ARTS DEPARTMENT
The arts are an integral part of an all-inclusive liberal arts education. The arts collapse distinctions between the young and the old, the privileged and the unprivileged. They bring to the experience of Greenwich Academy students and faculty the unique capacity to transcend differences, to make connections and to create community. Lerone Bennett, Jr., executive editor of Ebony Forum says: “On this level…we all speak Jazz and the Blues and Gospel and Gershwin and Ellington and Rap and Macarena. On this level we all conjugate Aretha and Dylan and Estefan and Bernstein…On this level, there is no White or Black or Brown or Red or, to be more precise, we are all Black and Brown and White and Red… .” There is no better teacher from whom to learn hope and no better way in which to learn empathy than through the arts.

DANCE: Dance is a powerful form of nonverbal communication. It is a way of telling a story, expressing feelings and illuminating relationships. Dance has a universal language that weaves a common thread among all cultures. More than anything, dance helps people to understand their similarities amidst their differences.

Lower School Dance: Each year, a different culture is highlighted, and individuals or groups are invited not only to dance, but also to celebrate aspects of their culture as are reflected in their art forms. One year it was African dance, and this year it was Indian dance. Immersion in the culture happens through assemblies, parent participation (bringing in food, native clothing, etc), as well as classroom discussions and projects.

Specific dance curricular activities include the following: Group I studies and learns dances from Mexico and Japan. Group II studies Native Americans, creating a powwow including Native American dances and movement and creating their own compositions based on their studies. Group III studies American folk dances, influenced by the immigrants who traveled across the country on the Oregon Trail, and Group IV studies folk dances from around the world to complement its immigration studies. Each year in May, there is a Lower School Dance Around, which features many of these experiences and expressions of diversity.

Middle School Dance: The celebration of differences continues in the Middle School, incorporating poetry, multicultural myths, visual art and music from all over the world into the curriculum. Whenever possible, guest teachers who specialize in other dance forms such as Afro-Caribbean, Latin, etc. are invited Students in the Middle School are taught the universal vocabulary of dance and are encouraged to find their own unique creative voices and to experience and appreciate the creative voices of others. Video is a powerful tool in the Middle School dance curriculum, used in the performance and viewing of the students’ dances and also the art of other prominent choreographers. This provides a historical perspective on how dance has existed and evolved since the beginning of time and how dance as a form of expression is a universal language.

Each year, at least one outside dance company is invited for an assembly performance and master classes when possible. In 2001, the all-African American performance group, Urban Bush Women, gave a compelling lecture-demonstration for the Middle and Upper School. In 2000, the ethnically and socio-economically diverse Doug Elkins Company performed, and in 2002, DanceBrazil, a renowned dance troupe whose work is based on the Afro-Brazilian capoeira art, performed for the Middle and Upper Schools and held a workshop for Upper School dance students.

In addition to their in-class dance experience, Group VII and VIII students are invited to join dance clubs, which provide them additional opportunities to explore their own creative voices in the creation of dances. Group VII students choreograph dances for their holiday program, assemblies and their annual Gilbert and Sullivan performance, which gives them a broad experience of other cultures and historical periods. In Group VIII, students create and perform dances for the holiday program and assemblies, in addition to their annual musical, which often focuses on uniquely American dance forms from past eras.

Upper School Dance: In the Upper School, students are given more opportunities to focus on dance as a means of communicating a wide range of feelings, issues and sensibilities. With more time allocated to those who choose to take dance, there are more opportunities to explore their own ideas and to make connections with one another. Dance instructors not only teach technical skills to train the instrument of expression, but also provide an experience of improvisation and dance composition from a variety of vantage points. The development of movement from personal imagery is emphasized, and students are given tools, not only with regard to understanding the structural aspects of making dances, i.e., space, shape and time but also to developing different means by which to articulate their point of view through movement.

Dance is often used to explore issues: some personal and some global. Dances are created about everything from inter-personal relationships to social and political issues. Two years ago in the Dance II class, students created a work about the conflict in Bosnia, focusing on the victims of war called “Sarajevo 12/24.” For Winterfest 2000, the class created a dance called ”The Gift,” considering the different implications of the holiday season for “haves” and “have-nots.” In December 2001, ”Hijab” was choreographed about the plight of Muslim women in Afghanistan. Included in all of these projects is the opportunity for the students to research, reflect on and discuss their feelings and points of view. In spring 2001, a focus of one new dance used the swing-dance form to explore of male-female relationships utilizing the swing dance form.

As in the other divisions, guest teachers expose students to a range of ethnic styles and points of view. Through the use of videotapes, the Upper School dance program seeks to enrich the students’ artistic experience by providing an historical perspective as well as a diversified exposure to a wide range of aesthetics. To provide as many students as possible with the opportunity to explore their creativity through dance, there are Dance Corps, for the serious dancer/choreographer, and also Dance Workshop, which is available to anyone who has an interest in exploring her dance potential. New to the offerings in 2002 is Junior Dance Corps. Often there are opportunities to collaborate with other arts disciplines in the Upper School dance program.

DRAMA

Middle School Drama: Kate Burt
Drama, by its very nature, requires students to expand their understanding of the diversity of human experience. When a student takes on a role in a play, she must feed her imagination with the life circumstances of her character and learn the dress, manners and weltanschauung of her character’s culture. She must not only do research, but also walk in the shoes and clothes and speak the passions, ideas and conflicts of another time, people and place. Acting teaches the diversity of mind, body and heart.

The goal in choosing plays for Middle School performance is to include material from a wide variety of cultures and time frames. Over the past few years, the Middle School has performed Scheherezade (Persia), The Purple Fan (China), Dragon of the Winds and The Shining Princess of the Slender Bamboo (Japan), The Wise People of Chelm (Yiddish stories from Eastern Europe), Nicholas Nickleby (19th-century England), The Palace of the Minotaur (ancient Greece), The Multicultural Cinderella (versions of the familiar tale from Russian, Chinese and Native-American traditions) and many more. Whenever possible, guests from these cultures work with the girls. For example, some visitors from the Japan Society demonstrated and explained Japanese customs, manners and pronunciation of words during rehearsals for The Shining Princess of the Slender Bamboo. Nearly every piece performed includes music and dance appropriate to the culture and time represented in the play. Students who participate in plays come away with an understanding of and empathy for the people they portray.

Upper School Drama: Linda Key
Theater naturally embraces diversity because the discipline challenges students to become someone else, to understand themselves by walking in someone else's shoes.

The Upper School drama department exposes students to a variety of theatrical forms and styles. The students learn to express themselves physically through period dance, Shakespearean study, mime, stage combat and Lessac techniques. They also learn to express themselves verbally through dialect workshops and vocal exercises. They learn to express themselves emotionally through improvisation, scene study, Meisner technique workshops and mask workshops.

In the drama cabarets and fall plays, the students are exposed to a wide range of authors from different countries and perspectives--contemporary plays to classics. Drama club presentations have included scenes from My Children, My Africa, St. Stanislaus, Othello, Dead Man Walking, Twilight, Los Angeles, Cider House Rules, Jane Eyre, Grimms’ Fairy Tales, The Crucible, Macbeth, The Prime of Miss Jean Brodie, Faust and The Reindeer Monologues. In the last two years, the fall cabaret has changed to a film cabaret, and in 2002, the Drama Club plans to do a foreign film cabaret.

To whatever extent possible, non-traditional casting is considered --female Hamlets, male nurses to Juliet, black starlets in the 1940s, mixed couples. Special senior projects allow serious drama students to explore, in depth, the subject matter of their special performance. In 2000, the project was Quilters, a play that examined the fates of pioneer women as represented in the diverse squares of a quilt. In 2001, the project was the ambitious and challenging The Laramie Project, a play about the life and death of Matthew Shepard culled from hundreds of interviews with Laramie residents. It is a play about homophobia, a hate crime and its effect on a community, which compellingly demonstrates the power of forgiveness and tolerance. The seven seniors who participated conducted research, were coached by one of the original Laramie cast members and transformed themselves into over eighty different characters. Working with the Student Diversity Task Force, the cast presented scenes from the show in order to share this experience with other members of the community.

Upper School Drama Department 2002-2003
The Upper School Fall Play Arabian Nights by Mary Zimmerman was a highly literate adaptation of One Thousand and One Nights. It told the story of Sceherezade, a brave and intelligent woman who saves her own life and the life of her sister by telling funny, moralistic and passionate tales to the misogynist king-- literally warming his heart and spirit. In one of the stories “Sympathy the Learned,” a very learned woman answers ancient sages' questions and talks about war and the Koran. The stories were challenging to understand, and the students spent much time in rehearsals discussing their meaning and the cultural complications. There were twenty-four students in the cast and four technicians.

The Upper School Fall Cabaret presented scenes with a variety of subject matter, including comedy scenes from Kathy and Mo that introduced themes such as homophobia and bigotry and writers from different cultural backgrounds, including works by Jose Rivera, Lee Blessing, Mo Gaffney, David Auburn and Athol Fugard.

Winterfest 2002 will include a bi-lingual adaptation of The Little Prince.

The Laramie Project is ongoing. The Edinburgh production has been booked to run at the Cochrane Theatre in London in March. The original cast, now freshmen at Brown, Davidson, Duke, Georgetown, Harvard, Skidmore, Stanford, University of Colorado, traveled to London, as did Leticia Frazao ’03. The students conducted workshops with British students while there and created an email link for Greenwich Academy, the Cochrane and their colleges so that students can communicate with others about issues that the play addresses.

Group IX Shakespeare Play was The Merchant of Venice, Shakepeare's puzzling, haunting play about Shylock the Jew, a pariah in Elizabethan times. Its language and subject matter were challenging. Sixteen students will be involved in this production.

MUSIC: Beth Raaen, Paul Raaen and Dianne Ellis
In looking back at “The Dimensions of Human Diversity” chart from the initial meetings in which the faculty began to address diversity, the music department considered its mission to be to broaden its definition of diversity. In the center of the wheel, the music faculty considered the following: gender, age, physical/mental abilities, race, ethnicity and sexual orientation. In the peripheral wheel, the department added: financial status, profession, education, marital/family status, geographic location, religious beliefs, military experience and hobbies. The music department is sensitive to all of the above, but its focus has been to adapt its curriculum particularly in consideration of age, physical/mental abilities, race, ethnicity and religious beliefs. Regarding gender issues, the department has worked to include more GA/BR musical cooperation through joint performances such as the Martin Luther King, Jr. assembly.

The music curriculum seeks to realize the goals of music literacy, appreciation, understanding and aesthetic experience. This is accomplished by the selection and study of repertoire representing a variety of historical periods, cultures, styles and composers. Consideration is given to materials that are age-appropriate and contribute to the development of the students’ physical, mental and artistic abilities at each level. Increased emphasis has been placed on the music of women composers, performance of world music and the broadening of the community’s cultural celebrations beyond the Judeo-Christian traditions. The foundation of our study continues to be western tonality and classical music theory.

In professional development, the department seeks out conferences, classes and workshops that enlarge its worldview. For example, past workshops have included African drumming, recorder playing, folksongs and music and dance at the Spoleto Festival in Italy. In the summer of 2002, Beth and Paul Raaen attended the Sixth World Symposium on Choral Music, which featured choirs from 23 countries, premiered the new works of ten composers and offered lectures on a range of topics from the Gregorian chant to music of the Arab world.

Perhaps one of the best ways to demonstrate this department’s diversity efforts is to look at representative programming in recent years. Following is a partial list of past, present and future program selections as well as sample programs. (e.g., Last spring, Mrs. Raaen’s students performed “Earthsongs,” a cycle that included a Buddhist prayer and a text from the United Nations Environmental Sabbath Program.)

DIVERSITY IN UPPER SCHOOL MUSIC - Fall 2002

1. Selection of repertoire studied and tested:
MADRIGAL SINGERS and WOMEN’S CHORUS

Hebrew: “Bashana Haba’ah” and “Hanerot Halalu”
Latin: “Personent Hodie, Hodie” and “In Dulci Jubilo” (for Latin Carol Service),”O Aula Nobilis” (for opening of new Upper School)
Spanish:“La Virgen lava panales”
French: “Cantique de Noel”

GROUP VIII CHORUS
Hebrew: “Achat Shoalti” (text from Psalm 27)
Spanish: “El canto dels ocel”s
German: Bach duet from “Cantata No. 15”
Latin: “Dona Nobis Pacem”
2. Concerts sponsored:
CZECH WORLD ORCHESTRA on Friday, September 13, 2002
CZECH WORLD ORCHESTRA w/ ST. BARNABAS CHOIR- Brahms REQUIEM on September 11, 2002
EAST MEETS WESTon Sunday, November 10, 2002
Joel Fan, piano
Yang Wei, pipa
Betty Xiang, erhu
Inbal Segev, cello
3. Field trip and study unit (Chinese-American cultural assimilation), including a trip to see Flower Drum Song (Madrigals) on November 15,2002,a new libretto by David Henry Hwang (author of M. Butterfly).
The study unit was based on materials sent by Students LIVE- Broadway Education Programs.;

4. Professional Development:

World Choral Symposium sponsored by International Choral Federation
Minneapolis, MN (August 2002)

Lecture: "The Future of Educational Assessment: Responding to the No Child Left Behind Legislative Mandates" at The Bushnell Center for the Performing Arts-Hartford (Monday, October 14, 2002); Speaker: Dr. Elliot Eisner, Professor of Education and Art at Stanford University

VISUAL ARTS: Sherry Tamalonis
The visual arts department at Greenwich Academy is dedicated to incorporating ideas from many sources into the curriculum. Visual art connects students to other cultures through studies of art history and through projects that directly study other cultures and are inclusive of women's contributions to visual art.
The Greenwich Academy student body represents diverse cultures, and this department strives to include projects that represent them.

Lower School Visual Arts: Deborah Mason
The Lower School art program is a fine arts preparatory program. Each unit is designed to build technical skills and to expose the student to historical or cultural styles of art and to creatively correlate these elements in a personal style.

PC/CC concentrates on introducing the elements of art. Each concept is illustrated with fine arts reproductions or design references.

These illustrations are used throughout the Lower School in the various lessons and include the full range of art history and ethnic folk arts. Diverse cultural styles and historical periods are represented by example in almost every lesson at every grade level. In addition, the following projects imitate the style of particular cultures:

Group I Japan and Mexico: origami and Oaxaccan ceramic sculptures
Group II Native American art: Southwest pottery and design
Group III Russian lacquerware: box decoration
Group IV African art: design concepts or masks

Middle School Visual Arts:
In Middle School, the goal is to introduce the students to a wide range of art skills from perspective to color theory. Showing examples of artists who have explored these issues in their work supports many of these lesson plans. Since the study of art and art history has traditionally been connected to western culture and its artistic development from Lascaux to Greece to Italy to the United States and spans many thousands of years, there has been little attention given to art studies from other cultures. However, the Middle School art teacher has been working to broaden the study of other cultures in the curriculum by introducing projects inspired by a greater variety of cultures.

Middle School Visual Arts: Beverly Noble
Group V:
1. Mola designs are made for the clock faces. The style and culture of the Cuna Indians is reviewed.
2. A project creating wood structures inspired by the work of Louise Nevelson, a female artist who continued to contribute to the art world well into her advanced age, was undertaken in 2001-2002 because a major Nevelson work was destroyed in the World Trade Center.
3. Floor cloths are created in the context of studying colonial American utilitarian arts and crafts.
4. Students make early Victorian puppets.

Group VI: A project based on Kente cloth designs from Ghana, West Africa, and a mosaic project are created. Mosaic art is presented as an ancient art form that has made a modern comeback in the NYC subway system. The students study the art of both Roman tiles and images from the Transit Museum from WPA until now.

Group VII: The students studied the history of mandalas and their significance to Tibetan Buddhist religion and culture and create a kaleidoscope project using the mandala design.

Group VIII: The students discuss the significance of masks in many cultures-- Native-American, African and Japanese--and create masks of their own.

In every grade level, students work on a painting project that involves encouraging each individual student to find her own voice.

Lower School Parent Volunteers: Learning to Look, an introductory art history class that was developed by two past parents, Sue Ann Massey and Diane Darst, incorporates diversity; attention is directed toward including examples of male and female artists as well as African-American artists. More work could be done to enrich the teaching of diversity in this area.

Learning to Look: Group V and VI
At the Group V level, Learning to Look has been integrated with the history curriculum so that it is not a separate discipline but rather part of regular class time. Content areas for Group V include art and artifacts from ancient Sumer, ancient Egypt, ancient Greece and ancient Rome; and additionally, one day a week is spent discussing Islam and other world religions. The classes naturally include art history. At the Group VI level, the Learning to Look curriculum focuses on medieval Europe. Students also study Ottoman art through a student docent program and a grade-wide visit to a Bruce Museum exhibition.

In Group V and VI art history, students analyze artifacts to better understand a particular culture; they assess materials and techniques to understand the technology of a period; and they become acquainted with visual representations of stories, legends, myths and historical events (many of which they are studying in English and history). The cultures studied include those of the Middle East, North Africa and Europe. Group V studies ancient Sumer, Egypt, Greece, Rome and Islamic art and architecture. Group VI studies medieval Europe and Ottoman art.

Upper School Visual Arts: Sherry Tamalonis
In the Upper School visual arts program, critical thinking is key. Students use ideas from a variety of sources to create an original thesis.

1. Students are encouraged to use ideas from their own family histories to enrich their projects, which often are tied to many different places and cultures.

2. GA also has an artist-in-residence program and a gallery program that actively look to bring in ideas from many cultures. Artists-in-residence come from many parts of the world and have included Farid Fadel, an Egyptian artist who showed his work at Greenwich Academy last year. Randy Williams from the Metropolitan Museum of Art is considered adjunct faculty at GA. He is a frequent visitor who has discussed everything from Caravaggio and Rembrandt to his own place in the world as an African-American artist. Mr. Williams visited Upper School art classes in November 2002 to discuss the Harlem Renaissance.

3. Women artists are well represented in GA’s artist-in-residence program and on the walls of its gallery. In 2001-2002, two Greenwich Academy alumnae participated in this program. Lauren Redniss, an op-ed artist for The New York Times, was an artist-in-residence in 2001, and Lee Massey, a photographer, exhibited her work the Luchsinger Gallery.

4. Every February, during Multicultural Month, GA has an exhibit of children's art from another part of the world. The Academy has had exhibits from Tibet, Egypt, South Africa, India and Bosnia and has also featured Native-American children's art. In February 2003, there was an exhibit curated by faculty member Joan Edwards, entitled In Our Family: Portraits of All Kinds of Families.

5. In addition to the regular art program, the Academy also offers arts cultural enrichment through the Saturday-in-the-City program for students in Groups VII-XII, which includes weekly museum trips to New York City. The following events were planned for 2002-2003:

9/14 Thomas Eakins and Gauguin at the Metropolitan Museum
9/20 Museum of Modern Art
9/28 Neue Galerie, New York
10/5 Dia Center and Chelsea Galleries
10/12 Bill Viola - Guggenheim
10/19 Fashion Institute Gallery and International Center of Photography
11/2 P.S. 1
11/16 American Crafts Museum and 5th Avenue windows-walk

6. Every other year, the Art Club travels abroad during spring break. So far, the students have traveled to London, Paris and Florence. Students spend a week to ten days looking at art inside and outside of museums.

In addition, the visual arts program has participated in assisting GA graduate Shaheen Mistri, who has started the Akanksha Foundation. Shaheen's program to help children in India is based, in large part, on the use of art in their curriculum. There have been two exhibits of Akanksha children’s art in the lobby of the PAC. Additionally students and teachers traveled to India in the summers of 2001 and 2002 to volunteer at the foundation.

8. Students have been very involved in art projects expressing their reactions to the World Trade Center bombing and to the war in the Middle East. The artwork of six GA and Brunswick students was published in The Day Our World Changed: Children’s Art of 9/11.
Listed below are the history and arts department courses taught and the diversity experiences that are part of them, with lists of required reading that deal with diversity, including summer books.
* denotes topics and activities that were new 2001-2002.

AP Art History XII: Carol Dixon
The curriculum covers art in major cultures of the world from cave-painting to the present, having multiculturalism as a focus.
Text: Stokstad, Art History, 2002. This was selected because it covers not only art in Europe and the U.S., but also in Asia, all of the Americas, Africa and Oceania, as well art by women through the ages and a stronger focus on Afro-American and Native American art. Class shelf includes books on these areas as well as those concentrating on women artists.
Summer required reading:
Chevalier, Girl With a Pearl Earring (Dutch art); Figes, Light (French art); The Agony and the Ecstasy (Italian art);Hogrefe, O’Keeffe, The Life of an American Legend; Lipton, Alias Olympia (focuses on a female artist researched by a female art historian)

Exhibitions:
Student docent training and class visits to Bruce Museum shows of Ottoman Islamic art from the Khalili Collection* and "Art of the American West," which includes works by women artists, African-American artists and Native-American artists*; Visit to show of Monica Gonzalez-Bunster’s paintings, an early section
of which featured life in Latin America*; student presentation of
slides from the show of African-American artist Jacob
Lawrence* and of Spanish artists*.

Gender issues become especially important in art historians’ interpretations
from the last few decades; socio-economic issues come to the fore not only in studying the cultures from which art comes but also in the inclusion of popular and applied arts; different learning styles are addressed, especially when hands-on exercises make the processes of artists more understandable.

Architecture X-XII: The curriculum covers the basics of architecture; historical and cultural styles worldwide--again featuring multicultural examples; individual architects including women, African-American architects and architects from abroad; building types; community design and city planning, which also deal with socioeconomic issues; and individual student design projects geared to each student’s unique learning style. Gender issues also surface when some of the guest architects who are women discuss their training and degree of acceptance in the field.Architecture to accommodate physically handicapped people is also studied.
Texts:
Ching, Architecture - Form, Space, and Order contains examples of building
design from a variety of countries; Bacon, Design of Cities has studies of
planned cities from Greece to Rome to Beijing to Brasilia to Canberra.

ENGLISH DEPARTMENT

How does the GA English department approach difference?
The mission of the English department at Greenwich Academy is to create an inclusive environment and curriculum for the open exchange of ideas and perspectives that is the core of diversity. Inquiry-based discussion focuses on essential ethical questions posed in literary texts, which explore interior life and the very nature of what it means to be human.

As teachers in the oldest girls school in Connecticut, the Academy English faculty is aware of its responsibility to ensure that all voices are heard. Department members meet regularly to explore issues of civility, equity, justice and action. The English teachers firmly believe that the study of literature offers an ethical perspective that creates space for inclusiveness for the diverse and varied expression of identity and voice. The department is committed to examining, through close reading, interpretation and analysis, the lenses of personal, interpersonal, institutional and cultural belief systems, biases and assumptions that lie at the core of the texts under discussion. In this spirit, the English teachers work on a daily basis to raise personal, ethical, political and social awareness of the importance of language, compassion, goodness and informed confrontation in order to recognize, understand and value difference and to appreciate the psychological realities of the lives of others.

Group V and VI:
English and history curriculums at this level are interdisciplinary, allowing evolving discussions of various cultures, peoples and historical periods. One primary focus is on an individual’s place within her culture. Novels, poems, short stories, myths and plays are used in the English curriculum to introduce literary conventions as well as to connect to social and historical trends.

Group V Literature:
Creation myths from various cultures (Norse, African, Native-American, Greek, Aztec, Asian)
Golden Goblet (Ancient Egyptian culture)
Earth’s Daughters (Women in Greek mythology)
Julius Caesar by William Shakespeare

Group VI Literature:
A Time of Angels (Religious prejudice, war, international crisis)
Ulysses, a retelling of the Odyssey
Memoir, a selection of short stories
African-American poetry in public speaking course for Black History Month
Catherine Called Birdy (discussion focuses on gender issues in the Middle Ages, religion, sense of self)
A Midsummer Night’s Dream by William Shakespeare

Groups VII and VIII:
Promoting tolerance, deepening understanding and celebrating the experience of people of various cultures, ethnicities, ages, genders, socio-economic backgrounds and religions are at the heart of the Group VII and VIII curricula at Greenwich Academy. Organized according to year-long thematic units (“Finding Moral Courage” and “Exploring Adolescent Relationships in Literature” respectively), these curricula require students to grapple with issues of personal and community identity, universal human experience, prejudice, moral responsibility and growth. Works include novels To Kill a Mockingbird, Summer of My German Soldier, The Giver, Lyddie, The Catcher in the Rye, A Tree Grows in Brooklyn, Of Mice and Men; memoirs The House on Mango Street, Growing Up; plays The Miracle Worker, Romeo and Juliet; short stories and poetry.

Upper School English
Department members are advisors of the GAP and Daedalus, two award-winning publications that are notable for representing the voices of the Upper School community. Visiting writers whose works include the assigned Brunswick/GA summer reading book have been:
Mark Mathabane, Kaffir Boy
Thomas Mallon, Henry and Clara
Poet laureate Billy Collins
James McBride, The Color of Water
Julia Alvarez, How the Garcia Girls Lost their Accent
Professor Shelley Fisher-Fishkin, On Huck Finn
Lucy Grealey, Autobiography of a Face
Ann Patchett, Taft
Lorene Cary, Black Ice

English IX:
In Group IX English, students read a variety of texts from classics --Greek myths, Antigone, readings from Genesis, a selected Shakespeare play, poetry, as well as modern authors--Barbara Kingsolver's The Bean Trees, Cathleen Schine's Evolution of Jane. Several assignments are designed specifically for interdisciplinary connections, an important part of the theme for the year, seeing and reseeing. Students choose and read novels in small groups, with selections from authors of countries studied in history.

English X: The Social Order and the Self
Living and Learning in European Literature (2001-2002)
English X offers a range of readings in European literature from the Middle Ages through the twentieth century, which examine the varying roles of the individual and society. Group X investigates works from many different genres, including novels, short stories, plays, poems, essays and films. The approach to them is interdisciplinary and makes connections to European history, art, music, science, ethics, current events and personal experience. The inquiry explores essential questions such as: How shall I live? What am I seeking? What are my values? What is freedom? What is education? What does self-knowledge mean, and how can I achieve it? How can I live with others in a community?
The works that address diversity include the following:
Pygmalion, George B. Shaw
Metamorphosis, Franz Kafka
Macbeth, William Shakespeare
A Doll’s House, Henrik Ibsen
Canterbury Tales, Geoffrey Chaucer
Candide, Voltaire
Frankenstein, Mary Shelley
A Clockwork Orange, Anthony Burgess
Poetry in The Norton Anthology of Poetry

Films, music, paintings, articles and other works are occasionally used to complement the literature being studied.

English XI:
What is “America”? What does it mean to be “American”? These are questions that residents have been asking for centuries. They are questions with which current residents still struggle, as they seek to understand their own identity in relation to the identity of the nation and the world around them. While it should be obvious that there are no complete answers to these questions, and certainly no answers on which all would agree, it also should be clear why the struggle to answer the questions is a central one in understanding not only our land but also ourselves. In this course, students explore the ideas of “American” writers from the 1600s to the present and develop their own understanding of the identity of this nation. It is our hope that with these efforts, students will come to a new understanding of their own identity as well.
As diversity is one of the most fundamental characteristics of the United States, this course explores the diversity of the nation from many perspectives. Nearly every text read may be considered through the lens of diversity. Authors and texts studied in this course may include the following:
“A Model of Christian Charity,” John Winthrop
Selections from The Autobiography of Benjamin Franklin, Benjamin Franklin
The Declaration of Independence, Thomas Jefferson
“Rip Van Winkle,” Washington Irving
“Self-Reliance,” Ralph Waldo Emerson
Walden, “Civil Disobedience,” Henry David Thoreau
“The Fall of the House of Usher,” Edgar Allen Poe
The Scarlet Letter, Nathaniel Hawthorne
“The Yellow Wallpaper,” Charlotte Perkins Gilman
Selections from Up From Slavery, “The Struggle for an Education”
“The Atlanta Exposition Address,” Booker T. Washington
Selections from The Souls of Black Folk, “Our Spiritual Strivings”
“Of Mr. Booker T. Washington and Others,” W.E.B. DuBois
“Death in the Woods,” Sherwood Anderson
“The Strength of God,” “Trifles,” Susan Glaspell
The Great Gatsby, F. Scott Fitzgerald
“In Another Country,” “A Clean, Well-Lighted Place,”
“Hills Like White Elephants,” Ernest Hemingway
As I Lay Dying, William Faulkner
Their Eyes Were Watching God, Zora Neale Hurston
“Big Meeting,” Langston Hughes
“The Time for Freedom Has Come,” “Letter from Birmingham City Jail,”
Martin Luther King, Jr.
“The Conversion of the Jews,” Philip Roth
“Cathedral,” Raymond Carver
“Smokers,” Tobias Wolff
The Things They Carried, Tim O’Brien
Selections from The Woman Warrior, Maxine Hong Kingston
“Woman Hollering Creek,” Sandra Cisneros

English XII
The senior English program affords students the opportunity to select from a list of electives. Each student is required to take one English elective each semester of her senior year. Recent elective offerings have included the following:
African-American Literature I and II
Lenses into Literature (Literature and Film)
Literature of the Lost Generation
Madness in Literature
Dangerous Liaisons
On the Road to Self-Discovery
Ethics and Literature
Reading and Writing of Poetry
Literature and Politics
Post-Colonial Literature
Asian and Asian-American Literature
Irish Literature
Literature of Combat
Shakespeare
The Rebel as Hero
Dances with Words (Literature and Dance)
The above list represents an extraordinarily diverse body of literature. The English department is committed to examining and revising this list on a regular basis to ensure that GA students have the opportunity to study work from all parts of the globe and all time periods.

ARTS - ENGLISH - HISTORY - LANGUAGE - LIBRARY - MATH - SCIENCE

HISTORY DEPARTMENT
Elsewhere and on many other occasions, the history department that the essence of its curriculum is an investigation of diversity. From the youngest children in the school who think about their families and communities and compare their own experience with that of others elsewhere (in Connecticut, in the United States and in the world) to the seniors who undertake the AP world history Course, in GA history courses, students think about, imagine, interpret and analyze differences in culture--gender, ethnicity, economic class, social class--over time.

Group V:
Diversity is an important subject of the entire course, which is designed to introduce students to the study and definition of culture. Among the topics examined are the ancient cultures in the Near East; Mesopotamia, which, of course includes references to Iraq; historical fiction about ancient Egypt (including reference to Nubia); and a study of the rise of monotheism and the Hebrews--all of which are key elements relating to diversity.

Group VI:
Again as the students study the Middle Ages around the world, differences in culture and the meeting of cultures are the primary focus of the course. Social, economic and gender differences in medieval Europe are discussed in some depth--culminating in the Medieval Festival. Of particular topical concern is the study of the rise of Islam.

Group VII:
Native-American culture, the origin of slavery in the Americas and the experience of women in the New World are highlights of Group VII diversity issues.

Group VIII:
Diversity is a significant element of the Group VIII curriculum. The students study immigration to the United States. Women's suffrage and progressive reform movements and the modern civil rights movement are highlights of this program. In 2002-2003, the course incorporated Facing History in the study of WWII and the Holocaust.

Group IX: World Cultures
Summer reading: Things Fall Apart by Chinua Acebe
The entire course is about diversity. The students learn about the culture and history of the Middle East, China, Japan, India, Latin America and Africa. They complete projects and a major research paper on aspects of these cultures. Student independent topics have included the Moslem prayer ritual, the Chinese "one-child" policy and its effect on women, Japanese education, Latin-American literature and African sculpture. Films, such as Gandhi, The Last Emperor and The Gods Must Be Crazy are shown.

Group X:
European History
Summer Reading: Robert Lacey, The Year 1000; AP-Albert Camus, The Stranger and Franz Kafka, The Trial
Again the entire course is about studying the history of other lands and places although the students study a place that has largely shaped the "dominant" culture of the United States. The students present current events reports on various places in Europe. Further, the study of European history is the study of class systems and includes colonial control. In that sense, the class sees how elites have dominated during much of European history. Students read A World Lit by Fire by William Manchester.

Group XI: U.S. History
U.S. history presents a variety of opportunities to consider issues related to diversity. The students read about the encounter of the Europeans with the native people, the introduction of African slaves, the First and Second Great Awakenings, backcountry and economic differences, reform--abolition, women's rights, treatment of the handicapped, public education--immigration, the Civil War and the 14th Amendment, the "destruction" of Native-American culture, populism and progressive reform, economic differences in the Gilded Age and the Depressions, the modern civil rights movement, Native-American rights movements, women's rights movements and finally terrorism and individual rights.
Readings from contemporary sources and all sides of issues are included.
Film: Glory, Far and Away, Reds, 4 Little Girls, Malcolm X
Summer Reading: In the Heart of the Sea by Nathaniel Philbrick (economic class)

Electives
Economics:
In both the Advanced Placement course and the electives in Micro and Macroeconomics, socio-economic diversity is a major concern, along with theoretical economic thought. The curriculum incorporates factors such as poverty, race and gender in relation to income distribution, employment opportunities, population shifts and government policies that foster economic justice. It also includes global developments in multinationals, shifts to capitalism in Eastern Europe, ventures in capitalism in Asia and trade agreements via NAFTA, the European Union, and regional cooperation among African countries. Among recommended books for the course are: Barbara Ehrenreich's Nickel and Dimed, Thomas Friedman's The Lexus and the Olive Tree, John Kenneth Galbraith's The Affluent Society, Michael Harrington's The Other America, Bradley R. Schiller's The Economics of Poverty and Discrimination and E.F. Schumacher's Small Is Beautiful, Economics as if People Mattered.

Military History:
The military history course shows that all cultures and people have a history of war. In addition to discussing the military events in various international conflicts, the course examines how the particular histories, cultures, belief systems and geographies of the participants affected the outcomes of those conflicts. In addition to those of Europe and the United States, some of the cultures particularly highlighted in the course are those of the Zulus, Aztecs, Japanese, Chinese, Egyptians and Maoris and the peoples native to Brazil, the Americas, Central Asia and the Middle East. In all cases, the military history course shows that underlying cultural factors and the reasons behind a battle are essential to understanding the sequence of events in the conflict and the results derived from it. These diversity considerations are presented in the text, discussions and numerous videos used in class.

American Cultural Studies:
Any study of American culture is necessarily a consideration of diversity. First semester, the class reads about the African-American contribution to ragtime, blues and ultimately jazz as well as Master Jura and the birth of tap-dancing in New York. It also considers differences in gender and economic class during the Gilded Age particularly as one finds such issues in the Triangle Shirt Waist fire, stories by Kate Chopin and the Montgomery Ward Catalogue. This semester the course addressed the issues of race in the accounts of travel through the deep South; economic class in Nickeled and Dimed; religion in Democracy in America.

Listed below are history and arts department courses taught and the diversity experiences that are part of them, including lists of required reading that deals with diversity, including summer books. * denotes topics and activities that are new this year.

AP Art History XII: This entry appears in the Art Department section of this document.

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FOREIGN LANGUAGE DEPARTMENT
Notes on Diversity in the Foreign Language Department, January 2002
Introduction to the Foreign Language Department found in the Course Catalogue:

In the required levels of a chosen language, all four language skills are equally stressed: listening, speaking, reading and writing. Emphasis is placed on the acquisition of vocabulary, the fundamentals of grammar and on the development of cultural awareness, sensitivity and appreciation.

Classes are conducted in the target language: the use of English is kept to a minimum. The goal is to lead students to a level of proficiency that enables them to interact with linguistic and cultural accuracy with native speakers.

Classes are designed to provide optimal learning experiences for all students. Audio-visual materials (laser disks, videos, audio cassettes) are used frequently in the classroom throughout the program to strengthen students' language skills, to provide them with immersion experiences and to present culturally authentic material. After students complete their requirement for graduation (through level III), they are encouraged to pursue their language studies through more advanced courses. Students may elect to study more than one language on either campus. Final decision about the placement of students is made by the department heads on both campuses.

In an effort to hire fluent speakers of the modern languages taught at GA (French/Spanish), this department has become a more culturally diverse department and includes faculty members of different nationalities, cultures, religions and ages.

Textbooks: The texts in Spanish, French and Latin are chosen with an eye toward the teaching of culture and diversity. Texts with specific lessons as well as visual images representing various cultures and peoples are chosen.

LS Spanish: While no one text is used for this program, the curriculum closely follows that of the Lower School core courses. The studies that the girls are involved with in LS are reflected and reinforced in the Spanish program. The teacher provides her students with authentic realia, songs, stories and traditions from Spain as well as from other hispanic nations.
(One of the reasons that Spanish is introduced in the Lower School is to provide GA students with a professional Spanish-speaking role model.)

MS/US Spanish: Cultural focus on the history, traditions, art, literature of Spanish-speaking cultures in the United States, Central America, Mexico, South America, the Caribbean and Spain.

The cultural focus in Upper School classes introduces or expands upon the history, art, literature and celebrations of Argentina, Puerto Rico, Spain: Andalusia, Pais Vasco, Cataluña, Perú, Ecuador, Bolivia, Colombia, Venezuela, Cuba and the Aztecs.

In Upper School classes, discussions are broader and more profound than those in the Middle School. Among the essential facts about countries being studied, discussions and/or research on the politics, economics, social conventions, religious beliefs, etc., of the peoples/nations being studying are an integral part of each course. Literature of the Hispanic world is introduced by Level III (Group X) and may include novels, plays and/ or poetry by Spanish-speaking authors.

Films shown in Upper School classes may include: La historia official, El Norte, Stand and Deliver, La Casa en Mango Street.

MS/US French:
In the Middle School French classes, an effort is made to acquaint students with many of the peoples and places where French is spoken beyond the borders of France. The text programs enable students and teachers to discuss France as well as French-speaking Canada, Haiti, Martinique, Guadeloupe, Tahiti, Senegal, Morocco, Switzerland, Belgium and Vietnam.

In Upper School, cultural themes are expanded upon and become broader and more profound (as in the Spanish program). Among the essential facts about countries being studied, discussions and/or research on the politics, economics, social conventions and religious beliefs of the peoples/nations being studying are an integral part of each course. Literature of the French-speaking world is introduced by Level III (Group X) and may include short stories, plays and/ or poetry by French-speaking authors.

Films shown in Upper School classes may include: Indochine, Diva, Rue Cases-Nègre.

MS/US Latin: The study of history, culture and literature is an integral part of the Latin program. In the Middle School, the text program enables teachers and students to discuss traditional themes as well as gender issues. In the Upper School, classical history and literature provide the impetus for classroom discussion of all human conditions.

The Internet provides language teachers with a tremendous resource. Using the laptops, teachers and students read about current events in the country they are studying in the target language. Teachers and students in Groups VII-XII develop and complete projects that enable them to visit other nations in virtual reality. (Students in Groups V and VI who don't yet have laptops still do research using the Internet.)

Language classes are ideally suited for discussions about all kinds of diversity: ethnic, cultural, religious, economic, gender, sexual orientation. Diversity is woven into the curriculum at every level. Over the years, discussions have become more broad-based, and teachers work harder to provide materials and lessons that model and teach respect. The description of the Language Department found in the course catalogue (see above), acknowledges the emphasis it places on "cultural awareness, sensitivity and appreciation." It had been an integral part of GA’s mission for years and is constantly growing and changing as is the contemporary world.

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MATHEMATICS DEPARTMENT
Vision Worksheet
Key goals: Mathematics is a pyramid subject requiring a strong content heavy foundation to be able to reach the top levels. As a result, the primary goals of this department are threefold. First, the mathematics faculty would like all of its students to have a strong conceptual understanding of algebra, geometry, trigonometry and elementary statistics. Second, it would like GA students to be good problem solvers--approach new situations as challenges rather than obstacles and be aware of enough strategies for solving problems so that they will remain confident math students. Finally, the mathematics department would like its students to regard mathematics as something that is fun to do and hope they will continue their study of mathematics after high school.

Planning Process: The overall curriculum is revisited by the department every two-to-three years. Each course’s curriculum is rethought, and, the teachers refer to the National Council of Teachers of Mathematics Standards publication and reach out to peers at other schools.

Planning Time: This department does not consider diversity management as ite plans its courses.

Budgetary percentage spent on diversity: The department purchases items intended to expose the students to the history of mathematics. As much of mathematics was directly influenced and/or created by people of varying ethnicity, it certainly purchases items addressing diversity, spending on average, 3-5 percent of its budget on material directly related to diversity.

Diversity Rating: This department does not manage diversity in a conscious manner. It is content driven. Process is also important, but as the mathematics faculty thinks about how to teach its students, it does not consider the diversity issues that might affect their learning.

Middle School:
The courses in the Middle School are sectioned by ability in all groups except Group V. There are three levels--honors, accelerated and regular. The curriculum for each grade is available on the web site. The material covered in each section is basically the same, but the way it is covered varies based on ability (the honors section covers work at a much more abstract level, and the regular section covers the work at a more concrete level). The goal is to enable students to fluidly move between sections as they develop mathematically over the years.

The department is aware that students have different learning styles. Consequently, mathematics teachers provide visual, aural and tactile experiences as often as possible. Given recent research on girls' learning styles, the department also tries to provide opportunities for cooperative as well as independent learning. Because GA wants to develop students who are confident problem solvers, students are asked to present their work to their peers at the board. The girls learn that only by taking risks will they grow. During their time in the Middle School, students learn technique and content and develop their mathematical creativity at a pace appropriate to their needs.

Possible thoughts for future consideration of diversity issues:

Textbooks:
In addition to considering clear presentation of the materials, the mathematics department will look at them with an eye to inclusiveness: it will consider whether the materials use examples of applications from many a variety of places and involving a variety of different experiences?. It will continue to research more "hands-on" applications of the concepts being studied, and it will develop more consistent enrichment work to expose students to the great works of mathematicians from all around the world.

Upper School:

The Upper School math curriculum works at three levels. At the honors level, it challenges students to work with abstract math and to focus on challenging problem solving that requires insight. Teachers also try to enrich the students’ experience by accelerating them through the algebra II and pre-calculus material in one year. This enables them to work with through the BC calculus curriculum and study multivariable calculus during their junior and senior years. At the accelerated level, the curriculum focuses on helping students develop a strong foundation in fundamental algebraic and functional skills that will prepare them to take an AP course in statistics or calculus. At the regular level, teachers help students develop a firm understanding of and comfort in working with fundamental algebraic concepts as they expose them to a wide variety of curriculum.

Students develop a firm foundation in mathematics. The GA math program offers them the opportunity to stretch their minds in sections that enable teachers to work with them at an appropriate level of abstraction. The students maintain a high level of confidence in math that allows them to feel that they are capable math students.
The math department has not focused on diversity issues in the Upper School. The curriculum is content driven. Math teachers strive to meet the different learning styles of the students. The department is using technology to help spatially oriented students, and it has recently begun to incorporate more "hands-on" activities to motivate the application problems.

Possible thoughts for future consideration of diversity issues:

Textbooks:
In addition to considering clear presentation of the material, the department will look at the texts with an eye to inclusiveness: Do they use examples of applications from many a variety of places and involving a variety of different experiences? It will continue to research ways to serve the needs of girls in math. It will offer teachers opportunities to study the history of math, which will enable them to incorporate math history into their presentations.

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SCIENCE DEPARTMENT
Below are the results of the discussions in the science department related to how it implements diversity.

Unfortunately, the courses in all divisions that deal primarily with physical sciences have few avenues by which diversity, especially in a multicultural sense, can be discussed. Obviously, concepts such as matter, energy, motion, chemical reactions, etc, do not lend themselves to diversity topics. The biological science topics are more conducive toward diversity discussions. Again, this is less related to multi-ethnic topics, but more toward the important role of diversity in all natural biological systems. The detailed write-ups below show how diversity can be related to such biological topics.

As a result of its discussions, the department put together the following overview of how all the science courses implement diversity.

The science department endeavors to implement diversity-related topics in a manner appropriate to the age of the students and the science curriculum. This occurs primarily in the behavior of the science teacher and the overall philosophy of the science department. A basic tenet of this philosophy is that science is for all people and that achievement in science is not limited by factors such as race, gender, etc. As a result, all students are held to the same high standard of achievement in science classes. Whenever possible, achievements by scientists of diverse backgrounds are especially mentioned, as the Science Department recognizes the value of such examples as role models. Materials for science courses and for display in science classrooms are also selected in part with an eye to promoting diversity. Courses that study topics in the biological sciences are especially able to do this, by showing the prevalence and necessity of diversity throughout the natural world of organisms.

DIVERSITY STUDIES IN SCIENCE BY GRADE
Groups I-IV are guided by the above statement.
Group VI
Diversity in Group VI science involves a general sensitivity to the backgrounds of the girls in the class. The various faculty training programs have made the teachers more aware of the words they say and the way they guide the girls in their interactions. The physical science curriculum of Group VI does not lend itself to formal opportunities to discuss diversity.

Working together with Melinda Heins and combining a Spanish classroom with a science classroom has given some opportunity for the Group VI teacher to better appreciate the growing diversity of GA. The current teacher reported that she uses much more of her high school Spanish in her instruction and conversation with students. The signs to the classroom say “Hablas Espanola” and “Hablas Ciencia, tambien!”

Group VII and VIII are guided by the principles outlined in the introduction to this section.

Group IX: Biology and AP Biology
A. Cell Energetics
Leaf Project: (Honors only) Collecting and identifying leaves from eight native, deciduous trees. Part of the project involved listing the medicinal uses of these trees by Native-American tribes in this area. The teacher introduced the students to a great web site and database for this information

B. Mendelian Genetics
1. Discussion about inheritance of characteristics, including skin color
2. Discussion of recessive disorders that have a higher frequency in certain ethnic populations, and some of the theories corroborating this.
a. Sickle-cell anemia: African- Americans
b. Tay-Sachs disease: Eastern-European Jewish descent
C. Molecular Genetics: Discussion of mitochondrial disorders with regard to the Reign of Terror in the Argentina in the 1970s. The abducted children of insurgents were reunited with blood relatives using DNA technology. Controversy still brews in Argentina about this.

D. Plants
Reading select chapters from Tales of a Shaman's Apprentice by Mark Plotkin, which discusses this scientist's attempt to unlock medical secrets of the Amazon rainforest by living with and interviewing local shaman in various tribes. This is not a required reading; it is read only if there is enough time.

AP Biology:
The film Race for the Double Helix is shown. This is a great story about the contributions of Rosalind Franklin to the discovery of DNA structure by Watson and Crick. One of the messages of this BBC presentation is to highlight the struggle experienced by women in science in the 1950s.

Group X: Chemistry and AP Chemistry
These courses are guided by the principles outlined in the introduction to this section.

Astronomy and Geology:
In addition to discussing the contributions of scientists from a variety of non-traditional backgrounds, topics in the both disciplines are conducive to the discussion of diversity.
In astronomy, this takes the form of discussion of the myths from various cultures and how these are translated to the constellation patterns perceived by those cultures. Constellation patterns familiar to the students are related to how other cultures view the stars and the different patterns and myths that result. In geology, topics such as evolution show how diversity and adaptability are necessary to biological organisms. The geology of the various continents is also discussed, and this is related to the history of the human cultures that live on them.

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LIBRARY
Basic Beliefs:
The mission of the libraries at Greenwich Academy is to provide a program of library and media services that supports the mission and the curricula of the school and guides the students to become effective information users. The librarians seek to further the teaching and learning process by providing diverse resources without prejudice as to format. They strive for quality in resources and services, for developing independent, life-long learners and for promoting reading as a habit in the lives of all students. To achieve these ends, the librarians understand the library as a unique place in the school community: physically inviting; familiar and comfortable for its users; encouraging to independent learners; accommodating to all; a place for enrichment, social, and academic functions; forward-looking and flexible space; a place that fosters academic excellence; a place that respects the needs of all users. In short, the libraries will be powerful symbols of the core values of this institution.

Goals:
*To provide support for the entire learning community by creating a robust and balanced collection of materials in support of the curriculum and goals of the school.
*To provide access to information outside the school walls through appropriate use of technology; to train the community in the use of these technologies.
*To move the library forward, always with the intent to improve, respond to, collaborate and reach out to the community.
*To administer the programs and services of the library in the best way.
*To manage a large and complex OPAC (online public access catalog) for all users.
*To provide a haven within the bustling atmosphere of the school for all who need a quiet orderly atmosphere, a place where people can work or read or compute, comfortably and quietly, individually or in small groups.
*To respect and honor the needs of all people in the learning community that is Greenwich Academy.
*To be an advocate for everyone.

Methodology:
The librarians see themselves as a service and support component for the GA community. The planning process is to always think about how the library serves the needs of its patrons, who are the teachers and students, and to be an advocate for everyone as learning resources specialists and concerned faculty members.

In the past ten years, two-thirds of the collection in the Middle and Upper School Wallace Library has been replaced and infused with current, relevant, diverse materials and bringing current technology applications to its users. The library provides a worldview on culture and diversity through relevant resources that build the social and emotional fabric of the community. The balanced and robust collection of carefully vetted information sources, many of which are outside the library walls, support all GA constituents and help create a community where members can exchange ideas, have equitable discussions and where divergent perspectives are respected.

Ongoing Projects:
Reading widely to locate new materials for purchase.
Removing dated and unused materials from the collection.
Posting diversified booklists for our community on web pages.
Continuing to purchase broadly in relevant areas of need and interest including multiculturalism, gender issues and socio-economic perspectives.
Displaying a wide range of new titles for check-out.
Collaborating with colleagues to support projects like the Grade IX interdisciplinary curriculum and the Grade VI history curriculum.
Using the resources on the GA Library Page to direct users to reliable broadly sourced internet options. See http://www.mail.greenwichacademy.org/~linda_wilson/libhome.html

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