Dear Prospective Families,

The Middle School at Fenn, comprised of sixth and seventh grade, is populated by educators who have a full understanding of the unique nature and needs of young adolescents. The Middle School program at Fenn is a developmentally responsive one where boys are given the chance to grow into scholars, citizens of a democracy, reliable friends and honorable and gentle young men. With the careful guidance of teachers who are committed to the growth and fostering of boys — adolescent boys — our students are supported as they seek to meet the high expectations held for them in all aspects of their life at Fenn.

Middle School students are ready for the challenges that come with a curriculum that is engaging and, in several content areas, integrative. They experience varied teaching and assessment methods that deal with the process of learning as well as with the products of that learning. Boys move from room to room for classes, and they have a different teacher for each subject. The rigor of coursework increases in the middle school years in order to prepare boys for the demands of Upper School and secondary schools. Still, the Middle School day is balanced well to meet the needs of “the whole boy.”

The study of foreign language is introduced in Middle School, and English and Social Studies are combined in an Integrated Studies program. Classes are vibrant and characterized by debate, questioning, and collaboration as students strive for academic excellence. Infused throughout the curriculum is an extensive use of technology to investigate and present. A richness of experience is evident in arts classes as well. In the course of a year, a Middle School student takes Photography, Art, Ceramics, Music, Drama and Woodshop. He may also choose to be a part of Treble Chorus, the Middle School play, Band or any one of a number of the creative and collaborative efforts that abound each year. Similarly, boys may choose to participate in various weekly community service opportunities. Athletics are also an important part of the day. Beginning in Middle School, students choose which sport they would like to play each season. Meeting every day, athletics is both instructional and intramural. It is the goal of the athletic program to promote the growth of young men who understand hard work, teamwork, support, commitment, honesty and healthy, respectful competition.

Helping students through their busy days and providing support to them in their efforts are the caring faculty of the Middle School. The same people who teach the boys are their advisors and their coaches as well. Faculty members have the opportunity to know each boy well and to provide support as he negotiates early adolescence and strives for excellence in an academic environment. Individual relationships between students and adults are characterized by caring and respect. Beyond individual relationships, there is a boy’s relationship to our broader community. Meeting every day in All School Meeting, adults and students from Lower, Middle and Upper School have the opportunity to model the shared values of the community. Often, that means translating the school motto, Sua Sponte , into daily life. Stories are shared, announcements made and lessons learned about taking responsibility for one’s own actions and learning. Middle School boys rise to that guiding principal when given the chance and the support. That is what we strive to do in the Middle School years at Fenn.

Sincerely,

Patricia McCarthy Head of the Middle School Fenn MIDDLE SCHOOL SCHEDULE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8:20 ADVISOR ADVISOR ADVISOR ADVISOR ADVISOR 8:30 8:33 1 1 1 1 1

9:18 9:21 2 2 2 2 2

10:06 10:09 3 RECESS 3 3 3 ALL SCHOOL MEETING 10:21 ALL SCHOOL MEETING ALL SCHOOL MEETING ALL SCHOOL MEETING RECESS 3 10:24 RECESS RECESS RECESS

10:51 4 4 4 4 11:09 4 11:12

11:36 11:39 5 5 5 5 11:57 5 12:00

12:24 12:27 6 6 6 6 LUNCH LUNCH LUNCH LUNCH 12:50

1:07 1:10 7 7 7 7

1:55 8 8 8 8

2:35

SPORTS SPORTS SPORTS SPORTS

3:50 GRADE 7 ENGLISH DEPARTMENT MATHEMATICS Seventh-grade English and social studies are DEPARTMENT taught as part of an Integrated Studies PHILOSOPHY : program with a focus on American Studies. PHILOSOPHY : The English program at Fenn is designed to The course is centered on essential teach boys to read actively and critically, to questions about freedom such as “What In the mathematics program at Fenn, each write effectively and fluently, to speak artic - does it mean to be free?” “Does freedom boy builds a solid foundation of skills and ulately and confidently, and to appreciate have costs?” “Should freedom ever be fundamental concepts so that he can move the power and pleasure of literature. The restricted?” Students explore answers to to increasingly complex material as he goes integration of reading and writing is a criti - these questions through their reading and through the school. Logic, analytical reason - cal component of the program. A variety of writing, using a variety of literary genres ing, conjecture and proof, abstraction and literature that is rich in content, style, and and historical texts. Students learn and symbolic structure are important cognitive perspective provides a model for the devel - practice different reading strategies, while skills that find easy exercise in math but opment of written language. Students write recognizing and interpreting elements of also contribute to each student’s overall in response to reading and develop skills literature. Students are introduced to the intellectual growth. In class, teachers and critical to their growth as writers. technical reading skills necessary for students make connections among mathe - careful and discerning research. Expository matical topics and continually expand the GRADE 6 and creative writing, discussion, oral and body of work with which each boy becomes Sixth-grade English is taught with Social visual presentations and Socratic Seminars comfortable. In both oral and written work, Studies as part of an Integrated Studies pro - are integral components of the course. teachers employ a variety of approaches in gram. Students read with a focus toward Grammar, editing, and revising are taught the classroom. Finally, boys are encouraged leadership and heroic characteristics in and practiced within the context of to listen to each other’s ideas, to appreciate characters and with an eye for connection developing good writing skills. different perspectives, and to engage their to characters, events, and themes. Students own senses of curiosity. read realistic fiction, poetry, and historical Resources GRADE 6 fiction. Process writing is taught through the Literature writing of multigenre pieces such as: jour - The Giver , Lois Lowry During the spring term of the previous aca - nals, short stories, poetry, perspective Soldier’s Heart , Gary Paulsen demic year, math teachers (in consultation pieces, expository responses to literature. Roll of Thunder, Hear My Cry , Mildred Taylor with homeroom teachers, Fenn’s Learning Oral presentations, discussions and Socratic Monster , Walter Dean Myers Specialist and the Mathematics Department Seminars foster understanding and partici - Impact , (Collection of Short Stories) Chair), place students according to educa - pation. Grammar, reading and vocabulary African-American Literature , Harcourt, tional needs in either regular or accelerat - skills are introduced and reviewed through Brace and Jovanovich ed sections. The sixth grade mathematics mini lessons and are connected to the writ - The People Could Fly , (A collection of program provides a smooth and gradual ing process. African American folktales) transition to a more conceptual and alge - The King of Mulberry Street , Donna Jo braic focus. Visual models, manipulatives, Resources Napoli as well as computer software and web sites Literature America Street , edited by Anne Mazer (a are incorporated into classroom instruc - The Misfits , James Howe compilation of short stories about the tion. Students learn by whole group instruc - Tangerine , Edwin Bloor immigrant experience) tion, small-group instruction, collaborative The Place of Lions , Eric Campbell Talking to the Sun , poetry and artwork groups and individual activities in class. Locomotion , Jacqueline Woodson anthology Study and organizational skills are taught Other book selections: Teacher-compiled Harlem Renaissance and utilized. My Brother Sam is Dead , Colllier Brothers packet of poetry, social commentary, The curricular focus of the sixth grade Following Fakeman, Barbara Ware Holmes and critical essays includes broad background work in alge - Additional selections of poetry and prose bra and geometry. Students continue to connected to subject matter develop their understanding of numeric operations, measurement, and represent - ing data. Topics in number theory and

1 “ I have no doubt that Sua Sponte and the Fenn code of ethics has deeply instilled the finest moral and personal values my son could possible hold, values that will be critical to his development both now and in FEfuture yNear”s. —Fenn paN rent probability are covered. They intensify their of lines. Students are introduced to func - The Science Department firmly believes study of algebra working with variables, tions, function notation, and work with that science is best learned by doing, and patterns, functions and sequences. They transformations. This course provides the that science is not a body of knowledge to develop algebraic skills in simplifying algebraic background for success in an be mastered, but rather a way of thinking expressions, working with fractions and Algebra One curriculum the following year. about how we experience the world around decimals and solving equations. Geometric Some students will complete and master us. That philosophy is applied to the con - concepts include symmetry, areas and the entire Algebra One curriculum during tent whose breath includes all the domains angle relationships in polygons, similarity this year and will be ready for Honors of science within each academic division. and proportion. A final component of the Geometry/Trigonometry in the eighth In science class students will: year is an introduction to the coordinate grade. For each boy, the Department Chair Experience the various domains of plane and an exploration of basic linear and the student’s teacher will make all science properties. placement decisions. Design and conduct scientific experiments Resources Resources Develop the skills needed to accurately Textbooks Textbooks interpret scientific data Passport to Algebra and Geometry , Larsen, Pre-algebra: An Accelerated Course , Communicate the results of Boswell, Kanold, Stiff, McDougal Littell Dolciani, Sorgenfrey, Graham, Houghton experiments in a clear fashion Publishing, 2005 Mifflin 1996 Convey an understanding of the experimental process in an effective Connected Mathematics Series , Dale Algebra One Concepts and Skills , Larson, manner Seymour Publications, 1998 Boswell, Kanold, Stiff, McDougal Littell, 2005 Supplementary Materials Algebra and Trigonometry, Paul A. Foerster , GRADE 6 Manipulatives (snap cubes, color tiles, Addison-Wesley, 1999 dice) Sixth-grade science focuses applied con - Supplementary Materials TI 83 Calculator Classroom Pack, Texas cepts of Physical Science to Life Science Graphing Calculator Instruments and Earth Science content. During the sixth National Library of Virtual Manipulatives - Green Globs Software grade year, students explore the topics of website National Library of Virtual Manipulatives ecosystems, the water cycle and birds. Green Globs Software website Through the examination of these three top - ics, students are exposed to all the domains GRADE 7 of science. At the beginning of the year, students Academic sectioning continues in the sev - SCIENCE DEPARTMENT use the campus in their study of ecosys - enth grade to address the varied education - tems. They learn to identify the flora and al needs of students and the pace at which PHILOSOPHY : fauna present on the campus and learn material is covered. After a careful review ecological concepts, such as food webs and of the important tools of arithmetic and The overarching goals of Fenn’s Science invasive species. From their research they geometry introduced in sixth grade, stu - Program are as follows: determine which species of birds would dents move on to a more focused look at Students will understand the process of use our campus as a habitat. They then algebra. Visual and algebraic models are a science, be grounded in the domains of sci - design and build a bird box for that bird. central part of the course. Students are ence, apply skills and content to the world Students also grow plants and conduct required to purchase a graphing calculator around them, and develop a respect, hands on experiments to learn about pho - which is incorporated in the course while appreciation, and enthusiasm for the natu - tosynthesis and life cycles. computer software and websites continue ral sciences. With the water cycle as a unifying to be incorporated into classroom instruc - The science program is designed to theme, the students study the following tion. Study and organizational skills contin - provide opportunities for the student to topics: general characteristics of water, ue to be taught and utilized. experience growth in a variety of thinking weather, groundwater, and ponds. Graphing and algebraic skills are a cen - skills and be exposed to each domain of Students conduct hands-on experiments to tral focus. Students do significant work science: life science, physical science, learn about properties of water, such as with the coordinate system and explore earth and space science, and technology evaporation, condensation and transpira - such topics as slope, the distance formula, and engineering. All courses in the Science tion. During the weather unit, students uti - as well as vector and parametric equations Department are activity and laboratory ori - lize online resources to make daily obser - ented and

3 vations and track storms through satellite Practical Weather Forecasting , Frank groups, students create as strong an elec - images. Students construct a model of a Mitchell-Christie tromagnet as they can within strict specifi - classic nor'easter on a four-part color The Weather Book , Jack Williams cations. Each group must use their transparency. This model is used to exam - The Weather Report , Mike Graf acquired skills to direct their own ine wind patterns, pressure gradients, Classroom Feeder Watch , TERC sequence of experiments, testing the vari - cloud types, and storm tracking. Skeleton , Eyewitness Books ables affecting the strength of electromag - Groundwater contamination is studied Pond and River , Eyewitness Books nets. using a simulation called “Concord-vale.” Students become familiar with the use Students take the role of a company Technology of terms such as: voltage, amperage, drilling test wells to map out the ground - “Birds,” Eyewitness Video resistance, watts, and kilowatt-hours. Time water contamination of an imaginary town. Computers is spent building and testing circuits and The boys examine pond life with hand lens - LCD projector electromagnetic fields. Students learn es and stereo microscopes. Students learn about a variety of related topics including to identify many of the common organisms AC and DC currents, transformers, and and learn about their place within the GRADE 7 motors. By the end of the year, students pond’s food web. In keeping with the philos - Seventh grade science is a Physical can trace the flow of electricity from where ophy of the department, students are given Science course that integrates a strong it is generated, through the entire power many opportunities to actively participate technology and engineering component. gird, to where it is being used. Throughout in learning. Electricity and related topics are examined the year they gain skills in notetaking and Birds are the other main topic included through the inquiry method of learning in writing lab reports. in the sixth-grade curriculum. The unit has the seventh-grade year. Initially, the stu - two main goals. The first is to make stu - dents take an historical look at the evolu - Resources dents aware of the variety of birds in the tion of the Atomic Model. After they have Books local area. Students make regular observa - learned the structure of the atom and sub - Safe and Simple Electrical Experiments, tions of the school’s bird feeders and atomic particles, including the electron, Rudolf F. Graf examine the campus for different bird habi - they work in cooperative groups to com - The Story of Electricity , George deLucenay tats, including the school’s own profession - plete a web-based research project on the Physical Science: Concepts in Action , ally-designed bird sanctuary. Periodic Table of Elements entitled “What Prentice-Hall, Inc. The second goal of the bird unit is to are the 6 most important elements?” The Thomas Edison Book of Easy and have students learn about bird biology and Students “discover” many of the con - Incredible Experiments , The Thomas the important role birds play in the envi - cepts related to static electricity through a Alva Edison Foundation, John Wiley & ronment. Through the “Create a Bird” proj - series of inquiry-based activities, including Sons, Inc. New York. 1988 ect, students select and research a biome the construction of Leyden jars and experi - Hardware and then create a possible bird to fit into a ments with an electroscope. The unit con - Computers selected niche within a food web. Students cludes with the use of the Van de Graaff LCD projector learn bird anatomy and then choose a bird generator. Multi-meters which fits in well with the characteristics The second form of electricity studied is DC Power Sources of the biome and food chain being studied. electrochemical. Through a series of exper - Wet Cell materials iments, the students test all of the vari - Electromagnetic material Resources ables of an electrochemical cell or “wet Books cell.” These hands-on experiments help the Weather & Climate , Prentice Hall Explorer students become experts about the factors Everything You Never Learned About Birds , that produce a more effective wet cell. SOCIAL STUDIES Rebecca Rupp Students then use their expertise to cus - DEPARTMENT How Birds Work , Ron Freethy tom design wet cells to conform to specific Birdwatching for All Ages , Jorie Hunken requirements. PHILOSOPHY : Focus on Birds , A. Ganeri Students use both the research skills The Social Studies curriculum teaches stu - Field GuideBooks , Roger Tory Peterson. gained in the Periodic Table of Element dents that they are part of a greater com - A Field Guide to Wildlife Habitats , Janine research unit and the experimental skills munity, nation, and world. Through their Bengus learned in the Wet Cell unit to complete the study of a variety of primary and secondary How Weather Works , Rob Demillo electromagnet unit. Working in cooperative

4 “ The Fenn School has taught my son how to believe in himself and to stand on his own two feet when it comes to his responsi - bilities at school. —Fenn paren”t sources and exposure to different ways of Resources Resources learning, students are empowered to think, Textbook speak, and write critically. The goal of the Non-Fiction A More Perfect Union , Houghton Mifflin, 1991. department is that boys will develop curios - You are the Explorer , Nathan Aaseng ity about history and current events with a Shipwreck at the Bottom of the World , Secondary Sources respect for diverse cultures, past and pres - Jennifer Armstrong To Be A Slave , Julius Lester ent. Making the Thirteen Colonies , Joy Hakim Freedom’s Children , Velma Maia Thomas The Social Studies program at Fenn is From Colonies to Country , Joy Hakim Excerpts from: designed to teach boys to be able to: The Salem Witchcraft Trials in American The Boys’ War , Jim Murphy Think critically History , David Fremon War, Terrible War , Joy Hakim Evaluate and synthesize information Fiction Reconstruction and Reform , Joy Hakim Acquire, organize and use information My Brother Sam is Dead , Christopher The Emancipation Proclamation , James from using a variety of sources Collier and James Lincoln Collier Tackach Write analytically using text evidence Videos Harlem Renaissance, Immigration and Civil Discover the world through geography “The Explorers: A Century of Discovery,” Rights movement reading packets com - Appreciate history and the forces that National Geographic, 1988. piled by teacher, updated 2007 shape civilizations “Three Sovereigns For Sarah,” Night Owl Videos Understand cause and effect in world Productions, 1988. “Africans in America,” PBS events “Liberty, The American Revolution,” PBS “The Civil War,” Ken Burns Video, 1997 “Eyes On The Prize,” PBS GRADE 6 “Days of Judgement: The Salem Witch Trials “Emmett Till,” PBS Sixth-grade Social Studies is taught with of 1692,” Peabody and Essex Museum, “Glory: The 54th Regiment, Massachusetts” English as part of Integrated Studies. 1993 “Jim Crow,” The National History Channel The program encompasses three distinct “The Vernon John’s Story: The Road to units: the Age of Exploration, European GRADE 7 Freedom,” True Stories Collection Colonization of America (which highlights Seventh-grade English and Social Studies the Salem Witch Hysteria), and the are taught as part of an Integrated Studies American Revolution. Leadership is empha - program. The course is centered on the sized through two essential questions: essential question, “What does it mean to MODERN FOREIGN What qualities make a good leader? How be free?” Through literature, memoirs, poet - LANGUAGE DEPARTMENT will I know when I am ready to emerge as a ry, biography and non-fiction sources, the leader? Boys read a variety of secondary students examine the African-American PHILOSOPHY : source materials, are exposed to selected experience from slavery through the Civil Spanish is an extraordinarily rich and note-taking strategies, and concentrate on Rights Movement, the Civil War, the beautiful language spoken in many parts of refining the skills of answering short- Reconstruction, immigration, and present- the world. Learning Spanish leads to an answer questions. There are several day issues in a diverse America. Students increased awareness, understanding, and research projects throughout the year. have ample opportunities to practice dif- acceptance of other languages and cul - In the fall, boys complete a first-person ferent aspects of the research process. tures of the world, as well as an increased journal of an historical or current Individually and in cooperative groups, understanding of one’s own language and explorer. Boys work collaboratively to cre - students study, analyze and present using culture. ate a Powerpoint Presentation covering written, oral and multi-media formats. The main goals of the Modern Language research on the Salem Witch Hysteria. In Print, visual and Internet resources are Department are to: the spring, they complete a Revolutionary all used to complete these tasks. A highlight Teach students the language skills and War research project. Oral presentations of the year is the Family Cultural History discipline necessary to learn and are incorporated into the curriculum to Project, which allows each student to use Spanish, as well as any other emphasize the importance of strong speak - research an aspect of his own culture and foreign languages they may study in ing skills. Field trips include day trips to prepare a booth to be displayed at the the future. Salem, Boston, Lexington and Concord. Cultural Heritage Fair. Arouse students’ interest, curiosity, and acceptance of different peoples and cultures around the world.

6 Develop students’ listening compre- The focus of the program lies in devel - Develop good strategies and organiza - hension skills. oping the student’s ability to communicate tional techniques for mastering Help students learn about the history, in the Spanish language using different the grammar and vocabulary of culture, geography and people of tools; conversation, grammatical structures Latin and other world languages. Spanish-speaking countries. (including communication in the present, Expand their understanding of English Help students enunciate words, speak past, future tense), and a rich vocabulary grammar and vocabulary. in sentences, and communicate that will empower the student to become Appreciate those aspects of their effectively in Spanish. an active and creative user of the Spanish cultural background as Americans Help students read and correctly use language. which they inherit from the ancient Spanish grammar. The textbook Paso a Paso integrates Romans (and Greeks). Increase students’ enjoyment and grammar and cultural aspects of Spanish. appreciation of the culture, friend - The program is accompanied by audio and GRADE 6 ships, and travel in Spanish-speak - video activities as well as music, poetry, ing countries. short stories and folk tales of Spanish- Sixth graders participate in an Introduction speaking countries. to Languages course. This course is GRADE 6 designed to introduce the students to both Resources Latin and Spanish. This course is offered to Sixth graders participate in an Introduction all sixth graders in the first term, and it to Languages course. This course is Textbook consists of 5 weeks focusing on Spanish designed to introduce the students to both Paso a Paso , Prentice Hall language and culture and 5 weeks focusing Latin and Spanish. This course is offered to Other Resources on Latin language and Roman civilization. At all sixth graders in the first term, and it Video and audio tapes the end of this course the students will have consists of 5 weeks focusing on Spanish Seventh-grade “folder” with teacher gener - the opportunity to select which language language and culture and 5 weeks focusing ated and assembled materials; gram - they want to pursue for the remainder of on Latin language and Roman civilization. At mar, songs, poems and other materials their years at Fenn. the end of this course the students will have pertaining to the course. In the Latin portion of the course, stu - the opportunity to select which language dents learn a basic vocabulary of about 150 they want to pursue for the remainder of words, the importance of word endings to their years at Fenn. determine the context and meaning of a The Spanish segment of the Introd- LATIN DEPARTMENT Latin sentence, some basic patterns of uction to Languages course focuses on the English grammar and, through background four major areas of language acquisition: PHILOSOPHY : readings and small projects, a great deal listening, speaking, reading and writing. about life as it was lived in ancient Rome During this introductory course the stu - Latin is the language which is at the root and surrounding provinces. If a boy contin - dents work in a practical context, learning of many languages, including English. ues in Latin, the remainder of the sixth vocabulary and the basic elements of gram - The cultural achievements of the ancient grade will study a Roman province in mar. In addition to the studies of the lan - Romans who spoke it have contributed sig - Britannia. The students will continue to guage, students learn about the traditions nificantly to American life, especially in the learn the basic grammar of the Latin lan - and history of Spanish speaking countries. areas of art, architecture, political thought guage. By the end of the year, they will have and engineering. a working vocabulary of about 500 words. Resources The philosophy of the Latin program at They will also have learned 3 cases (nomi - Fenn is to prepare students for reading Book native, accusative, ablative) and their uses Latin with ease, understanding and enjoy - Sixth-grade book with teacher generated in the Latin sentence. ment. and assembled materials; grammar, The main goals of the program are to songs, poems and other materials per - Resources offer students the opportunity to: taining to the course. Pursue with enthusiasm the language Student Workbook written and spoken by the ancient Oxford Latin Course Book I GRADE 7 Romans. Seventh-grade Spanish meets four times Study a language that can be learned per week, and the class is grouped hetero - more through reading than through geneously. speaking.

7 “ The Fenn School is the first bumper sticker I have ever put on my car! Fenn sees the potential in all kinds of boys and helps them discover just who they Fcan be”. —FenEn parent NN GRADE 7 Jacob Lawrence. Following a review of ART STUDIO Seventh graders who elect to continue famous artists, students are asked to studying Latin are grouped heterogeneous - select and study a major artist and his or GRADE 6 ly and meet four times per week for the full her style with the intention of creating a year. The grammatical focus of the new Sixth graders increase their academic painting incorporating some aspects of seventh-grade program includes mastery of knowledge of art and their observational the chosen artist’s style. In preparation for the basic forms of the language, develop - skills through continued exposure to the this project, students review exercises in ment of a good Latin vocabulary base, and various schools of art, such as surrealism, perspective, light and shadow, and receive gaining an understanding of the relation - abstract art, Dadaism and impressionism. more advanced instruction in the use of ship between Latin words and English Students become familiar with the names tertiary and secondary colors. Students vocabulary. Students read short adapted and works of famous influential artists also begin to develop keen eyes and critical stories in Latin about events such as the from various cultural, ethnic, racial and thinking skills. These exercises emphasize Trojan War. The cultural dimension of the religious backgrounds. Some of the artists the powerful contributions of Art to social program includes aspects of classical are Horace Pippin, Edvard Munch, Jackson change and revolution. They introduce stu - mythology. The text is a more traditional Pollack, Diego Rivera, Pablo Picasso and one than that used in the sixth-grade dents to the importance of human experi - others. After learning to identify famous program. ence across many cultures. Students will works and styles through observation of discuss and evaluate the contributions of slides, videos and discussions, students Resources artists of various ethnic, racial and cultural choose their favorite surrealists and do a backgrounds during this process. Oxford Latin Course Book I class presentation. Finished works are displayed in the Oxford Latin Course Book II Drawing exercises include introductory Kane Gallery, Robb Hall and other parts work in perspective and proportion by of the school. All seventh-grade students sketching from nature. As practicing routinely visit the Concord Art Association, artists, students focus on the basic ele - ARTS DEPARTMENT ments of art. They study the function and the Emerson Umbrella and other museums force of color initially through monochro - and exhibition centers of Concord. PHILOSOPHY : matic painting and then by experimenting with contrast, balance, and mood. Resources A Fenn education is about self-discovery. Students are encouraged to use their paint - Visits to museums: DeCordova Museum, Boys come to know themselves as students, ings to make personal statements, just as Museum of Fine Arts in Boston athletes, and, through the Arts Program, as famous painters do. Working with the color Visits to artists’ studios at the Emerson artists. At Fenn they have wonderful oppor - wheel teaches students how colors react Umbrella Center for the Arts tunities to discover and develop their aes - with each other. Videos and slide shows on Art History thetic nature. The worlds of art, drama, and Finished pieces are exhibited in class, and Appreciation music come alive for boys as they develop the Kane Gallery and Robb Hall. Students Visits to Exhibitions: Concord Art their own unique skills as well as an appre - routinely visit the Concord Art Association, Association, Emerson Umbrella Center ciation for the work of all artists. Emerson Umbrella, and pertinent art for the Arts exhibitions in Concord. Art Magazines and books Art Websites GRADE 7 MIDDLE SCHOOL ARTS The seventh-grade art course builds upon the students’ knowledge of artists and The Middle School Arts program continues styles developed in the sixth grade. In this CERAMICS with the four core arts classes offered in more ambitious and focused course, stu - the Lower School, with additional courses dents are encouraged to consider the GRADE 6 in Ceramics and Photography. Students strengths and weaknesses of artists like take two courses each trimester. This Clay is a magical medium. With that in Picasso, Cezanne, Pollock, and Munch. complement of six required courses pro - mind, sixth graders are exposed to its spiri - In particular, students’ knowledge of vides a rich background for the greater tual and evocative qualities. They initially American art is expanded by studying the variety of courses available in the Upper spend time playing with the clay, learning styles of artists such as Milton Avery, Frank School Arts program. how far to push it and the limits of its Stella, Georgia O'Keeffe, Charles White and capabilities. Through various exercises, an

9 effort is made to enable the students to Resources delivery and memorization, and stage express themselves through clay without movement. Books seeking perfection. Sixth-grade students present their fin - Sculpting Clay , Leon Nigrosh Once they are familiar with the medium, ished product to an audience of parents Handbuilding Ceramic Forms , students continue by studying shapes and and sixth-grade class members. Elspeth S. Woody learning how they are combined to create The Spirit of Clay , Robert Piepenburg sculptures. During the course of the term, Resources Nightmares in the Sky , Stephen King sixth graders learn several handbuilding Generations in Clay , Alfred Dinert, Jr. Books techniques that they use to create one and Fred Plog A Child’s Portrait of Shakespeare , Lois major piece. It may be an imaginary The Eccentric Teapot , Garth Clark Burdett creature (after being introduced to Faces on Places , Suzanne Haldane Stories from Shakespeare , Longman Series Gothic architecture’s ornamental sculp - The Big Book of Ceramics , Stories from Shakespeare , tures), or possibly a fanciful shoe (created Joaquin Chavarria Geraldine McCaughlin for the needs of a particular character). Shoes , Linda O'Keeffe Shakespeare Alive , Virginia Byrne At times we create birdhouses in synergy (Teacher Handbook) with the science curriculum. Whatever the Periodicals Play Adaptations: focus of the work, the skills of handbuilding “Ceramic Monthly” “Shake Hands with Shakespeare,” Albert are emphasized along with creativity. “School Arts” Cullum (Hamlet, Julius Caesar) Each piece is glazed, fired twice and Videos and Slides Abridged “Hamlet,” Leon Garfield displayed in the Kane Gallery or in another “Julius Caesar,” Diana Steward location in the school for the whole com - munity to enjoy. Audio/Visual DRAMA “William Shakespeare: Background for His GRADE 7 Works,” Coronet Film and Video “Discovering Shakespeare, An Interactive Students in the seventh grade continue to GRADE 6 Journey Through Shakespeare’s Life learn and refine the handbuilding tech - The sixth-grade drama program introduces and Times,” CD-ROM niques they learned in the sixth grade, as students to the works and words of William well as developing new skills. They explore Shakespeare. Through literature, film and a GRADE 7 the use of the clay extruder and slab roller, CD-ROM entitled “Discovering Shakespeare,” two pieces of equipment in the clay studio. students learn historical background infor - As the last required year of drama for The class uses these skills and equip - mation about Shakespeare and his time. every student, our seventh-grade curricu - ment to create fanciful, eccentric teapots. All students participate in scenes from one lum is structured to give the maximum Prior to beginning, the students view slides of two well-known plays, Hamlet or Julius amount of opportunity and personal atten - and pictures of many teapots designed by Caesar. The scripts are adaptations that tion to each student. Seventh graders work clay artists around the world. Taking the allow students to become familiar and in small groups, duos, trios or quads, using scripts chosen from a varied collection of teapot concept to the extreme allows the “friendly” with Shakespearean language, theatrical literature. Every student has a students unlimited opportunity to challenge characters, and plots. The workshop atmos - significant role. themselves with design issues and hand - phere of the class allows students to prob - The course begins with improvisations building techniques. Some teapots are pre - lem-solve and to work as an ensemble in focusing on the emotional nature of some of sented in the shape of an animal or person, getting to know the language, characters, the more dramatic scripts, such as rejec - others have been geometric in style. No two and plots of the plays. Behind the curtain, students are tion, sorrow, or anger. Once groups have have ever been the same! encouraged to design their own abstract been formed and roles assigned, students The boys begin by drawing their ideas, set using simple black boxes and ramps, develop their characters through discus - sketching them in clay and then proceeding and to assist fellow actors as stage crew sions addressing acting issues such as emo - to the actual piece. The work is glazed and members when necessary. tional circumstances of their characters, fired. When time permits, some students In front of the curtain, acting skills from their physical characterization, and their create a tea cup which has some relation - the Lower School program are reviewed possible motivations. Students are encour - ship to the teapot. All students’ work is and reinforced. Students improve their aged to draw upon incidents from their own prominently displayed in the Kane Gallery. lives in order to create realistic, truthful, skills in developing a character, staying There are classroom discussions and and spontaneous characterizations. focused and “in character,” listening, line critiques at the conclusion of the term.

10 “ I am always inspired as I watch the boys begin to understand the underlying meanings in books, relate to themes, begin to recognize what good writing is and then be able to talk about the char - acters as though they have actually met FEthem”. N—Fenn teacher N

“ It’s in your hands at Fenn to have integrity—to do the right thing when no one is looking. That’s what makes this a safe, caring environment. —Fenn”7th grader Student actors are involved in the stag - Classical period. A follow-up discussion and MUSIC ing of their own scenes, and also serve a Internet research follow the viewing, at stage crew members and lighting techni - which point boys begin to differentiate cians for other student scenes. The finished GRADE 6 between the facts of Mozart’s and Salieri’s scenes are performed publicly in one of Sixth-grade music students build upon life and the characterizations depicted by Fenn’s Performing Arts Showcases, pre - skills and knowledge acquired in the Lower Schaffer’s screenplay. sented in the fall, winter, and spring of School program. After a short discussion of Romantic every year. The application of musical knowledge and twentieth-century art music, the class Time permitting, students research is achieved through several projects. moves on to American popular music. and present short reports on an American Students employ their rhythm skills to create Ragtime, jazz, ‘50s doo-wop, ‘60s protest and playwright using resources in the library, computer-generated rhythm compositions folk, heavy metal, disco, hip hop, and rap are including texts and the Internet. using the program “Master Trax Pro.” Games among the genres we may explore. to reinforce note values, note names, and Resources meter are introduced. Resources Books Vocal music continues to be part of the Books A Practical Handbook for the Actor , program. The boys learn the choral music Rock of Ages: The Rolling Stone History Melissa Bruder et al for one concert per year and perform dur - of Rock and Roll , Ed Ward et al Respect for Acting , Uta Hagen ing an evening student showcase. Illustrated Lives of the Composers Series Active Acting , Leslie Abbott The Oxford History Book of Music On Acting , Sanford Meisner GRADE 7 The Christmas Revels Songbook The Young Actors’ Workbook , Seventh-grade music students study the Music and You (Textbook series) Judith Roberts Seto evolution of western musical styles over Videos Improvisation for the Theatre, Viola Spolin 1000 years. Beginning music history with “Marsalis on Music” series Scene Sources the origins of Western musical notation, the “My Generation,” History of Rock series Film Scenes for Actors , Joshua Karton boys study Medieval, Renaissance, Baroque, “Young Person’s Guide to the Orchestra,” Modern American Scenes for Student Classical, Romantic, and twentieth-century Peter Ustinov Actors , Wynn Handman musical forms. The boys learn about chant, Classical Composers series Scenes for Young Actors , Lorraine Cohen and people such as Pope Gregory and “Leonard Bernstein’s Young People’s Thirty Famous One-Act Plays , Bennett Cerf Hildegard von Bingen early in the term. Concerts” The English round “Sumer is icumen in” et al Vocal Music brings the class to the development of Great Scenes from the World Theatre, A variety of folk, classical, world, jazz and polyphony and the Renaissance. Both James L. Steffensen, Jr. popular music forms from a variety sacred and secular forms are discussed, The Actor’s Scenebook, Vol. II , of sources (collections, anthologies, including Mass settings, madrigals, lute Michael Schulman and Eva Mekler octavos) Contemporary Scenes for Student Actors , songs, and instrumental pieces. The CD-Rom Michael Schulman and Eva Mekler medieval banquet lesson recreates the “History of Music,” Vols. I and II 24 Favorite One-Act Plays , Bennett Cerf et al music, instruments, customs, and recipes “Music and Culture” Plays from the Contemporary American of Tudor England. “Musical Instruments” Theatre , Brooks McNamara Boys trace the evolution of early opera Also, any appropriate excerpts from one -act, and oratorio during the Baroque unit. Computer Software full-length, or musical plays as well as Terms such as aria, recitative, chorus, solo, “Encore” (MIDI composition program) approved scenes submitted by students and duet are discussed. Boys listen to Character Biography Sheets Handel’s oratorio “Israel in Egypt” to under - stand the relationship between text and music. They also compose harmonizations of the Pachelbel Canon bass line using the MIDI program “Encore.” Purcell, Vivaldi, and Bach may be discussed. The video “Amadeus” is shown to illus - trate the life of Mozart and music of the

12 GRADE 7 PHOTOGRAPHY WOODSHOP The seventh-grade photography course begins with a brief review of the 35mm GRADE 6 GRADE 6 camera and the technical procedures in The sixth-grade photography course starts the darkroom. The students then begin The Six Board Chest: Building a place to with a video and lecture on the history of selecting their subject matter with a goal put things. photography, beginning in Paris where the of refining their camera skills, cultivating Aside from the wheelbarrow glazed first permanent photograph was produced an eye for composition and learning to with rainwater, nothing is as common and in 1839. The students are introduced to the convey what they see and feel through their useful as the six board chest. In building significant people and technical processes photographs. Classroom discussions of our chest we delve further into the ways that are credited with transforming pho - technique and critiques of student work wood can be joined together. Students are tography from a recording and document - are more frequent during the seventh encouraged to come up with a design that ing tool to the art form that we know today. grade. Darkroom techniques and proce - answers the need they have—anything The class then studies the manual oper - dures are more advanced, and students from a jewelry box to a blanket chest. ation and basic maintenance of the 35mm concentrate on producing more refined camera, which includes determining the “finished” prints. GRADE 7 proper shutter speed, aperture and depth As in the sixth grade, digital imaging is Structure: We study basic structure and of field for their subjects. The primary sub - offered in the latter part of the term. More ject matter is selected by the students and time is devoted to the process of producing after building a replica of a nineteenth- includes, but is not limited to, landscape, and manipulating multiple images, as well century portable drafting table we design architecture, portraiture, still life and as exploring the complexities of imaging and build a model bridge out of balsa wood. sports photography. The emphasis at this programs such as Adobe Photoshop. Students learn to draw a three-view plan point is on proper exposure, thoughtful Students’ finished prints are displayed in and basic modeling skills. composition and understanding the quality the classroom, around the school and in and subtlety of existing light. the Kane Gallery and Robb Hall lobby. Resources Once the students have completed Books shooting their first roll of black and white Resources Carving Totem Poles and Masks , film, they begin the darkroom phase of the Books Alan Bridgewater class where the film is processed into neg - Photography library, including texts on Walden , Henry David Thoreau atives and the negatives are transformed the history of photography and photo - How to Carve Wood , Richard Butz into prints, all of which is done by hand. graphic techniques Tage Fried Teaches Woodworking – At this point students begin classroom Fine Woodworking discussions that include solving technical Equipment and Supplies The Complete Guide to Sharpening Tools , difficulties, referring to the photo library 35mm cameras and tripods, assorted lens - Leonard Lee for ideas or inspiration, and critiquing each es, electronic flash, tripods, filters, pho - Create Your Own Stage Sets , Terry Thomas other’s work. tographic enlargers, timers, polycon - The Dory Boat , John Gardner During the latter part of the term, the trast filters, grain magnifiers, contact Songbird Carving , Roslyn Daisey students are introduced to the basics of printers, enlarging easels, copy stand, digital imaging. They are given the opportu - studio lights, mounting press, drum Making Rocking Horses , Anthony Dew nity to use digital cameras, scanners, CD print washer, negative dryer, black and Rustic Furniture Companion , Daniel Mack burners and photo quality printers to pro - white film, assorted black and white Publications duce and manipulate images using the pro - photo paper, black and white photo “Fine Woodworking” chemicals, assorted print trays, print gram Adobe PhotoShop. Students’ finished “Fine Homebuilding” tongs, measuring beakers, thermome - prints are displayed in the classroom, “Wooden Boat” ters, film processing canisters and around the school and in the Kane Gallery Shop Drawings of Shaker Furniture and Robb Hall lobby. reels. With the completion of the sixth grade Computer photo programs curriculum, students have a solid founda - tion in photography and are ready for the challenges presented by the seventh-grade program.

13 riculum offers a forum in which to discuss satisfactory citizen, may play on a Varsity, STUDENT LIFE current climate and events within the or sometimes Junior Varsity, team. Only DEPARTMENT school and the world. Finally, the curricu - seventh graders who will be significant lum aims at arming soon-to-be Upper contributors at the top level of the team PHILOSOPHY : Schoolers with social, emotional and learn - are selected. An extraordinary sixth-grade athlete whose needs, in Fenn’s view, will be The Fenn Student Life Program is designed ing resources so that they continue to better met on a Varsity team may have the to support and nurture boys as they grow make healthy choices throughout their opportunity to play up if the Fenn Athletic and mature during their preadolescent and teenage years. During the Fall term, the Committee deems it appropriate. early adolescent years at Fenn. In support students will explore forming relationships At all levels, effort grades are given in of the School’s mission, the Student Life and coping with difference as well as sports to emphasize how hard one tries, Program reinforces the values of honesty, respect for classmates. The Winter term as opposed to how well one does. respect, empathy and courage. The curricu - focuses on creating a healthy lifestyle and lum strives to enable Fenn students to learning about health issues and how the understand and engage successfully the media and advertising influence our socie - social, emotional and physical challenges ty. The Spring term centers around deci - and changes of their pre and early adoles - sion making, using real-life situations to cent years. It does so by developing boys’ help students be aware of how to resolve self-confidence, expanding their self-aware - conflict and to make healthy choices in ness, deepening their understanding and one’s own life. It includes both a human acceptance of others, and promoting a sexuality component and a substance sound knowledge of the physical, emotional abuse component. and social development tasks of this period in their lives bridging boyhood to manhood.

GRADE 6 ATHLETICS DEPARTMENT The Student Life curriculum provides boys with information, skills and guidance to The Fenn School athletic program pro - help them as they enter middle school and motes athletic competence, confidence and adolescence. It reviews the social, emotion - enjoyment for students of varying athletic abilities and interests. It stresses learning al and physical changes and challenges and practice of individual and team skills, that they will experience, and offers a and it offers a variety of individual and forum for discussion of these issues. In team activities with various levels of com - the Fall term, the focus of the sixth-grade petition. At all levels, good sportsmanship course is on responsible decision making, is stressed as the primary lesson that can social relationships and conflict resolution. be learned from a well-organized athletic The Winter and most of the Spring term are program. devoted to dealing with puberty and sexual development, including human reproduc - MIDDLE SCHOOL ATHLETICS tion and sexual identity. A final unit in the The sixth and seventh-grade sports pro - Spring term focuses on responsible deci - gram is based on intramural competition sion making in adolescence. and stresses fundamental skills and team play. Boys choose a team sport to play GRADE 7 in each of the three school terms, and Seventh-grade Student Life continues to compete on intramural teams. Offerings provide students with essential informa - include football and soccer in the fall; tion, skills and guidance relating to the basketball, ice hockey, and wrestling in emotional and physical challenges that they the winter; and baseball, lacrosse and will experience in Middle School and ado - tennis in the spring. lescence. Students study the theory and It is Fenn’s policy that a gifted seventh reality of adolescent development. The cur - grader, who meets all criteria and is a

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