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The
SCHOLARS PROGRAM Aesthetics &
Culture
Updated Version 2.2021 – For Scholars entering the program in 2021
Aesthetics & Culture
2
Table of Contents
Requirements for Distinction ……………………………............................. 3 – 6
Grade Requirements…………………………………………………………..………… 7
Hands On Learning Rubrics ……………………………………………………………8 – 13
Extracurricular Analysis……………………………………………………………….. 14 – 15
Teaching Opportunity …………………………………………………………………… 16 – 17
Integrative Seminar.……………………………………………………………………… 18
Portfolio ………………………………………………………………………………………..19 – 20
Aesthetics & Culture Requirements for Distinction
3
Mission The goal of the work for the Aesthetics & Culture distinction is to encourage students to recognize how the different disciplines of the Humanities and Arts are drawn upon to answer enduring questions. We expect our scholars to be able to use the skills they have learned from these respective disciplines to take a broader view and answer questions that require them to be informed by their explorations of literature, history, visual and performing arts.
Course Requirements Scholars must earn 12 aesthetics trimester credits and must have courses in at least 2 of the following three course elective lists: Visual (V), Performing (P) and Textual (T). The average of all grades must be at minimum a B+ with no grade lower than B- in the courses selected to count towards distinction.
Courses Taken Course Name V, P or T Credits Final Grade _____________________________________ ______________ ____________
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GPA Requirements Average course grade of B+ Pass | Fail
No final course grade lower than B- Pass | Fail
Aesthetics & Culture Requirements for Distinction
4
Course OptionsVisual (V) Electives Survey of Art History (3)
AP Art History (3)
AP Studio Art (3)
Photography (3) Pottery (3)
Sculpture (3)
Studio Art (3)
Film Making (3)
Video Production (1-3)
Performing (P) Electives Theatre (3)
Advanced Theatre (3)
Broadcast Journalism (1-2)
Instrumental Music (3) Chorus (3)
AP Music Theory (3)
Independent Studies in Music Theory (1-3)
Textual (T) Electives Creative Writing (1)
Fantasy and Science Fiction (3)
Intercultural Leadership (1)
Mongol & Indian Cultures (1)
AP European History (3)
AP English Literature (3)
AP French Language & Culture (3)
AP Spanish Language & Culture (3)
AP Latin (3)
Ancient Greek (2)
Greek Civilization & Culture (1)
Aesthetics & Culture Requirements for Distinction
5
Hands-On Learning Scholars must complete two of the following hands-on learning activities accompanied with a critique for each and at least one submission to an authentic institution in the hopes of being published or displayed whether in a competition, through an exhibition, or in an anthology. All work must be done and submitted by end of Trimester 2 of senior year.
Select 2 of the following Activity & Critique Date Completed Grade 10 original artwork pieces (minimum 2 before senior year) ____________ ____________
Translation project ____________ ____________ Three pieces of original creative writing submitted to
student journal.____________ ____________
Two book reviews submitted to student journal ____________ ____________
An approved internship at an appropriate institution(gallery, museum, publisher, etc.)
____________ ____________
An approved combination of the above. ____________ ____________
Extracurricular Analysis Scholars must complete four critiques in the following areas: museum visit, play/performance, art critique, literary critique, translation critique, or other as approved by the Aesthetics Coordinator.
Critique Due Date Grade ______________________________ End of Trimester 1 of senior year ____________
______________________________ End of Trimester 1 of senior year ____________
______________________________ End of Trimester 1 of senior year ____________
______________________________ End of Trimester 1 of senior year ____________
Aesthetics & Culture Requirements for Distinction
6
Teaching Opportunity Each scholar will be required to teach a pre-approved lesson to an authentic audience on a subject relating to the Aesthetics & Culture theme.
Component Due Date Grade Lesson Design Prior to delivery ____________
Lesson Delivery End of Trimester 1 Senior Year ____________
Integrative Seminar Each scholar will be required to write their Integrative paper on a topic related to Aesthetics &Culture. Additionally, scholars will provide a more detailed expert interview with the objective of producing a higher quality product for integrative.
Component Due Date Grade Topic related to Aesthetics & Culture November 15 Senior Year ____________ Expert Interview January 15 Senior Year ____________
Portfolio The final step in the distinction process involves a review and defense of all of the student’s work over the past two years. All requirements must be met and approved by the Aesthetics & Culture Coordinator. The final defense will take place in April or May of senior year.
Component Due Date Grade Assemble Portfolio May 1 Senior Year ____________
Student Statement May 1 Senior Year ____________
Oral Defense to Scholars Committee May 20 Senior Year ____________
Aesthetics & Culture Grade Requirements
7
The grade requirement to achieve distinction in Aesthetics & Culture is the final letter grade (not percentage) in each class. There is no additional weighting for an AP or Honors course, nor is there a difference in the length of course—a one trimester course has the same weight as a three-trimester course and only final grades factor into the average.
Grades will be reviewed from the scholar’s official transcript and scholars must have no final grades below an B- to qualify for the distinction. Grades will be reviewed at the end of junior year and again with the Trimester2 report card of senior year to ensure eligibility. Scholars can choose which 12 trimesters of preapprovedcoursework to meet the distinction and the grade requirements.
Aesthetics & Culture Hands-On Learning: Art Submissions
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Below is the grading rubric for the art submissions to the scholars program. Scholars will submit 10 original artwork pieces of which a minimum 2 must be complete before the beginning of senior year.
STUDENT: WORK:
ART ASSESSMENT EXCELLENT – 5 points GOOD - 3 points POOR - 1 point Points
MATERIALS - Choice Materials used enhance the message of the subject
Support, tools and/or medium needs adjusting
Poor choice of materials for subject matter
ELEMENTS* – Technique
All elements addressed well
Most but not all elements addressed
Poor use of elements
COMPOSITION** Rich composition with well used ‘hows’
Most but not all composition issues met
Only couple of ‘hows’ evident
STUDENT’S VOICE Very strong personal voice clearly evident
Some personal touches No individual message evident
CULTURAL INFLUENCE
Strong evidence of outside influence from norm
Some detectable stylistic or subject matter influence
No outside influence evident
QUESTION/EXPLORE FURTHER
Intriguing for further research or discussion
Evokes a question from the artist
Does not provoke further Exploration from viewer
GROWTH (within student’s work)
Totally different Some change –style, materials, subject
No change from previous Works Total points
TOTAL: 35 MINIMUM PASSING: 28 with no “poor” ratings in any category *Elements (THE WHATs): color, texture, line, shape, light, space, form**Composition (THE HOWs): unity/variety, balance, movement/rhythm, gradation, perspective/proportions, harmony
Aesthetics & Culture Hands-On Learning: Translation Project
9
A scholar may choose to translate a work of literature from its original language into English. This will require working in collaboration with a teacher qualified to evaluate the text in its original language and the scholar’s translation. This process should consist of the following steps:
1. Identify the piece of literature with the help of a faculty mentor.
2. Research and compose a brief literature review of the piece that covers the following:
a. Biographical information on the author
b. Overview of cultural context in which text was composed
c. Brief overview of previous translations (i.e. has it been widely translated, not done recently,etc.)
d. Reasons for choosing to translate the text. (language used by other translators out of date, etc.)
3. Translate the text.
4. Annotate key terms throughout the text and provide a thorough commentary. (See rubric for details).
The scholar will be graded using the following rubric. A minimum passing grade of 80% (40/50) is required for distinction with no “unacceptable” ratings.
Aesthetics & Culture Hands-On Learning: Translation Project
10
Student Name: Mentor:
Text: Author:
Excellent 10 Acceptable 8 Unacceptable 6Quality of Research
Good research —the information is accurate; sources are legitimate; appropriate ‘reading’ of the situations observed or information collected.
Information is mostly accurate; ‘reading’ of one aspect of text may be questionable; sources good but not varied enough.
Information is unreliable and/or inaccurate; translation does not convey meaning of original text.
Commentary Translation is accompanied by an extensive commentary that addresses cultural and lexicographical connotations of important words.
Translation is accompanied by a commentary that addresses cultural and lexicographical connotations of important words. Some questions remain.
Translation is accompanied by an insufficient commentary that omits relevant information.
Connection to research
Deep and logical connection between research and translation.
Some connections to research conducted, but other important findings are not addressed.
Little or no connection to the research conducted.
Rigorous lexicographical explorations
1) Alternatives exploredifferent facets of use; 2)form evokes appropriatemeanings; and 3) scenarioscover several dimensions ofuse.
2 of 3 components are addressed such as: Alternatives explore different facets of use and form evokes appropriate meanings but scenarios are weak.
1 of 3 components are addressed such as: Alternatives explore different facets of use but form evokes inappropriate meanings and scenarios don’t seem to connect to realistic use.
Final translation Translation reads smoothly, is free of awkward phrasing, doesn’t use jargon, and demonstrates knowledge of key points.
Translation is coherent for the most part, but missing 1 or 2 important elements.
Translation lacks coherence and sounds awkward throughout.
Total: /40
Aesthetics & Culture Hands-On Learning: Creative Writing
11
Below is a sample rubric for creative writing. A minimum passing grade of 80% (24/30) is required for distinction with no “1” ratings. * Voice in poetry may not be applicable, therefore for poems a grade of 20/25 is needed.
Attribute 5 4 3 2 1 Points Earned
Ideas
An interesting experience is shared with
details that help create the interest.
This interesting experience needs more
details.
The narrative needs to focus on one
experience. Some details do not fit the
narrative.
The narrative needs to focus on one experience.
Details are needed.
The narrative needs to share an experience
and use details.
Organization
The narrative is well organized,
with a clear beginning, middle,
and ending. Transitions are
used well.
The narrative is well organized.
Most of the transitions are
helpful.
The order of events needs to be
corrected. More transitions need to be used. One part
(beginning, middle, or ending) of the narrative is weak.
The beginning, middle, and
ending all run together. The
order of events is unclear.
The narrative needs to be reorganized.
Voice *
The personal voice creates interest in the
narrative. Dialogue is used.
The voice creates
interest in the narrative.
More dialogue is needed.
The voice can usually be heard. More dialogue is
needed.
The voice is weak. Dialogue is
needed.
The voice shows no
involvement in the narrative.
Dialogue is needed.
Word Choice
Specific nouns, strong verbs, and
well-chosen modifiers create
vivid pictures and express clear
feelings.
Specific nouns and strong
verbs are used. Modifiers are
needed to create a
clearer picture.
Strong nouns, verbs, and modifiers
are needed to create a clear
picture.
General and overused words do not create a clear picture.
Word choice has not been considered.
Sentence Fluency
The sentences show variety and are easy to read and understand.
The sentences are varied, but some should
flow more smoothly.
A better variety of sentences is
needed. Sentences do not read smoothly.
Many short or incomplete
sentences need to be combined
to keep the writing from
being choppy.
Most sentences need to be
rewritten. Help is needed.
Conventions
The narrative has a few minor errors
in punctuation, spelling, or grammar.
The narrative has several
errors in punctuation, spelling, or grammar.
Some errors cause confusion.
Many errors make the narrative
confusing and hard to read.
Help is needed to make
corrections.
Notes: Total
Aesthetics & Culture Hands-On Learning: Book Review
12
Scholar will begin by becoming familiar with book reviews. Well-written reviews consider a piece of literature from a range of perspectives, contextualizing the work within the author’s oeuvre, its more specific genre, and in light of contemporary or preceding works to which it relates. Scholar will become acquainted with this style by scanning several current book reviews of novels, story collections and poetry, as well as use the search feature to find reviews of older books. Below is a will find a list of several reputable sources for book reviews. These are composed by authorities within the field, rather than enthusiasts.
• http://www.nytimes.com/section/books/review• http://www.nybooks.com/• http://www.the-tls.co.uk/tls/
It is important to examine common elements that appear in reviews, such as a plot summary, discussion of themes, comparison of the writer’s work to their earlier works and those of their contemporaries, and influences that are evident on the work.
As part of the Aesthetics & Culture area of distinction, Scholars will write original reviews for several pieces of literature. Scholars should avoid reading professional reviews until after having crafted their own. Each book review must be a unique reflection of the scholar’s engagement with the book.
Helpful resources: http://writingcenter.unc.edu/handouts/book-reviews/ http://writingcenter.unc.edu/handouts/literature-reviews/
Presentation Checklist for the Review The heading of the paper is set up The header (the last name and page number) are present and in the right place The review has a unique title The title is in the correct format The citations for each piece of quoted evidence are done correctly Review is free from contractions Review does not use any first or second person pronouns Present tense is used correctly throughout Book titles italicized throughout the review Properly formatted Works Cited submitted with review
The scholar will be graded using the following rubric. A minimum passing grade of 80% (32/40) is required for distinction with no “unacceptable” ratings.
Aesthetics & Culture Hands-On Learning: Book Review
13
Student Name: Mentor:
Text: Author:
Excellent 10 Good 8 Unsatisfactory 6
Thesis Statement The review has a clear, concise thesis.
The review has a general, vague thesis.
The thesis is unclear or undeveloped; quotations are present but go unexplained.
Plot Summary And Discussion of Themes
Review clearly integrates the necessary quotations; supplies relevant and accurate information; and reflects a sophisticated understanding of the topics discussed.
Review supplies relevant quotations and integrates them into the text; and reflects a basic understanding of the topics discussed.
Information is present but is vague. The writer seems to have a limited understanding of the topic.
Contextualization of Work
Book is discussed at length within the context of the author’s other work and other authors’ treatment of the book’s theme. Leaves reader with a firm foundation in the author’s broader body of work and other exploration of theme.
Book is discussed within the context of the author’s other work or other authors’ treatment of the book’s theme. Leaves reader with a good grasp of author’s other work or a sense of other explorations of the theme. One or two areas of inquiry remain unexplored.
Book author’s other work is given only cursory treatment. Clear omission of other works treating a similar theme.
Conventions, Word Choice, Sentence Fluency
Review is free of errors in convention, issues with word choice, or sentence fluency. (See presentation checklist)
Review includes two to three errors in convention, word choice, or sentence fluency that do not compromise reader’s understanding.
Review includes four or more errors in convention, word choice, or sentence fluency.
Total: /40
Aesthetics & Culture Extracurricular Analysis
14
Scholars must complete four critiques in the following areas: museum visit, play/performance, art critique, literary critique, translation critique, or other as approved by the Aesthetics & Culture coordinator.
The scholar will be graded using the rubric on the following page. A minimum passing grade of 80% (40/50) is required for distinction with no “unacceptable” ratings.
Aesthetics & Culture Extracurricular Analysis
15
Student Name: Mentor:
Text: Author:
Excellent 10
Good 8
Unsatisfactory 6
Description
Describe the creator* of the piece. Include biographical
information.
Extensive biographical information is included.
Reader’s understanding is enhanced by this description.
Basic biographical information is included. Reader is left with some
questions.
Minimal biographical information is included.
Reader is left with many questions.
Analysis
Provide extensive description of the piece.
Analysis is extensive and addresses all aspects of piece.
Analysis considers most aspects of the piece. A couple of areas remain
unexplored.
Analysis is cursory and omits significant aspects
of the piece.
Interpretation
What is the message from the creator to you?
What is the impact of setting on your interpretation?
What is the impact of the title on your interpretation of the piece?
Interpretation is extensive. Includes personal
interpretation, consideration of setting, and reflection on
title.
Interpretation is good but less extensive. Addresses two
of the three questions in requirements.
Interpretation is cursory and does not address the
questions adequately.
Judgement
Offer your personal opinion on the piece.
Would you change anything? Would you recommend it to
others?
Did you enjoy the show/presentation**
Judgement is extensive. Includes personal opinion, consideration of areas for changes, and thoughts on
whether to recommend to others.
Judgement is good but less extensive.
Addresses two of the three questions in requirements.
Judgement is cursory and does not address the questions adequately.
Conventions, Word Choice, Sentence Fluency
Writing should be proofread and well composed.
Review is free of errors in convention, issues with word choice, or sentence fluency. (See presentation checklist)
Review includes two to three errors in convention, word choice, or sentence fluency
that do not compromise reader’s understanding.
Review includes four or more errors in
convention, word choice, or sentence fluency.
Total: /50
Aesthetics & Culture Teaching Opportunity
16
To meet the “teaching” requirement for the Aesthetics & Culture Distinction, scholars are required to create and implement a presentation or lesson tailored to specific audience.
Designing the Lesson Plan (must achieve a passing score of at least 48 / 60): I. Planning
A. Identify a target audience. (5 pts)B. Identify the needs, interests, and level of the audience. (15 pts)
i. What level will be taught- a Primary School classroom, or an Upper School class? A group ofinterested adults?ii. Determine how the lesson will fit into the broader context of the audience’s learning. Will theclass be exploring a topic they have learned about before? Was there a discussion with thegroup’s teacher to determine what they would like to have the group learn?iii. At what level of capability is the audience? Does the group have some familiarity with thetopic, or will this be entirely new to them?iv. Are materials appropriate for the audience’s level? (A scholarly essay will be too difficult forLower School students, just as a coloring page is too simplistic for older students).
II. Writing your Lesson PlanA. Introduction (10 pts)
i. Establish the goal or objective for the lesson plan.ii. Establish how the lesson plan goal relates to the overall subject.iii. Create an anticipatory Set: Sometimes referred to as a "hook." Use an informal creativeexercise, writing assignment, question, or anecdote to focus students' attention at the start ofclass. This activity should be brief and directly related to the lesson.
B. Body (20 pts)i. Present activities, including any discussion questions and transitions along the way.
C. Conclusion (10 pts)i. Summarize how the objectives will be met for the lesson.
Scholar must submit a lesson plan that meets the criteria for approval to the Aesthetics & Culture Coordinator prior to lesson delivery. Please submit at least two weeks before lesson delivery.
Once approved, scholar will present lesson and will be graded using the rubric on the next page. Host teacher can perform the evaluation or coordinator can do so. It is suggested that scholars record their lesson or ensure that grader is present at the lesson delivery. A minimum passing grade of 80% (48/60) is required for distinction with no “1” ratings.
Aesthetics & Culture Teaching Opportunity
17
Host Teacher or Coordinator Evaluation Form Scholar Name: _____________________
A minimum passing grade of 80% (24/30) is required for distinction with no “1” ratings.
Attribute 5 4 3 2 1 Points Earned
Content
Information in the lesson was
accurate and completely delivered
Some minor errors in content but
nothing that took away from main point of lesson
Lesson was not proper length or had one major content issue
Length and information
created multiple issues for lesson
presentation
Information was not accurate and length was not
appropriate
Creativity
Presentation was fun and used
activities or other active methods of
delivery
At times there could have been
more active methods used
Many times during the presentation there were lulls
and a clear lack of active delivery
Majority of presentation had
no creative element
Presentation was boring and only done in lecture
style
Classroom Management
Learners were engaged,
excellent control of classroom
A majority of the learners were
engaged for most of the time, good
control of class
A majority of the learners were
engaged some of the time, minimal attempt to control
A majority of learners were not
engaged and presenter did not attempt to gain
control
There was no control of the
classroom, learners ran amok, presenter seemed
indifferent
Subject Knowledge
Clear understanding and mastery of
material
A few instances of misunderstanding
of the material
Some questionable instances of
understanding
Lack of mastery of information presented
No understanding of material being
presented
Elocution
Spoke clearly and slowly so that learners could hear message
A few times in the presentation it was difficult to hear presenter
Multiple times during the
presentation it was hard to
understand the message
A majority of the presentation was
unintelligible
Voice could not be heard or
understood
Effective Communication
Spoke logically and provided
clear examples
A few structural issues in
presentation but overall logical
A major flaw in logic or an
example created confusion
Multiple flaws in logic or examples
Presentation was not in a logical
order and there were no examples
to help understanding
Notes: Total (out of 30)
Aesthetics & Culture Integrative Seminar
18
Integrative Components Component A: Topic Approval Component B: Expert Contact
Integrative Component A: Topic Approval Grading metric: Must receive an 80% or higher. Scholars are allowed to redo this assignment once in order to achieve a passing grade if they fail the first time as long as they meet the absolute deadline of November 15 of senior year. Beyond the deadline, there is no opportunity for revision. Late work will result in dismissal from the program.
In the Integrative Seminar class, the “Preliminary Topic Assignment” is normally due in November of senior year. Scholars must generate at least 3 topics / essential questions that are approved by Aesthetics & Culture Coordinator.
40% - Each topic has clear relationship to Aesthetics & Culture 30% - Each topic is relevant and timely 30% - Each topic has no direct answer
Integrative Component B: Expert Contact Grading metric: Must receive an 80% or higher. Scholars are allowed to redo this assignment once in order to achieve a passing grade if they fail the first time, as long as they meet the absolute deadline of January 31 of senior year. Beyond the deadline, there is no opportunity for revision. Late work will result in dismissal from the program.
“Contacting the Expert” is an assignment that is normally done in January of senior year. In addition to the above integrative assignment, Aesthetics & Culture scholars must develop a series of 25 questions with the assumption that the expert is willing to do an interview. These questions must show a thought process that if answered will allow the scholar to delve deeper into the topic. For grading purposes the expert does not need to actually respond to the scholar nor does the scholar have to send the questions to the expert.
50% - 25 questions – well thought out, open ended questions 20% - Questions show a thought progression and would create a successful interview 30% - Questions show research has been done in field and questions are well informed
Aesthetics & Culture Portfolio
19
Portfolio Components Component A: Portfolio of Work Component B: Scholar Statement Component C: Defense of Portfolio
The final step in the distinction process involves a review and defense of all of the scholar’s work over the past two years. All requirements must be met and approved by Aesthetics & Culture Coordinator. The final defense will take place in April or May of senior year.
Portfolio Component A: Portfolio of Work Contents must include the entire scope of work that has been completed by the scholar. Scholar is responsible for providing required documentation unless otherwise noted:
• Application (Aesthetics & Culture Coordinator will provide)• Verification of all grade requirement through of Trimester 2 of senior year & Mock AP Exam Scores
(Aesthetics & Culture Coordinator will provide)• Trimester progress reports (6 in total)• Two critiques from Hands-On Experiences• Extracurricular Analysis• Teaching Opportunity: Lesson Plan & Evaluation Forms• Integrative: Expert Contact
Portfolio Component B: Scholar Statement Scholar must write a 1 – 2 page statement describing what they learned from their experience in the Scholar’s Program. Significant growth should be apparent through these experiences and the scholar should be able to identify key themes throughout the process. This statement will be the first page of the portfolio and the first thing the Aesthetics & Culture Committee will read.
Portfolio Component C: Defense of Portfolio In order to earn a distinction in this area, Scholars must successfully complete the requirements and defend their entire body of work from the previous two years to the Aesthetics & Culture Committee. The Mentor is allowed to attend, but must not participate in the defense. At the end of the defense the scholar will be excused and the committee members, with input from the mentor, will discuss whether the distinction should be awarded or not. Each committee member and the mentor get a vote with the tie breaker going to the Head of Upper School.
Aesthetics & Culture Portfolio
20
Portfolio Committee Evaluation Form Scholar Name: _____________________
A minimum passing grade of 80% (20/25) is required for distinction with no “1” ratings.
Attribute 5 4 3 2 1 Points Earned
Growth
Displayed significant and clear growth
throughout the process
Good growth demonstrated
through most of the project
Periods of growth are apparent, but only sporadically
Limited instances of growth displayed
No real growth demonstrated
Academic Curiosity
Went above and beyond
requirements to gain a deeper understanding
Usually delved deeper into the assignment to
gain better understanding
Sometimes went beyond the
requirements
Seldom did anything but the
bare requirements
Did not show any interest in gaining
a deeper understanding.
Balance within Discipline
Minimum of two key areas (visual,
performing or textual) were
strongly represented in
portfolio
One of the required areas may have been weaker but at
least two areas were represented
One of the required areas had flaws but at least two areas were
represented
One of the required areas was
very poorly represented but at
least two areas were represented
One of the required areas was not represented in
the portfolio
Overall Quality
The portfolio shows an excellent depth and breadth
of thought
Overall the portfolio is good
but some sections are
lacking or contain typo’s
One of the five sections of the
portfolio have a major flaw
At least two sections of the portfolio have
major flaws
The end portfolio shows little to no
thought
Handling of Defense
All questions were fully answered in a
concise and professional
manner
Most questions were fully
answered and showed
understanding
Some questions were not answered
completely
Answers were sometimes
confusing and did not address the
question
Questions were evaded and
answers were incomplete
Notes: Total
