At ASP, we offer a wide range of classes, including required courses and electives. All of our academic focus areas are built on shared aims, beliefs, and philosophy.
With dozens of electives on offer, and a large range of required courses, our students are able to personalize their class schedule to suit their interests and academic development. We believe it is essential for students to mix the arts, languages, specialized STEM courses with their core curricular classes in order to promote a love of learning and a deep engagement with their education. At the American School of Paris, we ensure a balance of academic rigor, real world opportunities, and creative opportunities inside and outside of the classroom.
Our aim as arts educators is to develop and implement comprehensive, creative, innovative music, theater, film and visual art programs. Such programs will equip students to think like artists, and will establish in them lifelong artistic dispositions as bold, sensitive creators, thoughtful, informed appreciators and enthusiastic, active supporters of the arts.
The true artist is a visionary who makes the world a better place. The arts are intrinsically valuable as an avenue for the creative expression of our human psyche. Exposure to, exploration of, and instruction in the arts are essential components of a comprehensive 21st century education. Research clearly shows that the arts contribute greatly to the social, emotional, cognitive, physical and civic development of the students we work with. The arts uniquely address the complete human experience, making them a significant foundation upon which to develop the personal and academic excellence that is part of ASP’s mission.
The Visual Arts courses at ASP offer a diverse curriculum dedicated to expanding students’ critical and aesthetic horizons. Students may choose from a variety of media, with emphasis placed on individual growth and creative expression. Please note that these Visual Arts courses are only allowed to be taken once.
Performing Arts courses offer an active and dynamic addition to the life of ASP. The 375-seat Performing Arts Center Black Box Theatre allows for the staging of numerous performances and productions. Other facilities include music ensemble and practice rooms, a modern sound and light booth and diverse backstage rooms for actors. ASP also holds a wide range of string, woodwind and brass instruments available for rent, as well as many orchestral, jazz and world percussion instruments on campus.
The purpose of participation in the performing arts is to empower students to embrace, explore and engage in aesthetic experience. Our aim for all students, regardless of their degree of involvement or ability, is that they become lifelong participants in, appreciators of, and advocates for, the performing arts. The shared experience of live performance connects artist and audience. Through performance, students become more thoughtful, independent, confident and self-aware, while also being more responsive to the reactions of others and the impact of their own work. We believe that
Our aim as arts educators is to develop and implement comprehensive, creative, innovative music, theater, film and visual art programs. Such programs will equip students to think like artists, and will establish in them lifelong artistic dispositions as bold, sensitive creators, thoughtful, informed appreciators and enthusiastic, active supporters of the arts.
The true artist is a visionary who makes the world a better place. The arts are intrinsically valuable as an avenue for the creative expression of our human psyche. Exposure to, exploration of, and instruction in the arts are essential components of a comprehensive 21st century education. Research clearly shows that the arts contribute greatly to the social, emotional, cognitive, physical and civic development of the students we work with. The arts uniquely address the complete human experience, making them a significant foundation upon which to develop the personal and academic excellence that is part of ASP’s mission.
The Visual Arts courses at ASP offer a diverse curriculum dedicated to expanding students’ critical and aesthetic horizons. Students may choose from a variety of media, with emphasis placed on individual growth and creative expression. Please note that these Visual Arts courses are only allowed to be taken once.
Performing Arts courses offer an active and dynamic addition to the life of ASP. The 375-seat Performing Arts Center Black Box Theatre allows for the staging of numerous performances and productions. Other facilities include music ensemble and practice rooms, a modern sound and light booth and diverse backstage rooms for actors. ASP also holds a wide range of string, woodwind and brass instruments available for rent, as well as many orchestral, jazz and world percussion instruments on campus.
The purpose of participation in the performing arts is to empower students to embrace, explore and engage in aesthetic experience. Our aim for all students, regardless of their degree of involvement or ability, is that they become lifelong participants in, appreciators of, and advocates for, the performing arts. The shared experience of live performance connects artist and audience. Through performance, students become more thoughtful, independent, confident and self-aware, while also being more responsive to the reactions of others and the impact of their own work. We believe that
Drawing is the most foundational skill for any artist and is completely teachable. Throughout the semester, you will learn, practice and create artworks in varying traditional drawing media such as pencils, colored pencils, charcoal, chalk pastels, oil pastels, markers and pens. Drawing topics may include observational drawing, realism, portraiture, abstract designs, surrealism, imagination as well as student driven passion ideas. Color theory, composition, elements of art, principles of design, critique and portfolio building are fundamental to each artwork. This course is a suggested prerequisite for Advanced Studio Art.
Drawing is the most foundational skill for any artist and is completely teachable. Throughout the semester, you will learn, practice and create artworks in varying traditional drawing media such as pencils, colored pencils, charcoal, chalk pastels, oil pastels, markers and pens. Drawing topics may include observational drawing, realism, portraiture, abstract designs, surrealism, imagination as well as student driven passion ideas. Color theory, composition, elements of art, principles of design, critique and portfolio building are fundamental to each artwork. This course is a suggested prerequisite for Advanced Studio Art.
Whether you love to paint, or are not quite sure, this hands-on course offers the opportunity to develop artistic and technical skills in painting with watercolor, tempera, and acrylics. Exploring Color Theory, Art History, and Art Elements and Principles of Design are also integral components of this class. It is the perfect opportunity for all students interested in painting, regardless of prior experience, to deepen their skill-set, develop a personal style and gain a greater understanding of this timeless medium. This course is a suggested prerequisite for Adv. Studio Art.
Whether you love to paint, or are not quite sure, this hands-on course offers the opportunity to develop artistic and technical skills in painting with watercolor, tempera, and acrylics. Exploring Color Theory, Art History, and Art Elements and Principles of Design are also integral components of this class. It is the perfect opportunity for all students interested in painting, regardless of prior experience, to deepen their skill-set, develop a personal style and gain a greater understanding of this timeless medium. This course is a suggested prerequisite for Adv. Studio Art.
Mixed Media is an innovative studio art course designed specifically for students who want to experiment and explore a large variety of materials and techniques. We will gain inspiration from contemporary artists and imaginative art prompts. Each project will be created using a mixture of two or more art materials including watercolors, acrylic paints, collage, colored pencils, markers, pastels, printmaking and embroidery. Some pieces may even incorporate 3D materials and techniques such as modeling paste, paper mache, plaster, wire, thread or weaving. This course is a suggested prerequisite for Advanced Studio Art.
Mixed Media is an innovative studio art course designed specifically for students who want to experiment and explore a large variety of materials and techniques. We will gain inspiration from contemporary artists and imaginative art prompts. Each project will be created using a mixture of two or more art materials including watercolors, acrylic paints, collage, colored pencils, markers, pastels, printmaking and embroidery. Some pieces may even incorporate 3D materials and techniques such as modeling paste, paper mache, plaster, wire, thread or weaving. This course is a suggested prerequisite for Advanced Studio Art.
Sculpture is a dynamic, hands-on introduction to 3D art and design. You will explore and learn various sculpture techniques through a variety of materials and creative prompts, all focusing on the elements of art (line, shape, color, value, texture, form, space) and the principles of design (rhythm, balance, unity, contrast, emphasis, pattern, movement). Through problem-solving art projects, you will practice creativity, experimentation, perseverance, confidence and innovation. Materials vary each semester and may include paper, cardboard, plaster, clay, wire, found objects, collage or a mixture of many. Sculpture themes also vary and may include abstract, figurative, faces, architecture, contemporary or passion explorations. Color theory, composition, photographing 3D artwork, portfolio building and critique will be woven throughout the artistic process.
Sculpture is a dynamic, hands-on introduction to 3D art and design. You will explore and learn various sculpture techniques through a variety of materials and creative prompts, all focusing on the elements of art (line, shape, color, value, texture, form, space) and the principles of design (rhythm, balance, unity, contrast, emphasis, pattern, movement). Through problem-solving art projects, you will practice creativity, experimentation, perseverance, confidence and innovation. Materials vary each semester and may include paper, cardboard, plaster, clay, wire, found objects, collage or a mixture of many. Sculpture themes also vary and may include abstract, figurative, faces, architecture, contemporary or passion explorations. Color theory, composition, photographing 3D artwork, portfolio building and critique will be woven throughout the artistic process.
Ceramics is an exciting introduction to creating art from clay. You will explore and learn clay hand-building techniques such as pinch pots, slabs and coils in order to create both functional and imaginative artworks. Furthermore, in order to finalize each piece, various surface decoration and glazing techniques will be taught and practiced. Through unique ceramic projects, you will apply creativity, problem solving, resilience and innovation, all important skills applicable to your life beyond school.
Ceramics is an exciting introduction to creating art from clay. You will explore and learn clay hand-building techniques such as pinch pots, slabs and coils in order to create both functional and imaginative artworks. Furthermore, in order to finalize each piece, various surface decoration and glazing techniques will be taught and practiced. Through unique ceramic projects, you will apply creativity, problem solving, resilience and innovation, all important skills applicable to your life beyond school.
This course is designed for 10th grade students as preparation for IB Visual Arts, or 11th and 12th grade students who want to continue their artmaking beyond a specialized semester class. Students will explore and create imaginative, interesting and evocative artwork through a wide array of materials, techniques and design opportunities all focused around the elements of art, principles of design, color theory and composition. Materials vary and include drawing, painting, printmaking, sculpture and mixed media. Themes vary and are open to independence and creative interpretations. In a dynamic studio atmosphere, you will develop artworks of various sizes, study art history, discover contemporary artists and practice technical skills all while building confidence, perseverance, creative thinking and problem solving abilities.
This course is designed for 10th grade students as preparation for IB Visual Arts, or 11th and 12th grade students who want to continue their artmaking beyond a specialized semester class. Students will explore and create imaginative, interesting and evocative artwork through a wide array of materials, techniques and design opportunities all focused around the elements of art, principles of design, color theory and composition. Materials vary and include drawing, painting, printmaking, sculpture and mixed media. Themes vary and are open to independence and creative interpretations. In a dynamic studio atmosphere, you will develop artworks of various sizes, study art history, discover contemporary artists and practice technical skills all while building confidence, perseverance, creative thinking and problem solving abilities.
This is the first course in the two-year IB Diploma Program in Visual Arts. During this year, students begin developing a portfolio of artwork, exploring a wide range of art forms and techniques. They are introduced to the examined assessments: the Art-Making Inquiry Portfolio, the SL Connection Study, the HL Artist Project, and the Exhibition. Students start documenting their artistic journey using both digital formats and traditional sketchbooks, and learn to research and formally analyze artwork. As part of the preparation for the final exhibition of 5 thematic artworks, students curate a mock exhibition, including exhibition texts and a curatorial rationale. This course requires students to be highly motivated, independent, and committed to both the art-making and substantial written components of the program. By the end of the first year, students decide whether to pursue the Standard Level or Higher Level track. Prerequisite: Advanced Studio Art or at least two Studio Art electives, with teacher approval.
This is the first course in the two-year IB Diploma Program in Visual Arts. During this year, students begin developing a portfolio of artwork, exploring a wide range of art forms and techniques. They are introduced to the examined assessments: the Art-Making Inquiry Portfolio, the SL Connection Study, the HL Artist Project, and the Exhibition. Students start documenting their artistic journey using both digital formats and traditional sketchbooks, and learn to research and formally analyze artwork. As part of the preparation for the final exhibition of 5 thematic artworks, students curate a mock exhibition, including exhibition texts and a curatorial rationale. This course requires students to be highly motivated, independent, and committed to both the art-making and substantial written components of the program. By the end of the first year, students decide whether to pursue the Standard Level or Higher Level track. Prerequisite: Advanced Studio Art or at least two Studio Art electives, with teacher approval.
The rigorous second year of the IB Visual Arts DP demands dedication and engagement in both art-making and analytical writing. The 3 examined components are: Comparative Study: This is a critical and analytical presentation that compares three selected artworks of the student’s choice. Research and writing for this component began in Year 1, with students refining their work in Year 2. Students create artwork inspired by their Comparative Study, deepening their understanding of the connections between analysis and practice. Process Portfolio: This digital presentation documents the student’s two-year journey. It visually and textually captures their exploration of techniques, skill development, artist research, idea development, and reflections on their artistic practice. Exhibition: Students curate an exhibition showcasing thematic artworks created over the two years of the course. The exhibition, held in early spring, includes a selection of finished works, exhibition texts, and a curatorial rationale.
The rigorous second year of the IB Visual Arts DP demands dedication and engagement in both art-making and analytical writing. The 3 examined components are: Comparative Study: This is a critical and analytical presentation that compares three selected artworks of the student’s choice. Research and writing for this component began in Year 1, with students refining their work in Year 2. Students create artwork inspired by their Comparative Study, deepening their understanding of the connections between analysis and practice. Process Portfolio: This digital presentation documents the student’s two-year journey. It visually and textually captures their exploration of techniques, skill development, artist research, idea development, and reflections on their artistic practice. Exhibition: Students curate an exhibition showcasing thematic artworks created over the two years of the course. The exhibition, held in early spring, includes a selection of finished works, exhibition texts, and a curatorial rationale.
The rigorous second year of the IB Visual Arts DP demands dedication and engagement in both art-making and analytical writing. The 3 examined components are: Comparative Study: This is a critical and analytical presentation that compares three selected artworks of the student’s choice. Research and writing for this component began in Year 1, with students refining their work in Year 2. Students create artwork inspired by their Comparative Study, deepening their understanding of the connections between analysis and practice. Process Portfolio: This digital presentation documents the student’s two-year journey. It visually and textually captures their exploration of techniques, skill development, artist research, idea development, and reflections on their artistic practice. Exhibition: Students curate an exhibition showcasing thematic artworks created over the two years of the course. The exhibition, held in early spring, includes a selection of finished works, exhibition texts, and a curatorial rationale.
The rigorous second year of the IB Visual Arts DP demands dedication and engagement in both art-making and analytical writing. The 3 examined components are: Comparative Study: This is a critical and analytical presentation that compares three selected artworks of the student’s choice. Research and writing for this component began in Year 1, with students refining their work in Year 2. Students create artwork inspired by their Comparative Study, deepening their understanding of the connections between analysis and practice. Process Portfolio: This digital presentation documents the student’s two-year journey. It visually and textually captures their exploration of techniques, skill development, artist research, idea development, and reflections on their artistic practice. Exhibition: Students curate an exhibition showcasing thematic artworks created over the two years of the course. The exhibition, held in early spring, includes a selection of finished works, exhibition texts, and a curatorial rationale.
This introductory photography course merges the art and science of photography, guiding students to develop both their creative voice and technical skills. Students will gain a strong understanding of essential camera functions, including aperture, shutter speed, and ISO, and enhance their photos using editing software, such as Photoshop and Lightroom. Through hands-on projects and collaborative critiques, students will delve into the history of photography and draw inspiration from the work of influential photographers in a wide variety of genres. Whether using a digital SLR camera or a smartphone, this course empowers students to create visually compelling images.
This introductory photography course merges the art and science of photography, guiding students to develop both their creative voice and technical skills. Students will gain a strong understanding of essential camera functions, including aperture, shutter speed, and ISO, and enhance their photos using editing software, such as Photoshop and Lightroom. Through hands-on projects and collaborative critiques, students will delve into the history of photography and draw inspiration from the work of influential photographers in a wide variety of genres. Whether using a digital SLR camera or a smartphone, this course empowers students to create visually compelling images.
Visual narratives surround us with films, television programs, commercials and YouTube having an ever-increasing presence in students’ lives. Digital Filmmaking provides students opportunities to better understand, as well as to create, digital videos. Students learn the technical aspects of digital production, including digital cinematography, non-linear editing, lighting, and computer-based special effects.
Equally important is the art of storytelling. Students work to create original, well-structured stories with compelling characters and conflicts. Besides that, students will have contact with films from different countries and cultures, learning about film history and early techniques. This course satisfies the performing arts graduation requirement.
Visual narratives surround us with films, television programs, commercials and YouTube having an ever-increasing presence in students’ lives. Digital Filmmaking provides students opportunities to better understand, as well as to create, digital videos. Students learn the technical aspects of digital production, including digital cinematography, non-linear editing, lighting, and computer-based special effects.
Equally important is the art of storytelling. Students work to create original, well-structured stories with compelling characters and conflicts. Besides that, students will have contact with films from different countries and cultures, learning about film history and early techniques. This course satisfies the performing arts graduation requirement.
Same as the semester-long course, but we will dive deeper into the production aspects of the filmmaking process. The pace is faster than the semester course. There is no prerequisite for this course, but some previous knowledge about filmmaking is helpful so it's ideal for students who already took a digital filmmaking semester course and want to follow with more knowledge in the art of filmmaking. This course satisfies the performing arts graduation requirement.
Same as the semester-long course, but we will dive deeper into the production aspects of the filmmaking process. The pace is faster than the semester course. There is no prerequisite for this course, but some previous knowledge about filmmaking is helpful so it's ideal for students who already took a digital filmmaking semester course and want to follow with more knowledge in the art of filmmaking. This course satisfies the performing arts graduation requirement.
IB Film, year one of this two-year program, challenges students to fully explore Film as Art by studying great films, creating documentary scripts and producing short films. This three-pronged approach creates opportunities to thoroughly investigate Film as Art while preparing students for the IB Film assessments, submitted in Year 2. Students will follow the IB curriculum, but the course is not limited only to those seeking the IB Diploma. The course is open to all students who seek an in-depth understanding of the power of film to inspire, to inform, and to entertain.
Year 1 of the program looks critically at a variety of film genres, develops cinematography and editing skills, and introduces script writing as art. It is advisable but not required to have some film experience before taking this course.
IB Film, year one of this two-year program, challenges students to fully explore Film as Art by studying great films, creating documentary scripts and producing short films. This three-pronged approach creates opportunities to thoroughly investigate Film as Art while preparing students for the IB Film assessments, submitted in Year 2. Students will follow the IB curriculum, but the course is not limited only to those seeking the IB Diploma. The course is open to all students who seek an in-depth understanding of the power of film to inspire, to inform, and to entertain.
Year 1 of the program looks critically at a variety of film genres, develops cinematography and editing skills, and introduces script writing as art. It is advisable but not required to have some film experience before taking this course.
IB Film is the second-year component of the two-year IB Film curriculum, where students complete the four elements of the IB Film - a film with a project report, a video essay, a film portfolio and a structured film analysis. Throughout the year students will view and discuss select films, work on production exercises and script writing assignments.
Students will spend the first semester creating their IB film, a seven-minute (HL) production. During this process they will specialize and focus on one production role. They will also research and begin writing their documentary script for submission.
During the second semester students will finalize all of the pieces of the IB Film Portfolio, including the analysis component of the course, a 10 minute comparative study project, and a textual analysis of a scene from one of the pre-defined films assigned by IBO
IB Film is the second-year component of the two-year IB Film curriculum, where students complete the four elements of the IB Film - a film with a project report, a video essay, a film portfolio and a structured film analysis. Throughout the year students will view and discuss select films, work on production exercises and script writing assignments.
Students will spend the first semester creating their IB film, a seven-minute (HL) production. During this process they will specialize and focus on one production role. They will also research and begin writing their documentary script for submission.
During the second semester students will finalize all of the pieces of the IB Film Portfolio, including the analysis component of the course, a 10 minute comparative study project, and a textual analysis of a scene from one of the pre-defined films assigned by IBO
IB Film is the second-year component of the two-year IB Film curriculum, where students complete the four elements of the IB Film - a film with a project report, a video essay, a film portfolio and a structured film analysis. Throughout the year students will view and discuss select films, work on production exercises and script writing assignments.
Students will spend the first semester creating their IB film, a seven-minute (HL) production. During this process they will specialize and focus on one production role. They will also research and begin writing their documentary script for submission.
During the second semester students will finalize all of the pieces of the IB Film Portfolio, including the analysis component of the course, a 10 minute comparative study project, and a textual analysis of a scene from one of the pre-defined films assigned by IBO
IB Film is the second-year component of the two-year IB Film curriculum, where students complete the four elements of the IB Film - a film with a project report, a video essay, a film portfolio and a structured film analysis. Throughout the year students will view and discuss select films, work on production exercises and script writing assignments.
Students will spend the first semester creating their IB film, a seven-minute (HL) production. During this process they will specialize and focus on one production role. They will also research and begin writing their documentary script for submission.
During the second semester students will finalize all of the pieces of the IB Film Portfolio, including the analysis component of the course, a 10 minute comparative study project, and a textual analysis of a scene from one of the pre-defined films assigned by IBO
In this cross curricular, project-based class, students work collaboratively using technology such as digital cameras and online design software to produce a high-quality yearbook. Students use writing, communication skills, and creativity to tell the story of the school community in an engaging way. Digital Art and Digital Photography are excellent preparation for this course, but not required.
In this cross curricular, project-based class, students work collaboratively using technology such as digital cameras and online design software to produce a high-quality yearbook. Students use writing, communication skills, and creativity to tell the story of the school community in an engaging way. Digital Art and Digital Photography are excellent preparation for this course, but not required.
If you are an instrumental musician on woodwind, brass or percussion, then this class is for you! You should normally have 2 or more years of playing experience, including reading music comfortably. Piano players are welcome to join as percussionists, starting on mallets and timpani.
The concert band meets on alternate days in the schedule, focusing mostly on practical playing to develop technique, aural skills, musicality and essential theory. Throughout each year we aim to play music from a wide variety of styles and periods, also encouraging a broader appreciation of musical cultures and history. We perform at 3 official school concerts, augmented by other performance opportunities including the ASP Jazz Band, US and MS musicals and auditioned music festivals run by The Association for Music in International Schools (AMIS). Private teachers are also available on voice and several instruments – just contact a music teacher for details. Playing an instrument in a musical ensemble should be an enjoyable, challenging and rewarding experience. Scientific studies have also proven the many additional benefits to cognitive development, problem solving, language acquisition, social skills and more. Come and join us in the US Concert Band to continue and expand your musical journey into the future.
If you are an instrumental musician on woodwind, brass or percussion, then this class is for you! You should normally have 2 or more years of playing experience, including reading music comfortably. Piano players are welcome to join as percussionists, starting on mallets and timpani.
The concert band meets on alternate days in the schedule, focusing mostly on practical playing to develop technique, aural skills, musicality and essential theory. Throughout each year we aim to play music from a wide variety of styles and periods, also encouraging a broader appreciation of musical cultures and history. We perform at 3 official school concerts, augmented by other performance opportunities including the ASP Jazz Band, US and MS musicals and auditioned music festivals run by The Association for Music in International Schools (AMIS). Private teachers are also available on voice and several instruments – just contact a music teacher for details. Playing an instrument in a musical ensemble should be an enjoyable, challenging and rewarding experience. Scientific studies have also proven the many additional benefits to cognitive development, problem solving, language acquisition, social skills and more. Come and join us in the US Concert Band to continue and expand your musical journey into the future.
There is a big difference between ‘I can’t sing’ and ‘I don’t sing’. For the majority, it’s the latter, but which do you feel applies to you? This is a class for everyone.
Singing together has been proven to be a source of mental, physical and social-emotional strength and well-being. Being a course promoting fun, a feeling of family, and fantastic performances, the benefits of this class have increased in significance as academic and societal pressures have increased. Join choir and sing - to (i) relieve daily stress, (ii) learn to use your own unique instrument and to become a more literate musician, (iii) be exposed to music beyond your own playlist and be amazed at how you learn to love it, (iv) gain confidence and skills in performance and personal presentation that may be transferred to other subject areas. This group is for all who simply want to sing and to learn more about music using the voice as your instrument. Enthusiasm is mandatory, experience is optional!
Choir is definitely a team effort and so participation in all school concerts (approximately three per year) is required. Students enrolled in choir are eligible to audition for the popular annual International Honor Choir Festival run by the Association for Music in International Schools (AMIS) and hosted by schools throughout Europe and the Middle East.
There is a big difference between ‘I can’t sing’ and ‘I don’t sing’. For the majority, it’s the latter, but which do you feel applies to you? This is a class for everyone.
Singing together has been proven to be a source of mental, physical and social-emotional strength and well-being. Being a course promoting fun, a feeling of family, and fantastic performances, the benefits of this class have increased in significance as academic and societal pressures have increased. Join choir and sing - to (i) relieve daily stress, (ii) learn to use your own unique instrument and to become a more literate musician, (iii) be exposed to music beyond your own playlist and be amazed at how you learn to love it, (iv) gain confidence and skills in performance and personal presentation that may be transferred to other subject areas. This group is for all who simply want to sing and to learn more about music using the voice as your instrument. Enthusiasm is mandatory, experience is optional!
Choir is definitely a team effort and so participation in all school concerts (approximately three per year) is required. Students enrolled in choir are eligible to audition for the popular annual International Honor Choir Festival run by the Association for Music in International Schools (AMIS) and hosted by schools throughout Europe and the Middle East.
A subtitle for this introductory course might be “What Music Is and How to Make It”, as it combines an overview of the roots and development of American popular music – blues, folk, country, jazz, rock and rap – with hands-on experience creating and arranging music using digital audio production techniques. The ASP Media Lab’s MIDI keyboard-equipped Macintosh computers allow students with widely varied musical backgrounds to learn basic concepts of melody, harmony and rhythm while creating their own compositions. The students will also produce soundtracks for films made in ASP’s Digital Filmmaking classes. Please note that students are only allowed to take this Digital Music course once.
A subtitle for this introductory course might be “What Music Is and How to Make It”, as it combines an overview of the roots and development of American popular music – blues, folk, country, jazz, rock and rap – with hands-on experience creating and arranging music using digital audio production techniques. The ASP Media Lab’s MIDI keyboard-equipped Macintosh computers allow students with widely varied musical backgrounds to learn basic concepts of melody, harmony and rhythm while creating their own compositions. The students will also produce soundtracks for films made in ASP’s Digital Filmmaking classes. Please note that students are only allowed to take this Digital Music course once.
The ‘new’ 2-year IB Music course opens the doors to a wide range of musicians of all levels, offering exciting opportunities for students to explore, experiment with, create and perform a diverse range of musical styles. Starting from your own point of interest, this course caters for all students who have a genuine curiosity about music, whether self taught performers, singers and composers who wish to extend their musical knowledge and skill, or those who have learned an instrument or sung for years. As a researcher, creator and performer working within personal, local and global contexts, students will, over two years, create individual portfolios that demonstrate their musical growth through the exploration of a range of familiar and unfamiliar works. Students are encouraged to work with Digital Audio Workstations (DAWs) using software such as GarageBand, Logic Pro, or Ableton Live and notation software such as Sibelius, Musescore or Noteflight, as well as with acoustic instruments, including voice.
The course follows a similar path for both Standard and Higher Level students, but the HL student will also be required to complete a Contemporary Music Maker collaborative multimedia project in their second year.
Students who wish to enroll in this course must have an adequate level of musical literacy, reading standard notation for pitch, rhythm and chords - or at least a real desire to learn this and be willing to work over the summer. They should also have some proficiency on an instrument (note that the voice is an instrument) and wish to improve their skills in that area. Knowledge of DAW software is desirable but not essential. Interested students should see Mrs Love for more information.
The ‘new’ 2-year IB Music course opens the doors to a wide range of musicians of all levels, offering exciting opportunities for students to explore, experiment with, create and perform a diverse range of musical styles. Starting from your own point of interest, this course caters for all students who have a genuine curiosity about music, whether self taught performers, singers and composers who wish to extend their musical knowledge and skill, or those who have learned an instrument or sung for years. As a researcher, creator and performer working within personal, local and global contexts, students will, over two years, create individual portfolios that demonstrate their musical growth through the exploration of a range of familiar and unfamiliar works. Students are encouraged to work with Digital Audio Workstations (DAWs) using software such as GarageBand, Logic Pro, or Ableton Live and notation software such as Sibelius, Musescore or Noteflight, as well as with acoustic instruments, including voice.
The course follows a similar path for both Standard and Higher Level students, but the HL student will also be required to complete a Contemporary Music Maker collaborative multimedia project in their second year.
Students who wish to enroll in this course must have an adequate level of musical literacy, reading standard notation for pitch, rhythm and chords - or at least a real desire to learn this and be willing to work over the summer. They should also have some proficiency on an instrument (note that the voice is an instrument) and wish to improve their skills in that area. Knowledge of DAW software is desirable but not essential. Interested students should see Mrs Love for more information.
The ‘new’ 2-year IB Music course opens the doors to a wide range of musicians of all levels, offering exciting opportunities for students to explore, experiment with, create and perform a diverse range of musical styles. Starting from your own point of interest, this course caters for all students who have a genuine curiosity about music, whether self taught performers, singers and composers who wish to extend their musical knowledge and skill, or those who have learned an instrument or sung for years. As a researcher, creator and performer working within personal, local and global contexts, students will, over two years, create individual portfolios that demonstrate their musical growth through the exploration of a range of familiar and unfamiliar works. Students are encouraged to work with Digital Audio Workstations (DAWs) using software such as GarageBand, Logic Pro, or Ableton Live and notation software such as Sibelius, Musescore or Noteflight, as well as with acoustic instruments, including voice.
The course follows a similar path for both Standard and Higher Level students, but the HL student will also be required to complete a Contemporary Music Maker collaborative multimedia project in their second year.
Students who wish to enroll in this course must have an adequate level of musical literacy, reading standard notation for pitch, rhythm and chords - or at least a real desire to learn this and be willing to work over the summer. They should also have some proficiency on an instrument (note that the voice is an instrument) and wish to improve their skills in that area. Knowledge of DAW software is desirable but not essential. Interested students should see Mrs Love for more information.
The ‘new’ 2-year IB Music course opens the doors to a wide range of musicians of all levels, offering exciting opportunities for students to explore, experiment with, create and perform a diverse range of musical styles. Starting from your own point of interest, this course caters for all students who have a genuine curiosity about music, whether self taught performers, singers and composers who wish to extend their musical knowledge and skill, or those who have learned an instrument or sung for years. As a researcher, creator and performer working within personal, local and global contexts, students will, over two years, create individual portfolios that demonstrate their musical growth through the exploration of a range of familiar and unfamiliar works. Students are encouraged to work with Digital Audio Workstations (DAWs) using software such as GarageBand, Logic Pro, or Ableton Live and notation software such as Sibelius, Musescore or Noteflight, as well as with acoustic instruments, including voice.
The course follows a similar path for both Standard and Higher Level students, but the HL student will also be required to complete a Contemporary Music Maker collaborative multimedia project in their second year.
Students who wish to enroll in this course must have an adequate level of musical literacy, reading standard notation for pitch, rhythm and chords - or at least a real desire to learn this and be willing to work over the summer. They should also have some proficiency on an instrument (note that the voice is an instrument) and wish to improve their skills in that area. Knowledge of DAW software is desirable but not essential. Interested students should see Mrs Love for more information.
The ‘new’ 2-year IB Music course opens the doors to a wide range of musicians of all levels, offering exciting opportunities for students to explore, experiment with, create and perform a diverse range of musical styles. Starting from your own point of interest, this course caters for all students who have a genuine curiosity about music, whether self taught performers, singers and composers who wish to extend their musical knowledge and skill, or those who have learned an instrument or sung for years. As a researcher, creator and performer working within personal, local and global contexts, students will, over two years, create individual portfolios that demonstrate their musical growth through the exploration of a range of familiar and unfamiliar works. Students are encouraged to work with Digital Audio Workstations (DAWs) using software such as GarageBand, Logic Pro, or Ableton Live and notation software such as Sibelius, Musescore or Noteflight, as well as with acoustic instruments, including voice.
The course follows a similar path for both Standard and Higher Level students, but the HL student will also be required to complete a Contemporary Music Maker collaborative multimedia project in their second year.
Students who wish to enroll in this course must have an adequate level of musical literacy, reading standard notation for pitch, rhythm and chords - or at least a real desire to learn this and be willing to work over the summer. They should also have some proficiency on an instrument (note that the voice is an instrument) and wish to improve their skills in that area. Knowledge of DAW software is desirable but not essential. Interested students should see Mrs Love for more information.
The ‘new’ 2-year IB Music course opens the doors to a wide range of musicians of all levels, offering exciting opportunities for students to explore, experiment with, create and perform a diverse range of musical styles. Starting from your own point of interest, this course caters for all students who have a genuine curiosity about music, whether self taught performers, singers and composers who wish to extend their musical knowledge and skill, or those who have learned an instrument or sung for years. As a researcher, creator and performer working within personal, local and global contexts, students will, over two years, create individual portfolios that demonstrate their musical growth through the exploration of a range of familiar and unfamiliar works. Students are encouraged to work with Digital Audio Workstations (DAWs) using software such as GarageBand, Logic Pro, or Ableton Live and notation software such as Sibelius, Musescore or Noteflight, as well as with acoustic instruments, including voice.
The course follows a similar path for both Standard and Higher Level students, but the HL student will also be required to complete a Contemporary Music Maker collaborative multimedia project in their second year.
Students who wish to enroll in this course must have an adequate level of musical literacy, reading standard notation for pitch, rhythm and chords - or at least a real desire to learn this and be willing to work over the summer. They should also have some proficiency on an instrument (note that the voice is an instrument) and wish to improve their skills in that area. Knowledge of DAW software is desirable but not essential. Interested students should see Mrs Love for more information.
This is a course for those who have either never played, or have limited experience with the piano. Throughout a semester you’ll learn to read and understand piano music as well as a typical lead sheet with melody and chords. You’ll develop some solid piano technique, find out how to create and play chords as an accompaniment for contemporary songs, and play some well known piano standards from a variety of musical styles. This is not a course for those who already play the piano.
This is a course for those who have either never played, or have limited experience with the piano. Throughout a semester you’ll learn to read and understand piano music as well as a typical lead sheet with melody and chords. You’ll develop some solid piano technique, find out how to create and play chords as an accompaniment for contemporary songs, and play some well known piano standards from a variety of musical styles. This is not a course for those who already play the piano.
This course is for those who already have a degree of skill and independence in their piano playing. You will consolidate technical skills and improve musical literacy and musicianship for performing more challenging repertoire both chosen for you and of your own choice. Units on harmonic progressions and chord notation will lead to work on improvisation and interpreting a jazz piano score, as well as songwriting and composing for the piano. A solid level of reading in both treble and bass clefs is desirable. Enquiries to Mrs Love.
This course is for those who already have a degree of skill and independence in their piano playing. You will consolidate technical skills and improve musical literacy and musicianship for performing more challenging repertoire both chosen for you and of your own choice. Units on harmonic progressions and chord notation will lead to work on improvisation and interpreting a jazz piano score, as well as songwriting and composing for the piano. A solid level of reading in both treble and bass clefs is desirable. Enquiries to Mrs Love.
This course inspires students to explore the very nature of Theatre by ‘Making Theatre’ as well as by studying it. Theatre is essentially an art of communication, of telling a good story. Students will learn about the craft of acting, directing and dramaturgy. The course encourages students to gain a deeper understanding of their creative potential through performance experience. Students will also be introduced to a variety of contemporary as well as classical playwrights. No experience necessary.
This course inspires students to explore the very nature of Theatre by ‘Making Theatre’ as well as by studying it. Theatre is essentially an art of communication, of telling a good story. Students will learn about the craft of acting, directing and dramaturgy. The course encourages students to gain a deeper understanding of their creative potential through performance experience. Students will also be introduced to a variety of contemporary as well as classical playwrights. No experience necessary.
The IB Diploma Program theatre course is dynamic, multifaceted and practical in nature. The course focuses on the reflective, expressive, and creative skills of its students. It promotes holistic learning and strongly emphasizes the value of individual creativity and the importance of ensemble work. It encourages the taking of risks, the building of confidence through play, enthusiasm and imagination.
Emphasis is placed on the discovery and exploration of the various interrelated disciplines of the theatre arts. The assessment components for this course are practical in nature and involve producing a Director’s Notebook (HL&SL), the Collaborative Performance (HL&SL) devising of an original performance , Research Presentation a presentation of applied research to performance (HL&SL), as well as at the a Solo performance(HL level ONLY) applying aspects of a specific theatre artist/theorist. All exam components are assessed at the end of the two-year course (April).
The IB Diploma Program theatre course is dynamic, multifaceted and practical in nature. The course focuses on the reflective, expressive, and creative skills of its students. It promotes holistic learning and strongly emphasizes the value of individual creativity and the importance of ensemble work. It encourages the taking of risks, the building of confidence through play, enthusiasm and imagination.
Emphasis is placed on the discovery and exploration of the various interrelated disciplines of the theatre arts. The assessment components for this course are practical in nature and involve producing a Director’s Notebook (HL&SL), the Collaborative Performance (HL&SL) devising of an original performance , Research Presentation a presentation of applied research to performance (HL&SL), as well as at the a Solo performance(HL level ONLY) applying aspects of a specific theatre artist/theorist. All exam components are assessed at the end of the two-year course (April).
The IB Diploma Program theatre course is dynamic, multifaceted and practical in nature. The course focuses on the reflective, expressive, and creative skills of its students. It promotes holistic learning and strongly emphasizes the value of individual creativity and the importance of ensemble work. It encourages the taking of risks, the building of confidence through play, enthusiasm and imagination.
Emphasis is placed on the discovery and exploration of the various interrelated disciplines of the theatre arts. The assessment components for this course are practical in nature and involve producing a Director’s Notebook (HL&SL), the Collaborative Performance (HL&SL) devising of an original performance , Research Presentation a presentation of applied research to performance (HL&SL), applying aspects of a specific theatre artist/theorist. All exam components are assessed at the end of the two-year course (April).
The IB Diploma Program theatre course is dynamic, multifaceted and practical in nature. The course focuses on the reflective, expressive, and creative skills of its students. It promotes holistic learning and strongly emphasizes the value of individual creativity and the importance of ensemble work. It encourages the taking of risks, the building of confidence through play, enthusiasm and imagination.
Emphasis is placed on the discovery and exploration of the various interrelated disciplines of the theatre arts. The assessment components for this course are practical in nature and involve producing a Director’s Notebook (HL&SL), the Collaborative Performance (HL&SL) devising of an original performance , Research Presentation a presentation of applied research to performance (HL&SL), applying aspects of a specific theatre artist/theorist. All exam components are assessed at the end of the two-year course (April).
The IB Diploma Program theatre course is dynamic, multifaceted and practical in nature. The course focuses on the reflective, expressive, and creative skills of its students. It promotes holistic learning and strongly emphasizes the value of individual creativity and the importance of ensemble work. It encourages the taking of risks, the building of confidence through play, enthusiasm and imagination.
Emphasis is placed on the discovery and exploration of the various interrelated disciplines of the theatre arts. The assessment components for this course are practical in nature and involve producing a Director’s Notebook (HL&SL), the Collaborative Performance (HL&SL) devising of an original performance , Research Presentation a presentation of applied research to performance (HL&SL), as well as at the a Solo performance(HL level ONLY) applying aspects of a specific theatre artist/theorist. All exam components are assessed at the end of the two-year course (April).
The IB Diploma Program theatre course is dynamic, multifaceted and practical in nature. The course focuses on the reflective, expressive, and creative skills of its students. It promotes holistic learning and strongly emphasizes the value of individual creativity and the importance of ensemble work. It encourages the taking of risks, the building of confidence through play, enthusiasm and imagination.
Emphasis is placed on the discovery and exploration of the various interrelated disciplines of the theatre arts. The assessment components for this course are practical in nature and involve producing a Director’s Notebook (HL&SL), the Collaborative Performance (HL&SL) devising of an original performance , Research Presentation a presentation of applied research to performance (HL&SL), as well as at the a Solo performance(HL level ONLY) applying aspects of a specific theatre artist/theorist. All exam components are assessed at the end of the two-year course (April).
Students in this course follow the structure of the second year of the IB program. A mixture of texts, theory and practical projects students are encouraged to define what theatre means to them and create performances that explore their vision.
Students in this course follow the structure of the second year of the IB program. A mixture of texts, theory and practical projects students are encouraged to define what theatre means to them and create performances that explore their vision.
Leadership Lab is our two-year advisory program for Grade 9 and 10 students. The sequence seeks to support students on their journey to self-realization, as they grow individually and as members of a community. Throughout Leadership Lab, students will engage in activities and discussions that cultivate their sense of identity, communication skills, and social justice practice. We encourage students to reflect upon the social systems that shape our world and think critically about them in a discussion-based class where all voices are encouraged. Students will learn how to engage in constructive dialogue with others whose views differ from their own, which we feel will meaningfully prepare them for the vast diversity of the professional world they will soon be joining. Leadership Lab is based on the belief that meaningful leadership requires an ongoing exploration of our personal identities and belief systems, so that we can be authentic and impactful in our service to others.
This course is designed to support social and emotional learning and foster a sense of community and belonging. Students will follow workshops designed to support goal planning and mindfulness, build empathy, and practice effective communication and digital citizenship. As we extend our discussions to the larger world, students will engage in learning activities that encourage reflection on personal bias and consideration of ways in which society might be structured differently to promote greater equity.
Leadership Lab is our two-year advisory program for Grade 9 and 10 students. The sequence seeks to support students on their journey to self-realization, as they grow individually and as members of a community. Throughout Leadership Lab, students will engage in activities and discussions that cultivate their sense of identity, communication skills, and social justice practice. We encourage students to reflect upon the social systems that shape our world and think critically about them in a discussion-based class where all voices are encouraged. Students will learn how to engage in constructive dialogue with others whose views differ from their own, which we feel will meaningfully prepare them for the vast diversity of the professional world they will soon be joining. Leadership Lab is based on the belief that meaningful leadership requires an ongoing exploration of our personal identities and belief systems, so that we can be authentic and impactful in our service to others.
This course is designed to support social and emotional learning and foster a sense of community and belonging. Students will follow workshops designed to support goal planning and mindfulness, build empathy, and practice effective communication and digital citizenship. As we extend our discussions to the larger world, students will engage in learning activities that encourage reflection on personal bias and consideration of ways in which society might be structured differently to promote greater equity.
Leadership Lab is our two-year advisory program for Grade 9 and 10 students. The sequence seeks to support students on their journey to self-realization, as they grow individually and as members of a community. Throughout Leadership Lab, students will engage in activities and discussions that cultivate their sense of identity, communication skills, and social justice practice. We encourage students to reflect upon the social systems that shape our world and think critically about them in a discussion-based class where all voices are encouraged. Students will learn how to engage in constructive dialogue with others whose views differ from their own, which we feel will meaningfully prepare them for the vast diversity of the professional world they will soon be joining. Leadership Lab is based on the belief that meaningful leadership requires an ongoing exploration of our personal identities and belief systems, so that we can be authentic and impactful in our service to others.
Unhushed is a comprehensive sexuality education curriculum that focuses on personal identity and values, healthy communication in relationships, the importance of consent, and global sexual rights. The themes developed complement the concepts introduced in social justice dialogues from Grade 9. In both years, sessions will be interspersed with visits from our Guidance Counselors for information on orientation to high school, study skills, and university readiness.
Leadership Lab is our two-year advisory program for Grade 9 and 10 students. The sequence seeks to support students on their journey to self-realization, as they grow individually and as members of a community. Throughout Leadership Lab, students will engage in activities and discussions that cultivate their sense of identity, communication skills, and social justice practice. We encourage students to reflect upon the social systems that shape our world and think critically about them in a discussion-based class where all voices are encouraged. Students will learn how to engage in constructive dialogue with others whose views differ from their own, which we feel will meaningfully prepare them for the vast diversity of the professional world they will soon be joining. Leadership Lab is based on the belief that meaningful leadership requires an ongoing exploration of our personal identities and belief systems, so that we can be authentic and impactful in our service to others.
Unhushed is a comprehensive sexuality education curriculum that focuses on personal identity and values, healthy communication in relationships, the importance of consent, and global sexual rights. The themes developed complement the concepts introduced in social justice dialogues from Grade 9. In both years, sessions will be interspersed with visits from our Guidance Counselors for information on orientation to high school, study skills, and university readiness.
This year-long, college-preparatory course offers students a comprehensive foundation in the principles of business and finance, emphasizing real-world application and critical thinking. The course is divided into two major sections: Business Foundations and Financial Literacy.
In the Business Foundations section, students will explore essential concepts such as entrepreneurship, marketing strategies, leadership and management principles, business ethics, and operational decision-making. Students will analyze case studies, develop and present business plans, and engage in collaborative problem-solving activities that simulate real-world business challenges. The Financial Literacy section shifts focus to personal finance and financial markets. Students will learn to create budgets, manage investments, analyze financial statements, and evaluate economic indicators. Key topics include risk management, investment portfolios, and the global economy’s impact on individual and corporate financial decisions. Students will also examine the ethical dimensions of financial choices and the importance of sustainable practices in business.
Throughout the course, students will engage in project-based learning, interactive discussions, and collaborative simulations to enhance their understanding of business and finance. Upon completion of this one-year course, students will have developed skills in critical thinking, problem-solving, ethical decision-making, and data analysis, preparing them for future academic and professional pursuits.
This year-long, college-preparatory course offers students a comprehensive foundation in the principles of business and finance, emphasizing real-world application and critical thinking. The course is divided into two major sections: Business Foundations and Financial Literacy.
In the Business Foundations section, students will explore essential concepts such as entrepreneurship, marketing strategies, leadership and management principles, business ethics, and operational decision-making. Students will analyze case studies, develop and present business plans, and engage in collaborative problem-solving activities that simulate real-world business challenges. The Financial Literacy section shifts focus to personal finance and financial markets. Students will learn to create budgets, manage investments, analyze financial statements, and evaluate economic indicators. Key topics include risk management, investment portfolios, and the global economy’s impact on individual and corporate financial decisions. Students will also examine the ethical dimensions of financial choices and the importance of sustainable practices in business.
Throughout the course, students will engage in project-based learning, interactive discussions, and collaborative simulations to enhance their understanding of business and finance. Upon completion of this one-year course, students will have developed skills in critical thinking, problem-solving, ethical decision-making, and data analysis, preparing them for future academic and professional pursuits.
All Grade 9 and 10 students are required to participate in a year-long physical education course. Students engage in 6-7 core units throughout the year with underlying themes of inclusive teamwork, personal-social responsibility and physical fitness. Motor skills specific to each activity and strategies for gameplay are key areas covered across each semester.
The course design and assessments are based on the SHAPE National PE Standards for High School:
During the two-year course, students participate in their Grade 9 and consequently the Grade 10 curriculum. Over the course of the two years, students will understand key concepts to being physically active, develop their personal levels of fitness and practice skills in game-based situations. They will learn to appreciate and implement in their daily lives various cognitive, social, and motor skills that they acquire in the PE program. Our goal is to ensure that students understand how to lead an active lifestyle and master the fundamental skills of various activities to make healthy and active choices for the future. Upon completion of the program, students will understand how to independently lead a physically active life and enjoy the many associated benefits.
All Grade 9 and 10 students are required to participate in a year-long physical education course. Students engage in 6-7 core units throughout the year with underlying themes of inclusive teamwork, personal-social responsibility and physical fitness. Motor skills specific to each activity and strategies for gameplay are key areas covered across each semester.
The course design and assessments are based on the SHAPE National PE Standards for High School:
During the two-year course, students participate in their Grade 9 and consequently the Grade 10 curriculum. Over the course of the two years, students will understand key concepts to being physically active, develop their personal levels of fitness and practice skills in game-based situations. They will learn to appreciate and implement in their daily lives various cognitive, social, and motor skills that they acquire in the PE program. Our goal is to ensure that students understand how to lead an active lifestyle and master the fundamental skills of various activities to make healthy and active choices for the future. Upon completion of the program, students will understand how to independently lead a physically active life and enjoy the many associated benefits.
All Grade 9 and 10 students are required to participate in a year-long physical education course. Students engage in 6-7 core units throughout the year with underlying themes of inclusive teamwork, personal-social responsibility and physical fitness. Motor skills specific to each activity and strategies for gameplay are key areas covered across each semester.
The course design and assessments are based on the SHAPE National PE Standards for High School:
During the two-year course, students participate in their Grade 9 and consequently the Grade 10 curriculum. Over the course of the two years, students will understand key concepts to being physically active, develop their personal levels of fitness and practice skills in game-based situations. They will learn to appreciate and implement in their daily lives various cognitive, social, and motor skills that they acquire in the PE program. Our goal is to ensure that students understand how to lead an active lifestyle and master the fundamental skills of various activities to make healthy and active choices for the future. Upon completion of the program, students will understand how to independently lead a physically active life and enjoy the many associated benefits.
All Grade 9 and 10 students are required to participate in a year-long physical education course. Students engage in 6-7 core units throughout the year with underlying themes of inclusive teamwork, personal-social responsibility and physical fitness. Motor skills specific to each activity and strategies for gameplay are key areas covered across each semester.
The course design and assessments are based on the SHAPE National PE Standards for High School:
During the two-year course, students participate in their Grade 9 and consequently the Grade 10 curriculum. Over the course of the two years, students will understand key concepts to being physically active, develop their personal levels of fitness and practice skills in game-based situations. They will learn to appreciate and implement in their daily lives various cognitive, social, and motor skills that they acquire in the PE program. Our goal is to ensure that students understand how to lead an active lifestyle and master the fundamental skills of various activities to make healthy and active choices for the future. Upon completion of the program, students will understand how to independently lead a physically active life and enjoy the many associated benefits.
"Energize Your Life - Join the Sports & Fitness elective !" Sports & Fitness is the perfect class for those looking to get active and energize their life. You'll have fun playing games to help build teamwork, communication and leadership skills. Students will have an opportunity to create and suggest their own games to play as well. Student choice is a core component of the course. In addition, students will have a say in what sports they play during the year such as, volleyball, badminton, soccer, basketball and more. They will create, organize and play tournaments together. We will use the PTC and students will get the opportunity to create their own workouts and exercise.
"Energize Your Life - Join the Sports & Fitness elective !" Sports & Fitness is the perfect class for those looking to get active and energize their life. You'll have fun playing games to help build teamwork, communication and leadership skills. Students will have an opportunity to create and suggest their own games to play as well. Student choice is a core component of the course. In addition, students will have a say in what sports they play during the year such as, volleyball, badminton, soccer, basketball and more. They will create, organize and play tournaments together. We will use the PTC and students will get the opportunity to create their own workouts and exercise.