This studio-intensive Endterm will explore a variety of art practices: oil painting, digital photography, pinhole photography, cyanotype prints, and printmaking. We will also learn about our local and rich environments and be active. Thinking about the intersection of both art and our environments, we may choose topics to illustrate and/or film to present to a broader audience. We will read, observe, and write. There will be day trips to museums, libraries, artist studios, galleries, and we will meet with educators and scientists. We will leave Tuesday, June 4 for two nights in Fitzwilliam, NH, returning Thursday June 6. We will hike and make copious visual recordings. Additional fee for supplies and overnight: $70. Stéphanie Williams, Ellie Wright.
This Endterm will dive into the history of women’s soccer in America from the youth game through the professional game. We will explore how players work their way up through the ranks to become a player for the United States National Team. This will take shape through understanding/experiencing the youth, college, and pro soccer systems in America. We will visit local club and college programs (Boston University, St. Anselm’s College, and Endicott College) where we will interview coaches and players to get their perspective on different facets of their games as well as utilize multiple documentaries that will give us firsthand information from both a professional coach and players’ perspective. We will explore the business side of what it takes to run a women’s professional team, creating a budget consisting of what we can make off of food and souvenirs to players’ salaries. We will prepare for and watch Argentina vs. Japan, USA vs. Thailand, Germany vs. Spain, and Australia vs. Brazil. We will read When Nobody Was Watching, an autobiography by USA National Team Captain, Carli Lloyd. We plan to be active throughout Endterm, bike-riding, walking and playing soccer. $150 extra for potential overnight travel. Mike Kersker, John Wigglesworth.
Homes are not just houses - they are where life happens. Together we will explore the several notions of home: home as a word, a concept, a space, a feeling, a dream, a design, a shelter, and a place of belonging, safety, and reflection. We want to discover what our homes say about who we are: are they physical manifestations of our personalities? Do they allow for self-expression? What does home mean to us? How do our homes allow us to live our lives? Does the perfect backsplash matter? And what about the possessions within our homes? If something is broken, we will learn to fix it. We will explore both indoor and outdoor spaces, visit historical homes in the area, practice DIY skills, interview architects, interior designers, and laborers, and volunteer to help those who are home insecure. We will be imagining our dream spaces and figuring out how to make our current spaces reflect those dreams. We will read, write, sketch, and create. We are laying out our welcome mat for you: please join us! Elizabeth Gutterman, Colleen Jenkins, Meg Ferguson Sauder, Rich Stomberg.
The purpose of this Endterm is to study robotics in an active, hands-on way. We will use software created by Carnegie Mellon, along with other EV3 tutorials, in order to teach the students how to program LEGO Mindstorms EV3 robots. Each unit will be based on hands-on challenges. Students will also learn how to use 3D modeling software so that they can 3D print unique parts for their robots. This may also include designing and making molds for silicon soft robotics parts. Students will also learn how to use the Cricut machine to create stencils and other 2D elements. For example, they could create team T-shirts, buttons, or stickers. We will culminate in a challenge, or a robotics game, in which the students, working in teams, will build and then program a purpose-built EV3 unit that uses 3D printed parts of their design, to accomplish a task or win the game. As we move closer to Endterm the nature of this challenge, or game, will be determined, likely in consultation with the members of the group. Not for students who have done robotics before this Endterm. Francis Schaeffer, Tim Te, Anton Fleissner.
What is it like to live in two worlds, speak two "languages,” live in different cultures? How are we different when we speak a different "language?" How do we navigate more than one world? We all do so, but some more than others. We will look at the ways in which we all inhabit multiple spaces and speak multiple "languages.” We will research the brain, exploring its functions when we use language: which hemisphere is involved, what the benefits are of speaking more than one language; how the brains of bilingual speakers are different than those who grow up mono-lingual. The first week we will travel to Lynn and get to know the Haitian community there. We will try to understand the ways in which they exist in a French/Creole-speaking world and also an English-speaking world (and perhaps in a Spanish-speaking world as well). The second week we prepare to travel to northern Vermont and cross over into Quebec to see how people who live on the border navigate both worlds. We will visit the Haskell Free Library in Derby Line, Vermont, which is half in Canada and half in the U.S., to see what it is like to live right on the edge of two different cultures and languages. We will spend some nights in Canada, speaking French, interviewing adults and teenagers, trying different foods, and exploring how we are both different and the same when we live in different worlds. We will be away four nights. (We will be gone June 7-11; we will not be in school, Thursday, June 6 and Wednesday June 12.)All students need a passport and a willingness to fully enter into other cultures. In the case of foreign nationals, please contact Maureen Gedney at email@example.com to make sure that the particular student has the required documentation both for entry into Canada (visa or Electronic Travel Authorization, as applicable) and for re-entry into the United States (visa and form I-20). All students will also need a signed Border Release form that we will provide to you. A copy of the photo and signature page of a parent’s passport (or government-issued ID) to support the permission to travel that will be indicated in the Release form. These documents, along with your child’s passport, need to be handed to the Endterm leaders by the first day of Endterm. Additional cost of $300 for transportation, food, and lodging while away. Maureen Gedney, Chrisitane Jedryka-Taylor, James Watras.
This Endterm will endeavor to hike every day in all weather and in all kinds of terrain. We will learn to dress to enjoy any kind of weather, since June in New England usually brings a full range, and learn how to pack a pack for a day or a week. We will also reflect--through reading, writing, watercolor, and sketch--on our relationship to the landscapes we walk in and through. As part of getting to know the landscapes we walk through, we will learn to identity flora and fauna using field guides. We will incorporate community service, possibly a day working with The Food Project in Lynn. We will take an extended overnight backpacking trip (4 days, June 4-7) in the White Mountains and will stay in Appalachian Mountain Club huts. Our guiding questions will be: how does the language we use to describe a place affect our relationship to it? When do words help us convey our experience of a particular place? When do words feel unhelpful or insufficient? We may investigate the place names that surround us and learn their histories. How did these names get attached to these places? Why is it called the Annisquam River? Why Wingaersheek Beach? We will read authors who ask themselves this question: Henry David Thoreau, Wendell Berry, Annie Dillard, Barry Lopez, Nan Shepherd, Robert Macfarlane, Cheryl Strayed, and Jack Turner. $375 additional supplement for AMC rental. Kyra Morris, Edith Fouser.
What makes it great? Why does it fit Waring’s core philosophy?
In their own words, eight Waring students explain why: