This course builds upon studentsí language skills developed in Arabic 200 or its equivalent, to advance into the Intermediate-High level of communication skills in the language. Students at this level continue to expand their knowledge of grammar as they apply their skills through collaborative real-world assignments. This continues to help students advance their language skills in the Modern Standard Arabic and the Levantine dialect. Students continue to learn through a variety of homework assignments, apps, interactive websites, videos, recordings, as well as the tried and true pen and paper. This class is conducted in Arabic.
At this level, students continue developing their language skills through authentic material in the Levantine dialect alongside literature in Modern Standard Arabic. Grammar is integrated through classroom discussions and activities. In this class, students expand theirunderstanding of grammar and enrich their vocabulary as they engage with the material throughhomework assignments apps, interactive websites, and videos. This class is conducted in Arabic.
This class focuses on the individual studentís stated goals and objectives as it continues to develop language skills through authentic texts and literature in Modern Standard Arabic alongside a variety of textbook activities online. Grammar is integrated through classroom discussions and activities. In Advanced Plus, students continue to expand vocabulary and develop advanced communication skills in the dialects of choice. Learning mediums include apps, interactive websites, videos, recordings, as well as the tried and true pen and paper. This class is conducted in Arabic.
This course is intended to be a first experience in the visual arts. It prepares students for AP Studio Art by introducing the fundamentals of drawing and painting – line, form, composition, and color ñ through a variety of assignments involving the still life, perspective, and interior spaces. A brief survey into 19th and 20th century art is included.
This course offers an opportunity to investigate the formal elements of both digital and film photography, while exploring the potential for creative expression and visual narrative.Students study and experiment with the nomenclature of DSLR cameras and advanced computer software, as well as film cameras and darkroom printing. Projects take inspiration from greatphotographers of the past and present to foster intentionality with design and content. The course concludes with the assemblage of a digital and printed portfolio.
With an examination of basic concepts of design, this course will offer a creative exploration of sculptural practices, such as furniture design, industrial design, weaving, and creating wearable art. Projects may involve constructing a prototype chair out of plywood, a functional lamp out of recyclables, or a kinetic sculpture out of metal. We will experiment with a variety of materials using both hands-on and digital toolsets.
Exploring history through works of art offers an approach for understanding our global community and is an effective way to review significant events from a visual perspective. From prehistory to the present, artworks are examined in the context of their eraís dominant ideas, political events, economic factors, and social structure. Visual literacy, critical assessment, analytical reading, class discussions, and written expression will enable students to analyze art, learn from it, and appreciate the extraordinary creativity of people throughout history.
Drawing is the primary method by which architects communicate their design ideas, but the drawings themselves are frequently overlooked as works of art. Principles and elements of two-dimensional architectural representation are taught using both traditional and digital media. Projects range from drawing traditional architectural views (plan, section and elevation) by hand and with AutoCad to rendering drawings using colored pencils and watercolors.
Students receive instruction in architectural design, drafting, planning, and materials and construction methods. Plan, section and elevation drawings are produced as well as study and final models. Students will design a range of buildings and spaces, including residentialand civic projects. Studio work is supplemented with readings in the history and theory of architecture.
Through a series of exercises, this year-long course will require students to develop an understanding and working knowledge of three-dimensional designs through drawing and both hands-on and digital building processes. Formal design concepts will be introduced, includingpositive and negative space, color, shape, texture, and value. The study of buildings and architectural components will serve as a precedent for additional artistic expression. A personal vision for each student will be developed over the course of numerous projects and students are encouraged to be independent, creative, and passionate about their individual paths. Students will utilize a variety of steps, including research, preliminary sketches, process models, and peer critiques, to arrive at a final product. Students are expected to submit a portfolio to the College Board at the end of the course to receive an Advanced Placement score. May also be taken as 6th course: ART501P.
This course expands on the one-term Photography course, with continued emphasis on the history of photography, the formal elements and principles of design, and creative storytelling with the camera. Students work to build a portfolio of images with a range of subject matter, levels of abstraction, varying points of view, depth of field, color, and lighting. Digital and film cameras will be employed, along with a vast array of printing processes. The class routinely takes field trips to a myriad of locales around the northeast. The course concludes with the submission of an AP portfolio to the College Board in the spring. May be taken as a 6th course: ART510P.
This course involves concentrated study in drawing and follows the Advanced Placement syllabus. The fall begins with a review of fundamental technique and includes design principles, creative process, historical perspectives and contemporary trends. Each student is expected to do outside reading and studio work and to prepare an AP portfolio during the Spring Term. All students are required to submit the eventual portfolio. Students assume a photographic lab fee of $60 towards the preparation of their portfolio. The decision to take the AP exam in May will be made in consultation with the instructor. May be taken as 6th course: ART520P-(p/f)
This course is intended for the student who desires to pursue visual art beyond the Advanced Placement studio art syllabus. The major focus is on studio work: drawing, painting and sculpting in the style of a number of contemporary artists. Students gain a broader perspective through slide lectures from visiting artists, field trips and films. From Brunelleschi’s principles of linear perspective, to the palette of Monet’s haystacks, to Christo’s wrapped coast, students discuss the importance of self-expression, and moments of inspiration. “All the really good ideas I ever had came to me while I was milking a cow.” (Grant Wood). May be taken as 6th course: ART600P.
This advanced course is for students who have exhausted the drawing/painting curriculum including the AP level and “Topics in Contemporary Art.” Students will pursue a theme and prepare work for a group show to be installed in the school gallery during late Winter Term. May be taken as 6th course: ART700P.
This two-term introductory astronomy course explores the origin, evolution and fate of our universe, the rules that govern its contents, and how we observe it. Topics may include the nature of science, key physics concepts, astronomical observation, the solar system, other planetary systems, stars, exotic objects (like black holes and supernovae), galaxies, and cosmology. The course format incorporates group work, student projects, student presentations, online guest visits by astronomers, extensive use of the planetarium, and observations with the schoolís various telescopes. Students will develop useful skills, including effective collaboration, how to communicate science accessibly, and critical analysis of scientific claims. The objective of the course is for students to leave with a better understanding of and enthusiasm for astronomy and it’s role in our daily lives, as well as the ability to follow astronomical developments throughout their lives. This course does not fulfill the Science graduation requirement.
Advanced Placement Biology is a demanding, double period course designed for students with high aptitude and a strong interest in science. The principles of Biology are developed in depth in accordance with the course syllabus issued by the College Board. Emphasis is placed on inquiry-based laboratory activities and student-centered projects that complement the lectures and discussions. Students are expected to take the AP Biology examination upon completion of the course. Course meets during double period.
Molecular Biology Research is an upper level course intended for students who wish to gain authentic research experience in biochemistry and molecular biology. BIO602 will allow students to immerse themselves in understanding the molecular machines and genetic codes thatmake life happen. Students will begin the year by expressing, purifying, and attempting to biochemically characterize a protein of unknown function. This process is highly team-based and collaborative. By the Spring Term, students are prepared to extend their project with research of their own design. This may involve investigating the effects of a mutation, developing in vitro or in vivo methods for measuring protein activity, or testing for potential enzyme inhibitors. Students will produce deliverables for each phase of their research in the form of an oral presentation, paper or annotated figure. Along with regular journal club discussions, these deliverables form the basis of assessment. All projects will culminate with presentation in a research forum that will be open to the DA Community.
Experimental Neurology conceptually studies cell physiology, neurotransmitter biochemistry and neuroanatomy with application to modeling human addiction and disease. Experimentally, students explore mechanisms of signaling and regulating gene expression in Drosophila neurons using transgenic and optogenetic technologies. A major focus of the courseis on experimental design, data analysis and scientific writing.
This course enables students to develop an understanding of the fundamental properties of matter that provides the foundation for the development of quantitative models of chemical systems. Laboratory work, guided inquiry learning, group discussion and lecture are integrated into most aspects of the year’s work. Students who do exceptionally well in this course may elect to take the SAT II Chemistry test.
This course is for students with a strong interest in science and exceptional quantitative skills. The course is equivalent to an introductory chemistry class at the college level and the major objective is to deeply learn and understand the fundamentals of chemistry. Students are expected to take the AP exam upon completion of this course. Course meets during double period.
Modern humans benefit from the natural and unnatural construction of complicated compounds from relatively simple building blocks. We will explore the rudiments of both laboratory- and biology-based production of organic compounds. The skills of retrosynthetic analysis, synthetic route-planning, chemical manipulation, purification and analytical characterization will be developed in order to intentionally isolate desired products. All of this will be done concurrent with a focus on the remarkable connection between molecular formand function.
This course is an introduction to Mandarin Chinese for students with little or no background in the language. Students learn the basic communication skills in Mandarin and explore related cultural aspects. The course begins with an introduction to the sound system and moves on to basic skills in listening, speaking, reading and writing. Students develop their language skills and culture awareness through daily collaborative activities and practice using text, audio and video materials as well. By the end of the year, students are expected to have good pronunciation, oral and aural proficiency for basic communication, and foundational grammar for simple sentences and short paragraph building.
This course is a continuation of Chinese I skills: speaking, listening, reading, and writing. In addition, the course includes an in-depth study of grammar. Students strive for accuracy while focusing on the ability to communicate in varied contexts and with proper grammar. Class work is supplemented by various technology tools and online resources. Class is conducted in Chinese.
In this intermediate level course, students reinforce what they have acquired in the previous levels and expand and deepen their skills in listening, speaking, reading, and writing by studying a variety of materials. Students focus on speaking and writing in a coherent, linguistically appropriate manner, using well-formed paragraphs through daily practice, storytelling and projects. Cultural content is integrated into each topic of discussion. Finishing the course, students are to be able to carry out rather fluent conversations about daily life and personal experiences and have acquired solid reading and writing skills to get ready for the next level.
This course aims to develop competency in advanced Chinese with an emphasis on fluency ofspoken language, reading, and writing. A variety of authentic materials is used to give students a deeper knowledge of Chinese language, culture, history, and social issues. However, a systematic study of Chinese vocabulary and grammar will continue to be emphasized and practiced through the use of the textbook. Students in this class are introduced to the format and material of the Chinese AP Language Examination. Class is conducted in Chinese.
This course is for students who wish to pursue the study of Chinese at a more advanced level. Students will further develop overall language proficiency through studying a variety of authentic materials and audiovisual sources that cover topics including culture, values, education, art, fashion, social issues, as well as controversial issues in contemporary Chinese society. They will expand their vocabulary and enhance their grammar to handle these broad subjects in both reading and writing. They will also build fluency with confidence and competency in Chinese by engaging in discussion, collaborative work, and projects about various topics. Furthermore, students will develop a more enriched understanding of the traditions and changes in Chinese culture and society.
This advanced course is a modern Chinese literature and writing class for students who love to read and write. Students explore a variety of readings and practice a wide range of writing styles in order to analyze and develop effective skills for literary analysis and appreciation. Narrative fiction, films, poetry, and critical essays are included. Students are expected to take an active part in class discussion. In addition, culture and history will be an integral part of this course. Class is conducted in Chinese.
Advanced Tutorial may be offered to students who, in consultation with the department andwith its endorsement, wish to pursue an individualized course in Chinese.
In this two-term course, students with little to no computer programming experience will learn how to code. This course equips students with a basic understanding of the world of technology and fosters logical algorithmic thinking. Students will be introduced to core concepts and principles of programming, which will be applicable to different platforms and languages as students venture further into computer science. This course stresses problem decomposition with an emphasis on independent problem solving. This course does not fulfill the Science graduation requirement.
This course teaches fundamental topics of computer science including problem solving, design strategies and methodologies, data structures, and algorithms. In this course, students learn an object-oriented approach to programming to develop solutions that can scaleup from small, simple problems to large, complex challenges. Students will write, test and debug solutions in the Java programming language utilizing standard Java library classes and interfaces. Students are expected to take the AP Computer Science A exam upon completion of this course. This course does not fulfill the Science graduation requirement.
This course follows AP Computer Science and covers the analysis and design of fundamentaldata structures. Students learn to use these data structures to code algorithms that effectively solve complex problems. Topics covered include linked lists, trees, graphs, breadth-first and depth-first searches, hash tables, and recursion. Through extended individual and collaborative projects, students learn principles for good program design, andthe use of data abstraction and modular program composition in writing clear and effective programs. This course does not fulfill the Science graduation requirement.
Digital Logic and Computer Architecture is a course for students with a strong interest in computer science. The course provides a foundation for students to understand modern computer system architecture and organization. Students are guided through the conceptual stack ubiquitous in digital design ñ number systems, transistor physics, combinatorial and sequential digital logic, memory design, computer arithmetic, instruction set architectures, and assembly programming. Using these concepts, students build and program a simple processing unit. In each unit students simulate, build and test functioning computer components. This is a lab-based course.
This course is intended to be a first experience in dance. Elementary-level boys and girls study a variety of dance forms such as contemporary, modern, jazz, ballet and hip-hop. This course also addresses the creative aspect of making dances through improvisation and choreography. There is an emphasis on injury prevention for athletes. Students who sign up for this course are encouraged to continue into Dance I winter and spring terms. May be takenas 6th course: DA100P.
This course is intended to be a continuation of the material covered in the introductory level dance class offered fall term. However, all elementary level students may sign up for this course either for one (winter only), or two terms (winter & spring). Students enrolled in this course may have the opportunity to perform in school dance concerts. NO PREVIOUS DANCE EXPERIENCE IS NECESSARY. May be taken as 6th course: DAN200P..
This intermediate level course continues the study of the dance techniques and choreography covered in Dance I. Students enrolled in this course may perform in and choreograph for dance concerts each term. They also have the opportunity to work with a professional choreographer for the Spring Dance Concert. This course may be taken for the full year, or as a two term class in the fall and winter. May be taken as 6th course: DAN300P.
This course is geared towards the serious student of dance and is designed to meet individual needs. Upper level intermediate dancers will train in a variety of techniques including contemporary, modern, jazz, ballet and hip-hop. Theyíll have the opportunity to choreograph a dance collaboratively for our Student Choreography Showcase in the winter, and rehearse a dance with a professional choreographer for our Spring Dance Concert. Students cansign up either the full year, or two terms (fall and winter). May be taken as 6th course: DAN400P.
This course is appropriate for dancers who are proficient in the techniques offered through the program. Advanced dancers explore the craft of group choreography as well as the art of the solo. Student work is showcased in all of our dance concerts, and there are also opportunities to work with guest choreographers throughout the year. May be taken as 6th course: DAN500P.
This class is tailored to meet the individual needs of the pre-professional dancer. Students work closely with the dance faculty to hone their technique, and create solo and group choreography for our performances. May be taken as 6th course: DAN600P.
In the first half of the year students are introduced to microeconomic theory through thestudy of such concepts as supply and demand, the law of diminishing returns, marginal utilityand the theory of the firm and industry. The second half of the year focuses on macroeconomicanalysis and its historic development from Keynes to Friedman. Such concepts as national income analysis and monetary and fiscal policy are covered in depth. We also focus on public policy and current political/economic issues through the use of case studies and supplemental readings. This course prepares students to take the AP Micro and Macro Exam in May. Selection will be made by the department.
The American Dream is a familiar phrase, but what does it mean? Whose dream is it? Is there just one dream for all Americans? How has it evolved over time? Do considerations of gender, race, ethnicity, or class affect the pursuit of this dream? To gain an understanding of how the pursuit of the distinctive American Dream helped to shape the culture and literature of the United States, students examine texts from different genres and time periods. Texts may include Rebecca Harding Davis’s Life in the Iron Mills, Nella Larsen’s Passing, Horatio Alger’s Ragged Dick, and short stories by Charlotte Perkins Gilman and Anzia Yezierska.
In addition to the core texts, Gatsby, Huck Finn, Emerson, Thoreau, Dickinson, we will also use a wide range of American short stories and novels to sample the many voices and issues that have populated American literature. Students will encounter writers ranging from Edith Wharton and Nathaniel Hawthorne in the 19th century to Ernest Hemingway, John Updike and Toni Morrison in the 20th. The variety of story styles and ideas helps students to understand better how literature has changed over time and to hone their analytical skills by discussing how the stories work. The purpose of the course is to provide a breadth of exposure as well as a chance to sample modern literature.
When Hamlet asks, “To be, or not to be? That is the question,” he utters what has become, unfortunately, a cliche. In the context of Shakespeare’s play, however, this question ripples with Hamlet’s anxiety, with his wondering as to how (or whether) he should move forward with his life. This course will explore works, like Hamlet, characterized by protagonists who grapple with similar central questions, questions like: What defines me? What does it mean to be a good daughter/son? To what extent has my family, race, gender, and/or choices determined my future? To what extent do I have the power to make my own choices at all? How do people see me? Which path should I take? These questions are visceral and real to the characters we will encounter; yet, the asking of big questions is not (or certainly shouldn’t be) something done only by fictional characters. To that end, at the same time that the classwill be analyzing these figures and their defining questions, students will be keeping journals in which they will log their day-to-day experiences. In the winter, as students approach the writing of their meditations, each will read his/her own journal as a text, and,in so doing, isolate the questions that emerge as central in their own lives. This course is designed to exercise the skills of analysis, critical thinking, and writing, as well as the practice of regular self-reflection. Texts may include White Teeth by Zadie Smith, Hamlet by William Shakespeare, Maus by Art Spieg.
This course will examine the importance of narrators to fiction. We will consider the function of the narrator as fundamental to how a reader interprets a text. What happens when an author intentionally includes an untrustworthy, unreliable and even unstable narrator? What about a narrator who only knows part of a story but tells it anyhow? How much does who is telling the story influence how the story is described or expressed? Through reading textswith different types of narrators, we will explore these and other questions to gain an understanding of how narrative form complicates the meaning of the text as a whole. The goal of the course is for every student to make the transition from talking about what a text says or what happens to making interpretive arguments about how a text works and what its meanings are. Students will also develop a vocabulary for discussing, analyzing and writing about narrative form. Authors may include Chris Bohjalian, Agatha Christie, Patricia Highsmith, Henry James, Edgar Allan Poe, Virginia Woolf and others.
“Muse, tell me of the many-turning man.” So begins Homer’s epic tale about the prevarications and arrivals of Odysseus, the man whose winning way with words lends him a place alongside Achilles and Aeneas in the firmament of epic heroes. While “many-turning” may be the closest literal approximation of polytropos, Odysseus’ Greek adjective epithet, English translators through the ages have instead landed upon “of twists and turns,” “complicated,” “wandering,” and even “for wisdom’s various arts renown’d.” What motivates a translator to generate such distinct iterations? How does each choice resonate with the word’s original meaning, and how do those choices manipulate understandings of the story? This course will explore questions such as these, and examine the various other ways that the Classics, the literatures and languages of the ancient Greeks and Romans, have echoed across the millennia. By reading a wide range of texts, from preliterate oral poems like Homer’s Odyssey to contemporary artist’s books like Anne Carson’s Nox, students will confront and consider the choices that translators have made throughout time, explore their own points of reception, and consider the successes and failures of languages to articulate essential human experiences, all while absorbing the stories and characters from which Western literature grew.
Writers have said of New York City that “the present is so powerful…that the past is lost,” but for anyone who has wandered through the streets or around the boroughs, the city’s stories unfold in mystery, magic, and a myriad of voices. Drawing on the novels This Side of Brightness by Colum McCann, Another Brooklyn by Jacqueline Woodson, and Sophie’s Choice by William Styron, plays by Stephen Karam and Lynn Nottage, and a selection of stories, poems, documentaries, films and memoirs, students will experience the city perhaps through different perspectives or in startling accents. Written assignments will vary among analytical, imaginative, and meditative responses.
This course will examine both the historical and contemporary impact of telling the storyof slavery in America. From first person narrative and science fiction to magical realism andpoetry, we will explore the many ways in which writers from 1700 to today have presented thisblight on Americaís history and identity. This course will examine both the historical and contemporary impact of telling the story of slavery in America. From first person narrative and science fiction to magical realism and poetry, we will explore the many ways in which writers from 1700 to today have presented this blight on Americaís history and identity. Colson Whitehead won the Pulitzer just four short years ago for his reimagining of the Underground Railroad. Slavery was abolished by federal mandate more than 150 years ago, and yet America still grapples with its shadow. How do authors use slavery stories to tackle modern day issues, such as mass incarceration and racial profiling? We will engage with this question and many others through literature by writers from Langston Hughes to Natasha Trethewey, through films from throughout the 20th century, and through first person narratives from the likes of Frederick Douglass and Harriet Jacobs.
The tutorial approach, initially developed by the universities of Oxford and Cambridge, relies upon a very old tradition of learning based upon self-directed reading and weekly meetings between instructors and individual students. In this model, students are at liberty to choose texts that interest them but must research a topic and synthesize a thesis that stands up to the rigors of academic inquiry. This course will adopt the spirit of the tutorial approach by allowing students to create their own reading lists that fit within the parameters of a selected topic. Those topics include Philosophy for Changing the World, Understanding Love, Exploring the Purpose of Culture, or Defining our Relationship to Work and Wealth. As this is a literature course, all topics must use examples from literature and critical theory as the basis of exploration. Therefore, a student exploring love might chooseto read works by Duras or Marquez. Those interested in our relationship with work and wealth might examine the stories of Sparks or Cheever. In any case, students will meet in their tutor groups to reveal their interpretations of these readings. Thus the tutorial group then becomes a space where studentsí own literary interests become the focus of the curriculum. Groups will coalesce along shared interests and students will collaborate to examine problems, ideas, and solutions from a plurality of perspectives.
In this introductory course, students learn basic French communication skills ñ while also exploring the cultures of the Francophone world. They engage in their own learning through collaboration, investigation and practice using text, video and audio materials. Students learn to write and speak in the present, past, and future tenses and give commands. An emphasis on speaking, listening, reading and basic writing guides the course. Students leave the introductory level excited and interested in further French language acquisition.
This second level course focuses on increasing communicating skills, both in written and oral form, through the lens of grammatical acquisition. Students are exposed to, and expectedto master, the past tenses, the future tenses, and the conditional that they will use in their writing and speaking. The study of negatives, and several pronoun categories will be integrated along the way. Reading a variety of Francophone texts, along with video skit performances, daily oral participation, and individual and group projects will establish the natural use of the acquired grammar.
This accelerated intermediate level course is for students with a high degree of aural-oral proficiency. In addition to an in-depth study of grammar, students develop conversation skills and read a variety of short literary works from France and the Francophone world. Various technology sites will be used to enhance both written and oral production. As with all honors classes at Deerfield, French II Honors requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.
The third year of language study is pivotal. Using the skills gained in the first two levels as a springboard, the students expand and deepen their knowledge and comfort level with language use. Intensive grammar review of the items covered in the previous levels allows students to move to the study of the conditional past, if clause structures, and an introduction to the subjunctive. Naturally the studentís language production becomes more sophisticated. The reading of their first substantial novel opens them up to the diverse francophone diaspora. An end of year project puts to use all of the skills acquired in the first three levels of language study.
The honors track for level III continues exposure to advanced grammatical structures, which includes all tenses within the indicative and subjunctive moods, and a more sophisticated application of pronouns. Through the study of literary texts, students understand grammar and structure in context. Papers, skits, daily analysis, and class debates engage the students with the material. Although the SAT preparation book is used for practicetests, students are not required to take the test at the end of the year. As with all honors classes at Deerfield, French III Honors requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.
This course is for students who would like to pursue the study of French at a more advanced level. Students examine grammar more deeply through literature, continue to develop oral proficiency through discussion, and further hone their reading comprehension through the study of certain historical periods and their accompanying texts. A textbook is also used when grammar and structure review is necessary. Papers, skits, daily analysis, and debates help students engage with the material. Although the SAT preparation book is used for practice tests, students are not required to take the test at the end of the year.
This accelerated course emphasizes oral proficiency, composition, and literary and oral analysis. Students will read a variety of genres from the Francophone world. This class will also examine French history through various films. Students are introduced to the structure of the AP French Language and Culture Examination. As with all honors classes at Deerfield, French IV Honors requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.
This is a literature seminar that continues to emphasize grammar and composition in orderto polish studentsí writing skills. Students read works by a variety of authors from France and the Francophone world. Papers, oral presentations, debates and discussions are also used to continue developing oral competency.
This accelerated course emphasizes oral proficiency, composition, and literary and oral analysis. Students will read a variety of genres from the Francophone world. This class will also examine French history through various films. Strong students in this course can choose to take the AP exam. As with all honors classes at Deerfield, this course requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.
This is a topics-based course for advanced speakers of French who have finished French V Honors. The course is especially designed for those students who wish to continue their French studies at the college level. Readings explore a wide variety of topics such as issuesof contemporary France and the European Union. Open to students with permission of the instructor. This course may not be offered every year. Strong students can choose to take theAP exam. As with all honors classes at Deerfield, this requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.
This is a topics-based course for advanced speakers of French who have finished French V Honors. The course is especially designed for those students who wish to continue their French studies at the college level. Readings explore a wide variety of topics such as issuesof contemporary France and the European Union. Open to students with permission of the instructor. This course may not be offered every year. Strong students can choose to take theAP exam. As with all honors classes at Deerfield, this course requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.
Who were the ancient Greeks? What did they think? How did they express themselves? And what is their relevance today? This course provides an introduction to the Greek language, specifically the dialect of Athens during the fifth and fourth centuries BCE. Precise, intricate, and beautiful, Attic Greek was a language of philosophy (Socrates, Plato, Aristotle), history (Thucydides), oratory (Demosthenes), tragedy (Sophocles, Euripides), and comedy (Aristophanes). The course introduces students to the vocabulary and grammar of Attic Greek, while exploring themes in Greek history, literature, and mythology. Offered as part of a two-year sequence. Does not fulfill Language graduation requirement.
The second year of ancient Greek is designed to bring students from the rudiments of grammar to authentic texts. Beginning with a comprehensive review of Attic morphology, syntax, and vocabulary, the course graduates to advanced topics in Greek grammar and relevant social and historical content. Students proceed to authentic texts in both poetry and prose during the first term; the second term of Greek II will be spent on Plato’s Crito, an accessible and foundational example of classical Greek prose and ancient philosophy.
In this introductory health class students will engage in discussions that will expand their understanding of what it means to be healthy. We will embrace the motto, “healthy mind, healthy body, healthy you!” Topics covered include self-care, personal values, stress and stress management, relationships, and more.
In this introductory health class students will engage in discussions that will expand their understanding of what it means to be healthy. We will embrace the motto, “healthy mind, healthy body, healthy you!” Topics covered include self-care, personal values, stress and stress management, relationships, and more.
In this introductory health class students will engage in discussions that will expand their understanding of what it means to be healthy. We will embrace the motto, “healthy mind, healthy body, healthy you!” Topics covered include self-care, personal values, stress and stress management, relationships, and more.
This course examines topics related to human sexuality, alcohol and other drugs, stress management and general adolescent development. Through classroom presentations and discussions, students will study a variety of issues that are especially pertinent to their own personal awareness and development. All three- and four-year students are required to take this course during tenth grade regardless of a previous similar course. Course does not meet on Fridays.
This course examines the development of a number of societies during the period from antiquity to circa 1200. Those societies may include Middle Eastern, Mediterranean, and Mesoamerican societies. Course materials include a wide array of historical and literary texts that provide insight into key events, themes and ideas. Topics may include the civilizations of classical Greece and imperial Rome, the culture of late antiquity, the nature of medieval civilization in Europe, and the origins and development of several major world religions. Each 200-level history course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.
Using literature and a rich variety of historical sources, this course studies the cultural, political, and economic consequences of colonialism in selected countries in Africa and Latin America. Each unit explores how the forces of conquest, colonization, and commerce have shaped the lives of individuals and communities in these countries. The interdisciplinary course materials also focus on the process of upheaval and change associated with revolution, decolonization, and independence in these regions. The course texts rely heavily upon indigenous voices and investigate a range of countries that may include Mexico, Haiti and the Dominican Republic, Nigeria, the Congo, and South Africa. Each 200-level history course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.
This course serves both as an introduction for students who have never studied Asian history and as a means, for those with foundational background, to further explore the societies, politics and belief systems of India, China and Japan. While students focus primarily on one of the three regional civilizations each term, they also trace the complex web of commercial and cultural exchange paths that crossed Asia and stretched to Europe, Africa, and Oceania. Along the way, they inquire into the relationship between these early pathways and modern global ones. Secondary source texts provide scaffolding for the course, but we also read from early primary texts such as the Bhagavad Gita, the Confucian Analects and the Maníyoshu, as well as from early travelogues, histories and manuals on ruling and warfare. Each 200-level history course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.
How did the universe begin? How has the universe developed over time? How do humans fit into this evolving story? Where is the future heading? These are questions that origin stories from different cultures have addressed for thousands of years. This course explores the modern scientific origin story of how the universe and life within it has grown more complex over the last 13.8 billion years. This tale, itself thousands of years in the making,has been woven together by a wide spectrum of thinkers and scholars from numerous scientific and historical fields. Together, students will engage powerful ideas and common themes acrossthe entire time scale of history, from the Big Bang and creation of star systems to the emergence of the Earth’s first microorganisms and the recent rise of human societies. Because history relies upon content, concepts and texts drawn from many disciplines, students will need to carefully weigh how scholars develop and justify their claims about the past, and how, over time, new claims serve to refute or refine earlier ones. Students will also have the opportunity to create their own narratives, explanations and arguments in response to essential questions. Each 200-level history course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.
This course in American history prioritizes depth over breadth in exploring certain critical junctures in the political, social, economic, and cultural history of the United States from pre-colonial times to the present, including its relations with other countries. We will ask how history and identity are inextricably linked, consider the ways in which history is the set of stories we choose to tell, and examine the competing values that have shaped the development of the United States as well as the forces of continuity and change. This course stresses the skills of a historian, including careful reading, critical thinking, primary-source analysis, discussion skills and analytical writing; its core assessments will extend beyond writing to activities that include debates, roundtables, simulations, and research-based projects.
In conjunction with a systematic review of fundamentals, students engage in selected readings of both prose and poetry during the year. Texts, for which students may be asked to identify parallels to modern examples of ancient literary and documentary genres comprise the Fall Term. Students progress to Cicero’s Somnium Scipionis in the winter and an exploration of what it means to be an effective citizen of a diverse and sprawling community that is in need of wise, informed guidance. Selections from authors that may include Ovid, Catullus, Vergil, and Caesar constitute the spring syllabus, in which students, confronted with love, conflict, purpose, and destiny in their own lives, meet these themes writ large in Roman history and culture between the end of the 2nd Punic War and the death of Augustus.
This is a literature course that offers a rigorous study of Caesarís ëGallic Warí and theëAeneidí of Vergil. Through a close reading of portions of the Latin text of each work and extensive selections of both in English, students expand and refine their ability to read Latin and enhance their understanding of the life and history of the ancient Romans. The course covers the syllabus for the AP Latin exam and familiarizes students with the nature ofthat assessment so that they may, if they so choose, sit for the exam in May.
This advanced course in the literature of the late Republic and early Empire asks students to apply the skills developed/acquired in previous courses as they read more deeply and produce more concrete analysis in both class discussions and in writing. This particular period was one of tremendous ferment in which literary experimentation and creative adaptation were hallmarks of the Roman cultural achievement. This achievement went hand in hand with the political turmoil that resulted in the establishment of the principate and an age of peace and stability known as the Pax Romana. Students will engage with a given genre or genres and cultivate the ability to approach ancient texts critically in light of their understanding of the historical and political context of this period. Classroom discussions go beyond the translation of texts to explore the implications of not only the thematic content but also the style of the texts we read.
Advanced Tutorial may be offered to students who, in consultation with the department and with its endorsement, wish to pursue an individualized course in classical studies.
This is a course in first year algebra with emphasis on such topics as the properties of the real number system, solving first degree sentences in one variable, the fundamental operations involving polynomial and rational expressions, systems of linear equations in two variables, fractions, factoring, ratio, proportion, variation, exponents, roots, quadratic equations, and problem solving. All of the material of a typical first year of algebra will be completed as well as a variety of enrichment topics.
This is designed for a student who has already studied some or much of the material that is covered in a typical first year algebra program, but who would benefit from additional work with the topics of Algebra I. The Fall Term is devoted to a review of the basic skills and ideas of Real Numbers, followed by single-variable equations and inequalities which then leads to work with linear relations and their applications in the late fall and winter. Students end the winter with the study of quadratic relations and their applications, and then spend the spring term on introductions to exponential relations, probability and statistics, and the idea of functions.
This course is designed for students who would benefit from significant reinforcement of topics from Algebra I as they pertain to geometric problems. The emphasis in this course is on recognizing the geometric relationships in shapes and solids. New concepts are introduced using inductive reasoning and exploration. Students who complete this course will be preparedfor a 300-level course.
This course integrates material from both plane and solid geometry. However, the development of the material requires extensive use of the skills and concepts already studied in algebra. The major emphasis is the study of the properties of two and three dimensional geometric figures from both a deductive and inductive reasoning approach. Additional topics include material from analytic geometry, exercises in logic, the graphing of functions and relations and elementary trigonometry. Students who complete this course will be prepared fora 300-level course.
This is an enriched version of Math 202 and is designed for the well-qualified math student. The course covers the same geometric topics as Math 202 but in greater depth. Students investigate additional topics at the discretion of the instructor. Successful completion of this course normally advances a student to Math 303.
This course meets the standards of a solid course in second year algebra. However, it is designed for students whose background indicates a need for a review of material from previous courses. As such it moves at a somewhat slower pace than Math 302. Students who complete this course are prepared for a 400-level mathematics course.
This course is intended for students who have achieved success in Math 102 and Math 202 or the equivalent. The material is developed with an emphasis on the functional approach and most topics include a range of applied problems. The main focus of the course is the analytical development of the linear, quadratic, polynomial, exponential and logarithmic functions. Other topics developed include an analysis of both the real and complex number systems, systems of equations in two and three variables, and an introduction to trigonometric functions. Students may take a 200-level and this 300-level course concurrently. Students who complete this course are prepared for a 400-level mathematics course.
This is an enriched version of Math 302 and is designed for the well-qualified student. The course develops the same material as Math 302 but in greater depth. Students in this class are frequently asked to solve non-routine problems and to apply familiar concepts in new problem situations. Students may take a 200-level and this 300-level course concurrently.Successful completion of this course normally advances a student to Math 403.
This is intended as a follow-up to Algebra II or an equivalent course. It is designed to complete the study of the elementary functions (linear, quadratic, exponential, logarithmic, and trigonometric). Additionally, the course develops material from finite mathematics including an introduction to probability and statistics, and the normal distribution. Throughout the entire course modeling of real phenomena is emphasized.
This is a follow up to Math 302 and as such continues the development of functions and relations. The course includes a thorough study of polynomial, rational, exponential, logarithmic and trigonometric functions, an analytical development of conic sections, polar equations and graphs, matrices, and an introduction to data analysis. Calculator based graphing technology is incorporated into the course, and the instructional approach is greatly influenced by the fact that all students have immediate access to this technology.
This is designed as a continuation of Math 303. The topics covered in this accelerated course include all those listed under Math 402 but the pace is such that the material will becompleted by the end of the winter term. Successful completion of this course normally advances a student to Math 603 (AP Calculus BC).
This course follows Math 401. It is also intended for students who have completed 402 and who do not wish to study calculus at this time. This course provides a continued emphasis on the development of functions and relations, including a thorough study of polynomial, rational, exponential, logarithmic, and power functions. Further, data analysis and difference equations are used to model real world phenomena. Calculator and computer-based graphing technology are incorporated into the course.
This course offers an introduction to the derivative and the integral. The pace of this course allows for a review of precalculus topics when necessary.
This course follows the Advanced Placement AB syllabus, which incorporates an introduction to the derivative and the integral and their applications. Students in this course are required to take the AP exam in May.
This course follows the Advanced Placement BC syllabus, which incorporates an introduction to the derivative and the integral with their applications and work in infinite series. This four-term course, which begins in the Spring Term of the sophomore or junior year, is for students who are outstanding in mathematics. Open to students who have completed MAT402 or the equivalent, with permission of the department. Exceptional mathematics studentsentering Deerfield in the fall term with demonstrated excellence in precalculus may consult the mathematics chair as to placement in the fall. Students in this course are required to take the AP exam in May.
This course follows the Advanced Placement Statistics syllabus, which introduces studentsto the major concepts and tools for collecting, analyzing, and drawing conclusions from data.Students are exposed to four broad conceptual themes: exploring data by observing patterns and departures from patterns, planning a study by deciding what and how to measure, anticipating patterns by producing models using probability and simulation, and studying statistical inference by confirming models. May be taken concurrently with a 400-level or higher course. Students in this course are required to take the AP exam in May.
This course continues the study of single variable calculus and introduces topics from multivariable calculus. Topics may include understanding the relation of series and convergence to calculus, work with parametric, polar, and vector forms in more than two dimensions, optimization problems, advanced integration, and a broad introduction to differential equations. An open-source textbook and Sage, an open-source software package which does symbolic manipulation and advanced graphing, is used extensively in this course.
This course covers the major topics of Multivariable Calculus, including optimization problems and vector calculus, and concludes with an introduction to ordinary differential equations. Mathematica, the symbolic mathematics software, is used extensively in the course for displaying 3D graphs, performing advanced numerical analysis, and analyzing nonlinear differential equations and systems of such equations. A licensed copy of the software is provided to all students.
Linear Algebra begins with the concept of systems of linear equations. From this foundation, Linear Algebra uses the mathematical objects and operations derived from vectors and matrices to construct a more abstract system of concepts that has broad relevance in higher mathematics as well as myriad practical applications. Topics studied include linear independence, subspaces, linear transformations, bases and dimension, orthogonality, determinants, eigenvalues and eigenvectors, and matrix diagonalization. Applications investigated include simple economic models, predator-prey ecological models, cryptography, and Markov chains. This course may be taken concurrently with MAT603.
Special Topics is aimed at students who have completed the rest of the curriculum, including Linear Algebra and Multivariable Calculus, and are looking to delve more deeply into advanced mathematics. Topics covered will depend on the interests of students and teachers, and may include Differential Equations, Number Theory, Combinatorial Algebra, or others.
How is today’s music put together? What path does music take from the time it leaves the creator until it arrives in your ear . Working in the recording studio, we will learn all aspects of production. Starting with pre-production, then recording, then editing, then mixing. Students will need to do much of the homework in the studio itself.
Singing builds community, commitment, self-discipline, personal ownership, and responsibility to the group. Open to anyone, and focused on singing, this course will introduce and develop skills in interpreting musical notation and understanding of melody, harmony, rhythm, and aesthetics. Students will develop proper singing technique and healthy habits relating to body alignment, breath management, vowel formation, proper resonation, clear diction, and accurate intonation. Classroom activities include sight-singing, light calisthenics, breathing exercises, meditation, historical research, music games, and improvisation. The ensemble will study and perform a wide range of musical styles and genres,including regularly dividing into separate Soprano/Alto and Tenor/Bass groups. Evaluations will be based on performance and growth across each term. May be taken as 6th course: MUS300P.
Open by audition to advanced singers, this course builds on previously demonstrated skill in interpreting musical notation and understanding of melody, harmony, rhythm, and aesthetics. Students will develop proper singing technique and healthy habits relating to body alignment, breath management, vowel formation, proper resonation, clear diction, and accurateintonation. Classroom activities include sight-singing, light calisthenics, breathing exercises, meditation, historical research, music games, and improvisation. The ensemble willstudy and perform a wide range of musical styles and genres, including serving as an SATB a cappella ensemble. Evaluations will be based on performances in and out of the classroom setting. May be taken as 6th course: MUS303P.
This course provides an opportunity for experienced woodwind, brass, and percussion players to collaborate in a variety of ensemble settings including concert band, woodwind chamber groups, brass ensembles, saxophone ensembles, percussion groups, and jazz/rock bands.Ensemble assignments are made by the course instructor, and additional ensemble coaches are drawn from the applied teaching staff. Students work on improving their blend, technique, intonation, musicianship, ensemble playing, and improvisational skills. May be taken as 6th course: MUS310P.
This class aims to empower students to compose, produce, and share their own musical creations by unlocking the secrets of what makes music magical. To some degree, students willchoose the repertoire that we analyze. We we will break down and study elements of harmony, rhythm, melody, architecture, structure, color, instrumentation/orchestration, studio production choices, and performance techniques. Students will compose multiple musical works,both large scale and small, inspired by the secrets that we unlock through our various analyses. There will be opportunities to publish and share projects, including live performances and digital distribution services such as Spotify. Collaboration with other courses (e.g. Studio Production, Digital Filmmaking) will be encouraged. Industry-standard tools such as Avid Sibelius music composition software and ProTools production software will be learned and employed for projects. Ability to understand musical notation and basic music theory knowledge are required for this class. Students interested in preparing for the AP Music Theory can prepare for the exam during this course.
This course offers our most advanced instrumentalists the opportunity to work in small ensembles, learning and performing repertoire by the worldís greatest composers. Class time consists of rotating coaching by Mr. Bergeron and our professional staff, performance classesin the Concert Hall (including peer feedback), student-led rehearsals, and guest artist visits (masterclasses and performances) from renowned chamber musicians. Students explore questions of performance practice, instrumental technique, emotion, expression, historical context, music theory, compositional architecture, performance psychology, and group dynamics. Each semester culminates with the Chamber Music Showcase Concert in the Concert Hall, whichis open to the public and professionally recorded. Daily practice is expected and participation in the Deerfield Orchestra is required of all chamber musicians except pianists. Chamber musicians should also be taking private lessons. May be taken as 6th course: MUS403P.
This is an introductory physics course that includes the study of kinematics, forces, energy, and electricity and magnetism. Students learn to develop and apply models through guided inquiry, group discussion, and collaborative hands-on investigation. They learn to communicate their thinking through multiple visual, mathematical, and computational representations. This course focuses on the concepts, principles, and ways of thinking that will underlie students’ further study of science.
This course introduces students to building and programming autonomous robots. Beginning with DC motors, the course takes students through increasingly complex navigation tasks. Students next turn to implementing sensors for feedback, where they read environmental conditions. The students learn a variety of control algorithms, from relatively low complexity bang-bang algorithm up through PID control. Next, students move into a series of robot games to challenge their ability to balance competing requirements. Finally, the course asks students to complete a project of their choice. Past projects include a self-balancing robot and soft robotics actuators.
AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through inquiry-based investigations as they explorethese topics: kinematics; dynamics; circular motion and gravitation; energy; momentum; simpleharmonic motion; torque and rotational motion; electric charge and electric force; DC circuits; and mechanical waves and sound. This course is appropriate for 11th- and 12th-gradestudents who have not previously taken a physics course. Upon completion of the course, students are expected to take the AP Physics 1 exam and will be prepared to take the SAT Physics Subject Test.
This is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through inquiry-based investigations as they explore topics such as fluids; thermodynamics and statistical mechanics; PV diagrams and probability; electrostatics; electrical circuits with capacitors; magnetic fields; electromagnetism; physical and geometric optics; and quantum, atomic, and nuclear physics. This course is appropriate for students who have previously taken a high school physics course. Emphasis is placed on developing more sophisticated experimental and data-analysis techniques. Upon completion of the course, students are expected to take the AP Physics 2 exam and with additional work will be prepared to take the SAT Physics Subject Test.
In this AP Seminar course, students explore the complexity of global food and water access/delivery systems while developing their skills as critical thinkers and strong communicators. The course focuses on current local and global issues related to freshwater availability and infrastructure, agriculture and food production, and water and food insecurity. The course teaches students to develop their own strong research questions, understand and analyze arguments, evaluate multiple perspectives, synthesize ideas, collaborate effectively, build and communicate their own arguments in both written and oral formats, and reflect on their increasing ability to engage with real world issues as engaged global citizens. Throughout this interdisciplinary course, students deepen their understanding of freshwater access and food systems through debates, seminar discussions, independent research, collaborative projects, oral presentations, guest speakers, and field trips. Students research freshwater issues and the environmental, economic, cultural, and health impacts of widely differing food systems and learn to both collaboratively and independently propose solutions and work actively for positive change. Most of the second half of the year will be spent working on a team project and individual research-based essay as part of the College Board Assessments for AP Seminar. May be taken as SCI502.
Advanced Placement Environmental Science is a challenging double-period course designed for students with a strong interest in environmental issues. The central theme of global sustainability is developed through lectures and debates and specific topics are explored by means of case studies, laboratory activities and field trips to local sites. The material is multi-disciplinary in nature and students are encouraged to draw upon a wide range of academic resources, including readings in sociology, ethics, economics, law and ecology. Students are expected to take the AP Environmental Science examination. Course meets during double period.
In this introductory course, students learn basic Spanish communication skills–including vocabulary and grammar–while exploring new cultures and traditions. They expand their knowledge of the Spanish-speaking world and engage in learning through collaboration, investigation and practice using text, video and audio materials. An emphasis on speaking, listening, reading and basic writing guides the course. Students complete this level excited for and interested in further Spanish language acquisition. Class is conducted primarily in Spanish. Open to all students; juniors and seniors need permission from the Academic Dean’s Office.
In this course, students continue their exploration of Spanish by focusing on Spanish grammar and vocabulary, applied to “real life” situations. We work to further develop the four language skills: speaking, listening, reading and writing, while at the same time exploring the Spanish-speaking world through a wide variety of materials, including literature, film, music, periodicals, and various web-based resources. Students develop their command of Spanish structures and vocabulary, their ability to communicate when writing and speaking, and a deeper understanding of the cultures of the Spanish-speaking world. Class is conducted primarily in Spanish.
Spanish 3 is an intermediate level course in which students review the grammatical structures from the beginning sequence while developing their communicative abilities. The class also studies in greater depth the cultures of the Spanish-speaking world, using articles, books, films, and other authentic materials as starting points for studying topics pertinent to Latin America and Spain. Conversational fluency is developed through daily pair and group activities, and oral exams and projects push students to express longer and more complex thoughts. The class also focuses on more extensive reading and writing practice, and students are frequently required to write reflections and essays in Spanish. Class is conducted in Spanish.
Spanish 3 Honors is designed for students who have excelled in Spanish 2. Students review all of the major grammatical structures at a fast pace while developing their communicative abilities. The class also studies in depth the cultures of the Spanish-speaking world, using articles, books, films, and other authentic materials as starting points for studying topics pertinent to Latin America. A full term is devoted to reading a Latin American novel. Conversational fluency is developed through daily pair and group activities, and oral exams and projects push students to express longer and more complex thoughts. The class also focuses on more extensive reading and writing practice, and students are frequently required to write reflections and essays. The students who excel in Spanish 3 Honors are recommended for Spanish 5. Class is conducted in Spanish. Selection will be made by the department.
Which works of art reveal a moment in the history of a country? Which songs unveil the stories of its people? Which films transport us to a different place and allow us to experience another culture? Throughout the year, students are exposed to varied cultural materials and experiences that foster a deeper understanding of the values and practices of the target culture. Individual and collaborative work allows students to develop greater proficiency in the structures of the language and expand their knowledge of the diversity of voices within the Spanish-speaking world. Activities include in-class discussion, group activities, compositions and journal writing centered on the active use of language and a review of the most important aspects of Spanish grammar. Materials include extensive readings (literary and journalistic texts) and audiovisual sources (film). Class is conducted in Spanish.
This course allows our most advanced students of Spanish to delve further into the language, cultures and literatures of the Spanish-speaking world. The course readings includea broad sampling across both traditional and modern literary genres, so students might read novels, short stories, essays, and theater, and they will also learn about blogs, new media, film, and other visual arts. Through this development of visual literacy students will hone their analytical and critical thinking skills and deepen their appreciation of the depth and range of the cultures of the Spanish-speaking world. By the end of the course, the students will be able to use Spanish flexibly and effectively for both academic and intercultural purposes. This is an honors-level, year-long course.
Advanced Tutorial may be offered to students who, in consultation with the department and with its endorsement, wish to pursue an individualized course in Spanish.
This course explores the basic principles of acting including ensemble building, improvisation, voice, movement, textual analysis and theater vocabulary. Class assignments include writing and performing monologues and presenting scenes and projects. Students also explore various texts from classical to contemporary. No previous acting experience is necessary. May be taken as 6th course: THE200P.
Acting II is for students interested in expanding their ability to communicate through a variety of techniques that engage the individual and ensemble physically, mentally and emotionally. The course is designed to increase the availability and awareness of the senses while using physical approaches to access character, imagination, and articulation. Methods explored include Lessacís voice and speech training, Lecoq’s 7 levels of tension, Overlie’s 6 Viewpoints, and Grotowski’s Plastiques. Through monologues, scene work, and improvisation we explore the act of making theater. No previous acting experience is necessary. May be taken as 6th course: THE300P.
After completing Acting I and II, committed and experienced acting students are encouraged to progress to a more advanced study of acting. Students are encouraged to contribute to the development of a creative ensemble as well as develop their self-sufficiency as actors. In addition to learning advanced acting techniques, a major performance project is presented at the end of the term. May be taken as 6th course: THE500P.
Before they enter Deerfield, all new students are required to take a math placement test to determine an appropriate class. Students who have already taken a language they wish to continue studying at Deerfield will take a placement test to determine what level class they should take. If the placement in either department is deemed inappropriate after the student arrives, then the section teacher may suggest a change of level. Students may also request such a change and should consult with their teacher and their academic advisor before contacting the Academic Dean.
Study abroad is available to all students from their sophomore to senior years, although typically students who choose to go abroad will do so during their junior year.
In order to garner Honors distinction a student must have a cumulative term average above 90.0%. High Honors requires an average of 93.0% or above. Exemplary students with a grade point average of 92.0 or higher may qualify for admission to the Cum Laude Society, a national honor society.
Because of its commitment to rigorous academics, Deerfield offers a wide range of accelerated and Advanced Placement courses. All of Deerfield’s classes are appropriately challenging, but AP and accelerated courses provide an extra challenge for ambitious students.
All students are assigned a faculty advisor at the beginning of their time at Deerfield. After their first year students may choose a new advisor, or continue with their original one, depending on the relationships they have developed with Deerfield’s faculty. Advisors are responsible for submitting course requests and writing an advisor report every term. They are available for any questions a student may have and are involved in every major academic or athletic decision a student makes while at Deerfield. In addition, faculty eat lunch with their advisees every Thursday and may schedule outside events for their advisees. Advisors are a key component of the Deerfield experience, as they provide guidance and friendship to students throughout their time at Deerfield.
The Pursuit of Excellence Policy states that students may miss up to five class days a year if an unusual and extraordinary opportunity arises, including opportunities in a variety of academic, athletic, and artistic fields. The Office of the Academic Dean determines the legitimacy of pursuit of excellence requests on a case-by-case basis.