while at Putney. The experience of working towards making both the local and global communities more environmentally sustainable builds awareness of daily practices that help preserve the world we live in.

6

CREATE AND EXPERIENCE A WIDE VARIETY OF ART

Maintain frequent, regular immersion in a variety of creative arts. Frequent and regular experience with, and exposure to, a wide range of art forms, both as a creator and viewer, helps build an ability to use art throughout one’s life. Those who have a strong background in the arts use this as a means of finding aesthetic pleasure and comfort as well as to understand and express problems, both personal and societal. academic curriculum

Th is curriculum is a menu of choices, but it is also a call to action: a call to be creative and work hard. At Putney you will learn to be bold and innovative, to work and to lead, to consider yourself and others, to live at home and out in the world and to build sustainability into all of your eff orts. On the following pages you’ll fi nd the courses, activities and opportunities planned for the year ahead.

“Although Putney gave me both academic and creative preparation for post-Putney school and work, I think the most useful thing it provided me with is the ability to remain confi dent in an independent path.” —Putney Alum

26 the putney core  curriculum.putneyschool.org the putney core 27 courses long fall

Long Fall trips are a core part of our student orientation each year. These 4-day, 3-night camping trips are a chance for new and returning Putney students to bond with fellow students and faculty while exploring the outdoors in Northern New England. Trips range in challenge level and provide an opportunity for students to work together as a group, connect with nature, and expand their camping and outdoor skills. Students may choose from a variety of trips including backpacking in the Green Mountain National Forest, canoeing down the Connecticut River, camping and working at a local farm, and rock climbing in New Hampshire.

The academic program is rich in opportunity for intellectual exploration and discovery as well as creative expression. The study of history is steeped in primary sources, and students, like historians, learn to create historical narratives, conduct research, and interpret events. Science classes are investigative and students are encouraged to view the campus as a laboratory for discovery and to develop an appreciation for the complexity and fragility of the environment. Math is taught as a language where phenomena can be expressed in numbers and problems solved elegantly. Spanish, French, and Chinese are taught with an emphasis on speaking and listening, reading and writing, and gaining a nuanced, cultural understanding. The arts and the cultivation of the imagination permeate the Putney curriculum.

28  curriculum.putneyschool.org 29 independent work

Independent work is a critical piece of our academic curriculum. It is our way of preparing our students for a world without roadmaps, without operating instructions. At Putney, students learn to motivate themselves and discover issues, actions, and concepts that they care about. By designing and executing their own projects, INDEPENDENT STUDIES INDEPENDENT TOPICS IN SCIENCE students strengthen their organizational skills and learn to put their Working with a faculty sponsor, students may This course is designed to give highly motivated design an independent course of study during students the opportunity to pursue scientific or knowledge to use in the world. the fall or winter trimesters. Each course must technological questions of their own design, or be reviewed and approved by the Educational for students to take on a challenge such as entry Project Weeks student has taken that year. In advance of Programs Committee. in a science contest. One component of the Project Weeks, students identify a faculty course will be continuous communication and mentor, with whom they develop a project WORK TERM collaboration with others in the class, regardless Project Weeks are periods twice a year proposal. That proposal is reviewed by Work Terms are intended to provide students of their area of study. To qualify for enrollment, in which Putney students carry out the Educational Programs Committee and an off-campus opportunity to explore an students submit a description of their proposed independent projects and learn to apply relevant academic departments. area that might be of career interest. These study which must then be approved by the what they have learned. Students may experiences are usually full-time, not-for-profit science department. conduct one double project (40–50 hrs) or Project Weeks are a chance for students apprenticeships. two smaller projects (20–25 hrs). They may to explore their intellectual and creative also choose to join one of the many group passions and forge connections between SENIOR EXHIBITIONS projects directed by Putney faculty. Each disciplines; they also help students Senior Exhibitions are an opportunity Project Week, one of these projects must develop critical time management and EDUCATIONAL PROGRAMS COMMITTEE for seniors in good standing to design be grounded in an academic course the presentation skills. and complete an independent project in The Educational Programs Committee is their spring trimester. Students are expected composed of deans, faculty, and student to create a project that draws upon the representatives who review and develop breadth and depth of their educational the curriculum. The EPC is also responsible experience at Putney. Ideally interdisciplinary, for approving and providing feedback this intensive work is supported by a on student proposals for Project Weeks, faculty mentor, reviewed by an outside Independent Studies, and Senior Exhibitions. evaluator, and culminates in a presentation to the Putney community.

“Many people couldn’t even sew on a button or make tea and were scared/ reluctant to try. I knew that whether or not I’d done a task before, I could because I had already done so much and been successful.” —Putney Alum

30  curriculum.putneyschool.org 31 COLLEGE PLACEMENT The Putney School offers a comprehensive for seniors, online accounts to access college counseling program that begins Naviance—a nationally recognized college support formally in the 11th grade. We believe, counseling software resource—email as Frank Sachs writes, that “College is updates to parents with reminders about a match to be made, not a prize to be the application process timeline, campus ADVISORS won.” We actively assist students as they visits from representatives of more than At the core of the Putney experience and they serve as the main conduit of research colleges, investigate careers, and 60 colleges and universities, financial aid are the strong relationships that information among various aspects of begin to make decisions about where and scholarship workshops, and all PSAT, form between students and teachers, a student’s life at Putney and family at they would like their lives to head after ACT, TOEFL, AP and SAT registration particularly those between advisors and home. Students have a weekly scheduled graduating. We offer individual meetings and testing. advisees. Advisors support students meeting with their advisors, as well as with students and parents, a weekly For a list of recent college acceptances, visit in their path through Putney—they frequent informal meetings, dinners, and College Planning Seminar for juniors, www.putneyschool.org/acceptances help with course and activity selection, group advisory trips off-campus. a weekly College Applications Seminar

CONFERENCE BLOCKS We have four blocks each week to allow individual homework time. Seminars, time for student-teacher meetings, music lessons, tutoring, health collaborations on projects, extra help appointments, and college meetings are sessions, student study groups, and also scheduled during conference blocks.

THE CENTER FOR TEACHING AND LEARNING The Center for Teaching and Learning specific challenges meeting the demands is a resource for all students and of their academic work. We do not treat teachers. It provides academic support, those with learning differences as “other”; organizational help, study skills, and math we understand that students have a workshops. The director and experienced variety of learning styles, capacities, tutors are available for students with and strengths.

HEALTH AND COUNSELING SERVICES The Putney School Health Services office students’ health and mental health needs is staffed with caring and experienced while they are away from home. School registered nurses and counselors who counselors are available for drop-in take a holistic approach to student health. support or scheduled appointments. They work closely with families to support INSTRUCTIONAL TECHNOLOGY CENTER Technology is an increasingly integral including video production equipment, LIBRARY part of what we do here at Putney. From digital video cameras, digital still cameras, At Putney, students gain varied and and quality of resources used. The faculty Google Apps for Education, to robotics, MIDI controllers and music composition authentic experience using the library. expects students to be able to understand geographic information systems, and applications, ProTools-based digital Because of the project-oriented nature and use a variety of resources: the library’s science lab data collection, technology recording equipment, scanners, and of much of the curriculum, students are online catalog, database subscriptions, provides opportunities for project- printers. ITC computers have a variety of required to develop research strategies and high quality Internet sources, as well as based and hands-on learning. The software titles for video production, web make informed decisions about the types book and periodical collections. Instructional Technology Center (ITC) page design, graphics, digital photography, is where teachers and students learn new video conferencing, document scanning, technologies, improve their skills, and and desktop publishing. get help from the technology staff. A wide variety of resources are available,

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) The ESOL program is designed for See page 53 for a description of the ESOL courses and support systems. international students to achieve a high level of English proficiency for academic work.

32  curriculum.putneyschool.org 33 Integrated Curricula ENGLISH LANGUAGE SUPPORT FOR English CREATIVE WRITING HUMANS IN THE NATURAL WORLD: One-trimester Course

Ninth-grade students are required to take An ESOL teacher is available to International We strive to help students express Students write daily in this course, experi- Humans in the Natural World. Both American students in this class who need added language themselves with clarity and power orally as menting in genres that may include poetry, Studies and Writing and Research are required support. This teacher provides modified well as in writing. We want them to be able short story, microfiction, plays, and creative for juniors in lieu of English and U.S. history readings and assignments for English learners to generate authentic, nuanced questions nonfiction. We will use readings in each genre in order to provide a richer exploration of and is an additional resource during conference and original ideas. Reading literature with as models, with an emphasis on learning craft. American society, culture, and history. block and by appointment. This teacher also sensitivity and exploring varied cultural Students share work with one another and reviews written work to help students correct perspectives are also critical. focus on the process of revising creative work, HUMANS IN THE NATURAL WORLD grammar before handing in essays and reports, producing multiple drafts, and critiquing. Each Students write frequently. Readings range Three-trimester Course and helps them rehearse presentations. writer will create a portfolio of work. from the canonic to the contemporary and Ninth-grade students are required to take AMERICAN STUDIES roam over a wide landscape of cultures ETHICS EAST AND WEST Humans in the Natural World which integrates Three-trimester Course and voices both in original English and in One-trimester Course English, social science, and natural science. This year-long, interdisciplinary course for translation. Most genres are represented, Have you ever wondered what is the right Using the tools of these three disciplines, 11th-grade students is organized into five including novels, short stories, essays, thing to do? What is the difference between this year-long course begins by asking thematic units: American Political Thought, poetry, plays, graphic novels, and film. Western and Eastern philosophies and students “How do we know what we know?” The American Landscape, Slavery and its Legacy, Classes are taught seminar-style. Lecture religions? Students in this course begin Starting with what they can observe locally, America in Conflict, and Capitalism and The is rare. Class participation is essential as with a study of the fundamental theories of students will expand to connect to the global American Dream. Each unit poses its own set of students try out their ideas aloud. moral philosophy that have shaped Western community. They will collaborate with each essential questions and asks students to derive ethics, and then turn to the ethics of the East, other, make connections, and synthesize their own insights and lines of inquiry from a ADVANCED LITERATURE AND COMPOSITION as expressed most distinctly in Mahayana information about their world from historical, combination of historical texts and works of Two-trimester Course Buddhism, considering what each of these scientific, artistic, and literary sources. Each literature. Whether they are U.S. citizens or not, This transitional course for non-native English traditions has to offer the other. Finally, student will undertake several long-term students will learn to appreciate the complexity speakers is taken before entering mainstream students will consider contemporary moral projects, including detailed studies of a plot of of the American story and to recognize their English classes and replicates the experience and ethical challenges in light of these land, a country, and a commodity. Students own lives as a part of that story. of a mainstream class. Students learn and traditions. How do each of these traditions will read novels, poetry, and both primary practice a range of writing skills, including understand and respond to the current and secondary sources in all three disciplines. WRITING AND RESEARCH sentence-level construction and syntax, ecological, social, and economic challenges Ultimately, each student will hone their One-trimester Course techniques for stylistic variety, and expository we face? skills in analytical and creative writing, oral The primary goal of this course is for students skills for both personal essay writing and presentation, collaboration, research, to develop an effective, individualized research formal literary analysis. Through reading EXISTENTIALISM and analysis. They will also learn the habits and writing process and to write one or more and discussion, as well as writing, students One-trimester Course of reflection, self-evaluation, perseverance, substantial research papers. Students will use improve their ability to express complex ideas In this course, students will don the heavy and practice. library and online resources, engage in close in English with nuance and precision. two-way lens of existentialism, turning us reading of primary and scholarly secondary Throughout, students will demonstrate as deeply inward as it does broadly outward. source materials, and turn their curiosity into their skills and understanding through COMPOSITION: FORMS OF THE ESSAY Although it illuminates a heightened measure clear, useful historical questions. This course presentations, experiments, writing, and Two-trimester Course of despair, anguish, confusion, and alienation, is linked to American Studies, with research teaching. After completion of this integrated Students will spend this course writing this modern perspective liberates us into a questions and topics often designed around course, students will be expected to accurately nonfiction: short summaries, descriptions, creative expanse of freedom and responsibility. content and themes from that course. Writing sketch the world around them, critically longer analyses, profiles, and narratives. The As Jean-Paul Sartre concisely expresses, and Research is taught by members of the observe and analyze their environment, collect course approaches writing as a multi-step “Man is nothing else but what he makes of History and Library Departments. and use GIS (geographic information systems) process that includes prewriting, drafting, himself.” Through an exploration of inspired data, write in both analytical and imaginative and revision. In developing their own voices, essays, stories, plays, and films, followed by forms, synthesize scientific and historical students learn to be deliberate, persuasive, and personal creation, students will attempt to facts into meaning, and be fearless enough creative in all written work. Students then make themselves and resolutely confront the Each trimester of HNW follows a to embrace uncertainty, ambiguity, and the learn the skills of literary analysis by writing inevitable obstacles along the path of this theme: Observation, Systems & benefits of failure. essays in response to readings that include noble journey. Society, and Globalization & plays, novels, short stories, and poetry by Climate Change. For a detailed such authors as Tim O’Brien, Chinua Achebe, look at the skills and content Marjane Satrapi, and Adrienne Rich. covered in each trimester, visit www.putneyschool.org/humans

34  curriculum.putneyschool.org 35 SHAKESPEARE AFRICAN STUDIES One-trimester Course One-trimester Course The eminent literary critic Harold Bloom This course aims to build a better under- wrote, “Shakespeare is the true multicultural standing of the challenges faced by emerging author. He exists in all languages. He is put African economic and social structures in the on the stage everywhere. Everyone feels wake of European control and exploitation. that they are represented by him on the Our investigation will emphasize how the stage.” In this course, students will focus West has projected European Enlightenment on three or four of Shakespeare’s plays in assumptions onto a continent with depth. Discussion, acting, and writing will dramatically different social and political serve as tools for interpretation. Students attitudes and traditions. The course will will have considerable input into which of be divided between this topical overview Shakespeare’s plays we study. (including the historical heritage contained in For more on English, contact the continent and traditional social attitudes) [email protected] and independent student projects developing an area of special interest.

History COMPARATIVE RELIGIONS One-trimester Course History students are asked to create FEMINIST PERSPECTIVES IN LITERATURE READING CONTEMPORARY SHORT FICTION This course builds an understanding of the meaning from our past and present, One-trimester Course One-trimester Course traditions of religious belief and the nature developing an ability to understand a In this course, students will read classic, In this class, students will read, discuss, and of the divine in history and across cultures. historical framework for the world evolving subversive, and enduring women’s writing write about short stories by contemporary Students will read religious texts in their around them. Classes emphasize discussion and trace the emerging and evolving subjects, masters of the form representing a wide range historical and cultural context. Writing will and oral skills, writing with an emphasis themes, and formal innovations to explore of stylistic approaches. Authors may include include both analytic and personal response. on analytical essays and critical thinking. the goals and strategies of women writers in Joy Williams, Lorrie Moore, Chimamanda Readings include Huston Smith’s The World’s Students are asked to write history—to the 19th and 20th century. Students will also Ngozi Adichie, Raymond Carver, Haruki Religions, The Epic of Gilgamesh, Hermann formulate, support and document their own investigate current feminist trends and topics Murakami, Amy Hempel, Edwidge Danticat, Hesse’s Siddhartha, selections from the views of the past. The use of primary texts is in literature and media and design and pursue Ottessa Moshfegh, Junot Díaz, Lydia Davis, Bhagavad Gita, the Old and New Testaments, critical in all courses, and student research an original project related to the themes of and George Saunders. Dostoevsky, the Koran, Rumi, and the builds from primary document analysis. the course. Authors and theorists may include Tao Te Ching. writers such as Sojourner Truth, Gertrude SAY WHAT YOU MEAN Stein, Zora Neale Hurston, Charlotte Perkins One-trimester Course Gilman, bell hooks, Flannery O’Connor, Toni Is it difficult to make a persuasive point in Morrison, and Margaret Sanger. conversation, even when your idea is clear in your head? Do you struggle to capture INTRODUCTION TO MEDIA STUDIES the complexity of your thinking when you One-trimester Course write? In this course, students will explore How does the way we consume media and practice rhetorical skills to strengthen influence the way we think about the world the efficacy between thought and language. around us? How do we understand our Whether you think of yourself as a scientist, own power and privilege through lenses of artist, mathematician, political activist, or race, class, and gender? How do we learn musician, you will need to write well to share to “read” visual information in still and your insights with the world. This course will moving pictures? This course addresses these make use of a range of reading and writing questions, equipping students with the tools to techniques to pursue the simple goal of clarity analyze and critique various forms of media. in writing and speaking. Students will use the language of critical thinking to pull apart the messages layered in film, television, music, advertisements, video games, and social media.

36  curriculum.putneyschool.org 37 INTRODUCTION TO ECONOMICS SOCIAL DOCUMENTARY STUDIES THE MIDDLE EAST CAULDRON One-trimester Course One-trimester Course One-trimester Course The term economics is derived from the This course is an opportunity to study the The Middle East remains a focal point of Greek “rules of the household.” In this course, way art reflects the world around us. Students cultural misunderstanding and conflict. This students will look at the way economics will study documentary photographers whose course seeks a greater understanding of this governs our lives and homes, as well as our work is central to our understanding of history complex and volatile region. The course begins political institutions. Students will consider and have changed our perception of truth. with a look at the political, economic, cultural, the way economic actors (ourselves included) The course begins by using documentary and religious influences in the region, from the make decisions. The course includes a survey photography to look at the self, moves on to an collapse of the Ottoman Empire to the present, of basic economic concepts and terminology exploration of the “other,” and ends by looking using both primary and secondary sources. and takes a thematic approach to economics. at social issues. Students focus on photography, Later, the course considers selected topics from Articles from the newspaper and news but complementary materials will include the history of the region, the Sunni-Shiite split, magazines will serve as the backdrop for the literature, historical texts, census data, video, and the growth of Islam. The course continues class. Students will gain a greater ability to use as well as sound and music. Project-based work with the complexity of women’s roles with economic terms and concepts to understand forms the centerpiece of this course and each an emphasis on Iran, and concludes with an CHINESE II the world. The course will culminate in an student will complete a major self-designed independent project. Two-trimester Course independent research project. capstone piece that combines photography For more on History, contact Students will participate in extended [email protected] with research. Students will also have a chance dialogues and daily discussions in Mandarin SOCIAL CONTRACTS: DEMOCRATIZATION AND to meet a number of local photographers and Chinese. Writing tasks are increasingly INDUSTRIALIZATION IN WESTERN EUROPE use local historical resources. This course is Modern Languages complex and include letters of request and Two-trimester Course intended for juniors and seniors. introduction, descriptions of daily life, and The first trimester focuses on the development basic emails on several topics. Students SOCIAL PSYCHOLOGY Learning a modern language and gaining of government and rule of law in Western will explore Chinese arts and culture, Tang One-trimester Course insight into its culture(s) are important Europe, with primary emphasis on 17th routes both to increased self-awareness Dynasty poetry, calligraphy, songs, feature How does a social context shape the way we century England and 18th century France, and and cross-cultural understanding. Putney films and documentaries, and tai chi. understand, influence, and relate to ourselves the emergence of “The Enlightenment” in currently offers three modern languages: and to one another? How do we maximize the CHINESE III Western Europe. The second trimester focuses Chinese, French and Spanish. From the start, degree of choice we exercise in our lives, and Two-trimester Course on the challenges of citizens struggling to deal students are immersed in speaking, listening, what are the purposes served by our behavior? with the dramatic growth of industrialization, reading and writing; they learn by doing. Students will communicate about a variety of The field of social psychology looks at how market and societal forces, mass society, and Students learn about culture through readings, day-to-day experiences in Mandarin Chinese. these questions and their answers stretch mass destruction in 19th and 20th century discussions, movies, visiting speakers, songs They will sharpen grammar skills in speaking, when the context shifts from the individual to Europe. Readings range from textbooks and and occasional trips. The Chinese program listening, writing, and reading by completing the group or social level. This course focuses primary documents to historical literature. is entering its third year with six levels. In both tasks with increasing complexity. They will on three core areas: social thinking, social Student will produce papers, library research French and Spanish, classes are offered at six write letters, narrative descriptions and emails, influence, and social relations. Students projects, oral presentations, and formal levels, with more advanced classes offered, as including inquiries and explanations. By the will choose an area and embark on reading debates. The first term is anchored by needed, in each of the three languages, either end of the course, students will be able to write through literature and other studies, teaching Machiavelli’s The Prince and More’s Utopia, as independent study or as additional classes. multiple paragraphs. Topics of study include and the second term is anchored by Zola’s one another the key concepts, and building an Chinese arts, Tang Dynasty poetry, calligraphy, experiment and research project. Germinal (the 1993 film), Remarque’s All Quiet CHINESE I songs, feature films and documentaries, on the Western Front, and Wiesel’s Night. and tai chi. SOCIOLOGICAL IMPACTS OF FOOD Two-trimester Course One-trimester Course Students in Chinese I will begin to develop CHINESE IV Food is an ever-present part of our daily proficiency with the Mandarin Chinese Two-trimester Course language and culture, the phonetic system experience and a medium through which we In this course, students will move from (pinyin), Chinese characters, vocabulary, and can examine our individual and collective controlled speaking situations to spontaneous structures. By the end of the class, students heritage. In this course, food becomes the basis speaking on a variety of topics. Students learn will be able to introduce themselves, greet for interdisciplinary study in several units: to use more complex structures, allowing people, extend or respond to invitations, Food and Meaning; Food and Ethics; Food them to speak and write on broader topics. discuss family and friends, schedules, dates, and Justice; and Food and Culture. Readings Students use authentic materials to enhance weather, numbers, ask questions, speak about come from a variety of disciplines including all their language skills. In addition, students food, and write emails. Students will also anthropology, art, literature, psychology, explore specific topics in Chinese culture explore Chinese arts, culture, calligraphy, religion, politics, ecology, economics, and arts, Tang Dynasty poetry, and tai chi. tongue twisters, songs, feature films, psychology, and history. In addition to written Students will make presentations on Chinese documentaries, and tai chi. Students will be research-based assignments, the class will culture and tell short stories that they have able to communicate using basic vocabulary in involve experiential activities, many of which written in Chinese. Students in Chinese IV writing and in conversation. include a focus on culinary skills. speak almost exclusively in Chinese.

38  curriculum.putneyschool.org 39 CHINESE V AND VI FRENCH II Two-trimester Course Two-trimester Course Students will continue to expand their ability Students will expand their ability to to communicate independently and speak communicate about daily routines and habits, on a variety of topics by practicing further food, friends, and family, in the past, present, complex structures and idioms. Students use and future tenses. They continue to use many authentic materials to enhance all their memorized phrases while they also increase language skills. In addition, students explore their ability to communicate spontaneously specific topics in Chinese culture and arts, Tang and naturally in both predictable and Dynasty poetry, and tai chi. Students make unpredictable situations. presentations on Chinese culture and write stories, persuasive essays, reading summaries FRENCH III and journal entries. Students speak entirely Two-trimester Course in Chinese throughout the course. Students Students will expand their ability to describe will be expected to work independently on the topics of personal interest and current events reading material that is provided. in the past, present, and future tenses. They will develop their writing and speaking skills FRENCH I to communicate spontaneously in indicative, Two-trimester Course conditional, and subjunctive moods. SPANISH I SPANISH IV Students will learn to use basic French in Students in this course communicate in Two-trimester Course Two-trimester Course speaking, listening, writing, and reading, and French at all times. Students will learn to use basic Spanish in Students will understand the language as also will acquire the study skills necessary to speaking, listening, writing, and reading, and spoken and written by and for native speakers. learn a new language. Students develop their FRENCH IV will acquire the study skills necessary to learn Students will read, write about, and discuss basic interpersonal communication skills Two-trimester Course a new language. Students develop their basic short stories and poetry. Students will also be around themes such as school, family, and This course improves students’ reading, interpersonal communication skills around able to discuss current events from Spanish- weekend events. By the end of the course, writing, and discussion skills by exploring themes such as school, family, and weekend speaking countries. Students will demonstrate students understand French spoken at a current topics in French and world culture. events. By the end of the course, students their proficiency with in-class conversations, measured pace and learn strategies to cope Students will analyze current events, literature understand Spanish spoken at a measured audio and video journals, monologues, and with the gaps in their comprehension. selections, videos, and movies. Students pace and learn strategies to cope with the gaps Socratic seminars. By the end of this level, will develop their use of the indicative and in their comprehension. students will have a good understanding of subjunctive moods. many Spanish-speaking cultures. SPANISH II FRENCH V AND VI Two-trimester Course SPANISH V AND VI Two-trimester Course This course builds on students’ skills in Two-trimester Course Students will select themes to study and speaking, listening, writing, and reading basic Students will study advanced Spanish and design the units, then lead discussions and Spanish. Continuing with the commitment to Latin American literature and culture. presentations after researching authentic speak as much Spanish as possible, students Students will communicate entirely in Spanish French language materials for reading, study the vocabulary, grammar, and idiomatic and will be able to use authentic materials. watching, and listening. They focus on expressions used in talking about oneself, past They will have the ability to research authentic PUTNEY TRIMESTERS ABROAD specialized content areas such as the heritage events, and situations. Small group and pair Spanish language materials for reading and of French colonization in Africa, French work maximize opportunities to practice listening. Translation and writing assignments We value cultural fluency and the cinema, or French in science and medicine. speaking. will provide students with opportunities ability to communicate in another Grammar and vocabulary are reviewed or to focus on accuracy, creativity, and the language. To further these curricular introduced as needed for comprehension SPANISH III mechanics of the language. goals, we have established trimester- and expansion of prior skills. Students also Two-trimester Course For more on the Modern Languages, contact abroad programs to Mexico, produce translations and written responses Students and teachers communicate only in [email protected] China, and France, as well as other to the themes studied, which provide formal Spanish throughout this course. Students opportunities to learn abroad. These opportunities to hone accuracy and language respond to a range of material for native programs are led by Putney faculty mechanics. and non-native speakers and augment their with deep local experience and are cultural exposure to improve comprehension. designed for students to live in and They demonstrate their speaking proficiency learn about local cultures through with in-class conversations, audio and video experience. journals, and improvised monologues. By the Learn more about Putney Trimesters end of this level, students will be able to listen Abroad at putneyschool.org/world and speak spontaneously in the present, past, and future tenses.

40  curriculum.putneyschool.org 41 CALCULUS I GEOMETRY Two-trimester Course Two-trimester Course Students will learn methods for determining Students will learn to use proofs and logical how a dynamical system is changing, and how reasoning to build models of relationships to work from a description of a changing system among geometric figures, both real and to a complete model of the system. Examples abstract. The course draws examples from include objects moving in space, populations the physical campus at the Putney School and growing or shrinking, and objects heating or incorporates elements of art and design in real- cooling. The course introduces students to the world applications. Students develop a stronger basic methods of using derivatives and integrals understanding of the properties of polygons, to investigate these systems, using a conceptual parallel lines, and circles, as well as a beginning understanding of limits. Students will leverage understanding of trigonometry. We will use technology extensively in this course to assist technology extensively, as well as pencil and problem solving, system visualization, and paper techniques. More broadly, students conceptual mastery. strengthen their ability to use mathematical thinking to analyze a wide variety of situations CALCULUS II and move toward finding elegant solutions to Two-trimester Course problems using both creativity and logic. Using projects and physical models, students will develop a solid conceptual understanding INVESTMENT AND FINANCE I of abstract topics of the derivative and the One-trimester Course integral. To ground the concept of calculating This course addresses a variety of investment solids of revolution, students will determine and financial questions including: What are the volume of irregularly shaped vases and stocks and bonds? How do loans affect one’s Mathematics ALGEBRA I plot the function derived from a homemade financial well-being? What are credit ratings? Two-trimester Course cinnamon bun. The course begins with review What tools exist in the market for investing of basic calculus concepts then progresses according to one’s ethical priorities? How do This course focuses on how to represent, Our math courses cover fundamentals to applications of the integral, integration they affect organizations such as The Putney model, and analyze the world we live in for college preparation while encouraging techniques, power series expansions of School and its board of trustees? In addition using mathematics. Students will examine our students to explore the beauty of functions, and possibly the beginnings of to conceptual investigations and mastering the motion of objects, population growth, mathematics and its connection with other multivariable calculus. technical vocabulary, we will investigate climate change, and games of chance. Students subjects. mathematical concepts from probability regularly use tables, graphs, algebraic symbols, COMPUTER SCIENCE I (expected value and variability in returns) and verbal descriptions to represent patterns ADVANCED TOPICS IN MATHEMATICS One-trimester Course and functions (exponential growth and and relations. Mathematical topics include Two-trimester Course Students in this introduction to computer amortization). probability, linear functions, quadratic Students will study mathematical topics science will learn the basics of how a computer functions, and exponential functions. not typically covered in a traditional works, as well as how to write programs to INVESTMENT AND FINANCE II Computer-based technology is used extensively secondary school mathematics sequence, make computers execute specific tasks. This One-trimester Course as a tool for analysis and exploration. while furthering their ability to write course begins with short programming tasks Building on their work from Investment and about sophisticated mathematical concepts. ALGEBRA II and culminates in larger projects. Based on Finance I, students will focus on inflation, Students will also strengthen their abilities Two-trimester Course student interest, we may cover topics such currency exchange, and recent financial to use technology as tools for analysis as circuitry, Boolean logic, cryptography, history. Students will then design and Students will continue learning to use and exploration. This course emphasizes computer graphics, and algorithms. implement independent projects on topics of mathematics to recognize, generalize, and mathematical literacy and writing to their choice in consultation with the teacher. represent patterns in our world and to make prepare students for advanced study at COMPUTER SCIENCE II predictions based on those patterns. We the university level. Mathematical topics One-trimester Course will focus on understanding functions and vary based on student interest and have Building on their work from Computer Science building mathematical models for input- included the study of satellite motion using I, students will design and build independent output relationships that are ubiquitous in computer models of differential equations, projects in any programming language they everyday life. Students examine projectile the science of passwords and encryption, and choose. Our in-class discussions will expand motion, population growth, compound multivariable calculus. upon object-oriented programming and will interest, and common logarithmic scales such introduce the basics of programming efficiency as pH. Students will increase their fluency and runtime calculations. with graphing programs and analytical software, use basic principles of statistics to analyze real-world data, and advance their skills in trigonometry.

42  curriculum.putneyschool.org 43 PRECALCULUS Science ANATOMY AND PHYSIOLOGY II Two-trimester Course One-trimester Course

Students will expand their earlier under- The study of science at Putney revives, Building on the foundational knowledge standing of functions to model a larger set of instills and encourages curiosity about gathered in the first term, students will nonlinear situations, such as how the amount the natural world by equipping students collectively select three or four systems to of sunlight varies cyclically throughout the with the habits of mind needed to ask investigate. Possible options include nervous, year and how the levels of greenhouse gases and answer questions using the scientific endocrine, respiratory, immune, digestive, in our atmosphere are growing, and many method. Courses introduce fundamental urinary, and reproductive systems. For each examples of circular motion ranging from biological, chemical and physical principles system of study, students will learn critical Ferris wheels to gears and engines. Specific through active inquiry, experimentation, anatomical terms, design and implement mathematical content includes sinusoidal direct instruction and exercises in physiological tests, and employ computer functions, exponential and logarithmic change, problem solving. Advanced tutorials in the simulations. vectors, sequences and series, and probability sciences are available and common. Upon BIOETHICS IN MODERN SCIENCE and combinatorics. graduation, students will have developed One-trimester Course an understanding of essential methods STATISTICS I and content sufficient for lifelong learning, In this science seminar, students will explore, COMPLEX SYSTEMS: AGROECOLOGY One-trimester Course responsible citizenship and for further study navigate, and create systematic frameworks for One-trimester Course In this course, students will learn a variety evaluating ethics in research science. Students of science at the university level. This biology course uses The Putney of mathematical methods to manage and will discuss controversial issues that may School and other local farms to explore the understand variability in data. We will use include human subjects, organism patents, ADVANCED CHEMISTRY: sustainability (ecological, economic, and many scientific, social, and economic contexts and stem cell research. Using a case study CLIMATE CHANGE TOPICS social) of these agricultural systems. Students to motivate different techniques. We will begin approach, students will practice critical science One-trimester Course will study the history of farming in our area, with ways of summarizing data quantitatively writing and argumentation in the context of Climate change is arguably the most pressing investigate how past and current practices and graphically and then turn to using challenging, modern issues, while developing issue of our time. Fast-paced and quantitative, affect the land and economy, and familiarize statistical methods to draw conclusions in evaluative criteria for scientific research this course advances student knowledge and themselves with soil and plant ecology and the presence of variability. Topics will include subjects and projects. understanding in chemistry by exploring some how nutrient cycles determine how and what linear regression, confidence intervals, and of the fundamental science behind climate we can grow. In addition to readings, students hypothesis testing. CHEMISTRY AND MICROBIOLOGY change processes and mitigation strategies. Two-trimester Course will use farm visits to practice analyzing Students will learn gas laws, how isotopes are the sustainability of farm systems. While STATISTICS II Chemistry is everywhere—in what we eat, in used to determine our climate history, and the focus will be on dairy farming, students One-trimester Course what we breathe, in how we live, in what we are. how acid and base chemistry sheds light on the will also work with local vegetable farmers, Building on their work from Statistics I, Using an understanding of the essentials of acidification of our ocean’s ecosystems. Along orchardists, and permaculturists. Final students will learn stochastic simulation, chemistry, students will explore fundamental with exploring whether fuel cells and biodiesel projects will provide the opportunity to delve sampling theory, and multivariate regression. biochemical pathways and cellular processes. are effective technologies to combat climate into agricultural sustainability issues, such as Students will then design and implement Students will learn how cells communicate change, students will design and fabricate their climate change, organics, GMOs, rotational independent projects on topics of their choice and replicate, enabling a variety of organisms own fuel. grazing, permaculture, water conservation, in consultation with the teacher. to maintain a stable internal environment in and pest management. For more on Mathematics, contact ANATOMY AND PHYSIOLOGY I the face of changing external conditions. The [email protected] One-trimester Course course will also explore how organisms relay COMPLEX SYSTEMS: THE BUILT ENVIRONMENT information from generation to generation Together, anatomy and physiology provide us One-trimester Course and how these pathways can be disrupted. It with an intimate understanding of the form This elective uses The Putney School campus will also consider emerging technologies and and function of the body’s tissues and organs. as a laboratory to learn about sustainable how they are transforming our collective Throughout this course, students will focus building systems and practices. Students capacity to understand and manipulate the on identifying structures and discovering will learn how certain cycles impact life on world on a biochemical level. how their form enables the human body to our planet, how we can intentionally and accomplish remarkable tasks every second inadvertently change these cycles, and what of every day. After developing a working we can do to live more sustainably. Students knowledge of cellular function, histology, will examine geopolitical, economic, and and homeostasis, students will explore three ecological forces driving our concern about systems of human anatomy and physiology: sustainability, especially with regards to skeletal, muscular, and cardiovascular. In each energy. Students will investigate the ways we section, students will learn relevant anatomical use energy, calculate how this contributes terms, perform laboratory dissections (on to our carbon footprint, discuss alternative animal parts), and design physiological tests to methods for meeting our energy needs, and observe processes in action. debate how science, politics, and economics affect our ability to make sustainable decisions.

44  curriculum.putneyschool.org 45 CONCEPTUAL PHYSICS others in the class, regardless of their area of One-trimester Course study. To qualify for enrollment, students In this experiential survey of basic physics submit a description of their proposed study, concepts, students will design and perform which must then be approved by the science experiments exploring major concepts department. in physics while developing writing, INTRODUCTION TO ASTRONOMY mathematical description, and data handling One-trimester Course skills. This course is intended for any student wanting a basic physics experience. It hardly seems reasonable to detect an object that by its very nature is unobservable, or to ENVIRONMENTAL PHILOSOPHY claim knowledge of the composition of stars One-trimester Course (science or humanities) with any scientific certainty. Yet astronomers How do we approach, reflect upon, and have reached many such conclusions and we discuss some of the most pressing environ- will follow their chain of reasoning. Students mental issues with which we are currently will discuss planetary motion, stars and their faced, especially in our seemingly life cycles, galaxies, and cosmology, and use Arts ACTING polarized world? This course begins with our observatory to view, image, measure, and One-trimester Course a foundational study of environmental make inferences about the objects we find. Involvement in the arts is one of the central How do you know characters deeply enough to philosophy, ethics, and argumentation and By the end of the course, students will know Putney experiences, and the academic arts inhabit them and portray their point of view? rhetoric, and will then focus on specific their way around the sky and have a sense of program, encompassing a diverse range How do you get inside their words and make issues such as climate change, economics, the scale of our universe, how it develops over of disciplines in the visual and performing them your own? This course helps students and climate justice. Students will learn time, and the nature of the objects in it. arts, forms the core of the arts program. build skills in acting and its theatrical styles the fundamentals of critical thinking, as INTRODUCTORY PHYSICS Studio visual art courses seek to increase on both the stage and in film. Acting is about well as the basic theories of environmental Two-trimester Course a student’s awareness of the visual world, making choices in collaboration with a text, ethics. Ultimately, we will use these skills its context, and the other people in the room. Students will look at familiar phenomena from to support the controlled development and knowledge to deconstruct how various Students will learn the skills necessary to read the perspective of an experimental scientist, of a student’s unique imagination and groups of people discuss climate change well, study cultural context, and understand developing reasoning by deriving equations emotion into visible form, and to promote through the rhetorical analysis of dialogue multiple points of view—all skills that inform to make predictions and then designing an intellectual understanding of the basic and argumentation. how we speak, listen, and act in the world. experiments to test those predictions. Students formal elements and technical processes of a discipline. Music courses introduce INDEPENDENT TOPICS IN SCIENCE: begin by studying kinematics, Newton’s Laws of CERAMICS I students to the language and art of music, LIFE SCIENCE Motion, momentum, energy, rotational motion, One-trimester Course One-trimester Course and planetary systems, then concentrate on from both an academic and an aesthetic viewpoint. A full range of theater classes Students will learn to work with a variety of This course gives highly motivated and electricity and magnetism, and end with a brief are offered during the academic day, as is a hand-building and wheel-throwing techniques, independent students the opportunity to survey of topics in modern physics. modern dance class with a focus on building with an emphasis on functional ceramics. pursue scientific or technological questions MOLECULAR BIOLOGY AND GENETICS both a technical and creative foundation Students will explore design elements of of their own design, or take on a challenge One-trimester Course from which to move. form, proportion, and surface, and investigate such as entry in a science contest. One examples of historical and contemporary In this investigative, introductory course, component of the course will be continuous Students in arts courses have the opportunity ceramics. This course focuses on good students will use scientific inquiry and communication and collaboration with to continue and expand their interest by craftsmanship and attention to detail, while collaboration to delve into the concepts that others in the class, regardless of their area of participating in the Evening Arts program. encouraging innovation and experimentation. lay the foundation for modern molecular study. To qualify for enrollment, students In theater, students rehearse, produce and Students will learn basic glaze chemistry and biology and genetics, while practicing submit a description of their proposed study, perform a fully staged production twice how a gas kiln is fired. In the spring trimester, techniques used in labs around the world. which must then be approved by the science a year. Various vocal and instrumental there is a section on collecting local clay, Content includes genetics, probability of department. ensembles meet during the evening. Dance learning about the geology of it, making pots, inheritance, central dogma of molecular is represented by Afro-Modern, Latin, and and pit-firing them. INDEPENDENT TOPICS IN SCIENCE: biology, and genetic engineering. In labs, hip hop classes and Dance Ensemble. Studio PHYSICAL SCIENCE AND ENGINEERING students will build skills and knowledge art classes meet at this time, as well as other CERAMICS II One-trimester Course through a collaborative, problem-solving non-academic classes such as blacksmithing, One-trimester Course approach. Students will also consider the This course gives highly motivated and jewelry and stained glass. Many students Building on the foundations provided in power and limitations of the field, and the independent students the opportunity to continue their work in the arts during Project Ceramics I, students will challenge themselves social implications of the research. pursue scientific or technological questions Week, and seniors often choose independent with increasingly complex projects and of their own design, or take on a challenge For more on Science, contact study and Senior Exhibitions in the arts, to [email protected] explore areas of their interest in more depth. such as entry in a science contest. One delve into their media in greater depth and component of the course will be continuous concentration. communication and collaboration with

46  curriculum.putneyschool.org 47 CERAMICS III DRAWING I One-trimester Course One-trimester Course Building on their prior ceramics work, In this course, students will develop their students will challenge themselves with ability to perceive the world around them and increasingly complex projects and explore skillfully translate their perceptions to paper. areas of their interest in more depth. Students will become fluent in expression of the basic elements of visual experience: DANCE INTENSIVE light, gesture, edge, mass, texture, and space. One-trimester Course Subjects will include the human head, the In this course, students will explore dance figure, still life, landscape, and interior in a as an evolving art form. Beginning with variety of wet and dry media. Students will the development of ballet in its historical regularly critique and discuss each other’s context, students will continue with a similar work in order to share experiences, identify exploration of modern dance. Students will successful elements in their drawings, and learn basics of both ballet and modern dance support each other’s efforts. through movement and practice, supported by journaling, reading, and viewing recorded DRAWING II and live performances. In addition, students One-trimester Course will study anatomy from an experiential Students will learn to express the perceived perspective, learn basic elements of injury world with greater skill and clarity as they FIBER ARTS I HISTORY AND LANGUAGE OF ART prevention, and how to “listen” to their innate develop the expressive elements of a personal One-trimester Course One-trimester Course physical intelligence. style. Students are encouraged to explore new Through individual projects, students will Students will gain the skills to look carefully media and approaches and to develop their learn about a wide range of techniques as at art. Through study of Western art from DIGITAL FILMMAKING fundamental skills more fully. Students will they create textiles and explore structure, the late medieval period to the 20th century, One-trimester Course also develop a portfolio on a single theme function, color, and design. The primary focus students will learn to see art clearly and relate Students will explore the use of digital consisting of many extended studies and is weaving, though we will also cover spinning, what they see to its cultural context, with filmmaking as a means of self-expression and variations in approach. knitting, dyeing, sewing, and quilting. A the aim of fostering a lifelong pleasure in as an art form through both narrative and component of the class is collaborative looking at art. The class will study works in documentary styles. Students will examine dialogue among students about design choices reproduction and in visits to major museums. the elements of storytelling, composition, and approaches. Students will also study techniques and cinematography, lighting, sound recording, materials through hands-on experience with and editing as they create short films FIBER ARTS II AND III silverpoint drawing, fresco, and oil painting, throughout the course. Through viewing a One-trimester Course including the manufacture of selected media wide variety of filmmakers and film types Students will expand their knowledge of fiber from raw materials. students will build foundational and historical arts through designing projects in their areas knowledge of the medium. of interest. These can include weaving on four- MUSIC COMPOSITION and eight-harness floor looms, exploring color One-trimester Course through dyeing cellulose and animal fibers, Students will explore the creation and notation papermaking, knitting by hand and machine, of musical ideas for acoustic and electronic and clothing design and construction. media. A natural progression from Music Students will also research an area of interest Theory II, this course continues the process of and give a presentation to the class. learning to create and notate musical gestures and ideas. Students begin with melody GUITAR BASICS writing in modes and scales and progress One-trimester Course into counterpoint, harmony, and modern In this comprehensive introduction, students techniques. The structure of the course will be will learn playing technique, basic chords and flexible to suit the strengths and desires of the their structure, and voicing. The course gives individual student, but will always include at students the opportunity to build practical least one composition for acoustic instruments playing skills and familiarity with music and one for electronic media. theory. This course is intended for students with little to no formal guitar training or experience.

48  curriculum.putneyschool.org 49 MUSIC HISTORY PHOTOGRAPHY I PHOTOGRAPHY II AND III One-trimester Course One-trimester Course One-trimester Course Students will analyze the language and varying Through shooting with traditional film Building on the foundations learned in styles of music from antiquity until the late 20th cameras, and learning how to develop and Photography I, students will use independently century, with a focus on the major eras of Western print in a darkroom, students will learn the designed projects and focused portfolios to music composition: Renaissance, Baroque, basic science of the photographic process more deeply explore a genre or learn new Classical, Romantic, and Post-Romantic/ and discover the power of the single B&W photographic techniques such as large format Modern. Students will consider the features of photographic image. This course will explore cameras, 19th century processes, and digital representative composers and their artistic works photography as a visual language and the photography. Students will gain a deeper through intensive study of cultural/societal, use of design elements such as line, light, and understanding of the power of image making historical, and aesthetic contexts. Students motion to build strong compositions. Students and the development of the art form through will explore the constant dialogue between will delve into a variety of photographic research projects and presentations on composer and audience, the crucial role of the genres, including portraiture, narratives, photographers. interpreter, and the historic role music possesses experimental and alternative darkroom to both reflect and embrace its time, as well as the techniques. Journals and critiques will help PIANO BASICS potential music has to challenge its environs. students develop language and the ability to One-trimester Course PAINTING I assess both their own work and that of others. This piano-based course helps students build One-trimester Course MUSIC INTENSIVE comfort, ability, and basic functionality at the One-trimester Course This course focuses on developing the keyboard. Students will learn proper hand/ This course is designed for musicians expressive and structural elements of painting. finger position and coordination, notation who would benefit from a focused and Students will come to understand and control reading skills, and basic keyboard harmony. individualized setting in which to develop color through the expressive application of This course is intended for students with little their skills. The curriculum for the course will acrylic, oil, and watercolor paint. Subjects will to no formal piano training or experience. be developed by the student in collaboration include the figure, head, still life, landscape, with the course instructor, though necessarily and interior, as well as invented sources and includes a weekly schedule of at least three images of personal significance to each student. hours per week of practice time (in addition to We will study the works of acknowledged class time and private lessons). The course also masters and other relevant precedents, both in requires three short performances (such as reproduction and in a visit to a major museum performance of a song in school assembly) and collection. Students will create a cohesive body a longer final lecture/demonstration. of work related to a specific theme.

MUSIC THEORY I PAINTING II One-trimester Course One-trimester Course This course is intended to take musicians with This course, intended for students with a some basic knowledge of the mechanics of strong foundation in drawing and experience music (note reading, beginning familiarity painting, allows them to pursue ideas of color with the keyboard or other pitched and painted form with emphasis on the head, instrument) to a deeper understanding of the figure, and landscape. The course will stress way music works. The course will focus on the fundamentals of painting and encourages written and aural comprehension of pitch and students to develop a “painterly vocabulary” rhythm, as well as phrase structure, melody, of color, light, and form. We will address basic harmony, and four-part writing. concepts of abstraction and representation as students increase their visual awareness MUSIC THEORY II and understanding in relation to their own One-trimester Course painting. The course culminates in large-scale Students will delve into deeper topics of music paintings and projects based on themes of writing and analysis: harmonic progressions, personal interest to each painter. non-chord tones, melody writing, advanced harmonies, modulation, and musical form. We will also introduce basic orchestration and modern compositional techniques. The course will reinforce advanced aural and harmonic skills through technology-based work, culminating in the complete harmonic and structural analysis of a major work for piano in sonata form.

50  curriculum.putneyschool.org 51 PRINTMAKING I ESOL THEMES IN U.S. HISTORY AND CULTURE One-trimester Course Two-trimester Course In this course, students will focus on learning Rather than follow a purely chronological The English for Speakers of Other Languages various printmaking techniques, as well as approach, this course uses units to consider (ESOL) Program is designed for students to developing their individual creative processes. the American story through different lenses, develop a high level of English proficiency Students will explore intaglio (etching, with an emphasis on the values that define for academic work in the U.S. Our program drypoint, and aquatint) and relief (linoleum and reflect the culture. “The Land,” for prepares students broadly, including cut and letterpress). Further emphasis in example, explores the idea of wilderness, language training, content education, study the class will be on the self-editing process, introduces native peoples, and considers the skills, and cross-cultural orientation. New keeping an active sketchbook, studying the experience of early explorers and settlers. The students typically take three full-credit ESOL elements and principles of design, looking at course prepares English learners from other courses for one year and then mainstream historic and contemporary printmakers, and educational backgrounds for mainstream in their second year into non-ESOL courses. developing an individual and expressive voice. courses in history and the humanities. Other ESOL offerings include two sheltered Students will learn academic skills that are classes for advanced English learners: PRINTMAKING II AND III crucial in the U.S. educational system: note- one in literature and writing and one in One-trimester Course THEATER ELEMENTS taking, text annotation, outlining, discussion American history and culture. The ESOL Students in advanced Printmaking classes will One-trimester Course and oral presentations, doing surveys and program strengthens students’ ability to explore techniques in intaglio and relief print- interviews, basic research skills, and taking Through improvisations, theater exercises, and write and speak clearly, work independently, making through sustained individual projects. exams in English. text and scene analysis, students will acquire think critically, act cooperatively, and join knowledge and fluency in all three aspects SCULPTURE I discussions effectively. Students must STRUCTURE AND USE of theater: acting, writing, and directing. One-trimester Course demonstrate proficiency at each level of the Two-trimester Course Students will work together to bring the program before moving to the next level; This course guides students in the skills and This course presents advanced grammar page to the stage as they broaden and deepen those who do not may have the option of techniques of sculpture. Students will learn structures, varied reading and writing tasks, their vocabulary for watching and working summer study to prepare for the next level. the processes of modeling, carving, and discussion tactics, conversation strategies, and in theater. This course will also develop All seniors must be mainstreamed. welding using clay, wax, plaster, wood, stone, diction and increase each student’s ability to ample new vocabulary. By course end, students and metal. Emphasis is on understanding will be able to use the entire English verb tense memorize and speak in front of others. ADVANCED LITERATURE AND COMPOSITION the history and integrity of the material as system, articles in discourse, conjunctions and Two-trimester Course students create their own sculptures in various THEATER INTENSIVE logical connectors, relative clauses, causative media and forms. One-trimester Course This transitional course for non-native English verbs, the subjunctive, and many other stylistic speakers is taken before entering mainstream This course is designed for advanced theater and structural aspects of the language. In SCULPTURE II AND III English classes and replicates the experience students interested in pursuing an aspect of addition to the grammatical work, students One-trimester Course of a mainstream class. Students learn and theater. Students will choose to direct, perform, consider a range of academic, social, political, practice a range of writing skills, including This course allows students with previous or write a play, culminating in a presentation of and philosophical themes in the forms of news sentence-level construction and syntax, sculpting experience to delve into sculptural their work at the end of the trimester. reports, lectures, films, and songs. materials of their preference to create techniques for stylistic variety, and expository a cohesive series of sculptures or one or WORLD DANCE skills for both personal essay writing and ADVANCED ACADEMIC ENGLISH two larger single works. Students will be One-trimester Course formal literary analysis. Through reading One-trimester Course and discussion, as well as writing, students encouraged to experiment, but also to develop This course provides students with an Instruction and practice focuses on advanced improve their ability to express complex ideas mastery of their chosen sculptural techniques. appreciation of dance as an art form by sentence-level grammatical forms, which in English with nuance and precision. exploring various forms of world dance the students and teacher identify from an STUDIO ART INTENSIVE: 2D and cultures. Students will observe dance analysis of individual writing. Students will One-trimester Course in live and video formats, perform selected also practice strategies for developing a concise This course gives highly motivated and styles of dance, critically read and write writing style. Challenging readings from across independent students the opportunity to about dance, discuss dance as an art form, academic disciplines will provide springboards further develop their skills and interests in and explore dance as a cultural reflection. for discussion, writing topics, and vocabulary drawing, painting, and multimedia visual art. Students will learn to articulate a synthesized development, as well as for practice in In addition to independently designed projects, understanding of culture, history, and physical annotating, outlining, and increasing reading students will be introduced to historical and movement trends that are common to each speed. Mastery of academic English is a long- contemporary art practices. Students will dance tradition. Each segment of the class term and ongoing process; this course supports participate with visiting artists in our Currier culminates in a final creative project. student accomplishment in mainstream classes Gallery and at the end of the term students will For more on the Arts, contact and future academic work. exhibit their work in the Currier Center. This [email protected] course will provide an opportunity for seniors to focus on their work in drawing and painting in preparation for their college portfolios.

52  curriculum.putneyschool.org 53 Athletics SOCCER TEAM fall; boys & girls

Competitive sports meet four to five times The soccer teams welcome players of all afternoons a week and compete against other schools abilities and emphasize learning the game in the River Valley Athletic League and the well. All who sign up may play. Coaches We believe in the value and importance of exercise for its physical, Lakes Region League. No tryouts, no cuts. seek to instill the values of hard work, Everyone is welcome. fitness, participation, fun, sportsmanship, emotional and spiritual benefits. The afternoon activities program and competition against a background of offers a variety of ways for students to be physically active. All BASKETBALL TEAM fundamental athletic training and skill students must participate for a minimum of four afternoons per week winter; boys & girls development. The teams train four or five days a week and play a full schedule of home and for two seasons and two afternoons per week for the third. At least With the addition of our Net-Zero/LEED away games against other schools. two afternoons each trimester must be spent in a physical activity. Platinum Field House in 2009, the boys and In addition to athletic and fitness activities, afternoons also include girls basketball teams have grown in numbers, CROSS COUNTRY RUNNING TEAM skills, and enthusiasm. The teams emphasize fall; boys & girls activities offered in the Afternoon Work Program. These activities participation, good-spirited play, and aerobic The cross country team emphasizes overall meet 1–2 times per week and provide a chance for students to practice activity. fitness and an appreciation of the beauty of fall stewardship of the land, contribute to the functioning of the school CROSS-COUNTRY SKI TEAM in Vermont. Practices are mostly on dirt roads through administrative and individualized opportunities, and carry winter; coed and trails, which the team helps maintain. All out community service. Putney offers both a recreational and participants are expected to commit to high competitive cross country ski program on its levels of individual effort as well as support 40 kilometers of groomed trails. Skiers of all of teammates. Workouts are tailored to the levels have the opportunity to learn skills and fitness and ability of each runner. The runners technique. Skiers are expected to provide their compete in the Lakes Region League weekly on own equipment, learn how to take care of it, Wednesdays throughout the fall. and learn how to wax skis. The school provides waxing facilities and waxes for racing and Recreational Sports training. A limited supply of skis are available for novice skiers. Opportunities beyond All recreational sports are coed, and meet inter­scholastic racing are available for serious twice a week. competitive skiers.

LACROSSE TEAM ALPINE SKIING AND SNOWBOARDING spring; boys & girls winter

Anyone who is willing to work hard can be The group travels to Mount Snow on on the lacrosse teams. Students spend the first Wednesdays and Sundays. This activity is open weeks getting into shape after a long winter to individ­uals of all skill levels. Mount Snow and reviewing the basics of throwing, catching, main­tains over 100 trails and has excellent and cradling. Each member of the team is snow making. Rentals and lessons are available guaranteed playing time in interscholastic and there is also a half-pipe for snowboarders. contests and the group works hard to build a BADMINTON team ethic. spring

ROWING TEAM This activity began at the initiative of an fall; coed enthusiastic and proficient group of students The fall rowing program provides an from China, where this sport is very popular. opportunity for novices to learn how to row It is a recreational activity where basic and for experienced rowers to continue to badminton skills are taught through a few develop their strength and technique in a drills and a lot of fun practice and games. boat. Putney’s rowing program focuses on sculling and students have the opportunity to row in a single, double, or quadruple scull boat. Emphasis is placed on participation and cooperation rather than competition for a seat in the boat. Advanced rowers are encouraged to compete in fall races such as Putney’s own Green Mountain Head.

54  curriculum.putneyschool.org 55 DANCE—BALLET I AND II HIKING RECREATIONAL ROWING all terms fall, spring spring; coed

Modern dance, vigorous and invigorating Hiking invigorates the body, calms the mind, The spring rowing program is a two-day workouts to build full-body strength and gain and stimulates the senses. Most walks will be activity. Participants start the season with flexibility and contemporary styles of jazz with on trails through the woods and fields in the dry land training focusing on using the an emphasis on rhythm, energy and fun! vicinity of the school. Come prepared to walk indoor rowing machines as well as developing Level I: All are welcome, no prior experience with comfortable walking shoes, sneakers or basic fitness. Once river rowing conditions is necessary. boots, a water bottle, jacket and hat (optional). allow, students transition to practices on Students will walk in all weather, with walks the Connecticut River where the focus is on level ii: For dancers with previous designed to bring us back to campus by the end sculling. Students have the opportunity to experience, offering the opportunity to of the activity period. row in a single, double, or quadruple sculls. further expand movement vocabulary, Students maintain our fleet of boats, the strength, and ability. Pointe, variations, and HORSEBACK RIDING boathouse, and install our docks. partnering are offered as appropriate. fall, spring RENAISSANCE-STYLE FENCING DANCE—MODERN JAZZ I AND II Riding at Putney can be custom fit to each winter all terms individual rider’s needs. The focus is on the basics of dressage and stadium jumping and Renaissance-style fencing is a historical One day a week, dancing to live percussion, cross country jumping, along with miles martial art that aims to recreate the techniques students focus on modern dance, combining CLIMBING of trails to explore. The stable is filled with of dueling taught by the masters of the 16th elements of the Horton, Graham, and Limón wonderful school horses of various breeds and century with the addition of modern safety spring, fall techniques, influenced by other diverse styles. levels of training. From riding a school master equipment. In practice, it looks like a cross This activity meets on Wednesday afternoons On the other day, following a vigorous workout to working with a green horse, students have between modern fencing and the stage combat for three hours and usually goes off campus focusing on full-body strength, flexibility, and many opportunities for development. The techniques used in popular movies. Students to various local climbing areas, exploring a technique, students explore contemporary riding program focuses not only on riding start with basic positions and foot­work, learn wide range of rock types demanding a variety styles of jazz with an emphasis on rhythm, but on horsemanship and animal husbandry. how to use the blade in attack and defense of climbing styles. Students will also make energy, and fun! Students learn to care for, tack up, and evaluate and, finally, practice actual duels against one extensive use of the climbing wall in the Field level i: All are welcome, no prior experience their horses for confirmation, soundness and another. House when the weather keeps us inside. necessary. general behavior. At the wall, students will focus on building RUNNING AND FITNESS level ii: For dancers with previous expe- strength, endurance, and technique, making MOUNTAIN BIKING rience, offering the opportunity to further all terms climbing outdoors more productive and also expand movement vocabulary, strength, and fall, spring Students will combine running on our helping to reduce the risk of injury. ability. Partnering and advanced performance The group rides on school trails and local dirt beautiful trail system with stretching and CONDITIONING techniques are offered as appropriate. roads. There is one long ride each week, and strengthening exercises. The combination is spring one shorter ride that focuses on technique guaranteed to leave students feeling fit and HIGH INTENSITY AEROBIC WORKOUT and other specific skills. Each student is healthy. And it’s a great way to work up an Students spend the trimester working to all terms encouraged to ride at other times of the appetite for dinner. develop a comprehensive level of fitness. This activity meets from 7:00 to 7:30, five week to best develop their skills and fitness. Workouts are geared toward increased strength SELF DEFENSE mornings a week. Based on the theories of Occasionally, when the weather is inclement, and flexibility, utilizing a cross training Dr. John Ratey, this course employs exercises we will take time to clean and perform routine all seasons approach that features running, weightlifting, and techniques meant to bring the students’ maintenance on our bikes. The Martial Arts/Self Defense Afternoon plyometrics, and other techniques to prepare heart rates to 75% to 80% of capacity for a Activity will be a collaboration of styles and students for a healthy spring and summer. POND HOCKEY 30-minute period of time, with the exercises and mindsets designed to unify participants spring CROSS-COUNTRY SKIING routines varying from day to day. The benefits as a team, while encouraging independent winter of this class are not only focused on fitness but In a fun and invigorating activity, skaters of strength and growth. Focus is on training both can help increase a student’s capacity to focus, all levels will learn the basics of the classic, students’ physical and mental selves to become Putney offers both a recreational and elevate overall energy levels, and improve mood. wide-open sport of pond hockey. The confident in their bodies and self defense competitive cross country ski program on its emphasis is on having fun, learning teamwork, capabilities. Self reliance is our goal. Students 40 kilometers of groomed trails. Skiers of all improving skating and stickhandling, and will begin with taekwondo and Brazilian jiu levels have the opportunity to learn skills and most importantly getting outside on the ice for jitsu techniques and move on to more rigorous technique. Skiers are expected to provide their some winter exercise. workouts and complex techniques. By the end own equipment, learn how to take care of it, of the trimester, we hope to have helped create and learn how to wax skis. The school provides RECREATIONAL BASKETBALL a space for each student to have accomplished waxing facilities and waxes for racing and fall, spring both a physical and mental goal through training. A limited supply of skis are available Recreational basketball is for girls who would studying martial arts. for novice skiers. Opportunities beyond like to engage in the basketball activity two inter­scholastic racing are available for serious days a week. The emphasis is on movement and competitive skiers. fun, along with skill development.

56  curriculum.putneyschool.org 57 SNOWSHOEING ULTIMATE TEAM fall fall, spring

Snowshoers enjoy scenic tours through the This fast growing sport is played by many snowy woods, taking advantage of the school’s schools in our River Valley League and rural campus and miles of trails. If the snow Putney competes in a full season of games is limited, the group will go hiking instead. as well as several tournaments. Ultimate The school supplies snowshoes and students emphasizes good aerobic conditioning, learn how to use them and main­tain them. disc skills, team communication, and Participants learn to appreciate the pace of sportsmanship as required in a sport where snowshoe travel, the beauty of the winter players on the field referee their own play. landscape, and the ability to travel through The coed team is open to novice and areas normally inaccessible the rest of the year, experienced players. such as wetlands. WEIGHTS AND FITNESS TAI CHI all terms

fall, spring Students participate in a variety of resist­ance This activity offers students an opportunity to activities. The weight room offers free weights, explore a variety of Chinese martial arts and aerobic exercise machines (rowing, running), culture. Practices integrate body and mind and strength-training machines. Abilities in relation to nature, to animals, and to the range from athletes who are training for other universe. The class environment cultivates sports to people who just want to get in shape. CIDER MAKING the spirit of self discipline and respect of self Individualized programs are designed to meet Afternoon Work and others, exercising inner strength and all fitness needs. all terms endurance. Students will study the principle of Activities Students collect apples from campus or at a WILDERNESS SKILLS yin and yang balance that is embedded in the local orchard, then convert them into cider. Afternoon Work activities meet once or movement: slow and fast, soft and determined, fall, spring This activity emphasizes teamwork and twice a week. They are group activities that a inner energy and outer energy. The class traces Students will learn the necessary skills and cooperation, both while pressing and, later, student does in addition to their normal job the tradition, history, and philosophy of kung self-confidence to operate in the wilderness while cleaning. Each student rotates through as part of the six-day Work Program. fu by viewing historical footage along with with minimal equipment. They will learn the various tasks so he or she learns all the learning Chinese language. shelter construction, how to build and steps in making cider. CARPENTRY maintain a safe campfire, backcountry RECREATIONAL ULTIMATE all terms COMMUNITY SERVICE cooking, and identification of edible plants. fall, spring The activity will culminate with a camping trip Students will learn basic carpentry skills, all terms Organized as a two-day recreational sport in and the opportunity to stay in a debris shelter including the use of hammers, saws, measuring Students choose from a variety of volunteer the fall and spring, Ultimate is a wonderful overnight. Students will be outside every day, tapes, levels, and square. Students assist in opportunities, primarily working with game to play at the high-school level for its rain or shine, and will alter our tasks based on ongoing repairs and construction projects on local schools, nonprofit organizations, or emphasis on conditioning and skills, but the weather and season, including fire building campus. individuals. In the past few years, this has especially because it is self-refereed at all levels in the rain. included working with children in the CHILDCARE of play. This challenges young athletes to be Putney Central School after-school program, YOGA all terms honest, calling fouls on themselves even as at Kurn Hattin Homes assisting in the they try their hardest to win. all terms For students who love working with young apothecary, doing clerical tasks at the Sojourns Students will learn basic Hatha yoga pos­ kids, this is a chance to do so in the afternoons Community Health Clinic, assisting senior tures in the Kripalu and Ashtanga traditions. at Elm Lea Childcare, our on-campus citizens with yard work and household chores, Each class will begin with a flowing series childcare center for infants through five-year- assisting the Next Stage Arts Project with of strengthening and balancing postures, olds. Student workers help out in the afternoon clerical and maintenance work in the theater, followed by slow stretching and a long assisting trained child care professionals. and doing trail maintenance with the Putney relaxation period. We will also learn partner Reading books, digging in a small garden, Conservation Commission. Other options may postures. playing tag, some light cleaning, singing to be available based on students’ interests. For more on Athletics, contact babies, and generally having fun with young [email protected] children are all part of the activity. FARM all terms

Students participate in all aspects of running a diversified farm. Activities may include fencing, haying, sugaring, animal husbandry (cows, chickens, sheep, pigs, turkeys), building, and clearing land.

58  curriculum.putneyschool.org 59 MAINTENANCE RECYCLING THEATER TECH all terms fall and spring all terms

Reality and its practical applications are Recycling is a work activity, responsible for This activity is responsible for the physical given the hands-on approach in this activity. collecting and monitoring our recyclable elements of the current play in production. Carmelita Hinton’s work ethic versus the waste. Students rotate through the buildings Students build and paint the sets and fixtures, Victorian school of condescension toward dirt collecting recyclables and keeping the creating the magical elements that are part of a under the fingernails are at the heart here. collection areas as sanitary and organized as theater production. The students are included in Entropy, creating order out of chaos, a priori possible. More than just collecting cans, the the design concept and give input toward that philosophical constructs, and how to unclog a purpose is to educate the community about end. They also learn how to use both hand and sink drain are all part of learning “grunt” work the reuse and recycling of waste. power tools, to mix colors, and to paint scenery. at Putney. SHEEP FARM AND DYE GARDEN OFFICE HELP—ADMISSIONS fall

all terms This activity meets for three hours on The student Admission Office helpers assist Wednesday afternoons in the fall and spring GARDENING with various clerical tasks, including telephone trimesters. Students care for the sheep, all terms operation, photocopying and assembly of including cleaning their pen each week and Growing food locally and sustainably Admission mailing materials. The students assisting with trimming hooves and shearing. is an important way to address global also help with outgoing correspondence to Students will also wash fleeces in preparation environmental issues. It is also a rewarding prospective applicants and special projects as for hand spinning and tend the dye garden. and enjoyable way to connect with the earth needed. The office helpers spend two days a This includes growing plants, weeding, and that sustains us. The work in this activity varies week in the Admission Office, from 3:00 – 4:35, harvesting dye materials. Students will have seasonally. In the spring the work involves as an Afternoon Activity. The Wednesday the opportunity to dye Putney fleece and yarn seeding, transplanting, and work in the iteration of this activity meets once weekly, with the dye plants that we grow. greenhouse. In the fall, time is spent harvesting from 1:30 – 4:30. Student assistance is integral SUSTAINABILITY CREW and preserving veggies, flowers, and fruits. to our admission process running smoothly. fall KITCHEN PUTTING FOOD BY This activity meets two afternoons a week and TRIMESTER AWAY all terms all terms allows students the time and guided support all terms Students work in the kitchen preparing dinner This activity will focus attention to the to work on projects designed to address the This activity is for students participating in for the entire school. They learn basic kitchen preservation of food from the gardens here sustainability needs of our school. Projects can a trimester abroad program. Students will skills such as handling a knife and preparing at school. It will combine gardening and range from designing and updating signage receive credit for a two-day afternoon activity salad and learn cooking techniques such as food processing and cooking, so that our and creating assembly presentations to raise during the trimester away. sautéing, steaming, boiling, and roasting. community can enjoy on-site produced food awareness about important environmental Duties may also include cleaning and stocking. more often. Students will learn and practice a issues, to conducting campus audits to update WOODS CREW variety of kitchen and garden skills. the recycling program and researching about all terms LANDSCAPING concepts like net-zero for educational materials This activity involves both firewood fall, spring such as magazines and digital tours. Projects preparation and forest management. Students Students work on the grounds of the school must meet a need of the school, but students learn to fell, limb, split, stack, and operate a campus. They prune large and small shrubs, have autonomy to work on things about which chainsaw. This is a rigorous outdoor activity plant, weed, dig, transplant, and plan. Students they’re passionate. that acquaints students with Putney’s wood put gardens to bed, and then wake them again lots, teaches them responsible stewardship of THEATER LIGHTING TECH in the spring. They work with all kinds of plants the land, and instills in them a sense of self- all terms and flowers around campus, and learn about reliance in a rural setting. invasive plants, healthy trimming, maintenance, This activity is responsible for lighting the and clean up. Students learn how to think about current play in production as well as other aesthetic choices in landscaping as well as performances. Students work as a team to functional and practical overseeing of the plants design a light plan, hang, cable, and focus and around dorms, offices and pathways. The activity gel the lights. This activity is ideal for those involves mostly manual tools and provides a way who can work methodically and safely to install to fulfill the land use requirement. a plan that uses one of the most nebulous of mediums, pure light in a dark room.

60  curriculum.putneyschool.org 61 Visual & CERAMICS This activity encourages students to explore Literary Arts a variety of methods that are possible for the means of expression with clay. Starting with evening arts basic hand-building and wheel-throwing ANIMATION techniques, students have the opportunity Evening Arts extends the artistic and creative possibilities offered This workshop gives students the tools and to move on to increasingly complex projects to students during the academic day by providing a wide range of experience needed to create a short animation. of their choosing. Along with different arts-based classes in the evening. It is an opportunity for students to Participants will create two short projects construction methods, students learn a range using a variety of techniques, including try something entirely new, or to delve more deeply into an art form of surface decoration possibilities, such as drawn animation, stop-motion, and computer texturing, carving, painting with slips and for which they have already developed a passion. animation, and will create a soundtrack for stains, and glaze application. their films. The evening classes meet for 1 ½ hours either once or twice a week for COMIC AND GRAPHIC NOVELS Fall and Winter/Spring terms. Students are required to complete two BALLROOM DANCE This studio explores techniques of drawing evenings of activities each term, but with permission from the class This activity focuses on the smooth dances: and storytelling in the comic/graphic novel foxtrot, waltz, East Coast swing, West Coast deans and the program director, students may take additional Evening format. Students will develop work on different swing, and tango. We will dance a social themes to create short stories using pictures, Arts classes. partnered style of ballroom to learn how to panels, and words. Class work is printed and lead and follow, as well as step patterns, and participants contribute to a compilation book. rhythms without a gendered assignment for Advanced students work with their own leaders and followers. Students will have fun characters and ideas and produce their own while learning how to use their body and complete comics. communicate with a partner. CREATIVE WRITING BLACKSMITHING Participants will explore self-expression Participants will learn the traditional hammer- through an informal writers workshop. and-anvil method of shaping hot metal, using Students will dabble in a variety of genres, tools and techniques whose origins go back a including fiction, creative nonfiction, and thousand years or more. The objects we make poetry. Prompts and exercises will provide a range from the functional to the artistic, way to get started, or students may work on the commonplace to the whimsical. We will their own projects. Participants should be emphasize craftsmanship and encourage prepared to share their writing from time to imagination. time with the group.

BOOK ARTS DIGITAL FILM-MAKING As a group, students will explore books, What does it take to be an indie filmmaker? images, and text by making handmade books. Students of all experience levels will get Students will investigate the elements that hands-on with all the gear needed to make go into crafting a graphic media, including films, learn how to write a convincing editing text, graphic design, and illustration. script and pitch it, then dive in and see how Students will alter books, create books, and to get great acting performances on set explore them as an art form. while making a guerrilla-style movie with a small, tight-knit crew. BOTANICAL WORKSHOP Students will prepare and create natural and “One thing I think I got from Putney was the assumption FIGURE DRAWING herbal products by using 100% raw materials, Devoted exclusively to drawing the human that art always has a place in one’s life. You don’t have including herbs, plants, and vegetables that form from observation, this activity gives to be amazingly talented at a craft to really enjoy it, are available on campus and from the school students the opportunity to observe and and that kind of “why not give it a try?” attitude has kept gardens. Students will start by researching express the structure, gesture, anatomy, me continually exploring new areas all the time.” and finding ingredients for everything from and form of the live model in a variety of body creams to teas, and will make everything drawing and printmaking media. Students —Putney Alum from scratch and finish their products by will look at precedents in art history considering labels and packaging. and add substantially to their college and art school portfolios.

62  curriculum.putneyschool.org 63 FIGURE SCULPTURE LITERARY MAGAZINE WEAVING Students will work from live models to create Students will help make the Literary Magazine Students will learn the fundamentals of a series of pieces in oil-based clay or wax. This a reality. A part of a team of writers, artists, weaving by designing and creating individual activity focuses on the process of making, not photographers, and editors, students will projects on four-and eight-harness floor on the objects made. All wax and clay works design Putney’s magazine and publish a variety looms. Projects may include scarves, clothing, will be recycled at the end of the class. of creative talents from our community. blankets, rugs or tapestries. Students can Participants will help recruit, promote, select, also explore other fiber-related techniques, ILLUSTRATION lay out, and produce this stellar and well-loved including spinning, dyeing, and knitting. This activity explores the world of picture book yearly publication. illustration. Along the way, students will use WOODWORKING a variety of mediums: acrylics, watercolors, METAL SCULPTURE Students in this activity will receive instruction pen and ink, paste papers, collage, graphic This activity gives students the opportunity and suggestions on design, construction novels, and more. Students will also look to express their creative selves by learning the techniques, and the uses of both hand and at great illustrators of the past 100 years, techniques of sculpting in metal: cutting, bending, power tools. Each student must complete at both traditional and experimental. In the denting, grinding, welding and polishing. least one project by the end of the semester. end, students will create and print a few PRINTMAKING MIXED MEDIA ART: RECYCLE, REUSE, CONSTRUCT collaborative picture books of their own. Students will work with a variety of etching Using a variety of construction techniques Music techniques. We will explore hard ground JEWELRY to manipulate paint, fabric, paper, and found and soft ground etching, aquatint, spit bite, This activity focuses on making silver jewelry, objects, students will explore recycling, reusing, sugar lift, and white ground. Depending on but students may make other objects as well. and re-appropriating materials to make art. AFRICAN AND CARIBBEAN DRUMMING experience, students will make many small Students will also work with other metals Students will start with collage and investigate Students will explore African, Caribbean, and plates, using a different technique on each such as brass, copper, and materials that can the two-dimensional world, then work with Brazilian percussion music in a fun, relaxed, plate, or make one image that incorporates all be combined. Students will acquire skills in three-dimensional sculptures and finish by and supportive environment. We will learn the techniques. basic hammering, sawing, and forging, as exploring the fourth dimension of time. drumming techniques, traditional rhythms, improvisation, and how to create our own well as setting stones in bezels and finishing SCULPTURE: PLASTER/CLAY/WAX PAINTING percussion music. techniques. Students will study figure sculpture and This activity introduces new students to develop ways of abstracting the figure, KNITTING painting and affords more experienced students CHAMBER MUSIC working first in plaster with an emphasis on Students will increase their competency in the opportunity for further practice, growth, This activity offers instrumentalists the non-representational free form sculpture. knitting while they enjoy a congenial evening. and development. Students will explore color ability to expand their musical skills through Students will also work in wax and clay, likely All levels welcome, though an emphasis is theory, painting from observation and from exploration, study, and performance of completing four to six sculptures. placed on beginner and intermediate levels. imagination, and materials and mediums. the classical chamber ensemble repertoire. Participants will receive coaching on style, Students will look at work that interests them SEWING AND QUILTING LEATHER WORK phrasing, and historical practice, while and try to understand the techniques employed This activity covers a variety of basic sewing Students will learn the basic concepts of learning how to effectively cooperate with a to achieve the desired results. skills. Students can choose to focus on quilting working with leather while developing skills for smaller group of artists. The repertoire will be techniques or learn to sew clothing from designing patterns and utilizing materials, tools, PHOTOGRAPHY: B&W selected based on the abilities and instruments commercial and original patterns. Instruction sewing, and finishing techniques. Wallets, bags, Students will learn to use a 35mm camera, of the enrolled students. Preparation of in embroidery, alterations and embellishments and pouches are only the first step. process film, and print in the school’s assigned music and practice outside of class is will also be offered. darkroom. We will also explore experimental expected. techniques and alternative cameras. For those SMART OBJECTS JAZZ I ENSEMBLE with a background in traditional photography, Students will build, sew, and hack electronics Students will gain the musical tools needed this activity is an opportunity to investigate into everyday objects for the purpose of to become improvising players. The group the medium further. artfully designing tools that explore interaction affords students the opportunity to improvise with the world. This interdisciplinary activity PHOTOGRAPHY: DIGITAL and create imaginative solos in a variety of introduces embedded computing, basic After achieving an understanding of exposure jazz styles, including the blues. Rehearsals electronics, and some mechanical engineering. and camera operation, students will learn incorporate jazz theory into performance Photoshop skills to create digital art that STAINED GLASS practice. The activity focuses on how to jam and explores a variety of concepts, such as layering Students will explore stained glass using rehearse effectively while developing skills and imagery and photomontage. In addition to lead-free solders and copper foil. We will learn an individual style. The group performs publicly capture and composition skills, students will to cut glass, break and grind it, wrap with foil, when appropriate. Full-year commitment. learn basic digital processing techniques to and solder together to complete a beautiful help photos better reflect their artistic vision. work of art. After some experience with this Interested students may explore specialized process, 3D formats are also an option to create techniques such as time-lapse, light painting, sculptural mobiles and small boxes. B&W, or HDR.

64  curriculum.putneyschool.org 65 Theater, Dance, stability. Students will cultivate mindfulness through practices such as gentle stretching, Meditative & eating, sitting, and walking meditation. Students Culinary Arts will also learn ways in which we can bring mindfulness into our daily lives.

PERFORMANCE ART WORKSHOP CULINARY ARTS This activity explores the ways in which Developing a repertoire of basic cooking various forms of performance inspire political skills and educating the palate are life-long and social change. We will learn how artists endeavors. This activity takes a hands-on have used performance as protest, from the approach to the world of cooking, food, and Dada movement to Lennon and Ono’s famous taste, with a focus on Latin American countries “Bed-in for Peace” and today’s highly- and dishes. Students will begin each class debated performances such as Beyoncé’s by learning a basic cooking or baking skill “Formation” halftime show. Students will try and will also learn about the culture of food out “performance” in their daily actions and through related historical, social, political, and on a larger scale through theater, movement, artistic materials. Weekly tastings will be an and dance in hopes of sparking dialogue and important part of the activity. creating expressive work. DANCE ENSEMBLE TAP DANCE This activity offers experienced and dedicated MADRIGALS PUTNEY COMMUNITY ORCHESTRA Students will learn the basic elements of tap dancers the opportunity to grow deeper as In the choral ensemble of The Putney Open to all players of orchestral instruments and refine them with a musical theater focus. dancers and artists while being part of a School, participants will build musicianship from the advanced beginner level and up, We will explore rhythm and sound in a fun performing ensemble. We will work together and artistry through the performance of a this ensemble is dedicated to music for string, and physical setting. to create and rehearse works for the Spring challenging and varied repertoire. Rehearsals chamber, and full orchestra (including works Gala Dance performance and potentially THEATER focus on diction, ensemble vocal technique, with chorus) from various historic time perform at other local venues. The season’s intonation, rhythmic precision, interpretation, periods. Students are often featured as soloists.. All students, faculty, and staff are invited to repertoire will include at least one featured and style. The ensemble emphasizes audition for the fall and winter/spring theater SONGWRITING guest choreographer, who will create a work standard choral literature from all historical productions. We will perform two short plays in with dance ensemble dancers, as well as periods of Western musical practice, while As a group, students will investigate the the last four days of Project Week in December. opportunities for student choreography. exploring contemporary and modern choral elements that go into crafting songs: lyrics, We will learn how to read the way an actor reads, Commitment, diligence, and tenacity are compositions. Madrigals meets one evening melodies, rhythm, chord progressions, memorize lines, and block movement. Rehearsals necessary. Full-year commitment is preferred. and sectionals are one afternoon per week. arrangements, sounds, emotion, and are delightfully intense, ask everyone to bring inspiration. Students will listen to examples of their best energy to the group, and require both The group performs frequently. Full-year HIP HOP DANCE great songs and split up into groups to create a seriousness of purpose and a penchant for play. commitment. This dance activity increases rhythmic mini songs to share with each other each week. In addition to the evening time slot, rehearsals awareness and timing while exploring a MUSIC LESSON AND PRACTICE Students can also bring in songs they have happen Sunday afternoons for the fall and spring full range of body mechanics. The class This activity combines a weekly lesson with a been working on to workshop in class, and we terms, though not everyone is required every incorporates break dancing, pop-locking, scheduled practice time, so that students will will aim toward a performance of new material Sunday. Because of the collaborative work, once freezes, power moves, and a touch of jazz. benefit from the structure of both instruction in the final weeks. the show is cast, students may not change despite and practice within the busy Putney schedule. LATIN DANCE the add/drop period. TRADITIONAL MUSIC ENSEMBLE Students will learn basic footwork, dance MUSIC PRODUCTION Bluegrass and Irish fiddle tunes, Appalachian BELLY DANCE positions, and connections between partners. This activity focuses on individual production folk songs, and contra and square dances all This dance activity draws inspiration from A partner is recommended but not required. styles and techniques, with each student have their roots in the Celtic music brought the nomadic and Romani groups of northern Ability to play both leader and follower is a experimenting in a chosen DAW (digital audio over by Scots-Irish immigrants. Students will India, North Africa, the Middle East, and plus. Students will also focus on learning the workstation). We will focus on live audio explore the music and dance of the Celts home Spain. Music ranging from traditional Middle basics of salsa, merengue, cumbia, and more. recording, computer-based music creation, countries (Ireland, Scotland, and France) as Eastern to Arab-American-Balkan electronica the fundamentals of mixing, and playful well as what they morphed into once they came MEDITATION will drive each class. The movement is funky production techniques. Working on their own here. Students will jam in a big group and also Students will cultivate mindfulness, which and strong, utilizing torso isolations and a laptops or on the computers in the MIDI lab, split into smaller combos of matched abilities. is defined as present-moment awareness. We literal interpretation of rhythm and melody. students will engage in creative collaborations This is a class for interested musicians/dancers will learn how to pay attention, in the present such as scoring mini films and creating class- of any level. moment, to whatever arises, in a non-judgmental wide “mashup” songs. way. The awareness that comes out of paying attention in this way allows us to center ourselves and to develop clarity of mind and

66  curriculum.putneyschool.org 67 jobs leadership Students learn how to do fundamental human activities that form the foundation of life. Jobs are led by students who are organized by a student-run Work Committee. Jobs are done six days each week for positions 30–40 minutes each day. Students rotate jobs each trimester and must satisfy the following six work distribution requirements: • Lunch Service • Dish Crew • Dinner Waiter • General Substitute • Barn • Land Stewardship

“Putney remains my benchmark when I talk about a ‘socially sustainable’ community and a healthy community in general. When I think about how I’d like human societies in the future to function, Putney seems a pretty good model. Democratic, local, considerate of all opinions and views and everybody being equal in status.” —Putney Alum

STUDENT HEADS OF SCHOOL STUDENT HEAD OF DORMS The Student Heads of School set the tone The Student Head of Dorms work closely with for the school community; upholding the the student/adult dorm heads and the dean of “Fundamental Principles” and the core students to help implement and maintain the expectations described in the Student systems that ensure a safe, fun and educational Handbook (integrity, respect, participation residential life program. and stewardship). STUDENT HEADS OF WEEKEND ACTIVITIES STANDARDS COMMITTEE The Student Heads of Weekend Activities The Standards Committee reviews disciplinary create fun and exciting activities for students cases with the dean of students. to participate in during the weekends.

STUDENT TRUSTEES EDUCATIONAL PROGRAMS COMMITTEE The Student Trustees represent the thoughts The Educational Programs Committee (EPC) and concerns of the student body to the Head oversees of all the educational programs of of School and the Board of Trustees. the school.

68  curriculum.putneyschool.org 69 WORK COMMITTEE Th e Work Program provides a setting in which young adults can further their understanding of the relationships between work, home and community life.

ADMISSIONS COMMITTEE Admission Committee members help to shape the future of the school by reviewing student applications for the upcoming school year and making admission decisions.

DIVERSITY COMMITTEE Th e Diversity Committee works to educate the school community about the political, social and social justice issues which arise in a pluralistic society, and to support students for whom life in Vermont may be radically outside their previous experience.

INTERNATIONAL AMBASSADORS International Ambassadors serve as mentors for and give support to all new international students via email or Skype during the CABIN DWELLERS summer, and then throughout the year. Th e cabin program is a unique element of the Putney program and demands a high degree of SUSTAINABILITY SQUAD LEADERS leadership, responsibility and trust. Student Sustainability Coordinators act as chief proponents of sustainability and PUTNEY OUTDOOR PROGRAM environmental aff airs on and around the Th e Putney Outdoor Program encompasses Putney School campus. aft ernoon activities, weekend trips and our long-standing tradition of campus-wide trips DAY STUDENT REPRESENTATIVES called Long Fall. Th e Day Student Representatives work closely with the Dean of Student’s offi ce to ensure the needs of the day student population are being met. Th ey are also mentors and a vital resource to the day students and their families.

GIRL AND BOY STUDENT DORM HEADS Student Dorm Heads plan and work closely with Faculty Dorm Heads, help set the tone of the dorm, create fun events to bring the dorm together, mediate disputes within Design Stoltze Design, Boston the dorm and help orchestrate and participate Writing Susan Salter Reynolds in dorm jobs. Michael Bodel

Photography Jeff Woodward Don Cuerdon Lynne Weinstein

Printed right here in Vermont by Villanti Printers, Inc. OUR FACULTY Environmentally certifi ed to the To learn more about our faculty and Forest Stewardship Council® Standard and Green-E® Energy Standard. to contact them directly, visit our staff and faculty directory at Printed on FSC® Certifi ed New Leaf Ingenuity paper, which is manufactured www.putneyschool.org/sf using 100% post-consumer, recycled fi ber and Green-E® Certifi ed Energy. Printed using Toyo 0% VOC, Soy Based Inks.

70  curriculum.putneyschool.org 71

FINDING THEIR OWN WAY IN THEIR OWN WORDS

students

here do in many ways your biggest project here is creating your best self. The self that can go out in the world and do good work. The self that can work hard and have a good time doing it. You know you’ve found that self when all 220 of your peers and 40 teachers give you a standing ovation in Assembly. Or when your Independent Study project turns into something that could provide a solution right here on campus, like improved energy efficiency in the dorms. Or when you finish barn work ten minutes earlier than usual and you sit watching the sun rise over a crazy green hill.

If you’re going to leave home, why not make it count? “That’s one cool thing you’ll find people walking barefoot. Yes, it’s really fun night. That’s one cool thing I’ve learned I’ve learned here: even if Putney okay if you come to breakfast smelling like you just here: even if Putney doesn’t start with what you did AM Barn. These are some of the things I tell want, you can find a way to make it happen. doesn’t start with what you want, international students before they arrive on campus. I definitely like writing the most, so when I took you can find a way to I’m kind of joking, but not really. As an International my first physics class in the fall I thought I wasn’t Ambassador, my role is to be a leader in welcoming going to like it. It was hard, for sure, but for Project make it happen.” students from other countries, showing them the Week I ended up doing a physics and behavioral campus, getting them acclimated, ensuring they have economics project. I took what I’d learned and everything they need. applied it to real life. Being able to translate equations Throughout the year, we also try to bring a sense into the real world is really cool. of cultural diversity to campus. We host panel For a similar reason, I chose to do trimester discussions and we organize events and activities. abroad in Mexico. I had taken a Spanish class but For instance, in the winter we have the International really wanted to learn the language in a natural Food Festival, which is an opportunity for students environment. After those eight weeks, I came back to volunteer to cook food from their homes—I three levels higher in Spanish, and it didn’t even cooked Filipino food once, Chinese students cook for feel like I had to try. It was like doing homework the Lunar New Year, and we’ve had Swedish food, constantly, just by talking to people, by having to too. It’s really fun. shop for food and get around. I also took physics There’s a lot of opportunity here to start anything there. Imagine that: learning an already difficult if what you want or need isn’t offered. I was able to subject in another language! It was such a cool start a Spoken Word Club and now we have a small opportunity. And now physics has started to community of people passionate about spoken influence my poetry. I just wrote a poem, for poetry. We even went as a group to a poetry slam in instance, about inertia and how it relates to social Brattleboro, and several of us won awards. It was a justice. It’s all coming full circle.

ANNA’S

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY 7 am Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast 8 American Studies Statistics Intro to Physics Writing & Research Intro to Physics 9 Brunch Milk Lunch Milk Lunch American Studies Milk Lunch Milk Lunch YEAR: 10 Assembly Conference Block Sing Assembly Milk Lunch Learning Center Assembly Statistics 11 Conference Block College Planning Tutorial Writing & Research FROM: www.putneyschool.org/anna 12 pm Writing & Research American Studies Statistics Intro to Physics Lunch Lunch Lunch Lunch Lunch Lunch 1 Lacrosse 2 Intro to Physics Writing & Research Lacrosse American Studies Statistics

3 Lacrosse Lacrosse Lacrosse Lacrosse 4

5 Dinner Dinner 6 Dinner Dinner Dinner Dinner Dinner 7 Music Lesson Creative Writing Creative Writing Creative Writing 8

9

this is not an experience or a place you can plan In some ways coding relates to my real passion, for, even when you’re in the midst of it. At any point, which is playing music and writing music. I play on in any class, a moment or lesson or assignment can my own, but I also took Music Theory I and grab you and completely change what you’re focused Advanced Music Theory, as well as playing in jazz on, your sense of why you’re here. Putney really band. Those music theory classes were very intense underscores that you shouldn’t be static, that you academically, and came at the same time as my first should be progressing at all times. English experience. Together, those rigorous classes “Putney really underscores For me, this dramatic shift happened when I took set my priorities straight and clarified exactly why my first English class here. In public school, I was I’m here, which is to follow my passions of English that you shouldn’t be used to lessons being centered on a checklist of and music and take advantage of the opportunities static, that you should be themes the teacher had prepared for us to talk about. here to make the most of my education. progressing at all times.” Here, it’s a much more open and free-thinking To make the most of it also means spending a lot discussion. It was actually just a conversation where of time here, since I’m a day student. After those we were thinking and developing our own ideas and experiences, I probably went from spending 60 hours then talking through them together. a week on campus to 80 hours. This is definitely not a Computer science came as a big surprise too. campus where you enter to learn and then leave—it’s I literally had no idea what computer science was an all-encompassing place. It really demands it. We before I came to Putney. In geometry, we had a all—day student or boarding student—have an couple of coding assignments. I got really into them, obligation to create and uphold a functioning and have since taken Computer Science I and II. I community, to do our part to keep it thriving. find the logic of it meditative and challenging.

DAVID’S

FALL WINTER SPRING

Curriculum Computer Science 2 Algebra 2 Spanish 2 Chemistry & Microbiology Composition: Forms of Literary Analysis History of the Modern World the Essay Algebra 2 YEAR: Spanish 2 History of the Modern World Chemistry & Microbiology Music Theory 2 FROM: Afternoon Activity Hiking Snowshoeing Ultimate Jazz Ensemble

Evening Art Jazz Combo Jazz Combo Jazz Combo

Work/Job Lunch Prep Cow Barn Supply Stock

Seminars Health 2

Project Weeks Writing & Recording a Crafting a Music Video

www.putneyschool.org/david 1940s Jazz Standard my mom is from germany and my dad is from the a long time and, because I have a language waiver, U.S., so I grew up going back and forth between I’ve found the opportunity to design my own Germany and Colorado. I knew that I wanted to go independent classes to pursue those goals. I have to a boarding school because I had attended one in four independent classes right now: two computer Germany. I liked the community and how my science and two advanced physics. friends became my family. I also knew I wanted a I love coding. It sounds really geeky, but it’s so boarding school with a flexible curriculum because interesting. I’m working on a graphing calculator to I like pursuing my own interests and goals. code an equation that will solve for anything—inte- Ultimately the horse program is what swayed me grals, for X. It’s kind of an endless project. And my toward Putney. I started riding when I was young physics classes are thermodynamics and electricity and it makes me happy to be around horses. It’s a and magnetism. I’m working with coils of wires, nice part of my day. I don’t want to do anything measuring ohms and volts, with different kinds of “Sophia is insatiably curious. professional with it, but I really enjoy that time. I batteries and types of currents, asking myself work in the horse barn and take lessons with the questions about it, identifying what puzzles me and Whether exploring computer riding instructor. I typically do four days of riding trying to figure it out without outside resources. coding, translating German poetry, in the fall and two in the spring, since I also play My future is definitely in science, or science and or investigating new techniques lacrosse. When I have time, I try to ride in the technology. All the colleges I’m looking at are mornings before school. science-based. I know that in the future I want for photography, Sophia lives on When I came to Putney I hated doing school to make a difference. I don’t know exactly what I’ll the edge of what she doesn’t yet work. I always did the bare minimum, nothing extra. do, but right now, with my classes and my studies, Now though, I’m totally motivated to work on my I think of myself as going in the right direction. understand or know how to do.” own, to develop my own goals, and work toward them. We’ll see where it leads. nathan zweig Math and science have been my favorite subjects for English Teacher

SOPHIA’S

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY 7 am Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast 8 Calculus 2 American Studies Statistics Writing & Research Statistics 9 Brunch Milk Lunch Milk Lunch Calculus 2 Milk Lunch Milk Lunch 10 Assembly Sing Assembly Milk Lunch Assembly American Studies 11 Conference Block College Planning Conference Block Conference Block Writing & Research 12 pm Writing & Research Calculus 2 American Studies Statistics Lunch/ Work Committee Lunch/ Lunch/ Lunch/ Lunch/ Lunch/ 1 Work Committee Work Committee Work Committee Work Committee Work Committee Lacrosse

2 Statistics Writing & Research Lacrosse Calculus 2 American Studies

3 Lacrosse Lacrosse Lacrosse Lacrosse 4

5 FROM: YEAR: Dinner Dinner

6 Dinner Dinner Dinner Dinner Dinner 7 Music Lessons & Music Lessons & www.putneyschool.org/sophia Practice Guitar Practice Guitar 8

9 putney is bigger than anything I had experienced feel smaller. My senior mentor is a big inspiration to “There’s value placed on before since I came from a small Waldorf School me. She’s very caring. She’s involved in fiber arts and work, and it feels located basically in the middle of nowhere. I knew I for my birthday, instead of giving me a gift, she wanted to come here because the place resonated offered to weave something with me. Together we connected to the essential with me. With the farm, the work program, and its wove a scarf, twice as long as normal, and then cut aspects of living.” location, Putney is very connected to the outdoors. the strings in the middle so we each had a scarf. It There’s value placed on work, and it feels connected meant so much to have that experience with her. to the essential aspects of living. I came to Putney The pace of work here took some adjustment. because it meets many of my core values in this way. First trimester was really busy, and I like to take my I started playing piano when I was six, and time on projects to make sure I’m doing my best Putney also seems like a good space to grow as a work. For Humans in the Natural World, I did a pianist. I take lessons from the music teacher and for creative writing project, retelling the story of how my my first Project Week I learned a song and performed great-grandparents met from the perspective of my it, accompanied by my friend on violin. That was great-grandmother. There was one scene in particu- really fun. It felt good to be able to take that much lar that my teacher responded to, and it seemed like time to spend on something I enjoy deeply. For future I had almost encapsulated the entire point of the Project Weeks I already have so many ideas—I’m not project in this one scene. I was really proud of that. sure I can get to all of them! Even this first year, I can already see myself I really value time with myself. I’m fairly intro- changing. It’s good. I don’t know exactly who I’ll verted. Even though Putney is bigger than anything have become when I graduate. I’ve experienced, once you know everyone it starts to

NOA’S

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

6am Cow Barn Cow Barn Cow Barn Cow Barn Cow Barn Cow Barn

7 Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast

8 Humans in the Humans in the Algebra 1 Spanish 2 Algebra 1 Natural World Natural World 9 Brunch Milk Lunch Milk Lunch Humans in the Milk Lunch Milk Lunch Natural World 10 Assembly Sing Assembly Milk Lunch Tech Seminar Conference Block Assembly Humans in the Conference Block 11 Natural World Spanish 2 Humans in the Humans in the Algebra 1 Spanish 2 YEAR: 12 pm Natural World Natural World Lunch Lunch Lunch Lunch Lunch Lunch 1 Algebra 1 Spanish 2 Humans in the FROM: 2 Natural World www.putneyschool.org/noa 3 Running & Fitness Running & Fitness

4

5 Piano Lesson Dinner Dinner 6 Dinner Dinner Dinner Dinner Dinner

7 Ceramics Ceramics

8

9 what’s a good day here? A warm day! I come from a small town southwest of Mexico City, so in addition to some culture shock, there was some climate shock when I came to Putney. I miss the sun in the winter. My transition into Putney wasn’t too rough though, because I have a support system of international students. I’m friends now with people from all over the world—China, Japan, Madagascar, and all over the U.S.—so we’re able to talk about cultural contrasts and have interesting discussions. It’s a strength of the community here. With people The freedom lets me try new things too. For from such different perspectives contributing to Project Week I made a dress for myself. I made the “I’m friends now with people conversations, the community is able to grow to a pattern, measured it out, made sure it would fit, and from all over the world—China, much higher level. then used a sewing machine to put it together. It What I like about Putney is the freedom to follow turned out pretty well! Do I wear it? It’s really fancy, Japan, Madagascar, and all over my own interests, rather than having a strict curricu- and there’s a lot of mud around here. the U.S.—so we’re able to talk lum forced upon me. The most surprising thing I’ve But that’s one reason I chose Putney—I like to be started doing is creative writing. I was pretty sure I outside. The school I came from was a small, older about cultural contrasts and was terrible at it, but after exercises in my Evening school that was originally horse stables. We were have interesting discussions.” Arts Creative Writing my teacher gave me such outside all the time, and I didn’t want to go back to positive feedback! I also wrote a descriptive essay of a being in a building when I went to high school. Here, natural disaster, based on the earthquake in Mexico, I love walking to the horse barn in the morning. It’s for an assignment in Humans in the Natural World. peaceful here and we have really beautiful sunrises. I was really proud of that.

YEAR: TRIANA’S

FROM: FALL WINTER SPRING

Curriculum Humans in the Natural World Humans in the Natural World Humans in the Natural World Geometry Geometry Geometry Drawing 1 Drawing 2

Afternoon Activity Horseback Riding Alpine Skiing Running & Fitness www.putneyschool.org/triana Hiking Horseback Riding

Evening Art Figure Drawing Stained Glass Drawing Creative Writing Figure Drawing Stained Glass

Work/Job Building Cleaner AM Horse Barn Dinner Crew

Seminars Tech Health Music

Project Weeks The Impact of Our Homes Building a Low Ropes Element Course the visual arts program was a big reason I was and it affects everyone, whether you’re a person drawn to Putney. I do painting, sculpture, drawing, of color or not, so it’s rewarding to be able to lead “Because of the strong trust and a lot more, and being at Putney has given me the those conversations. ability to expand my horizons, to test new things. Being a student dorm head is rewarding too. Putney has in its students, I’ve been able to experiment with different types of When students first arrive on campus, dorm heads and the emphasis on students art, like weaving, printmaking, ceramics, recyclable help facilitate a welcoming environment. It can be types of art. I’m still experimenting and I don’t see tough and shocking for new students to step into being leaders, it’s helped me an end to it—the ability to try so many things makes this, so we’re the people they can rely on to answer realize that I have the power me happy. questions, orient them to the community, and I keep myself busy with art, but it definitely isn’t remedy any issues that might arise. to start something.” my only focus. Like so many people at Putney, I’m Being in these important positions, and Putney as putting my energies in multiple places. Your a whole, has impacted me greatly. I’m more aware of schedule is pretty full here, but to some degree, you the social problems of the world, and this place helps can also be however busy you want to make yourself. give a voice to young students and young people to I’m the type of person who likes to be busy, likes to stand up and speak about things they’re passionate be really involved. I’m a dorm head and I’m also on about. It’s really important. Before Putney, I didn’t the leadership of the Diversity Committee. The really feel like I had a voice. Because of the strong Diversity Committee is especially rewarding. We’re trust Putney has in its students, and the emphasis on always looking for ways to keep pushing the students being leaders, it’s helped me realize that I importance of diversity—racial, economic, and other have the power to start something, to do something, types—by holding conversations, meetings, and and not necessarily to fix it, but to do something that workshops on campus. It’s definitely a tough will go toward making it better. position, but I really like it. It’s an important issue

NAYDERSON’S

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

7 am Fitness Conditioning Fitness Conditioning Fitness Conditioning Fitness Conditioning Fitness Conditioning Fitness Conditioning Fitness Conditioning Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast 8 Chemistry & Literary Analysis French 3 Drawing 4 French 3 Microbiology 9 Brunch Milk Lunch Milk Lunch Chemistry & Milk Lunch Milk Lunch 10 Assembly Microbiology Sing Assembly Milk Lunch Assembly Foundations in 11 Conference Block Conference Block Conference Block Health Seminar Drawing 4 Literary Analysis Drawing 4 Chemistry & Literary Analysis French 3 12 pm Microbiology Lunch/Bldg. Cleaner Learning Center Tutorial 1 Lunch/Bldg. Cleaner Lunch/Bldg. Cleaner Lunch/Bldg. Cleaner Lunch/Bldg. Cleaner Lunch/Bldg. Cleaner Lacrosse French 3 Drawing 4 Lacrosse Chemistry & Literary Analysis 2 Microbiology YEAR: 3 Mountain Biking Mountain Biking Learning Center 4 Tutorial FROM: 5 Dinner Dinner www.putneyschool.org/nayderson 6 Dinner Dinner Dinner Dinner Dinner 7 Printmaking Afro-Caribbean 8 Drumming 9 some people like theater because of the art of it trimester, which is two more than I normally have. and some people like it because you can act like an We’ll see how that goes. I do feel strongly that I want idiot and no one cares. I like it for both reasons. I did a well-rounded education and broad experiences, theater before I came to Putney, but the productions though. I played lacrosse, I’ve been on the rowing here are much higher quality. We do two productions team, I did rock climbing, dance classes, Madrigals. a year, and the theater director gives us a huge range That’s one of the things that’s great about Putney: you of work to perform. I’ve been in a British farce, a can do all these different things and it’s no problem. macabre musical, and a 1950s noir based on an It’s built right into your schedule. You can just try Agatha Christie novel. And this trimester we’re doing things, and that’s a lot of fun. a children’s musical, which we’ll tour to elementary I know community has become a big buzzword, schools in the area. but there’s real truth to it here. It’s small, obviously, All four of my older brothers visited Putney, but and it really is close-knit. Everybody, as a part of the I’m the only one who came. I really liked how busy community, is working toward similar goals, which the students seemed. I like the structure. You’re unifies us in a way. And we have our own idiomatic always doing something here—classes during the day, things: you can say “I’m going to do AM Barn,” or afternoon activities, and evening art. The time you’re ask “Do you have your G Sub credit?” and everybody not doing that, you spend doing homework. Putney knows what you mean. This community is like that: gives you the whole program. we’re living together under a shared experience and In addition to theater, I like English and history. we make our own language. I’m a humanities guy. I have two science classes this

“Everybody, as a part of the PATRICK’S community, is working toward FALL WINTER SPRING similar goals, Curriculum College Planning Seminar Writing and Research American Studies which unifies us Shakespeare American Studies French 4 American Studies French 4 Advanced Chemistry: in a way.” Precalculus Precalculus Climate Change Music Theory Chemistry & Microbiology

Afternoon Activity Madrigals Fitness Conditioning Madrigals Running & Fitness Madrigals Running & Fitness YEAR:

Evening Art Theater Theater Theater Jazz Basics Guitar Music Lessons FROM:

Work/Job Lunch Kitchen Cleanup Currier Center Cleaner Currier Center Cleaner

Seminars College Planning College Planning www.putneyschool.org/patrick Project Weeks Macbeth: An Analysis Musical: A Year in the Life of Frog & Toad i like being outdoors and being active. able to converse with more people, of being able to go Putney is a good place for that. I’m in the somewhere new and understand the people and alpine skiing program, which goes skiing twice culture. We spend a lot of time here trying to bridge a week. I’ve been skiing all my life, and really gaps between diff erent cultures and communities love it. I also ride horses here, which I’ve done and aspects of life, and the trimester abroad program the majority of my life, and enjoy rock is really connected to that goal. climbing. For spring Project Week two friends Th e trimester abroad program teaches life skills and I hiked 30 miles of Vermont’s Long Trail. we’re going to need when we go out into the world I’d like to complete the whole trail by the time aft er Putney. We’ll need to deal with other people I graduate. and we have to be able to interact with them A big reason I chose Putney was the productively. Having new and diff erent experiences “Having new and different trimester abroad language programs. I just spent 15 makes you more adaptable for sure, which is very weeks in Cuernavaca, Mexico, where I stayed with a important when going out on your own for the fi rst experiences makes you more host family and attended a private school there. I time. It also teaches people how to be more adventur- adaptable for sure, which is very took some independent Spanish language classes, but ous—you won’t know anyone where you’re going and important when going out on also some really interesting classes taught in Spanish, you have to be able to go out and connect with people like philosophy and linguistics. I started learning a who are maybe very diff erent from yourself. Th at’s your own for the first time.” second language when I was young and spent three not just something happening when you take a years living in France. My parents were insistent that trimester abroad. Th at’s happening every single day my brother and I learn other languages, so that was a of your life. Th at’s what Putney is preparing us for. big part of my upbringing. I love the idea of being

PIPER’S

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

7 am Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast 8 YEAR: FROM: Algebra 2 Foundations in Spanish 5 Chemistry & Spanish 5 Literary Analysis Microbiology 9 Brunch Milk Lunch Milk Lunch Algebra 2 Milk Lunch Milk Lunch 10 Assembly Sing Assembly Milk Lunch Assembly 10th Grade Foundations in 11 Conference Block Conference Block Conference Block Chemistry & Health Seminar Literary Analysis Chemistry & Algebra 2 Microbiology Foundations in Spanish 5 12 pm Microbiology Literary Analysis Lunch/Lunch Prep 1 Lunch/Lunch Prep Lunch/Lunch Prep Lunch/Lunch Prep Lunch/Lunch Prep Lunch/Lunch Prep Spanish 5 Chemistry & Climbing Algebra 2 Foundations in 2 Microbiology Literary Analysis 3 Horseback Riding Horseback Riding

4

5 Dinner Dinner 6 www.putneyschool.org/piper Dinner Dinner Dinner Dinner Dinner 7 Knitting Creative Writing 8

9

when school started, I remember walking into ivory as an alternative to the lunch room and immediately thinking, where do elephant tusks—it’s gotten me “The classes are I sit? Starting over in a new place and meeting new to think deeply about a complex people can be nerve-racking. But the nervousness issue and how to find a balance demanding and stimulating. passes quickly because you’re here all the time, so you between so many tradeoffs. They’ve already challenged make friends really quickly. The people here are I came to Putney from a me to think about old ideas supportive and fun. Now, when my friends and I are more traditional school in studying or doing homework and need to re-energize, Providence, Rhode Island, in new ways.” we put on music and have little dance parties in the which was a lot less progressive classrooms, or if it's clear that night we'll go stargazing. than here. Social justice and activism are pretty big What drew me to Putney? When I first visited the priorities for me. At my old school, I led a discussion campus, I saw Wender and thought, Wow, that is a group that covered social justice topics. Even though beautiful building! The art facilities are amazing, which not every single person here has social activism as were a big draw for me. I’m in ceramics now, and their highest priority, there’s a lot going on that I’ve for spring project week I’d like to do a nature journal, gotten involved in. On Martin Luther King Jr. day we taking the best drawings to make them into larger had a bunch of workshops, and a group of us went to etchings. I’m excited to develop my skills in visual arts Montpelier for a women’s march and rally. I try to go here at Putney. The classes are demanding and to as many meetings of Diversity Committee and stimulating. They’ve already challenged me to think Spectrum Committee as I can. I feel like there’s a lot about old ideas in new ways. In Humans in the Natural of space at Putney for discussion, and I hope to get World, I’m doing a project on ivory as a world even more involved and active so that I can become commodity, and specifically unearthing mammoth a sort of community leader as I grow here.

JAMES’

FALL WINTER SPRING

Curriculum Humans in the Humans in the Painting 1 Natural World Natural World Humans in the Music Theory 1 French Natural World Geometry Geometry French

Afternoon Activity Farm Farm Ultimate www.putneyschool.org/james YEAR: Sports Conditioning

Evening Art Songwriting Ceramics Ceramics FROM: Jazz Ensemble

Work/Job Main Building Cleaner Dinner Crew Kitchen Utility

Seminars Music Tech Health

Project Weeks Exploring Different Styles in Documenting Native & Oil Painting Invasive Species & Their Interactions i definitely had some major culture shock my can I bring to this community as me, as Jade, as an “Jade is a friendly, open-minded, and extremely first year at Putney, but this year has been a lot better. individual. It’s a really reverse way for me to think, kind person. She cares for her friends and the For many of us international students, the language but it’s helped me explore new things and myself. barrier is only one aspect. If you want to be able to For example, I love singing and I’ve pursued that community. She soaks up every opportunity that integrate and make friends with domestic students, it’s here. I was in Madrigals and I take voice lessons comes her way and consistently looks for ways also about learning the culture itself, learning cultural from the music director—he’s really amazing. I’ve to expand her horizons. She’s a great credit to references. Just being integrated into the community also started performing in plays and musicals. I was has made it a lot easier. My advisor helped me a lot. even Olivia in Twelfth Night. Putney has changed me The Putney School.” She’s really familiar with the international student tremendously in that regard. When I came to Putney, sarah wiles experience, so she was able to offer a lot of guidance. I was nervous on stage, but the whole environment School Librarian The community here is also a lot different from here is non-judgmental. Whenever someone goes on my community at home. In China, your actions are stage and gives a speech, everyone gives this person a guided by community expectations, but at Putney, round of applause. This makes me feel comfortable to you’re encouraged to be yourself, to find what you express myself as an individual, to not hide inside the need and who you want to be. So rather than community. Every person here has different experi- thinking about my family’s expectations or how I ences and different stories to tell, and if you’re willing can fit into a community, here my thought is what to share that, the whole community is really excited.

JADE’S

FALL WINTER SPRING

Curriculum History of the Advanced Literature & Writing for Theater Modern World Composition Algebra 2 Chemistry & Microbiology Algebra 2 Advanced Literature & Theater Elements Chemistry & Microbiology Composition Drawing I History of the Modern World

Afternoon Activity Madrigals Yoga Garden

Madrigals Weights & Fitness www.putneyschool.org/jade YEAR: Evening Art Theater Theater Madrigals Voice Lessons Theater FROM: Work/Job Brunch Waiter Cow Barn Lunch Kitchen Counter

Seminars Health 2

Project Weeks Playwriting & Revising Musical: A Year in the Life of Frog & Toad this trimester, my work job is dinner crew, which That class, Humans, has been interesting. When I I think is such a Putney job! It supports the idea of first saw the class would be combining science, social students sustaining the school and taking ownership, studies, and English language arts, I was confused, and I think it also makes us be more mindful of but the course material incorporates the subjects so people and the world around us. Unlike any other smoothly I hardly noticed. For example, we did a cow school, here it’s my peers washing my dishes, and I’m lab, which sounds like science. But we also talked washing theirs. This mindfulness sets Putney apart about decisions farmers had to make to be most profit- because it extends to other areas. I think it makes us able. The science part was genetics, selective breeding, more considerate human beings. genetic manipulation. How can we make a cow that Coming into this community, I was struck by produces the most milk? But we also introduced how welcoming everyone was, and I didn’t expect ideas of ethics and morality—is this right? Is this that to last, but it has. All the other students are wrong? And we worked with the actual cows in the supportive and open to giving you advice from their Putney barn! I also learned that working with cows own first-year experiences. The teachers also, make isn’t as gross as it sounds. They’re cute! the environment open. At my old school, I some- In a way, we’re all privileged, since we have the times felt afraid to ask questions, like I was just opportunity to be here. That’s humbling to me. There supposed to get it, but the classroom environment are a lot of leaders in this one small place. I look here is so different. My teacher for Humans in the forward to growing as a person. I can feel something Natural World, especially, immediately made me feel is happening that’s preparing us all to be leaders. like I could ask anything. Not because she said anything explicitly, it’s just the sort of environment she created in the classroom.

JADYN’S “Jadyn is delightfully upbeat; she is one of the most positive FALL WINTER SPRING people on the planet—truly. Curriculum Humans in the Geometry Geometry She is smart and confident and Natural World Humans in the Humans in the Spanish 1 Natural World Natural World capable and sees all of Putney’s Drawing 1 Spanish 1 Drawing 2 program and people as a resource Afternoon Activity Farm Community Service Lacrosse Yoga for her learning. She works hard

Evening Art Ceramics Stained Glass Painting and plays hard—and almost Stained Glass always with a smile on her face.”

FROM: YEAR: Work/Job Currier Center Cleaner Dinner Crew Ceramics Studio Assistant kate knopp

Dean of Faculty Seminars Health Music Tech www.putneyschool.org/jadyn Project Weeks Building a Small Scale Model Creating a National Filtration Using 3D Printer System from a Small Rainforest i want to learn as much as i can about different I like being active too, so I try to balance the arts things and have diverse experiences. That urge with sports. I’ve played lacrosse and done rock drives me. I like to build things, to work with my climbing and running activities. Last trimester I hands. That’s how I learn best. Right now I’m taking studied abroad in Mexico, which was fantastic blacksmithing as an Evening Art, which is a lot of because I wanted to experience and learn about fun. It takes skill and technique, but it also takes the another culture firsthand. I really do like to try right knowledge to understand how certain techniques everything. will affect the end product. It takes a lot of experi- Lately, I’ve been pushing myself to do more than mentation to gain that knowledge, which I enjoy. simply what’s required. In the past, I’ve definitely I’ve also made things for Project Weeks as a way to fallen victim to just coasting along and doing the learn more about them. I built an ornithopter, which bare minimum of work. One of the most important didn’t work out that well. And for one project I built things to know coming into Putney is that you need several now-common tools with primitive materials. I to be able to regulate yourself without someone made a hammer, an axe, a bow and arrow out of constantly reminding you to do certain things. This sticks, stones, and string, and compared these to the is such a great opportunity here and I want to make store-bought versions. Obviously, the store-bought the most of it. The entire community is full of tools were more effective. But even when the genuine people who are so passionate about what ornithopter or the tools don’t work perfectly, or at all, they do. I don’t think of it as a failure, because I learned from the experience. I have a deeper understanding of the processes involved and if I were to try again, I would know how to do it better.

MAX’S

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

7 am Breakfast/Cleaner Breakfast/Cleaner Breakfast/Cleaner Breakfast/Cleaner Breakfast/Cleaner Breakfast/Cleaner 8 Algebra 2 Spanish 4 Foundations in Chemistry & Foundations in Literary Analysis Microbiology 9 Literary Analysis Brunch Milk Lunch Milk Lunch Algebra 2 Milk Lunch Milk Lunch 10 Assembly Sing Assembly Milk Lunch Assembly Spanish 4 “I don’t think of it as a failure, because 11 Conference Block Health Seminar Conference Block Conference Block Chemistry &

Chemistry & Foundations in www.putneyschool.org/max YEAR: 12 pm Algebra 2 Microbiology Spanish 4 I learned from the experience. I have a Microbiology Literary Analysis Lunch 1 Lunch Lunch Lunch Lunch Lunch deeper understanding of the processes Foundations in Chemistry & FROM: 2 Climbing Algebra 2 Spanish 4 Literary Analysis Microbiology Running & Fitness involved and if I were to try again, 3 Running & Fitness I would know how to do it better.” 4 5 Dinner Dinner 6 Dinner Dinner Dinner Dinner Dinner 7 Music Lessons String Blacksmithing Creative Writing 8

9 i went to a traditional school in northeastern China. We always had tests and a lot of homework. There was a lot of competition between students. So Putney is very different for me. There’s so much freedom and independence. Teachers and students are all very helpful—this has made it much easier to “William is impressively adapt to the language and the culture. I’m a basket- open-minded—he’s eager to meet ball player, so that has also helped me to meet new friends and feel part of a team. all kinds of people and receptive to I feel Chinese people don’t express their emotions a new way of learning. He listens directly, so that is something I’ve had to learn here. without jumping to judgement. His But at Putney, everyone is so friendly and open that I have become more open, too. It’s been such an easy to study so many different kinds of art—ways of humility and adventurousness are community to join. making life beautiful. a perfect mix for Putney.” On my best days, I communicate well—I I also take Humans in the Natural World participate in class discussions, I talk with my (my favorite class) and Algebra II…and then there’s libby holmes teachers. I play a lot of basketball. I work in the PM Barn work! In China, many people think this Director of International Student Program library with friends and watch a movie in the dorm. kind of work is disgusting. But, I like going from the I’ve taken so many new things—figure drawing, barn to the gym and then to the library—all part of sculpture, jewelry making. It is great to be able a busy and abundant day.

WILLIAM’S

FALL WINTER SPRING

Curriculum Humans in the Natural World Humans in the Natural World Humans in the Natural World Algebra 2 ESOL Structure & Use Algebra 2 ESOL Structure & Use Tech Seminar Drawing Music Seminar Health Seminar

Afternoon Activity Running & Fitness Downhill Skiing Running & Fitness Ultimate Frisbee Maintenance Crew www.putneyschool.org/william

Evening Art Painting Comic Books & Graphic Novels Comic Books & Graphic Novels Sculpture Figure Drawing Figure Drawing YEAR: Work/Job Currier Building Cleaner Lunch Crew PM Barn FROM: Seminars Tech Music Health

Project Weeks Farm & Garden Design Wilderness First Aid & CPR Painting Modeling the Solar System in Metal