Humanities/Social Sciences Class Descriptions

Does your child learn best by hands-on activities, crafts, games, and stories? Number Ninjas is based on the belief that children need to work with mathematics in a concrete, physical, and tangible way in order to learn fundamental concepts. Young students will love learning numerical concepts in this interactive, exploration-based class where work with numbers feels like a game.

First quarter, students will explore the concepts of even and odd numbers, comparing and ordering, place value, rounding, counting by 2, 5, 10, 25, and money. Example activites include building an abacus, solving skip counting puzzles, and more!

This class covers many of the 1st and 2nd grade Standards of Learning for math. Weekly update e-mails to parents will include suggestions for practice at home and extension activities.

Topics in the Series: Play with Place Value & Money (Quarter 1), Measurement Madness (Quarter 2), Super Shapes (Quarter 3), and Fun with Fractions (Quarter 4).

Supply Fee: Included

In this Socratic-style seminar, students will spend the two weeks leading up to election day studying the voting process and the Electoral College. They will participate in a friendly classroom competition to predict the popular and electoral vote outcomes in the presidential race. For the five weeks following election day, the focus of the class will shift as students analyze the impact of the election results on Congress, the Supreme Court, and the country as a whole.

Learn how to design and print in 3D! Students will learn to use CAD (Computer Aided Design) and will then see their creations transform from their imaginations to a solid, hand-held object through the technology of a 3D printer. Students will be given the challenge of designing a new city and deciding what features from our cities to include in their cities. When designing in CAD, students learn to imagine a structure from all sides and all angles and consider form and volume. In the design phase, students will learn how to address structural challenges and ensure that creations have the necessary support elements to hold up to printing, play, or display. Students should expect to spend two weeks learning the software and five weeks developing their designs. Each design will be printed individually and feature all of their buildings and other designs that they included such as trees or roads. Designs will be printed offsite and presented during the 8th week. During the final class, students will also see demonstrations of the 3D printer. Students who learn the software more quickly may be able to complete more than one design. He/she will have to select which design to have printed.

Learn how to design and print in 3D! Students will learn to use a CAD (Computer Aided Design) and will then see their creations transform from their imaginations to a solid, hand-held object through the technology of a 3D scanner. Students will scan their favoite object or toy (no bigger than 5 in. X 5 in.) and load it into a CAD software to edit and reprint their objects. When designing in CAD, students learn to imagine a structure from all sides and all angles and consider form and volume. In the design phase, students will learn how to address structural challenges and ensure that creations have the necessary support elements to hold up to printing, play, or display. Students should expect to spend three weeks learning the software and four weeks developing their designs. Designs will be printed offsite and presented during the 8th week. During the final class, students will also see demonstrations of the 3D printer. Students who learn the software more quickly may be able to complete more than one design. He/she will have to select which design to have printed.

Learn how to design and print in 3D! Students will learn to use CAD (Computer Aided Design) and will then see their creations transform from their imaginations to a solid, hand-held object through the technology of a 3D printer. Students will each design a futuristic building. Will it look like a charming old world shop from Harry Potter's Hogsmeade, an adobe shelter from Star Wars' dessert planet Jakku, a forest castle from Avatar's Pandora world, or something never before seen? Will the futuristic building include windows and doors, or how about turrets, spires, a moat, or a spacecraft docking port? When designing in CAD, students learn to imagine a structure from all sides and all angles and consider form and volume. In the design phase, students will learn how to address structural challenges and ensure that creations have the necessary support elements to hold up to printing, play, or display. Students should expect to spend three weeks learning the software and three weeks developing their designs. Designs will be printed offsite and presented during the 7th week. During the final class, students will learn all about the workings of the 3D printer. Students who learn the software more quickly may be able to complete more than one design. He/she will have to select which design to have printed. Additional designs can be printed at a cost of $5.00/each. Future topics in this series include Out-of-this-World Space Designs with two filament 3D printer (2nd quarter), Designing from a 3D Scan (3rd quarter), and Drawing with 3D Pens (4th quarter).

Learn how to design and print in 3D! Students will learn to use a CAD (Computer Aided Design) and will then see their creations transform from their imaginations to a solid, hand-held object through the technology of a 2-filament 3D printer. Students will spend this class creating unique out-of-this-world space designs- in two colors! Will they take their inspiration from Star Trek or Star Wars? Will the design come from the latest sci fi book they have read? Will it be a planet, galaxy, space ship, other-worldly dwelling or space creature? When designing in CAD, students learn to imagine a structure from all sides and all angles and consider form and volume. In the design phase, students will learn how to address structural challenges and ensure that creations have the necessary support elements to hold up to printing, play, or display. Students should expect to spend three weeks learning the software and three weeks developing their designs. Designs will be printed offsite and presented during the 7th week. During the final class, students will also see demonstrations of the dual filament 3D printer. Students who learn the software more quickly may be able to complete more than one design. He/she will have to select which design to have printed.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Enhance your understanding of geometry and 3D Design. In this class, we explore mathematics, design and creativity by creating our own 3D models. Students develop spatial-relations skills used by architects, engineers, artists and mathematicians and put it to the test by printing their design on our 3D printer. Students become familiar with the basic principles of 3D design and understand geometric concepts of tessellation, symmetry, and platonic solids. Learn 3D design techniques in the construction of 3D models and understand 3D printing technology and how it is used to make 3D objects. Students will design and take home a 3D printed item. The software/platform used will be Windows 7 and 8, and SketchUp.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come to life for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In 1942, American General Douglas MacArthur was forced to leave the Philippines in the face of the seemingly unstoppable Imperial Japanese juggernaut in the South Pacific. Just two years later, he made good on his promise to return. However, this time he had the most powerful armada the world has ever seen at his back, the culmination of years of work of The Arsenal of Democracy. More than 600 cutting-edge ships, dwarfing almost every other navy combined, carried a million soldiers and marines from the Allied Forces. Faced with overwhelming material and manpower superiority, the Japanese leveraged what remained of their skill and determination to fight to the last ship, the last bullet, the last blade, and the last man, to stop the Americans and end the war as quickly as possible.

Students will fight the last battles of the Pacific theater on land, sea, and air using a wide range of miniature soldiers, aircraft, vehicles, and ships. From massive naval action around the Philippines and Okinawa to the shores of Iwo Jima, students will simulate a variety of jungle and island-hopping combat engagements using a modified version of the Axis and Allies war at sea system. Students will study the technical and strategic elements that led to the outcomes of the battle and attempt to recreate the Japanese or Allied successes (or failures). At the end of each semester, every student will understand the conditions that led to war, the objectives for both sides, and how successful or realistic these objectives were, both from a modern academic point of view and from the historical point of view given each country's available information. This will be accomplished with primary sources, newsreels from the time, propaganda material, and modern analysis. The instructor will provide online access to all of this material via Google Drive and a class YouTube Playlist.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through. This is a 15-week class that will not meet on February 10.

Topics in this Series: WWII- The Invasion of Fortress Europe 1943-45
(Semester 1) and WWII- Operation Downfall 1944-45 (Semester 2).

Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come to life for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In 1942, American General Douglas MacArthur was forced to leave the Philippines in the face of the seemingly unstoppable Imperial Japanese juggernaut in the South Pacific. Just two years later, he made good on his promise to return. However, this time he had the most powerful armada the world has ever seen at his back, the culmination of years of work of The Arsenal of Democracy. More than 600 cutting-edge ships, dwarfing almost every other navy combined, carried a million soldiers and marines from the Allied Forces. Faced with overwhelming material and manpower superiority, the Japanese leveraged what remained of their skill and determination to fight to the last ship, the last bullet, the last blade, and the last man, to stop the Americans and end the war as quickly as possible.

Students will fight the last battles of the Pacific theater on land, sea, and air using a wide range of miniature soldiers, aircraft, vehicles, and ships. From massive naval action around the Philippines and Okinawa to the shores of Iwo Jima, students will simulate a variety of jungle and island-hopping combat engagements using a modified version of the Axis and Allies war at sea system. Students will study the technical and strategic elements that led to the outcomes of the battle and attempt to recreate the Japanese or Allied successes (or failures). At the end of each semester, every student will understand the conditions that led to war, the objectives for both sides, and how successful or realistic these objectives were, both from a modern academic point of view and from the historical point of view given each country's available information. This will be accomplished with primary sources, newsreels from the time, propaganda material, and modern analysis. The instructor will provide online access to all of this material via Google Drive and a class YouTube Playlist.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWII- The Invasion of Fortress Europe 1943-45
(Semester 1) and WWII- Operation Downfall 1944-45 (Semester 2).

Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Students will engage in a hands-on 3D battle strategy game and battle analysis using Al Gaspar’s massive Historicon award winning dioramas! Students will learn about the U.S. invasion of Europe during World War II, from beginning to end. This quarter, student strategists will go beyond D-Day, and begin the liberation Europe. Students will have the opportunity to study and reenact the Battle of the Bulge from both sides, Allied and German, as they lead Patton’s 3rd Army to Bastogne to relieve the 101st and 82nd Airborne Divisions in the Battle of the Bulge. The instructor will provide maps and visual presentations to explain the historical significance of the battle and the conditions in which it was fought. Students will be given online access to the maps, technical information, and video clips used in class presentations, which they will be able to review and use in consideration of the upcoming portion of the reenactment game and battle analysis. Students should finish the course with a conversational knowledge of the Allied and Axis units present in late 1944 and early 1945, the material and equipment used as well as the objectives, successes and failures of both sides.

Students will engage in a hands-on 3D battle strategy game and battle analysis using Al Gaspar?s massive Historicon award winning dioramas! Over the four quarters of classes this school year, students will learn about the U.S. invasion of Europe during World War II, from beginning to end. This quarter, student strategists will go beyond D-Day, and begin the liberation Europe. Students will have the opportunity to study and reenact the fight in France from both sides, Allied and German, as they lead their miniature troops through centuries old Norman Hedgerows of the Battle of the Bocage. The instructor will provide maps and visual presentations to explain the historical significance of the battle and the conditions in which it was fought. Students will be given online access to the maps, technical information, and video clips used in class presentations, which they will be able to review and use in consideration of the upcoming portion of the reenactment game and battle analysis. Students should finish the course with a conversational knowledge of the Allied and Axis units present in 1944 France, the material and equipment used as well as the objectives, successes and failures of both sides.

Students will engage in a hands-on 3D battle strategy game and military analysis using Al Gaspar's massive Historicon award-winning dioramas! Over the four quarters this year, students will learn about the U.S. invasion of Europe during World War II, from beginning to end. This quarter, student strategists will use the Flames of War historical miniature strategy reenactment system for moving troops and equipment to reenact the US Army Rangers assault up the 100m cliff of Pointe du Hoc to knock out the Germany heavy guns positioned there. Students will see how the battle progressed and test different scenarios that might have occurred with different battlefield choices by getting a chance to refight the battle from both sides. The instructor will provide maps and visual presentations to explain the historical background and circumstances leading up to the invasion of Normandy. Students will be given online access to the maps, technical information, and video clips used in class presentations, which they will be able to review and use in consideration of the upcoming portion of the reenactment game and battle analysis. Students should finish the course with a conversational knowledge of Operation Overlord, the largest amphibious invasion in WWII, the significance of the Atlantic Wall and overall invasion of Europe. Using these skills students should be able to explain to others the significance of this portion of the battle and the challenges faced by the Ranger Assault Group in scaling the cliffs to take the fight to the Germans. Priority registration for future quarters will be offered to high school students enrolled in this class.

Students will engage in a hands-on 3D battle strategy game and battle analysis using Al Gaspar s massive Historicon award winning dioramas! Students are learning about the U.S. invasion of Europe during World War II, and this quarter focuses on a conclusive battle of that invasion. The Battle of Heilbronn is important because it is the last place that the Germans fought any significant defense against Allied invaders in Germany. The soldiers of the 100th division who fought there and other Americans in the war nicknamed it, ''The last place to die,'' preceding Victory in Europe. This quarter, student strategists will reenact the fall of Nazi Germany in one of its industrial cities. Students will have the opportunity to study and reenact the battle for the city of Heilbronn from both sides, Allied and German, as the 100th infantry Division pushes through the last Nazi fanatics. The instructor will provide maps and visual presentations to explain the historical significance of the battle and the conditions in which it was fought. Students will be given online access to the maps, technical information, and video clips used in class presentations, which they will be able to review and use in consideration of the upcoming portion of the reenactment game and battle analysis. Students should finish the course with a conversational knowledge of the Allied and Axis units present in 1945, the material and equipment used as well as the objectives, successes and failures of both sides.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come to life for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

When America entered the war in 1941, the Allied leaders agreed they had one priority: the destruction of Nazi Germany's ability to wage war and Hitler's nightmare regime. However, an army is not built overnight, and it took time to learn how to fight in the modern era. It was not enough to simply have the most tank or planes. An army had to be able to leverage them on the battlefield with proper coordination and up-to-date tactics. Learned in the bloody North Africa campaign, the US Army joined its allies to sweep across the Mediterranean into Italy. Their hope was to knock the birthplace of facism out of the war quickly and enter Germany to end the war in a fast, blitzkrieg style. This was not to be, as the Allies still had some lessons to learn, necessitating the most famous invasion in history, Operation Overlord, and the liberation of France by punching through the vaunted Atlantic Wall into Fortress Europe. This began the road to V-day in Europe for the Allied powers who reached the Soviet Union's Eastern Front in just under a year. In that year, the entire population of Germany was in the path of destruction as the Allies fought non-stop an increasingly desperate German army that was losing its dream of a thousand-year empire.

Students will fight the last battles of the European theater on land, sea, and air using a wide range of miniature soldiers, vehicles, and ships. From the largest amphibious invasions in history to tank battles across France, Italy, and Germany, students will study the technical and strategic elements that led to the outcomes of the battle. They will attempt to recreate the Axis or Allied successes (or failures) in a miniature strategy game. Upon completing the semester, every student will understand the consequences of the war, the objectives of both sides, and how successful or realistic these objectives were. This will be supported with primary sources, newsreels from the time, propaganda material, and modern analysis.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWII- The Invasion of Fortress Europe 1943-45
(Semester 1) and WWII- Operation Downfall 1944-45 (Semester 2).

Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come to life for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

When America entered the war in 1941, the Allied leaders agreed they had one priority: the destruction of Nazi Germany's ability to wage war and Hitler's nightmare regime. However, an army is not built overnight, and it took time to learn how to fight in the modern era. It was not enough to simply have the most tank or planes. An army had to be able to leverage them on the battlefield with proper coordination and up-to-date tactics. Learned in the bloody North Africa campaign, the US Army joined its allies to sweep across the Mediterranean into Italy. Their hope was to knock the birthplace of facism out of the war quickly and enter Germany to end the war in a fast, blitzkrieg style. This was not to be, as the Allies still had some lessons to learn, necessitating the most famous invasion in history, Operation Overlord, and the liberation of France by punching through the vaunted Atlantic Wall into Fortress Europe. This began the road to V-day in Europe for the Allied powers who reached the Soviet Union's Eastern Front in just under a year. In that year, the entire population of Germany was in the path of destruction as the Allies fought non-stop an increasingly desperate German army that was losing its dream of a thousand-year empire.

Students will fight the last battles of the European theater on land, sea, and air using a wide range of miniature soldiers, vehicles, and ships. From the largest amphibious invasions in history to tank battles across France, Italy, and Germany, students will study the technical and strategic elements that led to the outcomes of the battle. They will attempt to recreate the Axis or Allied successes (or failures) in a miniature strategy game. Upon completing the semester, every student will understand the consequences of the war, the objectives of both sides, and how successful or realistic these objectives were. This will be supported with primary sources, newsreels from the time, propaganda material, and modern analysis.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWII- The Invasion of Fortress Europe 1943-45
(Semester 1) and WWII- Operation Downfall 1944-45 (Semester 2).

Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

We will re-enact Austerlitz and other leading battles of the war of the third coalition using enormous table-top diorama boards and miniature Napoleonic armies. This will allow students to see firsthand how Napoleons revolutionary tactics allowed him to out-perform all of the world s best armies and rewrite the books on running a military and a country. Every student will get the opportunity to fight these battles from both sides, leaving them free to attempt to rewrite history and try multiple scenarios, which greatly enhances their understanding of the challenges face by Napoleon and his opponents.

In 1789, shortly after the French had supported a revolution in America, they would face their own violent revolution. The same Enlightenment ideas that are credited with sparking a revolution for democracy and freedom in the former colonies of America would give rise to a new order in Europe, starting in France with blood and terror as the old monarchy was literally beheaded in the streets and society violently rearranged itself. One of the heroes of the Revolution, a young artillery officer name Napoleon Bonaparte, would seize power to build a French Empire, establish a legal code that still survives today and embark on a campaign that would set the foundation for the modern nations of Europe by violently disestablishing the old ones. Napoleon radically changed the structure of governments and militaries and all the old empires that attempted to stop his advance would fall flat on their faces trying to stop him. At Austerlitz, the Battle of the Three Emperors, the Russian Tzar and his Allie, Emperor Francis II of the Holy Roman Empire would fall into a trap set by the first emperor Napoleon I of France. The crushing defeat of the old empires would see the end (albeit temporarily) of not just all mainland European resistance to Napoleon, but also the end of the centuries old Holy Roman Empire itself. This quarter will cover the lead up to Napoleon s takeover of France following the French revolution, and His campaigns across Europe as the Grand Armee crushed the old world s militaries one, or sometimes two at a time.

Students will re-enact Napoleon s final campaign and last hundred days as Emperor of France, ending with his defeat at Waterloo using enormous table-top diorama boards and miniature Napoleonic armies. Every student will get the opportunity to fight these battles from both sides, leaving them free to attempt to rewrite history and try multiple scenarios, which greatly enhances their understanding of the challenges faced by Napoleon and his opponents. This class s focus will be on the wars of the 6th and 7th coalitions, which saw Imperial France slowly strangled by British led alliances, as Napoleon s old enemies reunite to destroy France s hold on Europe. The class will examine how Napoleon fought a two front war outnumbered 2:1 against millions of Coalition troops, eventually managing to win astounding victories at odds up to 50:1 in the final 6 days of battle around Paris, before Napoleon is forced into exile on the Island of Elba. This was not the end of Napoleon! He managed to return from exile and rule another 100 days, before being beaten one last time at the Battle of Waterloo. In addition to the fierce battles that raged across Europe, we will discuss how the Coalitions were built against Napoleon, and old style European armies reformed to face the brilliant Napoleon. We will also discuss the lasting legacy of the Napoleonic wars, how they led to modern nations we know today, and the effects of numerous technological advances required to support millions of soldiers fighting on three continents.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top seas, deploy dozens of miniature ships and planes... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

The Second World War was a titanic struggle across the entire planet, but our planet is 71% water which means that the fight happened there too! No real empire could hope to dominate the world without also controlling the seas, using massive steel castles with the largest guns ever made, in concert with airplanes hunting targets from hundreds of miles away and deadly submarines beneath the waves. This class will use scale warships to re-enact the key naval battles of WWII as they happened, scouting vast trackless ocean to find the enemy fleet before they find you! In doing so we will learn about the technology and economic drivers that allowed different nations? navies to operate and how that affected the war?s outcome from the immense shipyards of America to the submarine pens of Nazi occupied Europe.

Topics in this Series: Naval Battles of WWII (Semester 1) and The Forgotten Fronts (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation.Assessments: Will not be given.Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top seas, deploy dozens of miniature ships and planes... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

The Second World War was a titanic struggle across the entire planet, but our planet is 71% water which means that the fight happened there too! No real empire could hope to dominate the world without also controlling the seas, using massive steel castles with the largest guns ever made, in concert with airplanes hunting targets from hundreds of miles away and deadly submarines beneath the waves. This class will use scale warships to re-enact the key naval battles of WWII as they happened, scouting vast trackless ocean to find the enemy fleet before they find you! In doing so we will learn about the technology and economic drivers that allowed different nations? navies to operate and how that affected the war?s outcome from the immense shipyards of America to the submarine pens of Nazi occupied Europe.

Topics in this Series: Naval Battles of WWII (Semester 1) and The Forgotten Fronts (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation.Assessments: Will not be given.Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

In this quarter of 3D History, students will engage in a hands-on 3D battle strategy game and battle analysis using Al Gaspar s Historicon award winning dioramas. This time the good guys win! Operation Downfall was the codename given to the Allied plans for an invasion of Japan in 1945, should the Empire refuse surrender following the nuclear attacks on Hiroshima and Nagasaki. The focus for this quarter will be the success of the Allied island hopping campaign, the annihilation of the Imperial Japanese Navy, the liberation of the Philippines, and the invasion of Peleliu, as well as a theoretical what-if style invasion of the Japanese home islands. Students will study the technical and strategic elements that led to the outcomes of the battle, and attempt to recreate the American successes. Upon finishing this quarter, every student will understand the toll the war took on the countries that participated, the objectives for both sides and how they changed as the war dragged on, both from a modern academic point of view and from the historical point of view given each country s available information. This will be accomplished with primary sources; news reels from the time, propaganda material, and modern analysis. The instructor will provide online access to all of this material via Google Drive. The student should expect to spend 1-2 hours outside of class each week viewing sources that the instructor provides, discussing the class at home, and drawing connections between the supplemental material and class discussions. Future topics in this series include: 3D History: The Napoleonic Wars (3rd and 4th quarters).

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they deploy to simulated battlefronts across the world in a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

The Second World War was fought at every corner of the world map, but most people have only heard of the big famous battles in Europe and the Pacific. This semester we'll shed some light on the other pivotal battles of WWII, like the German paratroopers who invaded Crete, the Italian attacks in North Africa, and the Allied operations in Italy, which were overshadowed by the D-Day landings.

Topics in this Series: Naval Battles of WWII (Semester 1) and The Forgotten Fronts (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation.Assessments: Will not be given.Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they deploy to simulated battlefronts across the world in a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

The Second World War was fought at every corner of the world map, but most people have only heard of the big famous battles in Europe and the Pacific. This semester we'll shed some light on the other pivotal battles of WWII, like the German paratroopers who invaded Crete, the Italian attacks in North Africa, and the Allied operations in Italy, which were overshadowed by the D-Day landings.

Topics in this Series: Naval Battles of WWII (Semester 1) and The Forgotten Fronts (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation.Assessments: Will not be given.Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Students will engage in a hands-on 3D battle strategy game and battle analysis using Al Gaspar s Historicon award-winning dioramas! Over two quarters students will study the progression of the entire pacific campaign, starting in the first quarter with the defeats at Pearl Harbor, the Philippines, and Wake Island in 1941, to the turning point at Midway, and the Allied island hopping offensive starting at Guadalcanal in 1942. From massive naval action at Pearl Harbor and Midway using several scales of Axis and Allies miniatures, to the 1:72 miniature island combat reenactments, students will study the technical and strategic elements that led to the outcomes of the battle, and attempt to recreate the Japanese or American successes (or failures). Upon finishing this quarter, every student will understand the conditions that led to war, the objectives for both sides and how successful or realistic these objectives were, both from a modern academic point of view and from the historical point of view given each country s available information. This will be accomplished with primary sources; news reels from the time, propaganda material, and modern analysis. The instructor will provide online access to all of this material via Google Drive.

The student should expect to spend 1-2 hours outside of class each week viewing sources that the instructor provides, discussing the class at home, and drawing connections between the supplemental material and class discussions.

Future topics in this series include: 3D History: Operation Downfall, the end of the Empire of Japan 1944-1945 (2nd quarter). The Napoleonic Wars will be covered in the 3rd and 4th quarters.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come to life for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

With war raging on in Europe for several years, it was only a matter of time until the rest of the world was dragged in. Lines were being drawn, among them was the "Greater East Asia Co-Prosperity Sphere '' which sought to "liberate" Asia from the imperial powers of the West. This "liberation" replaced Western exploitation with more of the same from a surging fascist Japanese Empire. Led by a "divine" emperor, it amounted to military dictatorship that controlled every aspect of Japanese life in an effort to further its conquests across oceans. The nation that would bear the brunt of this brutal colonialism was China, where Japan had been fighting since 1937, dominating the coastal cities with sea and air power and taking advantage of the fractured state the country had been left in after decades of western exploitation. To maintain a world class military, especially her navy, Japan needed the resources of the Chinese and Korean mainland. After numerous atrocities, Japan's largest trade partner, the United States of America, delivered an ultimatum: Leave China or face an embargo on critical resources like oil and steel. This was the push Japan needed to put into effect its war plans with the Allied Nations. Beginning with a sneak attack to cripple the US fleet in Pearl Harbor, the oil rich Dutch East Indies, US territory of the Philippines, and several major British Imperial holdings in the South Pacific would all be swept away by the rising tide of the Japanese Empire.

Students will fight the early battles of the Pacific theater on land, sea, and air using a wide range of miniature soldiers, vehicles and ships. From massive naval action at Pearl Harbor and Midway to jungle and island-hopping combat reenactments, students will study the technical and strategic elements that led to the outcomes of the battle and attempt to recreate the Japanese or Allied successes (or failures.) Upon finishing this semester, every student will understand the conditions that led to war, the objectives for both sides and how successful or realistic these objectives were, both from a modern academic point of view and from the historical point of view given each country's available information. The students' simulations will follow a modified version of the Axis and Allies war at sea system. They will also examine primary sources, newsreels, propaganda material, and modern analyses of the events.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWII- The Early War, Fall of France- Blitzkrieg 1940 (Semester 1) and WWII- The Early War, Rise of Japan (Semester 2).

Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come to life for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

With war raging on in Europe for several years, it was only a matter of time until the rest of the world was dragged in. Lines were being drawn, among them was the "Greater East Asia Co-Prosperity Sphere '' which sought to "liberate" Asia from the imperial powers of the West. This "liberation" replaced Western exploitation with more of the same from a surging fascist Japanese Empire. Led by a "divine" emperor, it amounted to military dictatorship that controlled every aspect of Japanese life in an effort to further its conquests across oceans. The nation that would bear the brunt of this brutal colonialism was China, where Japan had been fighting since 1937, dominating the coastal cities with sea and air power and taking advantage of the fractured state the country had been left in after decades of western exploitation. To maintain a world class military, especially her navy, Japan needed the resources of the Chinese and Korean mainland. After numerous atrocities, Japan's largest trade partner, the United States of America, delivered an ultimatum: Leave China or face an embargo on critical resources like oil and steel. This was the push Japan needed to put into effect its war plans with the Allied Nations. Beginning with a sneak attack to cripple the US fleet in Pearl Harbor, the oil rich Dutch East Indies, US territory of the Philippines, and several major British Imperial holdings in the South Pacific would all be swept away by the rising tide of the Japanese Empire.

Students will fight the early battles of the Pacific theater on land, sea, and air using a wide range of miniature soldiers, vehicles and ships. From massive naval action at Pearl Harbor and Midway to jungle and island-hopping combat reenactments, students will study the technical and strategic elements that led to the outcomes of the battle and attempt to recreate the Japanese or Allied successes (or failures.) Upon finishing this semester, every student will understand the conditions that led to war, the objectives for both sides and how successful or realistic these objectives were, both from a modern academic point of view and from the historical point of view given each country's available information. The students' simulations will follow a modified version of the Axis and Allies war at sea system. They will also examine primary sources, newsreels, propaganda material, and modern analyses of the events.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWII- The Early War, Fall of France- Blitzkrieg 1940 (Semester 1) and WWII- The Early War, Rise of Japan (Semester 2).

Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for students as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

Students will learn why the First World War was exactly that, war spread to every corner of the globe, through a simulation and examination of key battles. Beyond the horrors of the Western Front in Europe, was a multitude of other conflicts, fought by soldiers from almost every nation. Some of these conflicts go back to ancient times, like the Arab Revolt of Lawrence of Arabia fame in 1916. Others are entirely new match-ups, as in the case of the invasion of Gallipoli, which pitted the Australian and New Zealand contingent of Great Britain s colonial might against the even older Ottoman Empire. Driven by desperation in the face of unending and costly war in the West, Britain would flex the full might of her empire to strangle the central powers and end the war. These are the events that gave rise to heroes and nations alike; men like T.E. Lawrence, Winston Churchill, and Mustafa Kemal Ataturk. The events of 1916 would sow the seeds of destruction for some of the greatest empires in a thousand years. This quarter s learning will build a knowledge base for the following quarters of WWI Classes, which will include; WWI Verdun and The Somme offensive 1916 (3rd quarter), and Germany s last Gasp: WWI The Ludendorff Offensive and America s arrival 1918 (4th quarter).
Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents, as well as a class YouTube playlist for any videos watched in class or assigned as homework.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

Students will learn why the First World War was exactly that, war spread to every corner of the globe, through a simulation and examination of key battles. This quarter will focus on the iconic trench warfare of the Great War with some of the deadliest battles in human history. Tens of thousands of men from all over the world would face each other across the No Man s Land and march into the face of certain death in a brutal war of attrition where the side who lost the most soldiers is slowly defeated. As a true world war, this also meant taking the fight to sea and air, and students will reenact the Great Naval Battle at Jutland with dozens of Dreadnaught battleships, as well as filling the skies with the first fighter planes to support their land battles. This quarter also builds a knowledge base for the final theme in the WWI series, Germany's last Gasp: WWI the Ludendorff Offensive and America's arrival 1918 (4th quarter). Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents, as well as a class YouTube playlist for any videos watched in class or assigned as homework.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for students as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!
Mud and Blood. These are the two words that are usually used to explain the battlefields of World War I. However, that wasn t how the war was "supposed" to happen. The first months of the war were lightning wars of maneuver, where troops would race into enemy territory on armored trains, and sweep across the countryside to outwit a larger and more powerful foe. In the East, at Tannenburg, that is exactly what happened. As the immense and unwieldy Russian army slowly mobilized its massive reserves of manpower, the highly professional and mobile German army rushed in and cut the isolated pieces of the Tzar s Army to shreds, losing only one man for every ten Russians killed. Then they turned around and almost succeeded the same way in Belgium and France. What they had failed to account for was the highly trained and modernized British and French armies. The Russian Army, although large, was ill-led and poorly equipped, making it vulnerable to an enemy using modern weapons, like super heavy howitzers and massed machine gun fire. In the face of the most lethal battlefield weapons invented yet, even discipline of the German army faltered. Despite beating the British Expeditionary Force and supporting French armies, the German plans were so delayed by the fierce resistance that the Allies had chance to dig in.
This class will be the first look at WWI in a year-long series where students will cover the buildup, outbreak, and early campaigns. First quarter examines early WWI, before the trenches, through the battles of Tannenburg, Mons, and Charleroi in Belgium in 1914. Future quarters include: Beyond the Trenches: Gallipoli and Lawrence of Arabia in 1916 (2nd quarter); Breaking the Stalemate: Verdun and The Somme Offensive in 1916 (3rd quarter), and Germany s Last Gasp: The Ludendorff Offensive and America s Arrival in 1918 (4th quarter). Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents, as well as a class YouTube playlist for any videos watched in class or assigned as homework.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why! Students will learn why the First World War was exactly that, war spread to every corner of the globe, through a simulation and examination of key battles.

The final quaret will examine the closing stages of the war. Despite knocking Russia out of the war, Imperial Germany s greatest generals saw the writing on the wall; soldiers and civilians were starting to starve in the streets, and the other members of the Central Powers had all but collapsed. France and Britain were almost equally exhausted. The Allied armies had been on the brink of mutiny following the slaughter of 1917, but they had one thing going for them, the United States had officially declared war on Germany in April of 1917. One year later, the US was finally ready to send millions of fresh soldiers that would surely push Germany over the edge. *100 years prior to the start of our quarter*, on March 21, 1918, Germany would launch its final offensive to crush Allied resistance on the continent; success would mean survival, and failure would be the end of an empire. Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents, as well as a class YouTube playlist for any videos watched in class or assigned as homework.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In 1914 the world was rocked by the Assassination of the Austro-Hungarian Archduke Franz Ferdinand. His death, and a tangled web of secret and public alliances would be the spark that dragged the whole world into a Great War. The Entente, the triple Alliance of France, Russia, and Great Britain would face off against the Central Powers of Imperial Germany and Austria Hungary, across "No Man's Land" the nightmare zone between the famous trenches of WWI, with all the world's industrialized militaries focused on them.

This semester, students will study the early years of WWI, and how it settled into the stalemate on the Western Front with its infamous trench warfare, as well as the vast Eastern Front.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWI- No Man's Land 1914-1915 (Semester 1) and WWI- Over the Top 1916-1918 (Semester 2).

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In 1914 the world was rocked by the Assassination of the Austro-Hungarian Archduke Franz Ferdinand. His death, and a tangled web of secret and public alliances would be the spark that dragged the whole world into a Great War. The Entente, the triple Alliance of France, Russia, and Great Britain would face off against the Central Powers of Imperial Germany and Austria Hungary, across "No Man's Land" the nightmare zone between the famous trenches of WWI, with all the world's industrialized militaries focused on them.

This semester, students will study the early years of WWI, and how it settled into the stalemate on the Western Front with its infamous trench warfare, as well as the vast Eastern Front.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In 1916 The Great War had been churning through men and material for two years. Something had to be done- warring countries were driving deep into debt and losing entire generations of young men at the front. The armies had to go "Over the Top." Great Battle Plans were drawn up for massive, simultaneous attacks across the whole of Western Europe. In secret, the British built new technological horrors to drive through the German lines: land battleships bristling with guns, covered in armor and belching smoke and fire. The gears of war reached as far as Gallipoli in Turkey and the deserts of the Middle East. In the West, an untapped American giant slowly stirred to war. Provoked by unrestricted submarine warfare, diplomatic intrigue, and a righteous desire to defend democracy, would America arrive in time to decide the outcome of the Great War?

This semester will study later years of WWI, the major battles of the Western Front, where tens of thousands of men went "over the top" of their trenches to near certain death, as well as the desperate attempts to break the stalemate in other theaters of war with new technologies.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through. This is a 13-week class that will not meet on 10/18/2024.

Topics in this Series: WWI- No Man's Land 1914-1915 (Semester 1) and WWI- Over the Top 1916-1918 (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In 1916 The Great War had been churning through men and material for two years. Something had to be done- warring countries were driving deep into debt and losing entire generations of young men at the front. The armies had to go "Over the Top." Great Battle Plans were drawn up for massive, simultaneous attacks across the whole of Western Europe. In secret, the British built new technological horrors to drive through the German lines: land battleships bristling with guns, covered in armor and belching smoke and fire. The gears of war reached as far as Gallipoli in Turkey and the deserts of the Middle East. In the West, an untapped American giant slowly stirred to war. Provoked by unrestricted submarine warfare, diplomatic intrigue, and a righteous desire to defend democracy, would America arrive in time to decide the outcome of the Great War?

This semester will study later years of WWI, the major battles of the Western Front, where tens of thousands of men went "over the top" of their trenches to near certain death, as well as the desperate attempts to break the stalemate in other theaters of war with new technologies.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWI- No Man's Land 1914-1915 (Semester 1) and WWI- Over the Top 1916-1918 (Semester 2).

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In the summer of 1941 Nazi Germany seemed unbeatable. The Wehrmacht had made seemingly short work of almost all of mainland Europe and now, with Operation Barbarossa, turned its sights on Soviet Russia. Attempting to do what Napoleon could not, Hitler expected to repeat the successes of the invasion of France, only to find that he had bitten off more than his army could chew. At the gates of Moscow and in the streets of Stalingrad the lighting war would find itself frozen, then ground down into nothingness by the enormity of its failure. What had been the most impressive campaign in modern military history would instead turn into the biggest and bloodiest blunder in history.

This semester will study the early success, and ultimate failure of Germany s invasion, looking at the tactics, technology and economics behind this near total war, where the price of failure was nothing less than threat of extinction. The following semester will complete the study of the Eastern Front, from Kursk to Berlin. Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class YouTube playlist for any videos watched in class or assigned as homework.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In the summer of 1941 Nazi Germany seemed unbeatable. The Wehrmacht had made seemingly short work of almost all of mainland Europe and now, with Operation Barbarossa, turned its sights on Soviet Russia. Attempting to do what Napoleon could not, Hitler expected to repeat the successes of the invasion of France, only to find that he had bitten off more than his army could chew. At the gates of Moscow and in the streets of Stalingrad the lighting war would find itself frozen, then ground down into nothingness by the enormity of its failure. What had been the most impressive campaign in modern military history would instead turn into the biggest and bloodiest blunder in history.

This semester will study the early success, and ultimate failure of Germany s invasion, looking at the tactics, technology and economics behind this near total war, where the price of failure was nothing less than threat of extinction. The following semester will complete the study of the Eastern Front, from Kursk to Berlin. Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class YouTube playlist for any videos watched in class or assigned as homework.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

After Germany s disaster at Stalingrad the Wehrmacht was being pushed back on all fronts. From Crimea to Poland, all the ground Germany had gained in two years of fighting was once again falling into Soviet hands. Their leadership knew they had just one chance to regain the initiative and do what they had done best: Attack. In 1943, with a re-armed and still formidably manned war machine, the Summer Germans would once again launch one of the largest offensive the world had ever seen, across a wide front of the Kursk salient. The Soviets knew they were coming. In an unmatched feat of military deception, they dug in more than a million men, thousands of tanks and guns and waited for the inevitable German attack. From the North and South, two armored German pincers struck the prepared lines of the Soviets, gaining ground slowly. They ground away at the Red Army, defeating massed counter attacks of T-34 tanks and infantry, but still they came, roaring Tiger and Panther tanks killing 5 tanks for every one of their own lost. The seemingly endless waves of Russian resistance proved too much, and with news of Allied landings in Sicily, Operation Citadel was called off. The rest of the war would be defensive, Soviets grinding away bitter Nazi strongholds until the final devastating battle of Berlin.

This semester will study the Eastern Front, from Kursk to Berlin. Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class YouTube playlist for any videos watched in class or assigned as homework. Homeschool families may wish to count this course as a component, or partial, credit in American or World History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

After Germany s disaster at Stalingrad the Wehrmacht was being pushed back on all fronts. From Crimea to Poland, all the ground Germany had gained in two years of fighting was once again falling into Soviet hands. Their leadership knew they had just one chance to regain the initiative and do what they had done best: Attack. In 1943, with a re-armed and still formidably manned war machine, the Summer Germans would once again launch one of the largest offensive the world had ever seen, across a wide front of the Kursk salient. The Soviets knew they were coming. In an unmatched feat of military deception, they dug in more than a million men, thousands of tanks and guns and waited for the inevitable German attack. From the North and South, two armored German pincers struck the prepared lines of the Soviets, gaining ground slowly. They ground away at the Red Army, defeating massed counter attacks of T-34 tanks and infantry, but still they came, roaring Tiger and Panther tanks killing 5 tanks for every one of their own lost. The seemingly endless waves of Russian resistance proved too much, and with news of Allied landings in Sicily, Operation Citadel was called off. The rest of the war would be defensive, Soviets grinding away bitter Nazi strongholds until the final devastating battle of Berlin.

This semester will study the Eastern Front, from Kursk to Berlin. Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class YouTube playlist for any videos watched in class or assigned as homework. Homeschool families may wish to count this course as a component, or partial, credit in American or World History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come to life for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In the summer of 1941, Nazi Germany seemed unstoppable. The Wehrmacht had effortlessly taken almost all of mainland Europe and then, with Operation Barbarossa, turned its sights on the Soviet Union. Attempting to do what Napoleon could not, Hitler expected to repeat the successes of the invasion of France, only to find that his army was underprepared to take Russia. At the gates of Moscow and in the streets of Stalingrad the lighting war would find itself frozen, then obliterated by the enormity of its failure. What had been the most impressive campaign in modern military history would instead turn into the biggest and bloodiest blunder in history.

This semester, in cooperation with the War Room Military Intelligence Class, will study the early success, and ultimate failure of Germany's invasion, looking at the tactics, technology and economics behind this near total war, where the price of failure was nothing less than extinction. At the end of the semester, every student will understand the conditions that led to war, the objectives for both sides, and how successful or realistic these objectives were, both from a modern academic point of view and from the historical point of view given each country's available information. This will be accomplished with primary sources, newsreels from the time, propaganda material, and modern analysis. The instructor will provide online access to all of this material via Google Drive and a class YouTube Playlist.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWII Eastern Front- Beyond the Blitzkreig (Semester 1) and Downfall of the Reich (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical
miniature gaming? In 3D History, pivotal engagements come to life for new and experienced students, as they navigate a table-top terrain,
deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

1943, two years into one of the most brutal conflicts in human history,  the Axis forces were finally on the back foot in Eastern Europe. After their devastating defeat at Stalingrad, the Nazi war machine looked to a third Summer Offensive to try and regain the initiative in the East. Newly rearmed with some of the heaviest armor and most advanced weapons the world had ever seen before, Hitler's generals desperately tried tp repeat the successes of the early years, this time with counters to the new Soviet technologies and hastily assembled armies. If they had failed, the tide will have truly turned, and The Axis would be forced to go on the defensive, fighting over the rubble of their homes, destroyed by Allied bombers before the Soviets can even arrive. Either way, the war must end, in the fields of Eastern Europe, or the Ruins of Berlin!

This semester, in cooperation with the War Room Military Intelligence Class, will study how the Soviet Union turned the tide on the Eastern
Front, looking at the tactics, technology and economics behind this near total war, where the price of failure was nothing less than extinction. At the end of the semester, every student will understand the conditions that led to war, the objectives for both sides, and how successful or realistic these objectives were, both from a modern academic point of view and from the historical point of view given each country's available information. This will be accomplished with primary sources, newsreels from the time, propaganda material, and modern analysis. The instructor will provide online access to all of this material via Google Drive and a class YouTube Playlist.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

After years of "appeasement" of Adolf Hitler's Nazi regime, in 1939, after the invasion of Poland, France and Britain had no choice but to declare war. This was the official start of the Second World War. The problem then became clear, neither country was properly prepared to meet the German menace head on. Economic troubles meant dwindling military budgets left both forces either undersized, like the British Expeditionary Force, or woefully under trained and ill-equipped, like the French army. This presented several problems, France being so obviously unwilling to come to her allies' aid, meant countries like Belgium refused to plan cooperative defenses, for fear of provoking the very invasion they sought to defend against. And so, in 1940, after a year of so-called "phony-war" during which Poland was conquered by Nazi Germany and the Soviet Union, the inevitable invasion found the Allies totally unprepared for the modern and ferocious "lighting war." After rushing into Belgium, the best of the Allied troops were encircled by the Germans, cut off, and forced to flee at Dunkirk. In just six weeks, France would fall leaving Britain to stand against Hitler alone. This class will attempt to follow the major battles of the Fall of France week by week. We will recreate the armored invasions by land, hunt German raiders above and below the surface of the Atlantic, and take to the skies for the Battle of Britain.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWII- The Early War, Fall of France- Blitzkrieg 1940 (Semester 1) and WWII- The Early War, Rise of Japan (Semester 2).

Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

10.06.23.06

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

After years of "appeasement" of Adolf Hitler's Nazi regime, in 1939, after the invasion of Poland, France and Britain had no choice but to declare war. This was the official start of the Second World War. The problem then became clear, neither country was properly prepared to meet the German menace head on. Economic troubles meant dwindling military budgets left both forces either undersized, like the British Expeditionary Force, or woefully under trained and ill-equipped, like the French army. This presented several problems, France being so obviously unwilling to come to her allies' aid, meant countries like Belgium refused to plan cooperative defenses, for fear of provoking the very invasion they sought to defend against. And so, in 1940, after a year of so-called "phony-war" during which Poland was conquered by Nazi Germany and the Soviet Union, the inevitable invasion found the Allies totally unprepared for the modern and ferocious "lighting war." After rushing into Belgium, the best of the Allied troops were encircled by the Germans, cut off, and forced to flee at Dunkirk. In just six weeks, France would fall leaving Britain to stand against Hitler alone. This class will attempt to follow the major battles of the Fall of France week by week. We will recreate the armored invasions by land, hunt German raiders above and below the surface of the Atlantic, and take to the skies for the Battle of Britain.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

Topics in this Series: WWII- The Early War, Fall of France- Blitzkrieg 1940 (Semester 1) and WWII- The Early War, Rise of Japan (Semester 2).

Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Students will learn the basic skills of effective argument and debate as they consider various issues: Should kids be allowed to vote? Should children's video game use be restricted? Should people be allowed to use their phones when driving? Students will be challenged to come up with the best arguments for both sides of each issue. They will apply the basic principles of debate as they learn to argue with each other in a respectful manner. This class is best suited for mature, analytical students who enjoy discussing important issues.

Students will learn the basic skills of effective argument and debate as they consider various issues: Should kids be allowed to vote? Should children's video game use be restricted? Should people be allowed to use their phones when driving? Students will be challenged to come up with the best arguments for both sides of each issue. They will apply the basic principles of debate as they learn to argue with each other in a respectful manner. This class is best suited for mature, analytical students who enjoy discussing important issues. This class was last taught September 2015.

As a continuation of A Kid's Guide to Trial Court, students will learn the basic rules of direct and cross-examination, as well as the rules of evidence.They will demonstrate their understanding of courtroom procedures and terminology as they begin to develop legal strategies. As a final project, students will work in teams to prepare and present a case for trial. Due to the collaborative nature of the class, weekly preparation and attendance is critical. This class is best suited for analytical, advanced learners with strong reading skills who are comfortable speaking and role-playing in front of a class.

Students will go back in time to learn about one of the biggest debates at the Constitutional Convention: whether basic freedoms should be included in the Constitution. They will learn about the life of George Mason, the Virginia Declaration of Rights, and the important role that Mason played in establishing the Bill of Rights. Students will learn about some of the most important rights, including recent examples of how those rights are important (and sometimes controversial!) today. Previously taught as "Battle for the Bill of Rights" in Sept 2013

Students will learn about the purpose and provisions of the U.S. Constitution. They will begin by studying the history of the Constitution and the events of the Constitutional Convention. As they read and study Articles IIII, they will learn about the differences among the three branches of government, the limitation of each branch’s powers, and the concept of checks and balances. Students will consider examples from current news events to learn the importance and relevance of the Constitution in their everyday lives. This class is best suited for analytical and advanced learners who learn best through interactive class discussion. Although strong reading and writing skills are not required, please notify the instructor in advance so accommodations can be made where necessary. This is a 7-week class that will not meet on Jan. 28.

Students will be introduced to courtroom terminology and procedure, which will be reinforced through observation and role-play. Students will demonstrate their understanding of the roles in the courtroom and the sequence of a trial by participating in a scripted court case. This class is best suited for analytical, advanced learners with strong reading skills who are comfortable speaking and role-playing in front of a class. Students should be at or above grade level in reading for this course.

Students will be introduced to courtroom terminology and procedure, which will be reinforced through observation and role-play. Students will demonstrate their understanding of the roles in the courtroom and the sequence of a trial by participating in a scripted court case. This class is best suited for analytical, advanced learners with strong reading skills who are comfortable speaking and role-playing in front of a class. Students should be at or above grade level in reading for this course.

What are the powers of the president? Can the president declare war? Make laws? Pardon criminals? Can the president be fired? Students will discover the answers to these questions and more in this interactive class. Through roleplaying and storytelling, students will learn about the powers and limitations of the presidency today....and throughout history. This class is best suited for students who enjoy and learn best through role play and discussion.

What is a primary? A caucus? The electoral college? What are the major political parties and why do they disagree? Who's running for president? Why don't citizens vote directly for president? Students will learn the answers to these questions (and more!) in an interactive and discussion-based class about presidential elections in general, and the election of 2016 in particular.

In this course, students will learn about the role, importance, and function of U.S. government.  We will begin by studying examples of different types of governments around the world.  Students will examine the history of how and why the U.S. federal government was established, and learn the different jobs of the legislative, executive, and judicial branches.  Students will learn about the system of checks and balances by studying examples from current events. The approach to this class is interactive, multisensory, lively, energetic, and supportive.  Outside work will include review questions. This is a 7-week class that meets on 3/20, 4/3, 4/10, 4/17, 4/24, 5/8, and 5/15. There is no class on 3/27.

Students will learn about the importance and function of the U.S. government. We will begin by contemplating the purpose of government as we examine those in different countries. We will shift our focus to the origins of the U.S. federal government by studying how and why it was established. Students will learn about the different powers of the legislative, executive, and judicial branches as set forth in the Constitution. Students will be challenged to identify the use of checks and balances among the three branches by studying examples from current events.This class is best suited for analytical and advanced learners who learn best through interactive class discussion. Although strong reading and writing skills are not required, please notify the instructor in advance so accommodations can be made where necessary.

Students will learn about the importance and function of the U.S. government. We will begin by contemplating the purpose of government as we examine those in different countries. We will shift our focus to the origins of the U.S. federal government by studying how and why it was established. Students will learn about the different powers of the legislative, executive, and judicial branches as set forth in the Constitution. Students will be challenged to identify the use of checks and balances among the three branches by studying examples from current events. This class is best suited for analytical and advanced learners who learn best through interactive class discussion. Although strong reading and writing skills are not required, please notify the instructor in advance so accommodations can be made where necessary.

Students will be introduced to courtroom terminology and procedure, which will be reinforced through observation and role-play. They will learn about the burden of proof as they examine the differences between civil and criminal cases. Students will demonstrate their understanding of the roles in the courtroom and the sequence of a trial by participating in a scripted court case. This class is a prerequisite for next quarter's mock trial class. This class is best suited for analytical, advanced learners with strong reading skills who are comfortable speaking and role-playing in front of a class. This class has a slightly higher enrollment requirement in order to give students a more complete mock trial experience including filling all roles in the mock courtroom.

This class is designed as a prerequisite for  the second quarter Mock Trial For Kids, and students should only take this class if they are committed to taking the continuation trial class. Because it is intended for students to continue into a 2nd quarter class, Mock Trial for Kids will be opened for early registration along with 1st quarter classes.

Students will learn to create beautiful images, abstracts, or monograms by drawing structured, geometric patterns in pen and ink in an art form called Zentangle. The Zentangle Method (R) is a fun, easy-to-learn process of creating beautiful images by drawing small, repeating patterns. You don't need to be an artist to create Zentangle art! This class will be taught by Marisela Rumberg, a Certified Zentangle Teacher (CZT). Click here to see examples of Marisela's Zentangle abstracts and geometrics.

The Zentangle method is based on small geometric or organic elements called "tangles" replicated and arranged in patterns to create an overall design. Let your mind go and relax in the repetition of drawing intricate, abstract, black and white designs to add the zen to the tangles in this unique art form.

Third quarter, students will learn to create intricate borders, frames, and vignettes using design basics. Then, students will learn to embellish and embolden their designs with blended patterns into an overall composition. Practice designs and in-class exercises will initially be drawn on blank grid step-out templates that students will print at home. Students may wish to keep their completed and in-progress designs in a folder or cut them out to glue into a sketchbook, notebook, or journal. Finished designs will be inked on 3.5" X 3.5" white Zentangle paper tiles.

Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the full quarter.

Supply Fee: Students will order and pay for class supplies directly from the instructor with a credit card number or PayPal account. Kits will be shipped to enrolled students prior to class. Kits will include 2 pens, a pencil, a blender, and paper tiles in a canvas bag. Students may select from a kit for 1 quarter or 2 quarters of classes.

Topics in this Series: Design Basics (Quarter 1); Monograms (Quarter 2); Borders, Frames and Vignettes (Quarter 3); and Zendalas/Mosaics (Quarter 4).

Students will learn to create beautiful images, abstracts, or monograms by drawing structured, geometric patterns in pen and ink in an art form called Zentangle. The Zentangle Method (R) is a fun, easy-to-learn process of creating beautiful images by drawing small, repeating patterns. You don't need to be an artist to create Zentangle art! This class will be taught by Marisela Rumberg, a Certified Zentangle Teacher (CZT). Click here to see examples of Marisela's Zentangle abstracts and geometrics.

The Zentangle method is based on small geometric or organic elements called "tangles" replicated and arranged in patterns to create an overall design. Let your mind go and relax in the repetition of drawing intricate, abstract, black and white designs to add the zen to the tangles in this unique art form.

First quarter, students will learn design basics such as the five elemental strokes and how to combine them into patterns. Then, students will learn to integrate and blend the patterns into an overall composition. Practice designs and in-class exercises will initially be drawn on blank grid step-out templates that students will print at home. Students may wish to keep their completed and in-progress designs in a folder or cut them out to glue into a sketchbook, notebook, or journal. Finished designs will be inked on 3.5" X 3.5" white Zentangle paper tiles.

Note: This class will be held entirely ONLINE in a virtual classroom, providing synchronous online instruction via videoconferencing for the full year. Recordings will be made for students with schedule conflicts.

Supply Fee: Students will order and pay for class supplies directly from the instructor with a credit card number or PayPal account. Kits will be shipped to enrolled students prior to class. Kits will include 2 pens, a pencil, a blender, and paper tiles in a canvas bag. Students may select from a kit for 1 quarter or 2 quarters of classes.

Topics in this Series: Design Basics (Quarter 1); Monograms (Quarter 2); Borders, Frames and Vignettes (Quarter 3); and Zendalas/Mosaics (Quarter 4).

Students will learn to create beautiful images, abstracts, or monograms by drawing structured, geometric patterns in pen and ink in an art form called Zentangle. The Zentangle Method (R) is a fun, easy-to-learn process of creating beautiful images by drawing small, repeating patterns. You don't need to be an artist to create Zentangle art! This class will be taught by Marisela Rumberg, a Certified Zentangle Teacher (CZT). Click here to see examples of Marisela's Zentangle abstracts and geometrics.

The Zentangle method is based on small geometric or organic elements called "tangles" replicated and arranged in patterns to create an overall design. Let your mind go and relax in the repetition of drawing intricate, abstract, black and white designs to add the zen to the tangles in this unique art form.

Second quarter, students will learn to create intricate monograms using design basics. Then, students will learn to embellish and embolden their monograms with blended patterns into an overall composition. Practice designs and in-class exercises will initially be drawn on blank grid step-out templates that students will print at home. Students may wish to keep their completed and in-progress designs in a folder or cut them out to glue into a sketchbook, notebook, or journal. Finished designs will be inked on 3.5" X 3.5" white Zentangle paper tiles.

Note: This class will be held entirely ONLINE in a virtual classroom, providing synchronous online instruction via videoconferencing for the full year. Recordings will be made for students with schedule conflicts.

Supply Fee: Students will order and pay for class supplies directly from the instructor with a credit card number or PayPal account. Kits will be shipped to enrolled students prior to class. Kits will include 2 pens, a pencil, a blender, and paper tiles in a canvas bag. Students may select from a kit for 1 quarter or 2 quarters of classes.

Topics in this Series: Design Basics (Quarter 1); Monograms (Quarter 2); Borders, Frames and Vignettes (Quarter 3); and Zendalas/Mosaics (Quarter 4).

Students will learn to create beautiful images, abstracts, or monograms by drawing structured, geometric patterns in pen and ink in an art form called Zentangle. The Zentangle Method (R) is a fun, easy-to-learn process of creating beautiful images by drawing small, repeating patterns. You don't need to be an artist to create Zentangle art! This class will be taught by Marisela Rumberg, a Certified Zentangle Teacher (CZT). Click here to see examples of Marisela's Zentangle abstracts and geometrics.

The Zentangle method is based on small geometric or organic elements called "tangles" replicated and arranged in patterns to create an overall design. Let your mind go and relax in the repetition of drawing intricate, abstract, black and white designs to add the zen to the tangles in this unique art form.

Fourth quarter, students will continue to learn abstract design, but in a round format! In this class, Mandala + Zentangle = Zendala! New design elements (tangles) will be taught, but overall designs will emphasize balance and radial symmetry around a central point (think snowflakes, flower blooms, or a sunburst). In art, mandalas are "complex abstract designs in a circular form" that were traditionally used to represent the universe Hinduism and Buddhism. Today, mandalas are popular in home decor, textiles, clothing, and now Zentangle! Students will learn to embellish and embolden their circular designs with blended patterns into an overall composition.

Practice designs and in-class exercises will initially be drawn on blank grid step-out templates that students will print at home. Students may wish to keep their completed and in-progress designs in a folder or cut them out to glue into a sketchbook, notebook, or journal. Finished designs will be inked on 3.5" X 3.5" white Zentangle paper tiles.

Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the full quarter.

Supply Fee: Students will order and pay for class supplies directly from the instructor with a credit card number or PayPal account. Kits will be shipped to enrolled students prior to class. Kits will include 2 pens, a pencil, a blender, and paper tiles in a canvas bag. Students may select from a kit for 1 quarter or 2 quarters of classes.

Topics in this Series: Design Basics (Quarter 1); Monograms (Quarter 2); Borders, Frames and Vignettes (Quarter 3); and Zendalas/Mosaics (Quarter 4).

Accidental presidents are not unique in American History. Some have ascended to the office like Vice President Andrew Johnson did after the assassination President Abraham Lincoln in 1865, Vice President Chester Arthur after the assassination of President James Garfield in 1881, and Vice President Lyndon Johnson after the assassination of President John F. Kennedy in 1963. Then there are those who believed they won a presidential contest but really didn't like Andrew Jackson in 1832, Samuel Tilden in 1876, and Al Gore in 2000. Then again is the unique case of what was America's first acting and woman president: Edith Bolling Wilson. She was called the "steward" of the Executive Office after her husband, President Woodrow Wilson, suffered a severe and debilitating stroke in 1919 yet continued to serve as president until his term expired in 1921; Mrs. Wilson made the decisions on his behalf.

Join Compass Classroom's political science/economics instructor, retired college professor John Kornacki, to learn more in his new seminar series where students will examine more closely what happened during these eventful transitions in presidential leadership which left lingering consequences for the nation. This seminar employs a Socratic style format of questions, responses, and discussion. Students write short essays from time to time and choose one of the accidental or almost presidents to write a longer profile paper.

Whether college admissions tests (SAT, PSAT, or ACT) are right around the corner or down the road, this class will teach you how to tackle the tests, decode the questions, and boost your scores. While SAT/ACT test scores are not automatic ticket into the college of your choice, higher scores will get your application in the to-be-considered pile where admissions staff will take a closer look at all the other amazing things you have done.

This class will help you feel prepared to face standardized admissions tests and take away some of the worry and mystery that surround these assessments. Each week, students will spend time on strategies for math and English portions of the tests. Students will learn about test designs and the types and difficulty levels of reading, grammar, and math questions. The class will learn how to approach multiple choice questions, how to read passages for comprehension, and what to do when you don t know an answer. This class is not a crash course that preps you for one test sitting, but rather teaches you lasting techniques to get you ready for whenever you decide to take a standardized test. The instructor will lay out a study plan for test-ready students and be able to offer tips on many aspects of the college admissions process. When the class wraps up, students and parents will understand the process of SAT and ACT testing and feel prepared for the personal challenge of the test experience.

Topics in this Series: Success Skills for School: High School and Beyond (Semester 2). Prerequisites: For this class, students should be reading and have comprehension at or above grade level and have completed Algebra I. While geometry is included on the tests, completion of geometry is not assumed. Geometry formulas are provided within the tests, and the instructor will teach how to find and apply those formulas.Workload: Students should expect to spend one hour per week on homework for this class. Assignments: Prior to the start of class, each student should have taken a scored, practice SAT or ACT exam (found on the College Board or ACT website). All other assignments will be made in class and e-mailed to parents/students. Assessments: Students will take a variety of in-class and at-home time, practice test sections. The instructor will not provide additional assessments beyond the practice tests. Textbook: Students should purchase either The Official SAT Study Guide, 2019 Edition, published by the College Board (2018 ISBN # 978-1457309281), when published, or the The Official ACT Prep Guide, 2019-20 Edition (2018-19 ISBN #978-1119508069), when published. What to Bring: Students should bring their test book, notebook/paper, and a TI-83 or equivalent calculator to class to practice math questions that permit the use of a calculator. Phone calculators cannot be used. Credit: Homeschool families may wish to count this course as a component (partial) elective credit purposes of a high school transcript.

Whether college admissions tests (SAT, PSAT, or ACT) are right around the corner or down the road, this class will teach you how to tackle the tests, decode the questions, and boost your scores. While SAT/ACT test scores are not automatic ticket into the college of your choice, higher scores will get your application in the to be considered pile where admissions staff will take a closer look at all the other amazing things you have done.

This class will help you feel prepared to face standardized admissions tests and take away some of the worry and mystery that surround these assessments. Each week, students will spend time on strategies for math and English portions of the tests. Students will learn about test designs and the types and difficulty levels of reading, grammar, and math questions. The class will learn how to approach multiple choice questions, how to read passages for comprehension, and what to do when you don t know an answer. This class is not a crash course that preps you for one test sitting, but rather teaches you lasting techniques to get you ready for whenever you decide to take a standardized test. The instructor will lay out a study plan for test-ready students and be able to offer tips on many aspects of the college admissions process. When the class wraps up, students and parents will understand the process of SAT and ACT testing and feel prepared for the personal challenge of the test experience.

For this class, students should be reading and have comprehension at or above grade level and have completed Algebra I. While geometry is included on the tests, completion of geometry is not assumed. Geometry formulas are provided within the tests, and the instructor will teach how to find and apply those formulas. Students will take a variety of in-class and at-home time, practice test sections. They should expect to spend one hour per week on homework for this class. Students should purchase The Official SAT Study Guide, 2018 Edition , published by the College Board (ISBN # 978-1457309281) for the class. Students should also bring a TI-83 or equivalent calculator (no phone calculators) to class to practice math questions that permit the use of a calculator. This is a 13-week class that does not meet on 9/21/18.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a “toolbox” of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for canvas boards and shared class supplies (paints, brushes, paper products, etc.).

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a “toolbox” of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for canvas boards and shared class supplies (paints, brushes, paper products, etc.).

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a “toolbox” of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for canvas boards and shared class supplies (paints, brushes, paper products, etc.).

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a “toolbox” of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for canvas boards and shared class supplies (paints, brushes, paper products, etc.).

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a "toolbox" of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for up to 6 canvas boards and shared class supplies (paints, brushes, paper products, etc.). Students who paint more quickly need more than 6 boards can purchase additional ones from the instructor for $4.00/each.

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a "toolbox" of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for up to 6 canvas boards and shared class supplies (paints, brushes, paper products, etc.). Students who paint more quickly need more than 6 boards can purchase additional ones from the instructor for $4.00/each.

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a "toolbox" of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for up to 6 canvas boards and shared class supplies (paints, brushes, paper products, etc.). Students who paint more quickly need more than 6 boards can purchase additional ones from the instructor for $4.00/each.

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a "toolbox" of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for up to 6 canvas boards and shared class supplies (paints, brushes, paper products, etc.). Students who paint more quickly need more than 6 boards can purchase additional ones from the instructor for $4.00/each.

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a "toolbox" of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for up to 6 canvas boards and shared class supplies (paints, brushes, paper products, etc.). Students who paint more quickly need more than 6 boards can purchase additional ones from the instructor for $4.00/each.

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a "toolbox" of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for up to 6 canvas boards and shared class supplies (paints, brushes, paper products, etc.). Students who paint more quickly need more than 6 boards can purchase additional ones from the instructor for $4.00/each.

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a "toolbox" of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.

This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

Prerequisites: None

Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

Assessments: Individual feedback is given in class. Formal assessments will not be given.

Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for up to 6 canvas boards and shared class supplies (paints, brushes, paper products, etc.). Students who paint more quickly need more than 6 boards can purchase additional ones from the instructor for $4.00/each.

What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

The youngest actors will get a taste of improvisation and using their bodies, voices, and imaginations to tell a story. The class will work through new twists on familiar stories with Fractured Fairy Tales. The group will select 2-3 plays from a collection of silly stories such as "Slurping Beauty", "Rafunzel", "Popsickle Boy" and "The Three Little Elephants."

The youngest actors will continue to experiment with bodies, voices, and imaginations and the art of improvisation to tell a story. The class will practice and perform a storybook classic.

Join in to perform this hilarious, nonsensical, literary classic. Students will not want to miss the chance to perform the anthropomorphic creature characters such as the White Rabbit, Mad Hatter, Cheshire Cat and more. and to portray the plays on logic of this Lewis Carrol story in its 150th anniversary year. Young actors will further their craft by working on characters, setting, and plot as they develop a student production in which everyone has a role. Students will develop the tools needed to be a performer - body, voice, and imagination by playing their part in this twisted adventure. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. The final class will showcase their process and performance of all they have learned. EXPECTATIONS: This class is best suited for students who are active listeners, can follow instructions, take turns, do their best to memorize lines, and enjoy working in a group.

This unique workshop will entice students to enter the realm of comic strips where they will create their own Superhero or Supervillain. At the first class, students will create their own hero or villain complete with their superpowers, their look, even a theme song if desired. At the next class, students will learn how to storyboard a unique adventure for their hero or villain. Using a storyboard template, they will create an exciting plot for their hero or villain, including a problem, rising action, a climax, and resolution. Finally, students become their super-character! Students are encouraged to bring a possible costume to help create their own look, and will be broken up into pairs and groups to act out the story boards they have created. They will learn how to use their body and voice to dramatically portray their villainous or heroic character. After practicing their characters and roles, the final class will showcase their process and performance of all they have learned.

Students will receive positive, constructive feedback which helps them develop acting skills such as engaging the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. This class is best suited for students who are active listeners, can follow directions, can collaborate with others, and enjoy working in a group.

The youngest actors will continue to experiment with bodies, voices, imaginations to develop their own script. Students will brainstorm and pitch ideas to the group for characters, setting, plot, and resolution. Ideas will be developed and blended over the 8-week course to culminate in a final play that reflects the contributions of each student.

In this class students take Leo Lionni's book Swimmy a step further. The youngest actors will experiment with bodies, voices, and imaginations to develop their own script and more in-depth characters, based on this well-known children’s story. Students will brainstorm and pitch ideas to the group for characters, setting, plot, and resolution. Ideas will be developed and blended over the 7-week course to culminate in a final play that reflects the contributions of each student.

The youngest actors will continue to experiment with bodies, voices, imaginations and the art of improvisation to rewrite and retell a fresh take on famous fables.

This class will learn several "fractured" versions of well-known fairy tales. The class will select from a variety of possible titles such as “Goldilocks and the Three Bullfrogs” or “The Three Little Elephants.”  This class will begin with students taking turns reading scripts and weighing in on preferred roles. Parts will be assigned with student preferences in mind and to give everyone equal stage time! Over the course of the class,  students will practice their short plays in a supportive, encouraging environment.  Students will receive positive, constructive feedback to help them develop their acting skills, such as:  facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements.  The final class will showcase their process and performance.  This class enables students to experiment with public speaking in a safe, supportive environment.  In acting, students learn lifelong lessons such as developing creative thinking skills, learning how to be active participants in a group project, realizing confidence from acting for an audience of parents and supportive peers, and experiencing the power of presenting ideas through their voice and their actions.

Young actors will be introduced to several far-out variations of well-known folk tales. Students will help in the selection of the tales to be performed such as "Jack and the Giant Sunflower" and "Stone Slop." This 8-week class will begin with taking turns around the room, to read the scripts. After each script is read, the students will be asked which parts they are most interested in, and roles will be assigned. Each group will get several turns to act out their short play(s) in a supportive, encouraging environment. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: properly facing the audience, projecting their voice, and dramatizing their character through their speech, body language, and movements. The final class will showcase their process and performance. This class enables students to experiment with public speaking in a safe, supportive environment. Students learn lifelong lessons, including: developing creative thinking skills, learning how to be active participants in a group project, realizing confidence from acting for an audience of parents and supportive peers, and experiencing the power of presenting ideas through their voice and their actions.

Students will not want to miss the chance to perform this set of scenes from Roald Dahl's hilarious book, James and the Giant Peach. Learning that a little magic can take you a long way," strange things start to happen to James in his new town. Grown from magic crystals, a peach the size of the house leads him to meeting oversized friends-Grasshopper, Centipede, Ladybug, and more. When the giant peach braks away, James' world is turned upside down and inside out! Students will have fun leaving their real identities and using their imaginations to become these crazy characters. Students will develop the tools needed to be a performer - body, voice, and imagination by playing their part in this twisted adventure. They will further their craft by working on characters, setting, and plot, as they develop a student production in which everyone has a role. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. This class is best suited for students who are active listeners, can follow directions, can collaborate with others, do their best to memorize lines, and enjoy working in a group. The final class will showcase their process and performance of all they have learned.

Adding drama to drama, students will not want to miss the chance to perform scenes from the Star Wars saga, with a Shakespearean twist, portraying the valor and villainy both Shakespeare and Lucas created. Young actors will further their craft by working in iambic pentameter, and on characters, setting, and plot, as they develop a student production in which everyone has a role. Students will develop the tools needed to be a performer - body, voice, and imagination by playing their part in this twisted adventure. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. The final class will showcase their process and performance of all they have learned. This class is best suited for students who are active listeners, can follow instructions, take tuns, do their best to memorize lines, and enjoy working in a group.

This class will give students experience with several skits, which will become part of their personal repertoire that they can collaborate with friends or siblings in their personal life to perform again and again, for family fun. The final class will showcase their process and performance.

Students will not want to miss the chance to perform quitessential scenes from the beloved Charlie Brown and his Peanuts gang of friends, as children experiencing hilarious childish plights and dismays! Young actors will further their craft by working on characters, setting, and plot as they develop a student production in which everyone has a role. Students will develop the tools needed to be a performer - body, voice, and imagination by playing their part in this twisted adventure. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. The final class will showcase their process and performance of all they have learned.
EXPECTATIONS: This class is best suited for students who are active listeners, can follow instructions, take tuns, do their best to memorize lines, and enjoy working in a group.

The gods are restless! Zeus has disappeared from Mt. Olympus without a trace. What s more? Prometheus seems to have busted out of his chains. Hera, worried about what the mischievous fire thief might have done to her husband, calls an emergency family gathering of the rest of the Olympic deities to decide what they should do. What results is hysterical family drama when all the Greek gods and goddesses come together and their outlandish personalities create a true clash of the Titans! It s full of mythical madness! Students will have fun twisting up Greek Mythology, by acting out the characters of Greek gods and goddesses in this crazy play. Students will receive positive, constructive feedback which helps them develop acting skills such as facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Please note that some of these scripts may contain references to some of the ancient drama found in mythology, such as slayings and multiple wives. This class is best suited for students who are active listeners, can follow directions, can collaborate with others, and enjoy working in a group. The final class will showcase their process and performance of all they have learned.

Find out what it is like to become a completely different character during this new workshop. Students will learn about the movement, voice, and minds of characters as they create and develop their own, new identity through exercises and games. Students will explore skills such as sensory awareness, listening, stage movement, character development, emotional development, and observation/concentration while learning to perform as their own unique character. The script will be developed and customized uniquely for this class by the acting coach. Young actors will learn aspects of acting by script read-through, blocking, costume/prop discussion, and running the show. Through individual and group activities, young actors build confidence and each will make a significant contribution to our final sharing for parents. This program has been specially adapted for Compass Homeschool Classes from the Acting for Young People's curriculum, and is ideal for students with any level of experience. All actors must be at least age 6 to sign up for this class.

Students learn to use their own unique qualities to act using theater games, improvisation, storytelling, and text. Students will explore skills such as sensory awareness, listening, stage movement, character development, emotional development, and observation/concentration while learning to perform a classic tale. The script will be selected by the teacher and students from among fairy tales, fables, or well known classics. Young actors will learn aspects of acting by script read-through, blocking, costume/prop discussion, and running the show. Through individual and group activities, young actors build confidence and each will make a significant contribution to our final sharing for parents. This program has been specially adapted for Compass Homeschool Enrichment from Acting for Young People s curriculum, and is ideal for students with any level of experience. All actors must be at least age 6 to sign up for this class.

Theater is an adventure! Students will work together to create their own unique swashbuckling heroes to portray in an original play - by us! Learn about the basics of acting and creating characters through a pirate-themed play. Students will learn about the movement, voice, and interactions of characters as they develop their own, original swashbuckling hero or heroine through theater exercises and games. Students will explore skills such as sensory awareness, listening, stage movement, character development, emotional development, and observation/concentration while learning to perform as their own unique character. The script will be developed and customized uniquely for this class by the acting coach, Rebecca Wahls. Young actors will learn aspects of acting by script read-through, blocking, costume/prop discussion, and running the show. Through individual and group activities, young actors build confidence and each will make a significant contribution to our final sharing for parents. This program has been specially adapted for Compass from Acting for Young People's curriculum, and is ideal for students with any level of experience. All actors must be at least age 6 to sign up for this class.

Do you like stories? How about puppets? In Puppet Theater, students will learn to be a puppeteer from a professional, working puppet master! Each week students will develop a story and learn a different form of puppetry: hand puppets, moving mouth puppets, rod puppets, and even shadow puppets. The young performers will be adapting folk tales from around the world in a structured improv style: getting to know the story, characters, and sequence then creating original dialogue. Children will learn about puppet manipulation and tricks of the trade along with some new stories!

Students will practice fine motor skills as we manipulate the arms of traditional hand puppets and open and close moving mouth puppets. They will discover the similarities between shadow puppet and rod puppet forms: manipulating the puppets with a stick or rod. In Bunraku-style puppetry, our young performers will work together in groups of three to manipulate one puppet. Students are welcome to bring puppets from home to join in the fun at any time. Youngsters will practice the skills of improvisational theater by listening to, responding, and incorporating classmate's ideas. Students will work collaboratively with fellow puppeteers to reach a common goal and perform for each other in a risk-free, low-pressure environment. Reading skills are not required, but students must be age 6 by the start of this class. Families are invited to attend a puppetry workshop led by the students on March 7. This is a seven-week class that begins on January 17.

Students learn to use their own unique qualities to act out fun stories about superheroes using theater games, improvisation, storytelling, and text. Students will explore skills such as sensory awareness, listening, stage movement, character development, emotional development, and observation/concentration while learning to perform a classic tale. The script will be selected by the teacher and students from among fairy tales, fables, or well known classics. Young actors will learn aspects of acting by script read-through, blocking, costume/prop discussion, and running the show. Through individual and group activities, young actors build confidence and each will make a significant contribution to our final sharing for parents. This program has been specially adapted for Compass Homeschool Enrichment from Acting for Young People's curriculum, and is ideal for students with any level of experience. All actors must be at least age 6 to sign up for this class.

Students learn to use their own unique qualities to act using theater games, improvisation, storytelling, and text. Each class will a focus topic such as sensory awareness, listening, movement onstage, character development, emotional development, and observation/concentration. Main activities for each class will range from an exploration of what acting is through auditioning, script read-through, blocking, costume/prop discussion, and running the show. Through individual and group activities, young actors build confidence and each will make a significant contribution to our final sharing for parents. This program has been specially adapted for Compass Homeschool Enrichment from Acting for Young People s curriculum, and is ideal for students with any level of experience. All actors must be at least age 6 to sign up for this class

This popular class will blend new team drama challenges and improv games. Students will learn to think on-their-feet and work as a team to "play off each other" as they create hilarious and witty moments. Each week, students engage in a range of drama-development activities, such as a warm-up game, sensory challenge, pantomime, story-telling, sound-focused activity. They will also read scripts, work on team script-writing, create characters, and do blocking and improvistation. Improvisation is the art of entertaining with connected, unpredictable twists and turns often seen from the great comedians and best live entertainers. This class focuses on developing communication skills through playful challenges. Drama students will release their creative and expressive potential, while becoming more confident communicators and performers. This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

Students will create a unique, improvisational "Who Dunnit" mystery. As a group, the teens will select a unique theme and a intriguing location for their own, original mystery. Will it be a luxury cruise ship, a crowded mall, an Italian restaurant, or bomb shelter- who knows? Over the course of the workshop, students will develop their own characters including suspects and investigators- all who have a motive- and a victim. The cast will guide the audience along the path to solve the mystery. The final class will showcase their process and performance, where students will enjoy the artistry of putting it all together in a group setting. The question, Who done it? remains until the final performance, where no one knows until the final reveal. Every quarter is completely new and offers students their opportunity to bring their story development, acting, and improv skills to the next level. Students benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills, such as facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. Expectations: This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and enjoy working in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

This popular class will feature many new team building and improv games that high school students perform at competitions and professional improv troupes perform in person and on television. Students will learn to think fast and work as a team to "play off each other" as they create hilarious and witty moments. Featured games include alphabet improv and entrances and exits. Improvisation is the art of entertaining with connected, unpredictable twists and turns often seen from the great comedians and best live entertainers. Drawing on their favorite improv games, the students will perform for family and friends at the end of the quarter. This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

In the tradition of Saturday Night Live, students will work in small teams to develop a variety of comedy skits. Students can opt to write their own scripts, perform a classic comedy routine, or work from rated E (for everyone) scripts to perform hilarious scenes such as a game show gone awry, a goofy newscast, or a comedic misunderstanding between a server and a diner in a mixed-up restaurant!

This class combines story-telling, and presentation activities to develop students' dramatic abilities, personal expression, and communication skills. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills such as engaging the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. This class is best suited for students who are active listeners, can follow instructions, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. This is not an "anything goes" or free-for-all class. Friends and family will be invited to the final class to showcase the variety show. This program was last taught in September 2016, but skits and performances will be all new!

Students will not want to miss the chance to perform this set of scenes from Roald Dahl's hilarious book about the opening of Willy Wonka's famous chocolate factory to five special children. Watch the hilarity unfold when spoiled guests Augustus, Violet, Veruca, and Mike, along with Charlie encounter the zany Oompa-Loompas and the eccentric Will Wonka with candy factory pitfalls like the Chocolate River and magic bubble gum! Young actors will further their theatrical skills and stretch their imaginations by working on characters, envisioning scenes, and exploring the plot as they develop a student production in which everyone has a role in this twisted adventure. Students will benefit from experimenting with public speaking through acting in a safe, supportive environment, and enjoy the satisfaction of working as a team. Students will be coached on acting basics such as facing the audience, projecting their voices, and dramatizing their character through body language and movements. The final class will showcase their process and performance of all they have learned. This class is best suited for students who are active listeners, can follow directions, can collaborate with others, do their best to memorize lines, and enjoy working in a group. Students should be able to read on grade level in order to follow the script. There is a script fee of $7.00 payable to Compass on the first day of class.

Kids take to the stage as they collaboratively write and perform their very own play with unique characters and an original storyline. Will they practice sneaky surveillance with sly spies and astute agents in their own undercover adventure?

Students will begin with improvisational games to get to know each other, then read through the two, prepared scripts together. Through group activities and guided discussion, they will create new characters, brainstorm variations, craft plot changes, add lines, and cast their parts. The instructor will then update and customize the class script with the students' input.

The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

Once the script is fully developed with everyone's parts, about half-way through the quarter, it will be emailed to parents. Parents will be expected to help their children memorize their script/lines/cues and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. Note: Students who are emerging readers (not able to read at a 3rd/4th grade level) would be better suited to the Young Actor's Playhouse class, rather than this level.

Topics in this Series: Secrets and Spies (Quarter 1), Time Travel Tale (Quarter 2), Super Duper New Superheroes (Quarter 3), and Freaky Friday (Quarter 4).

In the tradition of Saturday Night Live, students will work in small teams to develop a variety of comedy skits. Students can opt to write their own scripts, perform a classic comedy routine, or work from rated E (for everyone) scripts to perform hilarious scenes such as a game show gone awry, a goofy newscast, or a comedic misunderstanding between a server and a diner in a mixed-up restaurant!

This class combines story-telling, and presentation activities to develop students' dramatic abilities, personal expression, and communication skills. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills such as engaging the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. This class is best suited for students who are active listeners, can follow instructions, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. This is not an "anything goes" or free-for-all class. Friends and family will be invited to the final class to showcase the variety show. This program was last taught in September 2015, but skits and performances will be all new!

In this class students take Eric Carle's book 10 Little Rubber Ducks a step further. The youngest actors will experiment with bodies, voices, and imaginations to develop their own script and more in-depth characters, based on this well-known children’s story. Students will brainstorm and pitch ideas to the group for characters, setting, plot, and resolution. Ideas will be developed and blended over the 7-week course to culminate in a final play that reflects the contributions of each student.

All New Scripts! Students will learn, develop, practice, and perform several well-known tales, using simple scripts which require reading at the 1st or 2nd grade level. This class will begin with a read-along from different scripts before selecting tales such as, "Jack and the Beanstalk", "Cinderella ", and "Rumpelstiltskin." After scripts are read and selected, parts will be assigned with input on student preferences. Students will have several turns to act out their short play(s) in a supportive, encouraging environment. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. The final class will showcase their process and performance. This class enables young students to experiment with public speaking in a safe, supportive environment. Students learn lifelong lessons, including: developing creative thinking skills, learning how to be active participants in a group project, realizing confidence from acting for an audience of parents and supportive peers, and experiencing the power of presenting ideas through their voice and their actions. NOTE: This class is not suited for students younger than 1st grade. Participants must be age 6 by the start of classes.

Students will learn, develop, practice, and perform several 'fractured' versions of well-known tales. using simple scripts which require reading at the 1st or 2nd grade level. This class will begin with instructor performing a fun, dramatic reading of the scripts. Students will then take turns reading passages from different scripts before selecting tales such as, "The Cheetah and the Sloth", "Slurping Beauty" and "The Popsicle Boy." After scripts are read and selected, parts will be assigned with input on student preferences. Students will have several turns to act out their short play(s) in a supportive, encouraging environment. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: properly facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. The final class will showcase their process and performance. This class enables young students to experiment with public speaking in a safe, supportive environment. Students learn lifelong lessons, including: developing creative thinking skills, learning how to be active participants in a group project, realizing confidence from acting for an audience of parents and supportive peers, and experiencing the power of presenting ideas through their voice and their actions.

All New Scripts! Students will learn, develop, practice, and perform several well-known tales. This class begins with a read-along of the scripts, which require reading at the 1st or 2nd grade level. Students will then choose their favorite characters from tales such as, "Six Foolish Fishermen", "The Bremen Town Musicians ", and "The Three Billy Goats Gruff." Parts will be assigned according to availability and preference. Students will have several turns to act out their short play(s) in a supportive, encouraging environment. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. The final class will showcase their process and performance. This class enables young students to experiment with public speaking in a safe, supportive environment. Students learn lifelong lessons, including: developing creative thinking skills, learning how to be active participants in a group project, realizing confidence from acting for an audience of parents and supportive peers, and experiencing the power of presenting ideas through their voice and their actions. NOTE: This class is not suited for students younger than 1st grade. Participants must be age 6 by the start of classes.

Beginning actors will listen to a reading of the well-known book "Swimmy", by Leo Lionni, and then create the world of "Swimmy".  The book will come alive!  Students will delve into becoming comfortable performing in front of an audience and learning the basics of acting skills.  Beginning actors will also have fun with intro games and warm-ups each week.

Few movies are as quotable as the romantic-comedy, The Princess Bride, directed by Rob Reiner and based on William Goldman s book and screenplay. Students will not want to miss the chance to engage in the hilarious banter, including famous lines like, Hello! My name is Inigo Montoya! You killed my father! Prepare to die! or, Have fun stormin da castle.

In this acting workshop, students will read through one or two selected scenes each week. Students will be divided into teams in which they will cast their own parts and decide how to bring the scene to life. Students will rehearse dialogue with their team and practice lines at home in preparation for performing the scene show-down the next week. During the following class, the teams of actors will take turns performing the "inconceivable" scene along with sound effects from the actual movie sound track. Teams will be different each week, and students will learn how to give and receive positive, constructive feedback on their portrayals and skills such as facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. Students will learn from the feedback they receive in addition to watching other teams' interpretation of the same scene.

In lieu of comprehensive performance, parents will be invited to a "director's day" during the final week in which they will become the audience and give constructive feedback for the teams one-upping each other and acting out a featured scene. Over the weeks of this course, students will develop the tools needed to be a performer - body, voice, and imagination by playing multiple parts in this twisted fairy-tale adventure and moving closer to their potential as an actor. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. This class is best suited for students who can follow instructions, do their best to memorize lines, and work in a group. Students are encouraged to raid their closets at home to pull together creative costumes.

Future topics in this series include Acting Scenes for Teens: Dr Who (2nd quarter), and more!

Working to develop the tools needed to be a performer - body, voice, and imagination - young actors will combine the freewheeling anything-goes creative thinking of improvisation with the more disciplined training needed to create truth onstage.  Actors will further their craft by working on characters, setting, and plot as they develop a student production in which everyone has a role.  The final class will showcase their process and performance. This is a 7-week class that meets on 3/20, 4/3, 4/10, 4/17, 4/24, 5/8, and 5/15. There is no class on 3/27.

In this theater class, emphasis will be on script development. Students will pitch ideas to the group for characters, setting, plot, and conflict. The group will mold and adapt the ideas into a fun, collaborative script. Young actors will continue to develop the tools needed to be a performer - body, voice, and imagination while combining the freewheeling, anything-goes creative thinking of improvisation with the more disciplined stage training needed to create truth onstage. The final class will showcase their process and performance.

In this improvisational class, students will brainstorm as a group to select a fun theme, setting, and plot for their own "mystery on demand." Students will create their own "Who-Dunnit?" complete with a wide range of colorful suspects, an intriquing crime and bright investigators who guide the audience along the path to solve the mystery. Young actors will develop the tools needed to be a performer - body, voice, and imagination while combining the freewheeling, anything-goes creative thinking of improvisation with the more disciplined stage training needed to create truth onstage. The final class will showcase their process and performance in which everyone has a role.

In this theater class, young actors will combine all of the skills they have honed to create a set and costumes, practice, perfect roles, and present the student play entitled "Best of Both Worlds." In this musical adventure, fantasy meets reality when Cinderella's stepsisters find a portal to another world and get dropped into a very real high school. Find out how these mean girls survive in the modern world while the fairy tale world is in chaos! The final class will showcase their process and performance.

Students will not want to miss the chance to return to Oz and perform all new scenes, including the classic “I’m melting! …melting….” Using the actual radio broadcast script that was recorded in the 1950's, students will return to Oz to discover what happens beyond the Emerald City including the dramatic ending scenes. Students who took the first quarter Wizard of Oz class will enjoy continuing on the Yellow Brick Road, and new students are welcome to join and round out the cast in Oz. Students will develop the tools needed to be a performer: body, voice, and imagination, by playing their part in this delightful musical classic. Actors will further their craft by working on characters, setting, and plot as they develop a student production in which everyone has a role. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. The final class will showcase their process and performance of all they have learned.

In this theater class, emphasis will be on vocal and character development through archetypical and unique characters. Young actors will continue to develop the tools needed to be a performer - body, voice, and imagination while combining the freewheeling, anything-goes creative thinking of improvisation with the more disciplined stage training needed to create truth onstage. The final class will showcase their process and performance.

Students will have a chance to incorporate all of their talents into creating a variety show. Echoes of Commedia dell’ Arte, Vaudevillian all the way through modern skit comedy seen on SNL and Second City will guide the students into creating a memorable and hilarious experience.  Students will work in groups of 3-4, to learn a skit.  Performance of 4-5 groups at the final class.  Scripts from all skits will be emailed when the quarter is done, so students can go on to learn other skits that they are interested in, at home with family and friends.

This theater class will transport students to the 16th century to introduce the rhythm and rhyme of the works of Shakepeare and a bit of his Elizabethan Old English. Students will examine several of Shakespeare's best known characters and dialogues, from A Midsummer Night's Dream. The class will interpret, practice, and perform scenes from a kid-friendly version of this play. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: properly facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. The final class will showcase the student's work with an outdoor performance.

Using the radio show script that coincided with the movie, students will celebrate the 75th anniversary of The Wizard of Oz by playing their part in this delightful musical classic, which generations of children have enjoyed since it hit the big screen in 1939. The final class will showcase their process and performance.

This class focuses on developing communication skills, through fun drama challenges. The playful components of this class will call on students to give dramatic expression to something they imagine. Each week, students will theatrically engage in a range of drama-development activities, including: an introductory warm-up game, sensory challenge, pantomime, story-telling, sound-focused activity, and reading scripts, team script-writing, creating characters, blocking, and reacting to other actors. Drama students will release their creative and expressive potential, while becoming more confident, assured communicators as well as performers. Students learn to speak up more freely, to confidently answer questions in front of their peers, to have a clear reading voice which is expressive and interesting to listen to, as well as honing and developing their creative talents. Parents are invited to be an audience in our classroom on the last day of the quarter, to observe some of the learning experiences this class has been engaged in. EXPECTATIONS: This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

This popular class will teach the fundamentals of improvisation! Students will improve their ability to think and react "on the fly" and adapt to constantly changing scenarios and evolving roles. Actors' creative thinking and interpersonal skills will be strengthened as they work "out-of-the-box" with new and challenging improv games and activities each week. Some of these games have been seen on shows such as "Whose Line Is It Anyway?" and "Saturday Night Live" and are performed by professional troupes across the country. Improvisation is the art of entertaining with connected, unpredictable twists and turns often seen from the great comedians and best live entertainers. Drawing on their favorite improv games, the students will perform for family and friends at the end of the quarter. EXPECTATIONS: This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

This popular class will teach the fundamentals of improvisation! Students will improve their ability to think and react "on the fly" and adapt to constantly changing scenarios and evolving roles. Actors' creative thinking and interpersonal skills will be strengthened as they work "out-of-the-box" with new and challenging improv games and activities each week. Some of these games have been seen on shows such as "Whose Line Is It Anyway?" and "Saturday Night Live" and are performed by professional troupes across the country. Improvisation is the art of entertaining with connected, unpredictable twists and turns often seen from the great comedians and best live entertainers. Drawing on their favorite improv games, the students will perform for family and friends at the end of the quarter. This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

This is an improvisational-based class, where students will brainstorm together to decide on a fun theme and location for their own, original mystery.  Students will develop their characters over the  eight week course, including suspects, a victim, and investigators who guide the audience along the path to solve the mystery. The final class will showcase their process and performance, where students will enjoy the artistry of putting it all together in a group setting.  Not even the students will know the answer to the mystery of “who done it” until the finale. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team.

This is an improvisational-based class, where students will brainstorm together to decide on a fun theme and location for their own, original mystery. Students will develop their characters over the eight-week course, including suspects, a victim, and investigators who guide the audience along the path to solve the mystery. The final class will showcase their process and performance, where students will enjoy the artistry of putting it all together in a group setting. Not even the students will know the answer to the mystery of “Who Done It” until the finale. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. EXPECTATIONS: This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and enjoy working in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

This is an improvisational-based class, where students will brainstorm together to decide on a fun theme and location for their own, original mystery. Students will develop their characters over the seven-week course, including suspects, a victim, and investigators who guide the audience along the path to solve the mystery. The final class will showcase their process and performance, where students will enjoy the artistry of putting it all together in a group setting. Every character will have a motive. The creativity of this class has yielded fantastic settings, plots, schemes, and characters, in previous quarters. One quarter, the class chose a boat as their setting, with everyone pitted against one nasty character everyone hated. Another quarter, the class chose a 1960 s bomb shelter as their setting, with an evil reporter twisting up characters motives. The question remained, Who done it? Not even the students will know the answer until the finale. Every quarter is completely new and offers students their opportunity to bring their story development and portrayal skills to the next level. Students benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. Expectations: This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and enjoy working in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class

Surfing through the channels, current and classic shows will get a new twist. Students who would like to, are encouraged to write pieces of the script, which will be developed over the 7-week course. The final class will showcase their process and performance.

This class combines improvisational theater games, story-telling, and presentation activities to develop students' dramatic abilities, personal expression, and communication skills. Through interacting with each other, speaking aloud, incorporating gestures, and dramatic experimentation, this program will inspire budding comedians, grow young actors, and celebrate creative performers. Students will create their own scripts, perform classic comedy routines, or demonstrate improv exercises to contribute to a class variety show. This class will have a similar format as last year.

This class combines improvisational theater games, story-telling, and presentation activities to develop students' dramatic abilities, personal expression, and communication skills. Through interacting with each other, speaking aloud, incorporating gestures, and dramatic experimentation, this program will inspire budding comedians, grow young actors, and celebrate creative performers. Students can create their own scripts, perform classic comedy routines, or demonstrate improv exercises to contribute to a class variety show. They will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: properly facing the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. This class will have a similar format as last year?s popular class, but will generate fresh new experiences for all students.

This class combines improvisational theater games, story-telling, and presentation activities to develop students' dramatic abilities, personal expression, and communication skills. Through interacting with each other, speaking aloud, incorporating gestures, and dramatic experimentation, this program will inspire budding comedians, grow young actors, and celebrate creative performers. Students can create their own scripts, perform classic comedy routines, or demonstrate improv exercises to contribute to a class variety show. The final class will showcase their process and performance. Students will benefit from experimenting with public speaking in this safe, supportive environment, and enjoy the satisfaction of working as a team. Students will receive positive, constructive feedback which helps them develop acting skills, some of which are: engaging the audience, projecting their voice, and dramatizing their character through their voice, body language, and movements. This class will have a similar format as last year?s popular class, but will generate fresh new skits and scenes for all students. This class is best suited for students who are active listeners, follow instructions, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. This is not an "anything goes" or free-for-all class.

Was it the butler, the business partner, the fiance or the friend? Imagine a world where the theatrical stage has moved online, where a mystery is afoot, and we need to find out "who dunnit?" Our student actors will connect in an interactive, online platform to put on a production about solving a murder in this play within a play!

The class will cast, practice, and perform the chosen play in a virtual setting for our online audience, yet students will communicate as if they're all in the same place together. The selected script was specifically written for virtual theater. New and returning acting students will have fun and be challenged to think on their feet with costumes, props, and backdrops when the show is literally happening in your own home.

This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. The students will perform for family and friends at the end of the quarter online.

Topics in this Series: A Mystery Murdered (Quarter 2); Objection! Disorder in the Courtroom (Quarter 3), and A Selection of Skits: A series of 10-minute virtual plays (Quarter 4)

What happens when Alice falls asleep playing solitaire on the computer? In this modern retelling of a children's classic, she is awakened by a white rabbit and meets the Cheshire Cat who welcomes her to Cyberland. As the visitor to this digital world, Alice must go on a techno-journey to meet the Queen of Hearts and get a special password to return through her computer.

The class will cast, practice, and perform the cyber play in an interactive, virtual setting for an online audience, yet students will communicate as if they're all in the same place together. The selected script was specifically written for virtual theater. New and returning acting students will have fun and be challenged to think on their feet with costumes, props, and backdrops when the show is literally happening in their own home.

This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. The students will perform for family and friends at the end of the quarter online.

Topics in this Series: Alice in Cyberland (Quarter 1); Sherlock Holmes, a Radio Mystery (Quarter 2); If They Could Talk (Quarter 3); Goose Napped (Quarter 4)

12.05.23.06

What happens when the despicable mastermind of evil is also a bumbling buffoon? When the worst of his horrible, world-dominating plot involves…attack pigeons? Find out when Dr. Evil, encouraged by his assistant Shirley, decides to release trained pigeons, armed with lasers on the world! Unsurprisingly, his bird-brained scheme runs into hilarious obstacles and unforeseen roadblocks in rainy Seattle, rowdy New Jersey and rural Oklahoma. Will Dr. Evil straighten up and fly right…or remain a bad egg? Student actors will connect via an interactive, online platform to put on a hilarious play with fun sound effects, kooky characters, and side-splitting spoofs!

The class will cast, practice, and perform the chosen play in a virtual setting for our online audience, yet students will communicate as if they're all in the same place together. The selected script was specifically written for virtual theater. New and returning acting students will have fun and be challenged to think on their feet with costumes, props, and backdrops when the show is literally happening in your own home.

This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. The students will perform for family and friends at the end of the quarter online.

Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the full quarter.

Topics in this Series: A Mystery Murdered (Quarter 2); Objection! Disorder in the Courtroom (Quarter 3), Dr. Evil and Pigeons with Lasers (Quarter 4).

This mystery will give you goosebumps! Trenchcoat-clad private eye Jo August, is hired for the case of a missing, uh, mother which turns into a wild goose chase. Turns out Mother Goose is the alleged victim, and the suspects include Old MacDonald, Georgie Porgie, Jack and Jill, Humpty Dumpty, and Peter and his wife. The detective discovers that every character has a motive. Will the perpetrator be found? Will his goose be cooked? Will she have egg on her face? The virtual audiences will be delighted by the funny plot twist and an un-eggs-pected ending.

The class will cast, practice, and perform the cyber play in an interactive, virtual setting for an online audience, yet students will communicate as if they're all in the same place together. The selected script was specifically written for virtual theater. New and returning acting students will have fun and be challenged to think on their feet with costumes, props, and backdrops when the show is literally happening in their own home.

This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. The students will perform for family and friends at the end of the quarter online.

Topics in this Series: Alice in Cyberland (Quarter 1); Sherlock Holmes, a Radio Mystery (Quarter 2); If They Could Talk (Quarter 3); Goose Napped (Quarter 4)

Imagine that the last chocolate chip cookie pleads with you not to ear it! The math book begs to be studied. The toys that ask to remain on the floor. Discover the mixed-up world of Taylor, a teen who acquires the ability to hear what the objects and animals around her are saying. Are Taylor's ears burning when hears what the cat really thinks of the family? Or, does she keep an ear to the ground to find out what everyone and everything around her is planning?

The class will cast, practice, and perform the cyber play in an interactive, virtual setting for an online audience, yet students will communicate as if they're all in the same place together. The selected script was specifically written for virtual theater. New and returning acting students will have fun and be challenged to think on their feet with costumes, props, and backdrops when the show is literally happening in their own home.

This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. The students will perform for family and friends at the end of the quarter online.

Topics in this Series: Alice in Cyberland (Quarter 1); Sherlock Holmes, a Radio Mystery (Quarter 2); If They Could Talk (Quarter 3); Goose Napped (Quarter 4)

What happens when your simple cross-country trip takes you through Berserksville? Arrested for a triple-crime you didn't commit! The level-headed lead in this made-for virtual-script discovers that the public defender is a doofus and the prosecutor is a clown in a trial filled with a colorful cast of witnesses and jocular judge. Our student actors will connect in an interactive, online platform to put on a hilarious play about a courtroom trial turned upside down!

The class will cast, practice, and perform the chosen play in a virtual setting for our online audience, yet students will communicate as if they're all in the same place together. The selected script was specifically written for virtual theater. New and returning acting students will have fun and be challenged to think on their feet with costumes, props, and backdrops when the show is literally happening in your own home.

This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. The students will perform for family and friends at the end of the quarter online.

Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the full quarter.

Topics in this Series: A Mystery Murdered (Quarter 2); Objection! Disorder in the Courtroom (Quarter 3), and A Selection of Skits: A series of 10-minute virtual plays (Quarter 4)

Whodunit? The world's most famous detective, Sherlock Holmes, is hired by the king to retrieve an incriminating photograph of his old flame in this modern adaption of Arthur Conan Doyle's A Scandal in Bohemia. Find out what happens when Sherlock Holmes faces mysteries even he cannot solve! Even the audience will be left puzzled.

The class will cast, practice, and perform the cyber play in an interactive, virtual setting for an online audience, yet students will communicate as if they're all in the same place together. The selected script was specifically written for virtual theater. New and returning acting students will have fun and be challenged to think on their feet with costumes, props, and backdrops when the show is literally happening in their own home.

This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. The students will perform for family and friends at the end of the quarter online.

Topics in this Series: Alice in Cyberland (Quarter 1); Sherlock Holmes, a Radio Mystery (Quarter 2); If They Could Talk (Quarter 3); Goose Napped (Quarter 4) 12.10.12.06

Kids take to the stage as they collaboratively write and perform their very own play with unique characters and an original storyline. What happens when our cast travels "back" to the future? What futurisic changes and inventions will they find? What mix-up awaits kids from 2021 dropping in on the future, and will they meet grown-up versions of themselves?

Students will begin with improvisational games to get to know each other, then read through the two, prepared scripts together. Through group activities and guided discussion, they will create new characters, brainstorm variations, craft plot changes, add lines, and cast their parts. The instructor will then update and customize the class script with the students' input.

The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

Once the script is fully developed with everyone's parts, about half-way through the quarter, it will be emailed to parents. Parents will be expected to help their children memorize their script/lines/cues and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. Note: Students who are emerging readers (not able to read at a 3rd/4th grade level) would be better suited to the Young Actor's Playhouse class, rather than this level.

Topics in this Series: Back to the Future (Quarter 1); Mix-Up on Mars (Quarter 2); Goofed-Up Game Show (Quarter 3), Twisted Treasure Tale (Quarter 4).

This fun class will feature team building and improv games that encourage students to think fast and work as a team to "play off each other" as they create hilarious and witty moments. Featured games include alphabet improv and entrances and exits. Improvisation is the art of entertaining with connected, unpredictable twists and turns often seen from the great comedians and best live entertainers. Drawing on their favorite improv games, the students will perform for family and friends at the end of the quarter. This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

Knights, Kings, Queens, and castles. What tales come from the land of dragons and magic? An epic story of old will come to life, with the help of our fine actors and actresses. Will our tale be of King Arthur and his mighty knights, or will we have a tale from Robin Hood and his Merry Men? What adventure will unfold when we come together for the show of a lifetime?

Students will begin with improvisational games to get to know each other, then read through the two, prepared scripts together. Through group activities and guided discussion, they will create new characters, brainstorm variations, craft plot changes, add lines, and cast their parts. The instructor will then update and customize the class script with the students' input.

The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

Once the script is fully developed with everyone's parts, about half-way through the quarter, it will be emailed to parents. Parents will be expected to help their children memorize their script/lines/cues and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. Note: Students who are emerging readers (not able to read at a 3rd/4th grade level) would be better suited to the Young Actor's Playhouse class, rather than this level.

Topics in this Series: The Craziest Dream Ever (Quarter 1), Medieval Mayhem (Quarter 2), The Incredible Invention (Quarter 3), and The Emperor's Ensemble (Quarter 4).

When the sun goes down and the Sandman comes, dreams transform our characters and carry them away on an adventure in The Land of Nod! What weird and wacky escapades will take place in the dreamland that our young actors will create and perform?

Students will begin with improvisational games to get to know each other and to start to brainstorm about their original play. Through group activities and guided discussion, the actors will decide on characters, conflict, conclusion, and the story they want to tell. Students will pitch ideas to the group, and those concepts will be developed and blended into a script that reflects the contributions of each student. The script will be customized for this class by the instructor with input from the students.

The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

Once the script is fully developed with everyone's parts, about half-way through the quarter, it will be emailed to parents. Parents will be expected to help their children memorize their script/lines/cues and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. Note: Students who are emerging readers (not able to read at a 3rd/4th grade level) would be better suited to the Young Actor's Playhouse class, rather than this level.

Topics in this Series: The Craziest Dream Ever (Quarter 1), Medieval Mayhem (Quarter 2), The Incredible Invention (Quarter 3), and The Emperor's Ensemble (Quarter 4).

The Emperor has appeared, but what happened? Had he traveled from far away land? Been transported from another time? Did he forgotten who he is...or forget to wear fine clothes? How will the emperor's trusted ensemble get him ready for the big event? Our actors will discover what is up with that crazy emperor and save him from himself!

Students will begin with improvisational games to get to know each other, then read through the two, prepared scripts together. Through group activities and guided discussion, they will create new characters, brainstorm variations, craft plot changes, add lines, and cast their parts. The instructor will then update and customize the class script with the students' input.

The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

Once the script is fully developed with everyone's parts, about half-way through the quarter, it will be emailed to parents. Parents will be expected to help their children memorize their script/lines/cues and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. Note: Students who are emerging readers (not able to read at a 3rd/4th grade level) would be better suited to the Young Actor's Playhouse class, rather than this level.

Topics in this Series: The Craziest Dream Ever (Quarter 1), Medieval Mayhem (Quarter 2), The Incredible Invention (Quarter 3), and The Emperor's Ensemble (Quarter 4).

Our actors create an imaginative invention that will change the world! What crazy adventure unfolds when this invention is revealed? What does it do? Where did it come from? Will the invention go missing? Will it do something unplanned? That is for our actors to know and share in their own original play. Find out on this incredible adventure!

Students will begin with improvisational games to get to know each other and to start to brainstorm about their original play. Through group activities and guided discussion, the actors will decide on characters, conflict, conclusion, and the story they want to tell. Students will pitch ideas to the group, and those concepts will be developed and blended into a script that reflects the contributions of each student. The script will be customized for this class by the instructor with input from the students.

The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

Once the script is fully developed with everyone's parts, about half-way through the quarter, it will be emailed to parents. Parents will be expected to help their children memorize their script/lines/cues and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. Note: Students who are emerging readers (not able to read at a 3rd/4th grade level) would be better suited to the Young Actor's Playhouse class, rather than this level.

Topics in this Series: The Craziest Dream Ever (Quarter 1), Medieval Mayhem (Quarter 2), The Incredible Invention (Quarter 3), and The Emperor's Ensemble (Quarter 4).

Kids take to the stage as they collaboratively write and perform their very own play with unique characters and an original storyline. Watch as our ambitious actors spin a tall tale about a yet-to-be-discovered treasure. Where will it be found? A deserted island, spooky basement, or far away land?

Students will begin with improvisational games to get to know each other, then read through the two, prepared scripts together. Through group activities and guided discussion, they will create new characters, brainstorm variations, craft plot changes, add lines, and cast their parts. The instructor will then update and customize the class script with the students' input.

The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

Once the script is fully developed with everyone's parts, about half-way through the quarter, it will be emailed to parents. Parents will be expected to help their children memorize their script/lines/cues and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. Note: Students who are emerging readers (not able to read at a 3rd/4th grade level) would be better suited to the Young Actor's Playhouse class, rather than this level.

Topics in this Series: Back to the Future (Quarter 1); Mix-Up on Mars (Quarter 2); Goofed-Up Game Show (Quarter 3), Twisted Treasure Tale (Quarter 4).

Kids take to the stage as they collaboratively write and perform their very own play with unique characters and an original storyline. What happens when campers have to deal with tent troubles, campfire calamities, a bothersome bear and other camping catastrophes?

Students will begin with improvisational games to get to know each other, then read through the two, prepared scripts together. Through group activities and guided discussion, they will create new characters, brainstorm variations, craft plot changes, add lines, and cast their parts. The instructor will then update and customize the class script with the students' input.

The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

Once the script is fully developed with everyone's parts, about half-way through the quarter, it will be emailed to parents. Parents will be expected to help their children memorize their script/lines/cues and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. Note: Students who are emerging readers (not able to read at a 3rd/4th grade level) would be better suited to the Young Actor's Playhouse class, rather than this level.

Topics in this Series: Camping Catastrophe (Quarter 1), Mystery after Midnight (Quarter 2), Fractured Fairy Tales (Quarter 3), Upside-Down Universe (Quarter 4).

From dawn to dusk, freaky, funny things keep happening, in this kooky caper our concocted by our loony, loopy cast of characters!

Students will begin with improvisational games to get to know each other and to start to brainstorm about their original play. Through group activities and guided discussion, the actors will decide on characters, conflict, conclusion, and the story they want to tell. Students will pitch ideas to the group, and those concepts will be developed and blended to into a script that reflects the contributions of each student. The script will be customized for this class by the instructor with input from the students.

The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

Students will work from a written script, and ideally, students would be able to read at grade level. Emerging readers can be accommodated if the parent is willing to do a little extra memorization work with the student at home including memorizing cues in the script. Parents will be emailed the script after the 3rd or 4th class and will be expected make sure their child learns his/her lines and assembles a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. All actors must be at least age 8 to sign up for this class.

Topics in this Series: Our Wacky Vacation (Quarter 1), The Day We Woke Up in Oz (Quarter 2), Freaky Friday (Quarter 3), and The Craziest Dream Ever (Quarter 4)