Grade 7 & 8 Elective Course Options

This semester-long course will introduce students to a wide variety of theatre styles and techniques.  This is for students with an interest in performance and stage work. Throughout the course they will take on the roles of performer, director, designer, and creator, in order to develop into well-rounded artists. Units of study may include devising theatre, improv, working with scripts, In-depth scene study, character creation, and physical theater. There may also be opportunities to work with stagecraft and theatre tech.  Please note this may change to adapt to the interests and passions of this group of students.

Theatrical Production is a Grade 7/8, semester-long, drama course that introduces students to the creative and technical aspects of staging a theatrical production. Students will explore key elements, including scriptwriting, directing, acting, set and costume design, lighting and sound, marketing, budgeting, and stage trick engineering. After engaging with all components, they can focus on elements based on their interests and skills. Working collaboratively, they will develop an original concept for a Broadway-style production, applying problem-solving and teamwork to refine their ideas. The course emphasizes the integration of various production elements and the collaborative nature of theatre-making. The quarter concludes with a professional-style pitch, where students present their fully developed show concept to a panel.

Choir is a semester or year long performance-based class in which students learn the fundamentals of vocal technique, music literacy and performance skills.  It is suitable for any student, regardless of previous experience.  Students begin by exploring the connection between sound and the body.  They participate in a variety of physical and vocal games, improvisations, and warm-ups that train them to hear the relationships between melody, harmony, and rhythm.  They also begin to connect the sounds to symbols by learning to read music from a printed score.  Students then apply their experiences to repertoire designed to develop their singing skills and musicianship, which they are able to showcase in different performance opportunities throughout the semester.  Because ensemble music is the core of the Middle School Music Program at AISJ, our school’s four community principles are embodied in each course. 

Band is a year-long, performance-based class focused on developing the instrumental technique, music literacy, and performance skills of each student.  Through the preparation of a variety of repertoire for different performance opportunities throughout the year, band students will acquire greater technical proficiency on their instrument, as well as develop their critical listening and ensemble skills. By engaging in various music-reading and notation activities, students will gain a fundamental understanding of music terminology and symbols.  In addition, students will explore what the components of sound instrumental technique are and how to apply them in large group, chamber music and individual practice contexts.  Because ensemble music is the core of the Middle School Music Program at AISJ, our school’s four community principles are embodied in each course.

• Cadet Band  (YEAR LONG)

  1. 1. • For grade ⅞ students, who has played for less than one year or wants to learn how to play a 2nd band instrument. To audition for the AMIS Band CCA, you must also be in band.

• Concert Band  (YEAR LONG)

  1. 1. • For grade ⅞ students, who has played a band instrument for at least one full year. To audition for the AMIS Band CCA, you must also be in band.

This course guides students from artistic exploration to intentional skill development using watercolor, acrylic paint, fine-line markers, and other media. They will refine their observational drawing skills through  contour line drawing techniques, experiment with texturized painting, and practice precision cutting and dry mounting techniques. They will also explore how art communicates personal ideas and emotions while considering broader cultural and societal themes. By the end of the course, students will have greater confidence in their technical skills and artistic voice.

Building on the foundations of Drawing & Painting I, this course deepens students’ technical skills and personal expression through portraiture. Students will explore realistic drawing techniques to add value, contrast, and texture to faces, working with graphite, blending tools, pen and ink, charcoal, and various paints.

They will experiment with both photo-realistic rendering and high-contrast layered portraits, using art as a tool to explore identity and self-expression. Through self-assessment and peer critique, students will refine their ability to make intentional artistic choices, strengthening both their technique and their creative voice.

This course introduces students to foundational hand-building techniques in sculpture and ceramics through bespoke projects tailored to their interests. They will explore shaping, carving, and assembling forms while incorporating traditional decorative techniques inspired by various culturally relevant artworks. As their skills develop, students will move from casual experimentation to intentional craftsmanship, refining their technique and problem-solving abilities. Through self-assessment and peer critique, they will learn to evaluate and enhance their work with increasing independence.Beyond technical skills, students will explore how sculpture and ceramics communicate personal and cultural narratives. By engaging with historical and contemporary influences, they will consider how form, texture, and surface design can express identity, emotion, and broader societal themes.

In this course, students will explore graphic design and illustration techniques using Procreate on an ipad  with a stylus. They will develop essential digital art skills, learning industry-standard terminology and techniques to create compelling visuals.Through guided projects, they will experiment with composition, color theory, and layering while focusing on clear and effective communication through digital media. Beyond technical proficiency, students will explore how digital illustration can convey personal ideas, identity, and broader cultural themes. By the end of the course, they will have a strong foundation in digital art tools and techniques, preparing them for further creative exploration.

This course introduces students to the art of printmaking through block printing, cyanotype printing, and etching techniques. Students will experiment with carving, inking, and layering prints while developing precision and control in their craftsmanship. They will move from exploration to intentional design, creating prints that express personal ideas and visual storytelling. Through historical and contemporary influences, students will explore how printmaking has been used for communication, identity, and activism. By the end of the course, they will have a deeper understanding of printmaking as both a technical skill and a powerful artistic medium.

Design Technology utilizes STEAM (Science, Technology, Engineering, Art, & Math) concepts in conjunction with the Design Cycle (Research, Ideate, Design, Build, Test) to create functional, useful, and aesthetic products. Students can choose specific projects from among several design challenges. This allows each student to create items that are personally interesting and relevant to them. Students can choose from many levels of difficulty for their designs. Those with prior Design Technology experience will be given more advanced options and be expected to work more independently. This is particularly true during the research and computer-aided design (CAD) portions of the projects. All students will learn to safely use tools appropriate to their skill levels and project needs. These may include both hand and power tools. Students then proceed to make a final product and reflect on their work. If they complete the required projects with time remaining in the semester, they may choose an independent project. To do well, students must display creativity, persistence, and problem-solving skills and follow all workshop safety procedures. 

Those students who enjoy Design and have previously taken at least design technology. Students are given an opportunity to make a project of their choice. They are still required to follow the Design Cycle of research, developing multiple possible solutions, sketching, computer aided design (CAD), and finally construction. It is assumed the students already understand this process from taking a prior design technology class(es). Projects will be evaluated for appropriateness by considering the student's skill level, available equipment and materials, and the length of the class. Students who want to make projects requiring larger amounts of material or expensive components will be required to provide some or all their own supplies.

Electronics/coding introduces students to computer coding and electronic circuits.  Sensors, output devices, and beginning coding are explored through building and programming specific circuits.  Students first learn electrical vocabulary and safety. The greatest voltage used is 5v so there is no risk of electrical shock, however, understanding how to work safely is always important.  Students then connect basic electronic components such as LEDs, resistors, buttons, small motors, and sensors in progressively more complex circuits. They learn to read and modify computer code to control their circuits. Students are not, however, expected to write code from scratch.  Finally, they use what they've learned to build and program a sensor and output device of their choice. Students with prior electronics experience spend the first several weeks reviewing then they are given more advanced circuits and code to explore. Finally, they choose projects from several sourcebooks to build and modify. Throughout the course, the pros and cons of a perfect environment, the computer, interacting with an imperfect environment, and the physical world, are discussed. To do well, students must display great attention to details, reading and research skills, patience and, most importantly, persistence. 

Robotics students are either introduced to robotics and programming via the Lego EV3 and Technics systems or they continue to develop skills begun in a prior class. The Lego tools allow students to quickly build and program complex mechanical systems controlled by a computer. The programming is based on Scratch, a system that lets students drag-and-drop commands to create sophisticated programs without learning a programming language. The emphasis is on the logical structure and flow of computer programs, not the nuance of code writing. Students initially apply concepts from math to learn several basic methods of controlling robots. They then move into using sensors and more complex programs. At various times, students are presented with challenges to see how well they have learned concepts. Throughout the course, mechanical systems, such as gears, levers, and supports, and how forces or motion are transferred are also explored.  When students have prior EV3 experience they are given more difficult challenges and expected to work more independently. To do well students must display creativity, persistence, troubleshooting skills (breaking a larger problem into small steps) and independence even when working on team challenges.  They must also demonstrate competence at building various mechanical systems, the physical robots, and programming concepts.