Report Writing Day NO CLASSES
A Capella Group
Do you secretly wish that you had a starring role in Pitch Perfect? Or maybe even if you can’t admit that you get pleasure from the Glee soundtrack, you think it might be fun to crank out some tunes with your peers. Here’s your chance to show up and sing. A capella, group singing without instrumental accompaniment, is a way to use your voice in a new way while singing in harmony with those around you. And for some, it might even be the opportunity for you to find a voice that you didn’t know that you had. We will explore a variety of musical styles, ranging from jazz and folk to pop and rock. Not interested in singing but would like to be an arranger? Great! Want to be a part of a rhythm section and test out your beat-boxing skills? No previous performing experience necessary; all voices and musical ideas welcome.
We will take a broad look at a huge continent, through a variety of means, endeavoring to ask the question: what is Africa? Is it a coherent continent, a disparate collection of incongruous pieces, slapped together by colonialism, or a yet unrealized powerful idea? Current events will dictate some of our emphasis, but a basic historical underpinning will be provided of the ancient sub-Saharan kingdoms to the modern struggles against colonialism, and the perplexing modern map it has produced.
We will encounter authors such Wole Soyinka and Anthony Appiah, as well as contemporary accounts of the slave trade and early exploration. Music will be a major part of endeavor. We will listen to many recordings, and put them in a cultural context: Fela, Thomas Mapfumo, and Franco are just a few examples. Hopefully an opportunity to hear some live music, and eat some African cuisine, will present itself throughout the year.
No papers, no tests, but enthusiasm is required, as well as a willingness to challenge received wisdom about the oldest place we know, and a place that is challenging in its ever-changing reality.
The Art of Debate and Rhetoric
The Debate and Rhetoric seminar meets as a single House once a week in the late afternoon seminar period. We break up into smaller committees to debate and vote on resolutions, practice speaking in various formats, arrange impromptu and prepared intramural debates in both large and small houses; and participate as individuals and as a team in the Princeton Model Congress in November and other Model Congresses. The House is largely self governing, on the premise that the secret of free speech is respect for difference of opinion, and rule by majorities—democracy—depends on the assent of minorities. Note: Students who elect this seminar should not commit to more than one season of an interscholastic sport with practices or games that conflict with class meetings. Note: Enrollment may be limited.
The Art and Practice of Fly Fishing
(Rumage) (Spring semester)
An introduction and overview of the practice, science and rich literary history surrounding fly fishing. Readings will range from Sir Isaac Walton to Hemingway, with an emphasis on 20th Century artists and practitioners. The biology of aquatic life, in particular, the lifecycle of the mayfly complements the technical instruction of casting and presentation. The seminar will include travel upstate for instruction at the Wulff School of Fly Fishing, a tour of the Catskill Museum of Fly fishing and to fish upon the legendary waters of the Beaverkill and Delaware rivers.
Artistic Map of 20th Century Spain
Just as the social and political pendulum swings throughout the twentieth century, engendering the trajectory of Spain from a Catholic monarchy to a short-lived Republic to a dictatorship to the thriving democracy of the last thirty-six years, its artists keep at work leaving behind an extraordinary artistic heritage. Looking closely at a wide range of legendary icons in painting, architecture, film, music, and literature, we will consider how Gaudí, Lorca, Dalí, Buñuel, Falla, Picasso, Gris and the like have interpreted what they saw and what they lived during a century of tumultuous change and pervasive uncertainty. Time permitting, we’ll take a peek at the artistic creativity of the last decades in the work of prominent painters like Tåpies and Barceló, sculptors like Chillida as well as architects like Bofill and Calatrava.
(P. Theodosopoulos,T. Theodosopoulos)
It’s unequivocal. The Earth’s climate is warming and the scientific consensus is that anthropogenic emissions are causing this warming. This seminar will look at the history, science and politics of climate change. How do scientists study the climate of the past and then model what might happen in the future? What about new technologies such as enhanced oil recovery, renewables and low carbon emission energy? How can we ensure a steady supply of energy to support our economy? As the science has become more clear, making policy decisions has become ever more challenging. We will consider the strategy of climate change skeptics and how they have created a “climate of doubt” that overshadows the overwhelming scientific evidence. Let’s discuss the possible ways forward to ensure a reasonable standard of living for all of the Earth’s inhabitants without degrading the planet that sustains us.
Comedy 101/Advanced Comedy 202/Introductory Meta-Psychodrama
A bedroom, posters of Fabio and Mark Twain on the wall. Myrna, 16, is perusing the Saint Ann’s Course Catalogue and absently twirling a braid of hair.
MOM (from offstage)
Myrna! You come down here this instant! The Finklemans will be here any minute, and the Party Room is a mess!
I’m reading the Course Catalog, mom — chill out.
Don’t you “chill out” me! Ugh! Who left a Twizzler on the radiator?!? (Suddenly intrigued)
Have you found anything particularly… thought provoking?
Comedy sounds cool.
But you’re not funny, sweetheart.
DAD (from offstage)
Yes, she is, Phyllis. (to Myrna) You can do anything you want to, honey! Why, when I was your age, a group of us ate nothing but Saltines for a week. Then, when Joey was in the hospital —
Your father is funny, Myrna —
— and there was this kind of oozing —
— but you should be focusing on —
— yellowish, not-quite-liquid —
— academic areas such as —
— unless you count Silly Putty as —
— Finnegan’s Wake or Algebra 2 or —
(Rising suddenly) Silence! There is only one Reality and it is Mine! I must no longer be bound
by your petty limitations. Though I love you, I must enroll. “It is not in the stars to hold our destiny but in ourselves.”
A long pause. An inexplicable wind blows through the room. Myrna stands proud,
Um… There are the Finklemans! Norman, can you put the cat in the garage? Myrna, when you’re done with that, there’s a special napkin drawer over the stove — Can you find the ones with the orange doilies, and…?
Myrna boldly stands, staring into infinity. Fade to black as Mom continues to talk.
COLLAGE AND PORCELAIN
This is a visual response seminar! In the studio, we will read and reflect upon various texts ranging from Lydia Davis’ short stories to The Declaration of Independence. We will work the first half of the year in collage and the second half in porcelain. There will be class outings! Sometimes we will travel for inspiration and other times for content. Join us!
Moon, plum blossoms,
and the day goes.
Community Service Redux: Volunteering in the 21st Century
Share whatever you love to do with others and achieve satisfaction as a part of the bargain. Help define, shape, and advertise Saint Ann’s’ commitment to the environment and the community (local as well as global). While this course may include some reading it will be predominantly a hands-on course. We will be cooking, painting, planting, tutoring, making music, offering our time and our abilities to serve non-profit organizations which have grown to depend upon our support.
In the late 1960s, someone came up with the notion of “random acts of kindness.” For instance, what if when you were going through a tollbooth, you paid for the car behind yours even if you didn’t know who was in it? How does this alter society? This seminar discusses the concepts of philanthropy and volunteerism, and also primes the real life skills needed to help organizations achieve their goals of improving both our local and our global society. While some people are driven by humanitarian motives, others seem to act out of enlightened self-interest. What is the benefit to each individual who participates in a service-related project or activity? As climate change is proving to cause a multitude of problems we will undertake a variety of projects which will deal with confronting and combatting those issues.
Students choose from an array of educational, artistic, social, or environmental issues and plan and execute community service initiatives. Projects may be individual or involve a number of students. As a class, we visit community service programs around the city, model a large project for the class, and offer feedback for each project designed by class members. Some current projects involve offsetting the climate crisis, teaching tolerance, helping with the crises of homelessness, assisting newly arriving refugees and immigrants, and addressing issues of children’s health and nutrition. The class is also actively involved in creating and updating the school’s Community Service webpages and discovering new ways to promote and advertise volunteer opportunities. Typical trips included painting an apartment in the Bronx for Lutheran Social Services Immigration and Refugee Program, bowling with young refugees, and exploring Stone Barns and Red Hook Added Value Farm.
We also help connect other students with organizations with whom we are partnering, including the NY Family Justice Center, Brooklyn Community Housing and Services, Heifer International, Brooklyn Heights Synagogue Shelter, PAVE Academy, Chung Pak Day Care Center, the Million Trees Program, Flatbush Reformed Church Food Ministry, Seeds in the Middle, Jewish Board of Family and Children’s Services Sanctuary Stitchers Program, Children’s Law Center, Puppetry Arts, Brooklyn Youth Sports Club, P.S.8, Lutheran Social Services Immigration and Refugee Program, The HOPE Program, Spence-Chapin Services to Family and Children, Project Cicero, Brooklyn Historical Society, The Jubilee Center, Lighthouse for the Blind, the Arab-American Family Support Center and the Brooklyn Autism Center.
Part of this seminar will be a call to action. Come and explore the history and scope of the environmental movement in America since Thoreau, both as a reflection of the American psyche as well as a force for social change. Through the course of the year, we will investigate the current sustainability challenges facing the planet and how they have influenced the economic, social and political spheres both nationally and globally. We will serve as a conduit for information about current environmentalism issues and how they affect us as an institution and a society. Students will have the opportunity to create and participate in local sustainability projects, from building awareness in the community to more “hands-on” activities at Saint Ann’s and beyond. Students who have participated in previous years are welcome again; new topics will be discussed, and projects will continue.
Curate the Stairs!
2015 will mark the fiftieth anniversary of Saint Ann’s. To commemorate, we will organize a show about this institution’s first half century that will hang in The Bosworth Building’s stairwell. As a group, we will choose themes, select images and ephemera to display, and write interpretive wall labels. This is your opportunity to sift through Saint Ann’s archives, interview the school’s founders, and discover the school’s history. It is also your chance to take ownership over the building and to encourage a dynamic discourse with fellow students and faculty.
Environmentalism and Sustainability From the Local to the Global: A Call To Action
This seminar is now a part of Community Service.
“So you think that money is the root of all evil. Have you ever asked what is the root of all money?” In this course we will sidestep the deeper question Ayn Rand asks here and instead answer it literally. This seminar serves as an introduction to the world of finance. We will analyze current events and case studies and tackle in-class problems to further our understanding of the myriad forms of money, its value and accessibility. Topics to be covered include stock and bond valuations, time value of money, interest rates, debt and equity markets, accounting, risk and return, and common investment strategies. We will supplement our newly acquired “hard-skills” (quantitative) with “soft-skill” (qualitative) techniques by focusing on negotiation and communication strategies. All are welcome.
From Bedtime Story To College Credit: Harry Potter Across Disciplines
(O’Malley, Rinaldo, Mermelstein)(Fall Semester)
“Call him Voldemort, Harry. Always use the proper name for things. Fear of a name increases fear of the thing itself.” (Albus Dumbledore, HP 1)
“I can teach you how to bottle fame, brew glory, even stop death — if you aren’t as big a bunch of dunderheads as I usually have to teach.” (Severus Snape, HP 1)
We invite all wizards, muggles and even dunderheads to join us in our scholarly exploration of the world of Harry Potter. With experts from inside and outside Saint Ann’s, we will examine the science behind the invisibility cloak and grapple with the theological themes of sin, evil and resurrection in J.K Rowling’s texts. Have you heard the accusation that the books are sexist and pander to gender stereotypes? Or perhaps you’ve read Harold Bloom’s contention that the Potter oeuvre lacks literary merit? Was the last movie’s heavy Nazi symbolism reflective of the text, and does it matter? We’ll delve into these issues and many others. Lest you think this is all work and no play, be assured that pumpkin juice will be served and magical skills will be imparted to all who show aptitude. Quidditch, anyone? Although we will provide excerpts from the pertinent texts and re-read HP 6 in class, we expect students to have read the entire series. If there is interest, we will team up with the Harry Potter Alliance to undertake a Potter-inspired social justice project (in our world). Consider this the acceptance letter to Hogwarts that you were fervently hoping would arrive by Owl Post on your 11th birthday.
High School Literary Magazine
(The English Department)
The High School Literary Magazine is created by a board of students and faculty advisors whose goal is to find and publish excellent high school writing. The Board (about eighteen students selected by the English Department and the Head of the High School) meets once a week during a seminar period to discuss and select poetry and prose. In addition, board members prepare all selections for layout and, in April, help compose the magazine. Because the work is heaviest in February, March, and April, students should expect to give several extra hours a week during this period.
“It Ain’t Over ‘Till The Fat Lady Sings!” Art, Politics and The
Philosophy Of Richard Wagner’s Der Ring Des Nibelung
If music, art, theater, politics and philosophy are your cup of tea, then join us for a seminar on Richard Wagner’s stunning music-drama The Ring (made up of four music-dramas, Das Reingold, Die Walkure, Siegfried, and Gotterdammerung).
German composer, polemicist, revolutionary anarchist, unabashed anti-semite, and future darling of the National Socialists (Nazis), Richard Wagner (1813-1883) has been hailed as the single greatest artistic genius of the nineteenth century. His magnum opus, the music-drama The Ring, written over a 26 year period, has inspired a long list of some of the other great thinkers of the nineteenth and twentieth centuries, notably Charles Baudelaire and other French Symbolist poets, the philosopher Friedrich Nietzsche, and writers George Bernard Shaw and Thomas Mann, to both praise and damn him and his work, often at the same time. Frequently criticized as a proto-fascist and bloated self-aggrandizer, Wagner is indeed a towering figure worthy of your attention.
An immensely complex, talented and ambitious man, Richard Wagner set himself the daunting project of creating a new form of art for the future (one that combined drama, his first love, with music). This “new” art form, he believed, would not only comment upon society’s perceived ills, but would actually alter and transform its very fabric into something radically different. A utopian project if ever there was one. Wagner’s work has also been credited with revolutionizing music and has been cited as inspiring the move to atonality.
Our seminar title refers to the ceaseless debate over this most profound thinker and his extraordinary total work of art (Gesamtkunstwerk). As we approach our protagonist Richard Wagner and this grand work through the text of The Ring, we will delve into, analyze, and debate its many themes as literature. We will read, view the music-dramas, listen to, argue and re-argue Richard Wagner the man, his ideas, and the vast commentary on him (it has been said that only Jesus and the Bible have had more written about them).
The Justice Project
The Justice Project seminar is a chance for students to dive into questions about gender, race, sexual orientation, class, national origin, age, religion, ethnicity. We will ask which of these qualifiers are real and which are artificial distinctions. How do they impact us positively or negatively on a daily basis both individually and in our communities? Are we immune from them in the hallowed halls of our school or do they color our vision here as in the rest of the world? Much of the seminar will be student directed. No previous involvement in the Justice Project is needed!
“Mad Men”: American Culture in the Advertising Age
The United States emerged from the Great Depression and the Second World War a dominant world power whose global influence was exerted militarily, economically, and culturally. A mass culture shaped by and communicated through television, newspapers, radio, national magazines, films, novels and other media reflected a nation both complacent and riven by conflict and anxiety. Extraordinary economic growth and a newly prosperous middle class created a veneer of shared values and aspirations, many of them oriented around the belief that material prosperity was the measure of the good society. Advertising served as one of several vehicles through which these values were shaped and transmitted, and exerted an increasingly important influence on the culture. But voices of protest and dissent became increasingly abundant in the media and in the streets, eventually shattering the idea of a unified mass culture impervious to differences of race, class, politics, and generation.
Using diverse materials and sources, and covering the period from the end of the Second World War to the early 1970s, the seminar will explore such topics as advertising and the culture of consumption, the impact of suburbanization, McCarthyism, atomic weapons and the arms race, the Civil Rights struggle, feminism, the resurgence of liberalism, the social and cultural impact of the Cold War and the Vietnam War, campus protests and the New Left, the Warren Court, popular music, television, and the environmental movement.
Here then, in a mood of agitation we are heard to knock at the gates of the present and the future: will that ‘transforming’ lead to ever-new configurations of genius, and especially of the music-practicing Socrates? Will the net of art which is spread over the whole of existence, whether under the name of religion or science, be knit ever more closely and delicately, or is it destined to be torn to shreds under the restlessly barbaric activity and whirl which calls itself ‘the present’? Anxious, yet not despairing, we stand apart for a brief space, like spectators allowed to be witnesses of these tremendous struggles and transitions. Alas! It is the magic effect of these struggles that he who beholds them must participate in them!–from The Birth of Tragedy
Friedrich Nietzsche is one of the most misunderstood, one of the most ill-used, and also one of the most important philosophers of the modern era. Through his provocative, indirect and often poetic style of communication, he challenges his readers to “practice reading as art” and to take a fresh and serious look at the foundation of Western culture. Nietzsche’s philosophical investigations relate in one way or another to almost every important branch of philosophy–from ethics to epistemology to metaphysics to philosophy of art and literature to philosophy of science to philosophy of language. And whether you agree with him or not–and in many cases it will be that you do not–his influence on the world of philosophy, the world of psychology, and the world of literature is unquestionable. In line with this we will also look at Freud, some modern philosophy of language, and talk about modern and post-modern literature. The reading list includes: The Birth of Tragedy; On the Genealogy of Morals; selections from Beyond Good and Evil; The Gay Science; and The Twilight of the Idols; selections from Ecce Homo (such as “Why I Am So Clever” and “Why I Write Such Good Books”); and Thus Spoke Zarathustra.There are no prerequisites for this course other than a willingness to think hard and a desire to “practice reading as an art.”
G. Giraldo (Spring Semester)
Human consciousness is a collection of events that form who we are. We are a story that we tell ourselves. Learn to share a part of the tale with others in your community and the world at large.
This class will focus on practice in the art of shaping and telling stories aloud, culminating in public performance of our stories in their final form.
Philanthropy: Why People Give Away Money
Students will examine and explore philanthropy, ranging from its history as a human instinct and common theme among religions to the current model of U.S. not-for-profits. The history and wide scope of not-for-profit activities will be examined. From their initial often religious mandates, not-for profits have become enterprises dominating economic activity in fields such as healthcare and education. At the other extreme are small organizations driven by a visionary founder. The history and growth of foundations will be discussed. The political activities of not-for-profits will be a focus as will their function as de facto government agencies. The seminar will encourage students to develop their own thoughts about philanthropy. Each student will select an organization and prepare a fifteen-minute presentation to be given to their fellow students advocating for funding on its behalf.
POETRY WRITING WORKSHOP
Poetry is a craft as well as an art. Poems don’t happen, they are made. In this workshop we learn how to use the tools of poets. We take poems apart to see how they work, and we put things together to see if they work. Construction and experimentation, exploration and imitation are the processes we use to help us create poems. The poetry workshop is open to all, including dancers, thespians, musicians, athletes and astrophysicists. We meet one double period each week to share our efforts, to read and discuss, and, of course, to write.
“Simply messing, messing-about-in-boats…In or out of ‘em, it doesn’t matter. Nothing seems really to matter, that’s the charm of it. Whether you get away, or whether you don’t; whether you arrive at your destination or whether you reach somewhere else, or whether you never get anywhere at all, you’re always busy, and you never do anything in particular…Look here!” Water Rat to Mole, from Wind in the Willows.
We are looking for dreamers and joyous oarsmen to play at the preschool and in our seminar as we mess about with art and literature to get at the process of creation. We follow the course of the preschool classrooms to draw on different angles of expression, examining childhood through the preschoolers’ eyes, ingesting our own experiences to access that playfulness and verve that is the purview of childhood. Come meet yourself in a little form.
Protest Songs: Music & Political Theory
Should you spend two years in prison for singing a punk prayer and playing electric guitar in a cathedral? What if you’re a radio DJ who played songs about “killing cockroaches” before and during the Rwanda machete massacres? What did Pete Seeger say when called to testify before Congress about “Un-American Activities?” What did Frank Zappa say about lyrics and “Parental Advisory” notices? What political messages might be found in various punk, rap, folk, dance, and church songs?
Let’s listen, read, discuss, and sing about the shaky, emotional relationship between politics and music. Do political movements try to have the coolest or most inspiring music? (Or the best propaganda?) Vice versa: why do some musicians support political movements? And who cares about the lyrics if the beat is good? (“If you want to send a message, use a phone!” Right?) But maybe the beat is telling you something, or putting you in synch with a crowd? And what does Plato have to say about artists affecting society, and vice versa? Banjo skill not required.
The Science of Humor
A wise man once said that dissecting humor is like dissecting a frog — few people are interested and the frog dies. We are going to attempt this intricate dissection (of humor; probably not the frog) by delving into the exploration of what makes us laugh. We will discuss the anatomy of a joke, the art of timing, and cultural influences of humor. We may even be the first ever class to attend a comedy show and take data.
Social Policies of the Soviet Union
This seminar will explore various social policies within the Soviet Union from the revolutionary period to its collapse. Through a variety of readings, films and class discussions, this seminar will address the state’s policies regarding Soviet identity, the role of women and the family, education, the Cold War, the nuclear program (including Chernobyl), and reform efforts such as glasnost and perestroika.
The Songwriting Workshop
It goes like this, the fourth, the fifth
The minor fall, the major lift
The baffled king composing Hallelujah
What makes a song work? What are its boundaries, and what are its possibilities? The seminar will engage the practice of songwriting, looking to various musical traditions for inspiration. It will give students a platform to explore their own creativity, as they share their work, revise and collaborate, and take on assignments in different musical genres. Our talking points will range from the technical (how does your song’s structure connect with its content) to the emotional (what is the relationship between song and self). The seminar will feature guest lectures from songwriters, trips to live shows, and a culminating performance of the students’ compositions.
Student Internship In Technology @ Saint Ann’s
(Carswell, Connolly, Forsythe)
This elective will allow students to explore the realm of Information Technology in an educational environment. While the primary focus is on technical support, students will also learn how to manipulate and work with large datasets in database and spreadsheet applications, become familiar with network and wireless protocols and architecture, and work towards eventually being able to perform certain technical support tasks, under the supervision of the Technology Department staff. Students will gain a practical skill set acquired in a hands-on learning process, and will aid their peers and instructors in the use of technology at Saint Ann’s. No prerequisites, no prior experience required. This will require one to two periods per week, scheduled in periods where the student and their mentor are mutually available.
Today’s “ISMS”: Political and Economic
We will read original sources in anarchism, left and right, libertarianism, democracy, republicanism, liberalism, socialism, conservatism, radicalism, communism, anticlericalism, Keynesianism, and a few others. The scheduling aim is two to three weeks per -ism over a full year. Sources will include shorter works by Fourier, Bastiat, Marx, Proudhon, Rawls, Locke, Rousseau, Hayek, Hawthorne, Niebuhr, and Aristotle.
True Stories 1
(Donohue) (Fall semester)
How do you write a story about a weird guy who lives in your neighborhood? (Start by reading Joseph Mitchell.) How do you write about a social trend? (You first read Joan Didion.) How do you write a celebrity profile without sounding like a twit? (Read Ian Parker.) How do you write about a sports star? (John Updike.) How do you write about subjects that don’t want to be written about? (Janet Reitman on Scientology, Gay Talese on Frank Sinatra.) How do you write about war? (Michael Herr, Dexter Filkins.) About travel? (Paul Theroux.) How do you reconstruct an event of extreme complexity? (C.J. Chivers on the massacre in Beslan, Russia; David Grann on a wrongly convicted Texan.) How do you write about your own experiences? How do you shape your material? How do you tell a true story?
This seminar will explore various forms of narrative nonfiction—investigative journalism, war reporting, personal essays, feature stories, sportswriting, profiles, and travelogues. Each week we examine a classic example of long-form journalism. We read not only as literary critics but also as aspiring practitioners. We take the stories apart, and we try to figure out how to write them ourselves. We invite journalists to come and tell us about their work.
In early January, True Stories 1 ends—and then you have to decide whether you want to write a story yourself. If you do, you stick around for True Stories 2.
True Stories 2
(Donohue) (Spring semester)
Those from True Stories 1 who want to write their own pieces stick around for the sequel. Everyone will write a long piece of narrative nonfiction—a feature story, a profile, a historical account, or a personal essay. (In recent years, pieces have run from 2,000 to 10,000 words in length.) For a few weeks, we continue meeting once a week, talking about practical matters and bouncing ideas off each other. Then we use the seminar period for one-on-one meetings, as necessary. First drafts are due on Monday, April 13. In recent years, several pieces from True Stories have been published in The Ram or The Ram Magazine. Prerequisite: True Stories 1.
What is Public Theater?
This seminar focuses on the act of adapting material–whether it be a novel, a graphic novel, court transcripts or a translation of an existing classic–into theatrical form. We focus on projects produced by the Public Theater: for each project we read the underlying source material, make a site visit to watch the production, have a class meeting with the artists who created the production, and then hold class discussions about the issues, challenges and solutions involved in translating the adapted material to the stage. Generally, we engage in a loose but passionate debate about how to make theater that matters.
Women Hold Up Half The Sky
In this seminar, we will be reading the book Half The Sky: Turning Oppression into Opportunity for Women Worldwide by Nicholas Kristof and Sheryl WuDunn. The goal of this seminar is to use the book as a platform for discussions about the struggle of women and girls worldwide, to overcome cultural barriers that deny them their human rights. As well as reading and discussing the book, early on we will decide on an initiative to support some kind of organization, local or abroad; this outreach will carry on through the course. We will end the first semester by hosting a screening of the “Half the Sky” film, inviting the Saint Ann’s community to participate. During the second half of the course, while continuing to read the book, we will decide on a collaborative project, in some creative discipline (eg. film, photography, writing, dance, painting, drawing, writing, mixed media, etc.) to present to the Saint Ann’s community at the end of the year.
Yearbook: Send The Story Of Your High School Life To Your Future Self
Through imagery and book design, students will create a historical document that will encapsulate this very special time at this very special school. Photographers, illustrators, animators and filmmakers will work together to communicate what you would like to document about this flash of time. Open to juniors and seniors.