Pacem Art Studio
Documenting Life and Color – Amy Thornton-Kelly
Monday mornings, 10:30-12:15, 12 to 14 year olds
Monday afternoons 1:15-3:00, 14 to16 year olds
Friday mornings, 8:30-10:00, 10 to 12 year olds, teacher TBA
The natural world gives us an infinite palette of color, shape, and design. In this class we will be observing life around us and documenting everything we can learn from it in our art journals.  We will focus on the skills of observation, documentation, story-telling, and color theory and mixing and build on the composition skills learned in the ’07-’08 composition class.
In the fall we will be outside a lot working on the process of observing and documenting, capturing in still-frames life as it moves including trips to downtown Montpelier to capture the movements and colors of human life. Eventually we will create mini-art documentaries of life we observe: perhaps the falling of a leaf, the three shapes of a person sitting, a brightly colored insect traveling. On our inside days we will work on drawing large still lives to hone our observation skill s. We can also take the time to add notes of interest, scientific facts, and poetic observations to what we were documenting for use in the winter.
In the winter we will use the information in our art journals to make our mini-documentaries into a series of three or four paintings. Here we will focus on color theory and mixing and composition.  Student artists may want to copy or recreate text from their journals into their paintings.
In the spring we’ll continue to document, observe life outdoors, and still life drawing on rainy days. The culminating project will be to take one to three of the spring drawings and make it into a three dimensional sculpture or set of sculptures – a 3D documentary of nature.
In our documentation journey we will focus on design, pattern, and color referring to Christopher Alexander’s works The Nature of Order: An Essay on the Art of Building and the Nature of the Universe, and A Pattern Language and Josef Albers’ book Interaction of Color in which he focuses on how your eye perceives color. We will also refer to The Bright Earth by Philip Ball, and Color in Art by John Gage which examine use of color through history. 

At the Pacem Art Studio, my goal is to expose my students to various art forms, techniques, skills, and also notable artists throughout history.  In order to better understand each student’s art experience in my class, I also work on each art project the students undertake in class.

Languages
French I – Jim Cross
Fridays, 1:30-3:00, all ages, Beginner and Advanced Beginner
Learn French through an immersion process of playing games, creative writing, and performances as well as grammatical skills to reinforce what is learned.
There will be some homework in order to continue practicing French while at home.

French  II – Ludo Buret
Fridays, 1:30-3:00, all ages, Intermediate
Learn French through an immersion process of playing games, creative writing, and performances as well as grammatical skills to reinforce what is learned. 
There will be some homework in order to continue practicing French while at home.

Chinese – Katherine Donnard
Fridays, 1:30-3:00, Beginner/Advanced Beginner
If there is interest please contact Amy Thornton-Kelly at amy@miraclewonderland.com.

Japanese
Fridays,1:30-3:00, Beginner
If there is interest please contact Amy Thornton-Kelly at amy@miraclewonderland.com.

Math
Math Workshop – Katherine Donnard and upper level math faculty, TBA
Monday and Tuesday mornings, 8:30-9:40, 10 to16 year olds

Pacem believes it is essential that students are able to work at their own pace to reach their full creative and intellectual potential. This belief is emphasized in Pacem’s Math Workshops that cater to the individualized study of mathematics. In Pacem’s math workshops, students work toward individual goals with an experienced math teacher on hand to explain new concepts using a range of strategies including hands-on materials and activities. Mini-lessons and guided activities for specific math topics will be planned for small groups of students who have common needs and interests.  These groups will form, dissolve, and re-form as needs and interests change. The opportunity to work with others enables them to experience different approaches to mathematical problems. Games, mathematical investigations, problem solving challenges, and other group activities will be offered to add richness to the mathematical environment. 

Most Pacem students use the Singapore Math curriculum. However, we can also work with alternative curricula if you and your child so choose.  You can order Singapore Math Textbooks and Workbooks from www.sgbox.com or www.singaporemath.com Placement tests are also available on these websites to see which level is appropriate for your child. Please note: Singapore math content is one grade ahead of US math levels, i.e., the student who has been working at a United State 5th grade math level most likely will be working on a Singapore Level 4 textbook. Most students prefer the Singapore Math: “My Pals Are Here” (MPAH) for the elementary years. For the middle and high school years, Singapore offers many math curricula. So far our preferences are, for those who want more of a challenge, “New Syllabus Math”, and for those would prefer less, “New Math Counts.”

Peace Studies
Definitions, Inspirations, and Tools for Peaceful Living  – Rebecca Yahm
Tuesday afternoons, 1:15 pm-3:00 pm, 10 years and up

In this introductory Peace Studies class, students will explore what peace means to them and how and why to live more peacefully.  They will investigate the way peace is defined and discussed in our society, from politicians to bumper stickers, and will each develop a personal definition of peace.  They will develop skills to create peace internally and then to peacefully negotiate some of the interpersonal challenges of everyday life.  This class helps to build community at Pacem and to establish and maintain a compassionate and collaborative learning environment.  It also addresses the ways in which interacting peacefully can be hard work, and the need for personal reflection as well as inspirations, role models, and teachers of peace.

Activities may include written reflection, readings, class discussions, role-playing, artwork, centering techniques, projects, and group challenges and decision-making.  Students will receive training and practice in conflict resolution and peer mediation, Non-Violent Communication (as developed by Marshall Rosenberg), and sociocracy, the method of decision-making used in the Student Circle and other Circles at Pacem.  Each student will choose and study one inspiring person, historical or current, who works for peace in ways they would like to emulate.  The lives, words, and accomplishments of these peacemakers will be shared with the class through creative presentations. 

Towards Peaceful Governance – Rebecca Yahm
Friday mornings, 8:30 -10:00, 12 years and up

What are the different ways people organize governments to “keep the peace”?  This class will investigate and compare various political systems, in theory and in practice.  The fall semester will focus on the United States government, including its historical and theoretical foundations.  We’ll take advantage of the presidential elections to look closely at the election process, including the Electoral College and the role of political parties.  We’ll also examine the Constitution and the Bill of Rights and discuss branches of government, separation of powers, and state vs. federal government.  In the spring semester, we will look at other political systems and how they play out in other countries.  Some geography and history will be included as we look at select governments, past and present.  Throughout the course, we’ll discuss some of the big questions that underlie thoughtful discussions of politics:  Why do people create governments?  What if we had no government?  What should be the role of a federal government?  What responsibilities does a government have to meet the needs of its citizens?  How should a government balance the rights of individuals with the good of the nation?  How should political power be acquired and maintained?  How do different political and economic systems interact?  What happens when a government is not meeting the needs of the people?  What does it mean to govern peacefully?  The class will emphasize thoughtful dialogue, reasoned debate, and respect for others’ opinions.  Activities may include discussions, readings, group work, simulations, writing, research, and oral presentations.

Project
Student Interest Project:  From Inspiration to Presentation – Rebecca Yahm
Friday mornings, 10:45 -12:30, 10 to 16 year olds

Student-directed project work is at the heart of Pacem’s curriculum.  It reflects our strong belief in emergent learning—giving students time to focus on a topic of study that develops out of their own interests and passions, while providing an intellectually inspiring and supportive atmosphere and the guidance of an experienced teacher.   Inspired by their chosen project topic, students may study a combination of many academic disciplines—history, geography, science, math, writing, literature, art, language, and more.  In-depth project study has culminated in richly creative presentations including the following:  a role playing board game about the region of Ladakh, a dance piece reflecting different choreographer’s styles, a model of a black hole, a Pacem theater group and a full-length play adapted from a novel, a scrapbook of paintings of places in Italy, an economic analysis of local and national real estate, the miniature re-creation of a medieval Irish village with accompanying historical notes, a claymation movie with elaborate set design, and a collection of art, writing, and social science pieces depicting an invented island.
The project process stretches students’ ability to use inquiry and research, organize and present oral, visual and written information, make interdisciplinary connections, channel their creativity, and see an idea through from concept to completion.  It encourages students to be invested in their own learning and guides them towards ownership and responsibility for the process.  It provides a meaningful context for learning and allows each student to build on existing strengths to learn new skills and information.  Each student creates a final display or portfolio of work, which is shown at a culminating Presentation Celebration.  These displays reflect the individual talents, creativity, self-expression, and learning styles of the students as they share their learning with the community.
Project work develops differently for each student.  The teacher functions as an advisor who helps guide the students in a rich, interdisciplinary, in-depth exploration of their chosen topics. Toward this end, the advisor often suggests related fields of study to explore and also helps the student find and use available resources (including experts and field trips when appropriate).  Through individual conferences, mini-lessons, and group discussions, students receive support and/or instruction as needed in organization, research, and writing skills.  A small group project with more teacher guidance will be an option for those who want or need more direction.
During the project class, students also learn from each other.  They share their research and discoveries throughout the process and at the end of each semester. They also create history cards for Pacem’s Wall of History, so that historical connections can be seen.  At the final presentation, students can work on a Project Scavenger hunt, finding hidden answers in each other’s work.
Students may also choose to use Writing Workshop time to work on project writing. Please see schedule for times.

Science
Science: Earth, Wind, Fire, and Water – Jaime Cipperly
Monday & Tuesday mornings, 10:30-12:15, 10-12 year olds
Students will immerse themselves in the physics, chemistry, biology and geology of earth, wind, fire and water. Using scientific theory, experiments, testing, field trip exploration and discussions with scientists, each student will examine, question and create hypotheses about the known and unknown behind these forces of nature. They will study them as players on the stage of our universe as well as explore their microscopic elements. In the fall the students will focus on the earth, wind will transition them from fall to winter, fire will be the focus for winter and water will be their focus in the spring.

Science: What does it mean to be human? – Jaime Cipperly
Monday and Tuesday afternoons, 1:15 am-3:00, 12-14 year olds

Students will examine human anatomy, physiology, and chemistry while considering the question: “What does it mean to be human?” Students will take an in-depth look at the landscape of human body systems, while also looking at what it means to be alive.  Incorporated into this year-long class is a section on wilderness emergency medicine

Upper Level Science:
Study options include Quantum physics, Science of Waves, or Marine Biology - TBA
Monday and Tuesday mornings, 10:30-12:15, 14 to 16 year olds
Please contact Amy Thornton-Kelly for course description and teacher.

Writing
The Art and Craft of Writing – Laura McCaffrey
What makes great writing? How do imaginative, intriguing ideas become compelling fiction, poetry, or non-fiction? In The Art and Craft of Writing, students explore answers to these questions.

The Art and Craft of Writing I
Monday afternoons, 1:15-3:00, 10 to 12 year olds
Reading to Write (most work done at home): As the best writing teachers are the books we love, students self-design individualized book lists based on their writing goals. Each week, outside of class, students read. They also write 1-2 paragraphs in their dialogue journal (kept with Laura), reflecting on some aspect of their weekly reading and its relationship to their writing.

Group Work and Writing Experiments (45 mins in class): Students work on skills practice and experimental writing pieces. Fall term, we focus on vocabulary and sentence structure. We also focus on paragraph structure: Topic or Introductory Sentence, Supporting or Descriptive Sentences, Concluding Sentence. Spring term, we study variety of fiction and non-fiction forms, with an emphasis on crafting strong paragraphs. We study poetry forms, and examine rhyme, meter, and figurative language. Both terms, we practice revision techniques. We also meet at the end of each class to discuss the day’s writing questions, frustrations, and triumphs.

Independent Writing and Editing (1 hr in class): Each student designs, writes, revises, and polishes independent writing projects. These projects can be brought from home, from other classes, or entirely designed and completed in The Art and Craft of Writing. As part of designing and completing writing projects, students participate in one-on-one and group conferencing with Laura and their classmates. Students receive conferencing feedback, as well as learn to articulate precise constructive responses to others’ writing. At the end of each term, students select and polish submissions for the fall and spring editions of the class literary journal.

The Art and Craft of Writing II
Tuesday mornings, 10:30-12:15, 12 to 14 year olds

Reading to Write (most work done at home): As the best writing teachers are the books we love, students self-design individualized book lists based on their writing goals. Each week outside of class, students read. They also write at least 2 paragraphs in their dialogue journal (kept with Laura), reflecting on some aspect of their weekly reading and its relationship to their writing.

Group Work and Writing Experiments (45 mins in class): Students work on skills practice and experimental writing pieces. Fall term, we focus on vocabulary, sentence structure, and paragraph structure. We also learn and practice structuring non-fiction and fiction pieces. (For expository writing: Introduction, Body, Conclusion. For narratives: Exposition/Inciting Incident, Rising Action, Climax, Falling Action, Resolution) Spring term, we focus on a variety of fiction and non-fiction forms, with an emphasis on structuring strong fiction and non-fiction narratives. During poetry study, we examine poetic forms, paying specific attention to line breaks, meter and scansion, and imagery. We also practice revision techniques. At the end of each class, we discuss the day’s writing questions, frustrations, and triumphs.

Independent Writing and Editing: (1hr in class): Each student designs, writes, revises, and polishes independent writing projects. These projects can be brought from home, from other classes, or entirely designed and completed in The Art and Craft of Writing. As part of developing and completing writing projects, students participate in one-on-one and group conferencing with Laura and their classmates. Students receive conference feedback on specific pieces, well as practice articulating precise constructive responses to others’ writing. Additionally, students complete polished submissions for the fall and spring editions of the class literary journal.

The Art and Craft of Writing III
Tuesday afternoons,1:15-300, 14 year olds and up
Reading to Write (most work done at home): As the best writing teachers are the books we love, students self-design individualized book lists based on their writing goals. Each week, outside of class, students read. They also write at least 3 paragraphs in their dialogue journal (kept with Laura), reflecting on some aspect of their weekly reading and its relationship to their writing.

Group Work and Writing Experiments (30-45mins in class): All writing skills practice, discussion, and experiments relate directly to issues that arise during Independent Writing and Editing (see below).

Independent Writing and Editing (1-1hr15mins in class): Each student designs a writing portfolio checklist, one tailored to suit the student’s academic and career goals as well as his/her overall interests. For example, students interested in social activism may choose to focus on persuasive essays, letters to the editor, and grant writing, while students interested in creative writing may choose to focus on fiction forms, expository essays, and personal essays. Students might also choose to focus on assignments from a writing curriculum, from another class, or from another project. As students write, revise, and polish writing pieces, they participate in one-on-one and group conferences with Laura and their classmates to help them refine their writing and to further develop their ability to constructively respond to others’ writing. Additionally, students complete polished submissions for the fall and spring editions of the class literary journal.

Other writing opportunities: students will be writing in class for Semester Project, Tools for Peaceful Living, and French. Open writing time will also be available on Fridays. Please see schedule.

Extracurricular Activities

Pacem Dance Troupe & Innovative Choreography – Student led
Sept 12- Feb 14 performance on Sat. Feb 14, Showcase of the Arts
Fridays, 3:15-5:15, three years dance experience required, max 8 students
In the first half hour, students will view documentaries and films of dance around the world, from indigenous villages to the productions of world-famous choreographers. Students will then take turns leading a 30 minute warm up.  In the remaining hour and in the first month, students will focus on creating their own choreography. In the following months, troupe members will teach others their dance. These pieces will culminate in a performance at the Showcase of the Arts.

Spyglass Theater – led by Colette Kelly, Pacem student
Mar 6 – June 13, performance on Sat. June 13
Fridays, 3:15-4:45
Work on dramatic process and technique. Use these techniques in the production of a final, student directed and produced performance. If you’re not interested in acting in the final performance, members may want to be the Stage Manager, Set Designer, Costume Designer, or Prop Master. Last year’s performance, “The Trumpeter of Krakow”, was written by Colette Kelly and performed at the Unitarian Church.

Homeschool Tennis Program – Jim Cross
Fall and spring
Mondays, 3:15-4:30, all ages
Our program focuses on learning by playing. Students learn the correct stroke techniques and movement needed for tennis by playing games designed to promote the development of these skills. Positive reinforcement and fun are key.  Forehands, backhands, volley, serve, and overhead are all covered as well as strategy and the good sportsmanship that is the tradition in the game of tennis.

Cross Country Skiing at Morse Farm – Nick Pederson
December through first weeks in March
Mondays, 3:30 – 5:00, all ages

Mindfulness Mountain Hikes and Outdoor Service – family led,
contact Amy Thornton-Kelly
2 Wednesdays in September, 2 Wednesdays in October, 1 Wednesday in November
10 years and up, must be accompanied by a parent or guardian
 
We will physically challenge ourselves on three mountain hikes and immerse ourselves in the beauty of the natural world.  On the two other days we will serve one or two organizations in our community.

The emphasis of these days is on how we can help each other and the world around us, learn about and appreciate our natural world, and find our peaceful center. Each day will include time on the mountain or at our outdoor service location for brief inspirational readings from any hiker/worker who wishes to read, 20 minute silent reflection, and sharing afterwards.

Bring your knowledge or field guides of the natural world with you and share!

Please note: some people may wish to walk in silence for all or part of the trip. If so, please respect their request. Also, please turn off your cell phones and other electronic gadgets while on these trips. Thank you.