Semester - 5 Credits (g)

Taken with Politics and Power

Prerequisites: Junior or Senior

Description: Globalization is a one semester course paired with Politics and Power. In this course, students shall specifically identify the variety of challenges facing humankind in an ever-increasing global environment. By defining the qualities of leadership and effectiveness in existing decision-making mechanisms, the student shall draft a more effective decision-making mechanism of world government. A significant component of this course will be a student simulation of the decision-making process within the U.N. General Assembly and Security Council. This project will compliment the student simulated “Model Congress” in Politics and Power. This course will encourage participation in student government and service-learning internships.

Semester - 5 Credits (a)

Taken with Globalization.

Prerequisites: Junior or Senior

Description: Politics and Power is a one semester course paired with Globalization. Students largely run this course. During the first six weeks, students review, through lecture and discussion, the inner workings of the U.S. Congress as it wrestles with contemporary social problems. During this period, the student’s research important national issues such as nuclear power, health care, the immigration debate, etc. The remaining twelve weeks are devoted to a simulated U.S. Congress with students assuming the role of specific U.S. Senators or Representatives. Using information accumulated during the first six weeks, students write their own proposed solutions to the nation’s problems and then attempt to convince other students to vote to help make their proposals law. Once the simulation begins, class activities (floor sessions, committee meetings, guest speakers, etc.) are planned and executed by students. The teacher serves as a resource for finding information and a guide on rules of procedure. 

Semester - 5 Credits (g)

Taken with Sociology

Juniors and Seniors Only

Description: This is a single semester course, offered in the Fall term, and paired with Sociology/Anthropology in the Spring. In this course, students delve into the psychological mysteries of human behavior, in all its complexity. Topics considered include research methods, experimental ethics, neurobiology, states of consciousness, sensation & perception, learning & memory, human development, personality theory, psychological abnormalities, and social psychology. The course goals are simple: 1) to provide students with exposure to a topic usually only studied at the college level and to help students develop and refine inter- and intrapersonal skills and understandings that will facilitate success (in all its myriad definitions) after high school. 

Semester - 5 Credits (g)

Taken with Psychology.

Juniors and Seniors Only

Description: This is a single semester course, offered in the Spring term, and paired with Theoretical Psychology in the Fall. The course focus is on socio-cultural interpretations of group behavior, both historic and contemporary. Students will explore various aspects of American society with an eye to expanding understanding of both who we are, and why we are. Topics include the “sociological imagination”, systems of socialization and acculturalization, social control, social deviance, the role of race, gender & social class in shaping social behaviors, and the effect of peer groups, the media, and social conformity on social identity. The course goals are to introduce students to sociological/anthropological methods and perspectives, and to expand students conceptual thinking skills as they explore two key questions: “who am I, and how do I fit into society?” 

Year - 10 Credits (g)

Prerequisites: Juniors only and in good standing with other required coursework.

Description: Analyzing, critiquing, and evaluating the criminal justice system, Law and Social Justice examines the best practices and contemporary issues within law enforcement, the courts, and prisons. A Career and Technical Education course, class time also explores central and peripheral careers within the criminal justice system. Course work embraces work based learning, contextualizing the issues and careers through field trips, guest speakers, panels, and lecturers.

Year - 10 Credits (g)

Prerequisites: Law and Social Justice I

Description: Law II is a “senior seminar” level course, building on the foundational work completed in Law I. The class investigates deeper into the important and relevant issues facing the criminal justice system in the United States. Using field work, class discussion, text analysis, and research, students will explore the critical components and solutions in policing and law, in addition to building on career exploration in these areas. Topics for exploration include racial profiling, adequate representation by counsel in the courts, and inequities in prison sentencing.

Year - 10 Credits (g)

Prerequisites: Seniors only

Description: Graduation is close. Are you ready to be out on your own? Personal Finance will give you the tools to master adulting. Learn how to conquer seemingly impossible dreams, explore a variety of carrer options including entrepreneurship and create a cover letter and resume. Once we have defined your dreams and explored a variety of career paths, you will learn the tools to help make these dreams a reality. This incliudes creating a budget, researching banks and credit cards, analyzing student loans and doing your taxes. The third section of this class is about financial planning, investing and making your money work for you. Learn how to master the stock market, your investment options and the power of compound interest. Finally, you will learn how to protect your assests through insurance, identity protection and trusts. In this class you will be expected to execute all the tools you learn in the class and will create a detailed financial plan over the course of the year that will allow you to: Dream, Plan, Execute & Thrive. Open to seniors only.

Year - 10 Credits (g)

Description: Introduction to Journalism is a year-long course that will cover most of the major elements of professional journalism. We’ll begin by looking at the role of journalism in our society as well as its historical impact as well as the basic principles of journalistic law and ethics. The course will cover the mechanics of news writing, opinions and reviews, sports journalism, photojournalism, podcasting, design, and an introduction to the elements of broadcast journalism. While this course is distinct from participation in the Jacket Newspaper (and involvement in both can occur concurrently), completion of this course should prepare you for a strong application to join/advance within the Jacket staff.

Year - 10 Credits (g)

Description: This two part elective course will examine current research on the diverse experiences, behavior, and identities of African Americans. The course will be taught in a seminar format and students will be engaged in the discussions and analysis of various topics, including those from theoretical African American Literature. This course helps students to consider the social construction of ethnicity and race, as well as the values, assumptions, and biases we hold regarding race, ethnicity, and related issues. Students will also be exposed to the social inequities related to race and ethnicity and the interaction of such inequities with other reference group identities such as SES, gender, religion and spirituality, sexuality, and age.

Semester - 5 Credits (g)

Semester - 5 Credits (g)

Description: Hip Hop Studies & Black Gold Black Soul (BGBS) are, traditionally, two separate courses on their own; however, both semester classes are blended together throughout the year.In this course, students will connect traditional forms of African expression with the hip hop culture of today. Hip hop is African expression in its modern iteration. In addition to the study of hip hop’s history and culture, we will also explore and practice its central elements—DJ, MC, Breakdance, and Graffiti. Furthermore, students will explore social, political and economic issues and how they connect to themselves and their community. We will investigate these topics through creative writing, song production and mixing, raps, poetry, graffiti, and cyphers. In the end, students will be able to appreciate the beats, lyrics, and style of hip hop while gaining a deeper understanding of how hip hop is rooted within a greater African cultural tradition.

Year - 10 Credits (g)

Description: This two part elective course will examine current research on the diverse experiences, behavior, and identities of African Americans. The course will be taught in a seminar format and students will be engaged in the discussions and analysis of various topics, including those from theoretical African American Literature. This course helps students to consider the social construction of ethnicity and race, as well as the values, assumptions, and biases we hold regarding race, ethnicity, and related issues. Students will also be exposed to the social inequities related to race and ethnicity and the interaction of such inequities with other reference group identities such as SES, gender, religion and spirituality, sexuality, and age.

Year - 10 Credits (f)

Note: Can earn credit in either Performing Arts or Physical Education, not both.

Description: As one of the courses of the African American Studies Program, the objective of this course is to present means by which one can understand African and African-derived cultures through direct experience in the education of music and dance and its relationship to and influence on contemporary dance. While providing historical structure, technique, and discipline, students are exposed to a wide variety of dance styles and are provided with an alternative learning atmosphere, which is beneficial physically, mentally and spiritually. 9th through 12th grade. This course is offered subject to enrollment.

Year - 10 Credits (f)

Note: Can earn credit in either Performing Arts or Physical Education, not both.

Prerequisite: 11th and 12th grade students. “C” or better in Beginning/Intermediate African Diaspora Dance, and teacher approval. 

Description:  This is the most intense level of African Dance. Students delve into folklore and mythology as manifested in ceremonies and rhythmic movements. The interrelations of music, dance and dance/drama are explored. Students, by choreographing a piece to be performed on stage, are able to make comparative analysis of the varied dance forms and how one has influenced the other. For the advanced student, this course provides an opportunity to accurately depict and perpetuate African and African-derived folklore and other dance forms in performances on stage; to better acquaint the community with Africa’s past, present, and future.

Year - 10 Credits (f)

Description:  Drama 1 introduces students to the fundamentals of theatrical production. Students learn the basic elements and vocabulary of the theater as well as how to use these tools to create informal and formal pieces of theater, from improvisations to short one-act plays. In addition to performance, students grasp how theater came to be and understand it in its cultural context through field trips to professional productions and class reading and writing projects. Students learn the rudiments of how to gauge the aesthetic value of different theatrical experiences as well as how principles of theater can be used and applied to problem solving in other contexts. Students learn that the organizational, leadership, analytical, and time-management skills of the theater can also be utilized in other disciplines and professions. Dramatic Arts is designed to acquaint students with various aspects of theatre: acting, costuming, voice and speech, movement, lighting, directing, and scene design. Primary stress is on the language skills of listening and speaking through reading and interpretation of dramatic literature and evaluating performances. Emphasis is on acting, scene study, and character development. A secondary emphasis is placed on writing. Students prepare in-class performances.

Semester- 5 Credits (f)

Prerequisite: By audition only

Description: Students in this class are cast members of the play(s) being performed by Performing Arts during the semester. Students are also members of the production team, which includes piblicity, box office, and dramaturgy. Enrollment is determined after auditions, which are announced in the student bulletin each semester. Students are not allowed to enroll in this class until the play(s) have been cast and production team applications approved. This is a seventh period class.

Year - 10 Credits (f)

Prerequisite: Dramatic Arts (Drama 1) and audition or by approval of teacher.

Description:  Students delve deeply into several theatrical disciplines including mask-work, voice-technique, stage combat, Movement Theater, Suzuki and Grotowski techniques, and several styles of theater directing. Through two major research projects, students explore deeply two different theatrical styles as represented in the major playwrights, directors, and plays they produced. Students will also dive into applied theater, stie-specific theater, and theater for social change. Students will explore the works of Agosto Boal, Anna Devere Smith, and Moises Kaufman, and will then create original works in collabortion with community partners.

Year - 10 Credits (f)

Description: This Entertainment Technician course introduces and develops students in four departments of entertainment technician expertise; Rigging, Carpentry, Lighting and Audio-Video. The course concentrates on fundamental elements of expertise an entertainment technician must have to succeed and thrive in the broad industry of presenting Performing Arts in its many forms and will foster connection to International Alliance of Theatrical Stage Employees (IATSE Local 107). Opportunity for Internships. Class meets on Tuesday & Thursday 7th period with many many hours of evening and weekend “practicum” hours required throughout the school year supporting BHS performances.

Year - 10 Credits (f)

Prerequisite: Stagecraft Technical Theatre (Year 1)

Description:  The Entertainment Technician course further develops students in four departments of entertainment technician expertise; Rigging, Carpentry, Lighting and AudioVideo. The course concentrates on fundamental elements of expertise an entertainment technician must have to succeed and thrive in the broad industry of presenting Performing Arts in its many forms. Strong emphasis is placed on safe working practices for all aspects of producing entertainment presentations. Coursework includes classroom training on concepts and skills and practical application in an entertainment production environment of those skills to achieve confidence and mastery. Be able to work as a contributing and responsive member of a department team using appropriate and effective communication to assist with known active work as well as problem solve new challenges, understand protocols and procedures for working in live performance both individually and part of the production team. Opportunity for Internships. Class meets on Tuesday & Thursday 7th period with many many hours of evening and weekend “practicum” hours required throughout the school year supporting BHS performances.

Year - 10 Credits (f)

Note: Can earn credit in either Performing Arts or Physical Education, not both.

Description:  Everyone is welcome. This is a mixed level class, appropriate for students with little to no dance training or experienced dancers who are new to Modern & Jazz. This course introduces the building blocks of Modern/Jazz technique, including flexibility and strength training, turns, weight shifts, floor work, and partnered movement. Daily practice includes technique, improvisation, and creative composition, in a collaborative, supportive environment. Students perform in one formal dance concert each semester, along with multiple informal studio performances throughout the year. This course may be taken as PE or Performing Arts credit. 9th–12th grade.

Year - 10 Credits (f)

Note: Can earn credit in either Performing Arts or Physical Education, not both.

Prerequisite: 10th–12th grade and “A” or “B” in Beginning Dance or teacher recommendation.

Description: Also known as Advanced Dance Lab, this course builds upon the skills developed in Beginning Modern/Jazz. We focus on more challenging Modern/Jazz technique, including faster tempos, longer compositions, inversions, weight exchange, and Contact Improvisation. Students are expected to have a comfortable knowledge of choreographic elements. Dancers have multiple performances throughout the year, including a formal concert of student-directed choreography in the spring semester, all of which is required. Guest Choreographers and Master Classes enrich the curriculum throughout the year. Course syllabus may include: improvisation as performance, performance critique, field trips to live performance, dance on film, and research projects. Students are required to attend rehearsals outside of class time. This course may be taken as PE or Performing Arts credit.

Year - 10 Credits (f)

Note: Can earn credit in either Performing Arts or Physical Education, not both.

Prerequisite: This course is available to Juniors and Seniors by audition only. Auditions are held the previous February

Description:  The Berkeley High School Dance Production Class functions as a pre-professional dance company. Advanced dancers, with proficiency in Modern, Ballet, Jazz, HipHop, and other dance styles are encouraged to audition. This class focuses on developing stage presence, fostering creative expression, and discovering choreographic voice. Students create and direct original choreography, work ing with peers to see their artistic ideas from inception to fruition. Assignments are geared towards expanding choreographic techniques and may include improvisational performance scores, outdoor performance, and interdisciplinary projects combining text, dance, and music. Once a year, the class has the opportunity to be directed by a professional guest choreographer. Dancers create an electronic portfolio demonstrating artistic growth throughout the year. Rehearsals outside of class time are required. Dance Production performs twice yearly, over several weekends, all of which are required. At beginning of year, the teacher will describe requirements for the Honors Option, at which point student may opt in. This course may be taken as PE or Performing Arts credit.

Year - 10 Credits (f)

Note: Can earn credit in either Performing Arts or Physical Education, not both.

Description: As one of the courses of the African American Studies Program, the objective of this course is to present means by which one can understand African and African-derived cultures through direct experience in the education of music and dance and its relationship to and influence on contemporary dance. While providing historical structure, technique, and discipline, students are exposed to a wide variety of dance styles and are provided with an alternative learning atmosphere, which is beneficial physically, mentally and spiritually. 9th through 12th grade. This course is offered subject to enrollment.

Year - 10 Credits (f)

Note: Can earn credit in either Performing Arts or Physical Education, not both.

Prerequisite: 11th and 12th grade students. “C” or better in Beginning/Intermediate African Diaspora Dance, and teacher approval. 

Description:  This is the most intense level of African Dance. Students delve into folklore and mythology as manifested in ceremonies and rhythmic movements. The interrelations of music, dance and dance/drama are explored. Students, by choreographing a piece to be performed on stage, are able to make comparative analysis of the varied dance forms and how one has influenced the other. For the advanced student, this course provides an opportunity to accurately depict and perpetuate African and African-derived folklore and other dance forms in performances on stage; to better acquaint the community with Africa’s past, present, and future.

Year - 10 Credits (f)

Description:  This class emphasizes the fundamentals of vocal technique and performances of a varied repertoire of choral music. The class typically performs Broadway, rock, gospel, soul, and art music. Students also have the opportunity to perform as soloists and in small groups. The chorus performs in two concerts each year (one fall, one spring). Students do not need to read music in order to enter the class; they will learn to read as the class progresses.

(AKA 1 period Concert Orchestra)

Year - 10 Credits (f)

Description: In this entry level class, orchestral string players study and perform string and full orchestra literature, developing the craftsmanship and mastery necessary to mold music into a creative expression.

(AKA 1 period Concert Band)

Year - 10 Credits (f)

Prerequisite: Fundamental skill level on wind, brass, or percussion instruments. This class is designed for 9th grade wind, brass and percussion players who are not auditioning for Band 3, or any students 10-12 grade wind, brass and percussion players who want a non-auditioned band class during the 1-6 period day. UC/CSU Visual and Performing Arts (f) requirement. 

Description:  In this entry level class, wind, brass, and percussion players study and perform concert and pep band literature as well as full orchestra literature, developing the craftsmanship and mastery necessary to mold music into a creative expression. No audition required.

(AKA 0 period Chamber Orchestra)

Year - 10 Credits (f)

Prerequisite: Intermediate skill level on orchestral string instruments. This class is only available to 10-12 graders, or 9th graders who are *also* enrolled in another music or performing arts class during the 1-6 period day. 9th grade musicians can enroll in Orchestra 1 with no audition, or audition for Orchestra 3.

Description: In this intermediate level ensemble, orchestral string players study and perform string orchestra, full orchestra and chamber literature as appropriate, developing the craftsmanship and mastery necessary to mold music into a creative expression. Students are expected to practice a minimum of 2 hours/week outside of class. Students in this ensemble can expect to have opportunities to perform throughout the course, including competitive festivals.

(AKA 0 period Chamber Orchestra)

Year - 10 Credits (f)

Prerequisite: Intermediate skill level on wind, brass or percussion instruments. 

This class is only available to 10-12 graders, or 9th graders who are *also* enrolled in another music or performing arts class during the 1-6 period day. 9th grade musicians can enroll in Band 1 with no audition, or audition for Band 3.

Description:  In this intermediate level ensemble, wind, brass and percussion players study and perform concert and pep band literature as well as full orchestra and chamber literature as appropriate, developing the craftsmanship and mastery necessary to mold music into a creative expression. Students are expected to practice a minimum of 2 hours/week outside of class. Students in this ensemble can expect to have opportunities to perform throughout the course, including competitive festivals.

(AKA 2 period Chamber Orchestra, Strings Section) 

Year - 10 Credits (f)

Prerequisite: Audition and teacher consent.

Description: In this auditioned ensemble, upper level orchestral string players study and perform orchestral and chamber literature as appropriate, developing the craftsmanship and mastery necessary to mold music into a creative expression. Students are expected to practice a minimum of 3.5 hours/week outside of class, and will create electronic portfolios showing their growth throughout the year through recorded performance and written reflection. Students in this ensemble can expect to have many opportunities to perform throughout the course, including competitive festivals and a bi-annual tour. At the beginning of the year, your teacher will describe the honors option so that students can opt in. 

(AKA 2 period Chamber Orchestra, Winds section)

Year - 10 Credits (f)

Prerequisite: Audition and teacher consent.

Description:  In this auditioned ensemble, upper level wind, brass and percussion players study and perform concert and pep band literature as well as orchestral and chamber literature as appropriate, developing the craftsmanship and mastery necessary to mold music into a creative expression. Students are expected to practice a minimum of 3.5 hours/week outside of class, and will create electronic portfolios showing their growth throughout the year through recorded performance and written reflection. Students in this ensemble can expect to have many opportunities to perform throughout the course, including competitive festivals and a bi-annual tour. At the beginning of the year, the teacher will describe the Honors option, so that students may opt in.

Year - 10 Credits (f)

Description: Students will learn to be proficient-to-advanced guitar players using a variety of genres (pop, rock, R&B, blues, folk, etc.). Class structure is student-centered, catering to students’ individual interests, learning style, and pace. Any level of experience (including no experience) is welcome. Guitars are provided.

Year - 10 Credits (f)

Prerequisite: Consent of teacher, working knowledge of major and minor scales and circle of fifths, ability to read music in at least two clefs.

Description:  This is a college level music theory course covering both written theory and ear training. This class will include the following: music theory, composition, dictation, and sight singing. This course is designed to prepare the high school musician for the Advanced Placement exam in Music Theory.

Year - 10 Credits (f)

Prerequisites: Consent of teacher, ability to read music, and working knowledge of major and minor scales and circle of fifths.

Description: Musical Perception and Analysis is designed to prepare students to analyze widely diverse musical genres and styles from both a historical and a cultural perspective. Students study elemental building blocks of music (melody, harmony, rhythm, texture, and form) as well as the function of music. This stream of study culminates in a study of IB prescribed works. Students study a variety of cultural topics and eras of music, as well as a study of tradition and popular music styles. Students learn how to write about music. This stream of study culminates in the Musical Links Investigation, a required element of the diploma in music. This course is designed to prepare the high school musicians for the IB diploma in music.

Year - 10 Credits (f)

Prerequisite: At least 7th grade level ability to read music and play your instrument with good technique. This class is not for beginners, but is a continuation of middle school music classes. Admission is by audition, and if there is additional space in the class, saxophone, trumpet, or trombone players may gain admission by sending in a recommendation from their middle school music teacher. Audition materials are available at bhsjazz.org on April 15 of each year. Because this is a performing ensemble, class size is limited to 2 each of piano/bass/vibes/guitar and drums, 10 woodwinds/strings (saxes, clarinets, flutes, violins, violas), 7 trumpets, and 7 trombones.

Description:  This class focuses on developing skills necessary for woodwind, brass, string, and rhythm section players to play jazz with facility. Topics include jazz theory, history, improvisation, sight reading of typical jazz rhythms, creating compelling grooves, comping effectively, and ensemble playing technique. Students are required to participate in 3 concerts per year, and are expected to practice a minimum of 2.5 hours/week. 

Year - 10 Credits (f)

Prerequisites: All students must read music and play their instruments at a 10th grade level or higher. Although satisfactory completion of Jazz Lab I is preferred, it is possible for advanced students to audition into Lab II without taking Lab I. Admission is by audition only. Audition materials are available at bhsjazz.org on April 15. Instrumentation is limited to 2 each of rhythm section players (piano, guitar, vibes, bass, drums), 5 trumpets, 4 trombones, and up to 8 saxes. On rare occasions an advanced player on a non-traditional big band instrument may be granted admission by permission of the instructor.

Description: In this class we continue the work begun in Jazz Lab I, focusing on more advanced jazz theory, improvising over more complex harmonies, sight reading more complex passages, creating more compelling grooves, and working to perfect harder big band arrangements. This band performs frequently—at least 4 concerts and 2 competitive jazz festivals per year, all of which are required (calendar handed out the first day of school). Students are expected to practice a minimum of 3 hours/week.

Year - 10 Credits (f)

Prerequisite: Completion of Jazz Lab I or II (on rare occasion this prerequisite may be waived). Admission by audition only. Audition materials are available at bhsjazz.org on April 15 of each year. Class size is limited to one or two each of rhythm sections players (piano, bass, drums, guitar and vibes), 5 trumpets, 5 trombones, and 5 saxes.

Description:  The Berkeley High School Jazz Ensemble is one of the top high school jazz groups in the country. Advanced students on traditional big band instruments are encouraged to audition. The focus of the class is on increasing skill at jazz improvisation, and performing advanced big band charts. Skills addressed include jazz articulation and phrasing, sight reading advanced charts, group blend and balance, developing hard swinging grooves, comping effectively, and creating exciting improvised solos over chord changes from the Great American Songbook. Students are expected to practice a minimum of 3.5 hours/week, and will create electronic portfolios showing their growth throughout the year. This band performs frequently – at least 6 concerts and 3 competitive festivals yearly, all of which are required (calendar handed out the first day of school). The band tours internationally every other year, and fundraises actively. At beginning of year, the teacher will describe requirements for the Honors option, at which point students may opt in. UC/CSU Visual and Performing Arts (f) requirement. UC/CSU Honor’s option available.

Year - 10 Credits (f)

Description: Sound Engineering is an introduction to basic MIDI (Musical Instrument Digital Interface) concepts and techniques. Topics include keyboard programming, sound modules, sequencing, and electronic music production. Students will gain a foundational understanding of digital and analog audio systems from an acoustical, electrical, and signal flow perspective, balancing new state-of-the-art techniques with an understanding of historical context. Students will learn basic music theory (rhythm, melody, harmony), how to identify different musical instruments based on acoustical properties, and how to transcribe music. They will create melodic and harmonic loops and record cover songs. Students will also learn about the music industry in the U.S. Course This knowledge will be reinforced with substantial experiential project time, using professional equipment as students attain the technical facility necessary for careers in visual & performing artsthe digital media realm. There will be an emphasis on integrated projects with the performing arts and the established Digital Video pathways.

Year - 10 Credits (f)

Description: Students will learn the foundational skills needed to draw real world objects. The course study will focus on line, shape/form, shading, perspective, positive/negative space, principles of composition, and the elements of design. Drawing techniques, the use of art vocabulary, exhibitions, critiques, and portfolio building will be explored. Students will work on developing a personal style. Media used will be pencils, erasers, charcoal, ink & pen, as well as an array of different papers. Students will keep up an active sketchbook.

Year - 10 Credits (f)

Description: This course is an in-depth exploration of drawing, painting, and design with student-led projects as well as class projects. The development of each student’s individual style is further accomplished through topics ranging from abstraction to realism, along with varied problem-solving themes. Color will be taught as well as advanced composition, varied subject matter, and an art history component. There will be a range of drawing and painting media, including acrylics. There will be mixed media and projects that include poetry and creative writing. Students will have exhibitions, critiques, portfolio building, and guest presenters. Students will keep up an active sketchbook.

Year - 10 Credits (f)

Description: This course is an introduction to the basic techniques of hand-building and the Potter’s Wheel. The emphasis is on both pottery and sculpture. Students will learn a variety of surface design techniques including colored slips and glazing. In addition to constructing in clay, students will be introduced to the Art History and Art History of Ceramics. There is an emphasis on design, craft, process, and reflection in order to develop the work and the idea within the work. Second semester we will deepen our study of what was introduced in the first semester and there will be a focus on personal meaning/style, design, and learning more advanced building and decorating methods and techniques. Materials are provided. 

Year - 10 Credits (f)

Description: This class continues with hand building and the Potter’s Wheel with an emphasis on thinking more conceptually about the media. Students will build upon what they know and learn advanced construction and surface design techniques. Students will learn more about the chemistry of Ceramics including making slips, glazes, and firing. In addition to constructing in clay, students will further their understanding of Art History and Art History of Ceramics. There is an emphasis on design, craft, process, and reflection in order to develop the work and the idea within the work. All students will create a digital portfolio that illustrates a personal voice within media and an exploration of the creative process. Materials are provided.

Year - 10 Credits (g)

Description: This course is an introduction to the history of art. The majesty and diversity of the visual arts are examined in detailed discussions. Students analyze significant artworks from Classical Greece to Song Dynasty China to Baroque France to global art in the 21st century in terms visual & performing artsof their social and historical context. We will focus our studies on methods of visual and contextual analysis, understanding how a particular artwork’s form reveals its meaning and why those works were made. There will also be regular art-making projects, such as making paint, to help us understand the role artists’ materials play in the development of art. No previous experience in a studio art class is required, although students will need a high degree of commitment to academic work. Open to all sophmores, juniors, and seniors by permission of the instructor.

Year - 10 Credits (f)

Description: The Advanced Placement Studio Art program enables highly motivated students to do college-level work in studio art while still in high school. AP Studio Art is not based on a written examination, instead, candidates submit a portfolio of work for evaluation at the end of the school year. Students must develop discipline, personal insight, critical judgment, and technical skill necessary for the preparation of this portfolio.

Year - 10 Credits (f)

Description: This class is an introduction to sewing, sculpture, drawing, printmaking, and painting techniques. Media and art making possibilities include fabric, cardboard sculpture, wire sculpture, paper cuts and collage, papier-mâché, drawing, and printmaking techniques. Students will learn how to use a variety of tools, including xacto knives, glue guns, hammer and drills, linoleum carving tools, sewing and embroidery tools, wire-working tools, drawing mediums, and printmaking equipment. Students will leave this class with a strong foundation for intermediate and advanced art classes in any media.

Year - 10 Credits (f)

Description: In this class, students become media literate by producing 5–6 video projects over the course of the year. Each project builds upon the previous ones in terms of skills and storytelling techniques. Camera operation, shot composition, audio recording and computer-based editing are emphasized. All completed projects are screened for—and critiqued by—the class and students are required to submit their finished pieces to Berkeley High’s film festival and to external festivals. 

As part of Berkeley High’s school-wide focus on literacy, students complete regular writing assignments like project proposals, Producers Statements, and movie reviews. In addition to the video projects, students begin developing the skills needed for careers in video; each semester, they complete two Community Service Projects (CSP) in which they provide video recording services for Berkeley High and the community. Close study of feature and documentary films contribute to students’ media literacy and inspire their work as producers.

Year - 10 Credits (f)

Prerequisites: Satisfactory completion of Art of Video Production or an equivalent course or by permission of the teacher. This course is open to students from all learning communities. 

Description: In this class, students build upon the video production skills they acquired in Art of Video Production as they shift to creating fictional narrative films. In the class, students will sharpen their media literacy, refine their storytelling skills, and learn industry standard screenwriting protocols. Using professional-grade equipment, students complete a series of skills-building short films, and then several narrative filmmaking projects over the course of the year in a variety of genres. Students refine their production process in each stage of video production. In pre-production, they conduct research into inspiration, develop story ideas, scripts and detailed production plans. During production, students will use a range of professional equipment to record their shots. In post-production, students will develop skills in Premier Pro and the Adobe Suite as well as further their understanding of editing styles including montage, use of parallel editing, and nonlinear storytelling structures.As part of Berkeley High’s school-wide focus on literacy, students complete regular writing assignments including production proposals and plans, statements of artistic intention, and film critiques. Guest speakers and field trips facilitate students’ career exploration, as do projects proposed to the class by community members. Close study of feature films contribute to students’ media literacy and inspire their work.

Year - 10 Credits (f)

Description: In this advanced video class, students will build upon the skills they acquired in Art of Video Production by producing a series of non-fiction videos using paraprofessional cameras and audio recording equipment. Over the course of the year, they will produced five documentaries, each one in a different style; Personal, Important Event, The Hero’s Journey, Exploring Controversy and Student Choice. Within those genres, students choose their own topics. Prior to each project, the class will study a professionally produced documentary, deriving techniques and inspiration from each one. After each film and project, students will reflect on their learning in writing. Twice each semester, students will complete Community Service Projects (CSPs) similar to those they completed in Art of Video Production. 

Year - 10 Credits (f)

Description: This course is designed to introduce students to the graphic capabilities of the computer as a tool for artistic expression. Students will learn how to use graphics software (Photoshop and Illustrator) to manipulate images from digital cameras, scanners, and the Internet. There will be a focus on learning art fundamentals, composition, craft, and experimentation as they apply to visual design. Students will explore how technology can be used as a tool in the making of a wide variety of art forms, such as digital collage, social justice posters, bookmaking, portraiture, photojournalism, and animation. Students will be expected to create a digital portfolio, participate in critiques, and exhibit their work.

Year - 10 Credits (f)

Prerequisites: Students must have a “C” or better in Intro to Digital, Beginning Photography, or by showing a portfolio of work to the teacher. 

Description: Advanced Digital Photography is available to all BHS students. In this class students will expand upon their photographic and design skills. Each student will create a digital and print portfolio of prints and work that highlights their knowledge of Adobe Photoshop, digital printing techniques, and aesthetic choices. In addition to their visual artwork, students will develop photographic essays and responses on topics including photography and social change, the role of media in society, and the connection visual & performing artsbetween art and social justice. Students will work primarily with Adobe Photoshop. Students will work on a year- long personal website that highlights their design and photographic projects. Topics covered include self portraiture/autobiography, poster-making, fundamentals of photography, studio photography, printing techniques, documentary, and self-directed topics. ROP Advanced Digital Photography is a Career Technical Education (CTE) class, in which students are being trained by a professional photographer. The curriculum is focused on giving students real world photographic skills, in addition to helping expand their artistic ideas. 

Year - 10 Credits (f)

Description: This course emphasizes the Principles of Design and the integration of the Elements of Art. Students are introduced to graphic design as a form of visual communication through the use of type, image, form, and color. Students will develop various methods of graphic design through spatial relationships, typography and imagery. A rigorous framework of reading, writing and design exercises enable each student to develop a foundation of techniques and skills applied to assigned projects. Projects include photo manipulation, digital photography, vector art, typography, logo design, Web design, and various print package materials. Adobe Photoshop, Illustrator, InDesign, and Digital SLR cameras are used. Students will keep design sketch books throughout course. Students are required to critique their peers and evaluate their own graphic designs and artwork. The goal is to enable understanding and unique creative problem solving manifested in each graphic design project and presentation.

Year - 10 Credits (f)

Description: This is an introduction to black and white photography. Students learn the fundamentals of 35mm cameras, taking pictures, processing film, and printing pictures. The school has complete darkroom facilities. Themes covered include portraiture, documentary, landscapes, cityscapes, still life, abstraction, and manipulation. Second semester emphasis is on individual solutions to class projects. This class is a detailed course of study looking into the nature and possibilities of personal expression through advanced black and white photographic technique as well as the history of photography. Emphasis is on design and creativity. A 35mm camera is necessary. The school has some basic cameras to loan to students with permission from a parent who agrees to replace the camera if it is lost.

Year - 10 Credits (f)

Prerequisites: "C" or better in Beginning Photography

Description: Students are encouraged to develop a personal style through technical and aesthetic choices. Students continue to practice advanced darkroom procedures, engage in formal critiques, explore the history of photography, and create exhibition quality images. The course introduces alternative processes, studio lighting, and color photography. This course requires a high degree of commitment to academic work.

Year - 10 Credits (f)

Prerequisites: "C" or better in Beginning and Advanced Photography

Description: The Advanced Placement Photography course enables highly motivated students to do college-level work in photography while still in high school. AP Studio Art: Photography is not based on a written examination. Instead, candidates submit a portfolio of work for evaluation to the AP Studio Art 2D Design exam at the end of the school year that demonstrates their technical and conceptual skills. Students must develop discipline, personal insight, critical judgement, and technical skill necessary for the preparation of this portfolio.

Year - 10 Credits (e)

Description:  Students build communicative competence in the language skills (listening, speaking, reading, and writing) through contextualized vocabulary. Themes include students’ likes and dislikes, daily schedules, after-school activities, descriptions of family and friends, vacation travel, eating out, and shopping for food, clothing, and gifts. Students learn the present indicative, the passé composé with avoir and être and reflexive verbs.

Year - 10 Credits (e)

Prerequisite: "C" or better in French I

Description: The structures introduced in first year French are prerequisite to second year French. Vocabulary continues to be contextualized through themes and expressed both orally and in writing. Reading comprehension develops through longer readings. Students learn direct and indirect object pronouns. The imperfect tense is introduced and is contrasted with the passé composé. The future and conditional tenses are also introduced. 

Year - 10 Credits

Prerequisite:  “C” or better in French 2.

Description: Students expand oral skills through presentations and conversations. In addition, more intensive use of the target language takes place and is expected during class time. Written skills are honed through the production of more extensive written work and supported by the study of intermediate level grammar. A variety of longer and more complex literary pieces are analyzed and discussed providing students with a wider vocabulary and stronger interpretive skills which are also meant to improve their productive skills. 

Year - 10 Credits

Prerequisite: “C” or better in French III

Description: During the fourth year, students review the main grammatical points studied in previous years, read several full literary pieces and work around the IB themes through a variety of activities. Throughout the year, students work on refining their writing skills, improving their verbal fluency, and gaining broader knowledge of francophone cultures and literature. All students that are not coming from French third year need to be tested to enroll. Students will be able to take the IB standard level SL Test at the end of this year.

Year - 10 Credits

Prerequisite: “C” or better in French IV

Description: This course focuses on advanced conversation, reading, and writing. The course will include extensive readings, frequent in-class discussions, and regular writing assignments. Articles on current events will be read, presented, and analyzed in this class, as well as representative works of French literature, giving students the ability to communicate effectively in both the everyday situational settings and in more academic milieus. Writing assignments will be longer and more complex. Students will be capable of taking the AP French Language exam and the HL level IB exam the spring of their senior year. 

Year - 10 Credits

Description: First year Latin is an introduction to the basics of the Latin language, including grammar, vocabulary, and literature. Students will also study the history and culture of ancient Rome and the Mediterranean world, as well as Latin-English derivatives. A primary goal is the successful comprehension/translation of simple Latin stories from a variety of sources, including the textbook Latin For Americans. By the end of the first year, students will be able to read, write, and speak simple coherent Latin about a variety of topics. Students will be encouraged to participate in the National Latin Exam, and Junior Classical League events.

Year - 10 Credits

Prerequisite: Successful completion of Latin I and/or teacher’s permission.

Description: Second year Latin is a continuation of the study of the Latin language, including grammar, vocabulary, derivatives, literature, and the culture of Rome and the ancient Mediterranean world. In order to help students reinforce and build upon their current knowledge of Latin, they will read an increased quantity and variety of Latin texts. The result will be an improvement in reading proficiency. Through extensive exposure to appropriatelyadapted Latin textbook readings, students will gain the skills and confidence necessary to meet the demands of third and fourth year Latin, including IB and AP. 

Year - 10 Credits

Prerequisite: Successful completion of Latin II and/or teacher’s permission.

Description: The focus of the third year is to enable students to understand, translate and evaluate various Latin authors, including those represented in the AP and IB exams. Students will navigate the transition from adapted to unadapted classical Latin texts. Literary genres include: history, myth, politics and personal correspondence through letters. Authors include: Petronius, Caesar, Cicero, Livy, Catullus, and Vergil among others. Students will learn poetic meter and figures of speech, and will continue to acquire Latin vocabulary and grammatical structures necessary for reading Classical Latin literature with comprehension and enjoyment. Students will also write extended essays in Latin on a variety of subjects.

Year - 10 Credits

Prerequisite: Successful completion of Latin III and/or teacher’s permission.

Description: In the fourth year, students will continue the process of becoming careful and perceptive readers of Latin. They will read extended selections from Vergil, Caesar, Ovid, and other authors represented in the AP and IB exams. Also included: select topics in ancient history and culture. Students will have the option of preparing for and taking either the AP or IB exams.

Year - 10 Credits

Description: The beginning level course emphasizes the development of communication skills and awareness of cultural differences through materials and activities. Emphasis is placed on listening and speaking skills as well as the initial development of reading and writing. Students are expected to respond spontaneously and orally to simple, real life conversational cues.

Year - 10 Credits

Prerequisite: “C” or better in Mandarin 1 

Description: Mandarin 2 course reviews the grammar and vocabulary of the introductory course. Students will demonstrate their ability to express themselves using more complex structures and increased vocabulary. Students will continue the Chinese grammar and syntax studies. Students will develop the concepts and skills to integrate the Chinese language in many other disciplines such as art, music, historical stories, etc. They will work toward fluency through conversation, oral presentation, and discussion. Students will continue cultural studies as an integral part of the course.

Year - 10 Credits

Prerequisite: “C” or better in Mandarin 2 

Description: In this course, students will engage in conversation, provide and obtain information, and exchange opinions on various topics including current events. The course will review grammar and vocabulary of the first twoyear courses. Students will demonstrate their ability to express themselves in written and spoken Mandarin using more complex structures and increased vocabulary appropriate to the third year. They will work toward oral fluency through conversation, oral presentation and discussion. Students will continue cultural studies as an integral part of the course.

Year - 10 Credits

Prerequisite: “C” or better in Mandarin 3

Description: The AP Chinese Language and Culture course is designed to be comparable to fourth semester (or the equivalent) college/university courses in Mandarin Chinese. These college courses, which deepen students’ immersion into the language and culture of the Chinese-speaking world, typically represent the point at which students complete approximately 250 hours of college-level classroom instruction. Course work provides students with opportunities to perform Intermediate- to Advanced-level tasks, and students are expected to achieve proficiencies throughout, and sometimes beyond, the Intermediate range, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. The AP course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes (Interpersonal, Interpretive, and Presentational) and the five goal areas (Communication, Cultures, Connections, Comparisons, and Communities) as outlined in the Standards for Foreign Language Learning in the 21st Century. Its aim is to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills within a cultural frame of reference reflective of the richness of Chinese language and culture. 

Year - 10 Credits

Prerequisite: “C” or better in Mandarin 3

Description: Mandarin B SL will enable students to learn the standard form of Chinese Mandarin (officially named Hanyu in mainland China) for communication in a range of situations and to receive exposure to the extensive history and traditions/customs of the Chinese culture. Students will acquire sufficient vocabulary and knowledge about the structure of the language in order to read professional texts with understanding, to comprehend conversational Mandarin in formal and informal settings, and to converse clearly in Mandarin. Students will be capable of taking the SL level IB exam in the spring of their senior year or in the spring of their junior year.

Year - 10 Credits

Description: The beginning level course emphasizes the development of communication skills and awareness of cultural differences through materials and activities. Emphasis is placed on listening and speaking skills as well as the initial development of reading and writing. Students are expected to respond orally to simple, real life conversational cues. No prior knowledge necessary. 

Year - 10 Credits

Description: This course is the equivalent of Spanish I with a focus on Afro-Latino history and culture. The course covers the Moorish influences on Spain and the Arabic influences on the Spanish language, Black and Brown social movements, and the music, culture, and history of the Spanish-speaking African diaspora. Emphasis is placed on listening and speaking skills as well as the initial development of reading and writing. No prior knowledge necessary.

Year - 10 Credits

Prerequisite: “C” or better in Spanish I (P) or 2 years with a passing grade in middle school.

Description: Spanish 2 builds on the grammar and vocabulary from the introductory course. Students will demonstrate their ability to express themselves using more complex structures and increased vocabulary. They will work towards proficiency in the three modes of communication: interpretive, interpersonal and presentational.

Year - 10 Credits

Prerequisite: “C” or better in Spanish 2 (P) or Spanish placement exam.

Description: This course is taught primarily in Spanish. Students continue to advance on the proficiency scale in the three modes of communication: Presentational, Interpretive and Interpersonal. Students are introduced to the products, practices and perspectives of the Spanish-speaking world. Vocabulary and grammatical skills are expanded enabling students to express their thoughts and opinions on a variety of themes.

Year - 10 Credits

Prerequisite: “C” or better in Spanish 3 

Description: Cultural readings emphasize art, music and selected literary traditions of the Spanish-speaking world. Students expand their skills in written, spoken and interpersonal communication in Spanish through the study of authentic short stories, cultural events and films. Creative expression will be emphasized and difficult grammatical structures will be reviewed as needed. Freshmen need permission of department head. BIHS students can take this class as an IB course.

Year - 10 Credits

Prerequisite: “C” or better in Spanish 4 (P) or Spanish for Native Speakers 2

Description: This class focuses on real-life Spanish skills, with a particular emphasis on those needed for the AP and the IB exams. The class is conducted completely in Spanish. Students are supported to develop their listening, speaking, reading, and writing skills to express themselves formally and informally in writing and orally in a range of styles and registers using different techniques for different audiences, as well as integration of academic language. There is a heavy emphasis on reading comprehension especially of non-fiction texts as well as oral production. Sample tests for IB and AP are practiced regularly. All students who have not completed Spanish 4 or SNS 2 need permission of department head. BIHS students can take this class as an IB course.

Year - 10 Credits

Prerequisites: “B” or better in Spanish 4 or AP/IB Spanish Language and Culture.

Description: Intended to be the equivalent of a third year college introduction to Latin American and Peninsular Literature within its historic and artistic context. Prepares students for the AP Spanish Literature and Culture Test and for the IB HL & SL tests. Students need to be in grades 11-12 or receive permission of department head. BIHS students can take this class as an IB course.

Year - 10 Credits

Description: This course is for Spanish-speaking students who possess a basic to low intermediate level of Spanish proficiency in reading and writing. The course is geared toward providing the students literacy tools that support academic Spanish. It is the goal of this course to set a foundation that prepares and leads our students into Advanced Placement Spanish courses. Although the primary emphasis is reading and writing, the students receive instruction and practice in speaking and listening in order to strengthen and refine these skills.

Year - 10 Credits

Prerequisite: “C” or better in Spanish for Native Speakers 1

Description: This course is for Spanish-speaking students of all backgrounds. Levels vary from intermediate to advanced. Incoming 9th graders who wish to take this class must take a placement test. The course is taught as a reading and writing seminar in which the students debate current political, socio-economic, and cultural issues. Students learn to write essays, short-stories, poems; review Spanish grammar and spelling rules; learn new vocabulary; improve their public speaking skills through presentations and dialogues; and familiarize with and explore different aspects of Latin American cultures by engaging in numerous artistic activities.

Year - 10 Credits

Description: This course covers the skills and strategy of badminton. Students will participate in singles and doubles tournaments. 

Year - 10 Credits

Description: This class will be learning, playing, and improving in all aspects of basketball. We will be working on competitive team building through tournament play. This class does not require basketball acumen, but does require a passion for the game.

Year - 10 Credits

Description: Introduction to fitness is designed to reach the high school student who may not be interested in traditional PE activities like sports etc., but would still like to learn how to live a healthy lifestyle. With that goal in mind we will learn a variety of exercises so any student completing this course will feel comfortable entering a gym and getting started on a workout without feeling intimidated or embarrassed. All workouts will be low to moderate in intensity. Students will set and work towards personal fitness goals and complete four projects. Upon completion of this course you will have a solid foundation in resistance and aerobic training and be able to create a personalized long-term fitness plan. Dressing in PE clothing is encouraged, but optional.

Year - 10 Credits

Description: This course is designed to give students the opportunity to learn and develop fundamental and advanced skills and strategies of soccer activities, as well as fitness concepts and conditioning techniques used for achieving and maintaining optimal physical fitness. Students will be empowered to develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity. 

Year - 10 Credits

Description: A traditional Physical Education class that rotates through various team sports. The Sports Education model will allow students avenues to incorporate fitness concepts with a focus on mastery of skills and strategies necessary to succeed in the team sports environment.

Dance courses may be taken for BHS Physical Education or Performing Arts credit and UC/CSU Performing Arts credit. Please reference VAPA Graphic.

Beginning Modern/Jazz Dance (Year - 10 Credits)

Advanced Dance/Dance Projects (Year - 10 Credits)

Dance Production (Year - 10 Credits)

African Diaspora Beginning Dance (Year - 10 Credits)

African Diaspora Advanced Dance (Year - 10 Credits)