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Academics at Episcopal High School

C O N T E N T S

English2

Science4

Social Studies6

Mathematics8

Interdisciplinary Studies9

Modern and Classical Languages10

The Arts12

Theology14

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An Episcopal High School education is more than just acquired knowledge – it is also dis-covery, exploration, and creativity. Students and faculty work together in a learning com-munity to make the most of each subject, whether engaging in lively classroom discussions and debates, analyzing the meaning behind a poem or work of art, or working together to make a scientific discovery.

Learning doesn’t stop at the classroom door. Our teachers take full advantage of the many opportunities in the Washington, D.C., area to enhance classroom work. Students might read “Macbeth” and then see it performed on stage, or study environmental science in the lab and then carry out field work on the Potomac River.

Episcopal attracts students with a wide variety of academic talents, and the School strives to address each student’s needs. Regular, Honors, and Advanced courses in each department allow students to tailor their learning track. In addition to traditional, discipline-specific courses, Episcopal offers a variety of interdisciplinary courses that enhance students’ ability to think critically across disciplines. If students wish to explore a subject not offered in the curriculum, there is opportunity for independent study.

Our faculty is committed to providing a challenging academic curriculum that helps stu-dents live up to their full potential, producing independent, thoughtful graduates who are well prepared for the world beyond Episcopal’s gates. The EHS campus is a community built around education, where faculty and students live, work, and play together. And, because more than 85 percent of our faculty live on campus, they continue to work with students

long after the final bell has rung.

Academics at Episcopal High School

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Episcopal’s English program is designed to in-still a lifelong love of reading and to assist each student in developing his or her unique writing voice. Through classroom discussions, public speaking exercises (such as formal speeches, debate, and student-led class discourse), liter-ary research, and analytical writing, students cultivate critical and creative thinking skills. Our English program encompasses a wide range of literature, from classic to contemporary, and students engage in discussion and analysis of the works, the authors, and the lasting impact of literature on the human consciousness.

Each year the English curriculum challenges students and helps them to experience the impact literature can have on their lives. All classes at-tend at least one related performance per year at professional theaters in Washington, D.C.

Creative writing assignments balance with analytical writing throughout the four-year curriculum, allowing students to find their voices and understand their experiences. Two literary magazines are published in the spring, featuring poetry and stories written by students throughout the year. The best analytical writ-ing of the year is featured in “English Bays,” a departmental publication that highlights award-winning student pieces.

Students are required to complete four credits in English and must be enrolled in an English course during each of their years at EHS.

English

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“English studies help us recognize the

universal in the particular. Literature

dramatizes the conflicts and moral choices

of individual characters. Caring about

protagonists’ struggles, we come to know

them well enough to love them as ourselves,

and we can partake of the spiritual health that

they have earned through story and image.

We can rejoice that Huck Finn has glimpsed a

state of grace when he is willing to risk going

to hell for the sake of his friend’s freedom.

“EHS has always valued good writing.

Teachers are committed to listening carefully

to student expression, not only what is said

but also how it is said. Constructive comment

encourages students to wrest new meaning

from the framing of words. By teaching at

EHS, I participate in a family in all the best

senses, old and new, from honoring traditions

to stirring new consciousness of our crucial

relation to the global village. Of course,

transformation is never complete. All of us,

teachers and students, are still becoming,

and wrestling with questions remains more

important than settling for answers.”

W. PER RY EPES I I I ’65 ENGLISH, THEOLOGY FACU LT Y M E M BER SI NCE 1987

A N A P P R E C I A T I O N F O R S H A K E S P E A R E

EPISCOPAL PLACES A HIGH VALUE ON THE STUDY OF THE WORKS OF WILLIAM SHAKESPEARE. EACH GRADE LEVEL

STUDIES AT LEAST ONE OF HIS PLAYS AND THEN ATTENDS A LIVE PERFORMANCE SO THAT CLASSROOM STUDY IS

INTEGRATED WITH ARTISTIC INTERPRETATION OF THE BARD’S WORK. WASHINGTON, D.C., HAS BECOME A PREMIER

LOCATION FOR SHAKESPEARE IN AMERICA, AS IT IS HOME TO THE SHAKESPEARE THEATRE COMPANY AND THE

FOLGER SHAKESPEARE LIBRARY (WHICH HAS ITS OWN THEATER COMPANY). STUDENTS HAVE RECENTLY ENJOYED

ACCLAIMED PRODUCTIONS OF “THE TAMING OF THE SHREW,” “TWELFTH NIGHT,” “MACBETH,” “HENRY IV,” “A

MIDSUMMER NIGHT’S DREAM,” “ROMEO AND JULIET,” AND “MUCH ADO ABOUT NOTHING.”

FOR MORE THAN 50 YEARS, EVERY SENIOR HAS TAKEN THE SHAKESPEARE EXAM, A CULMINATION OF THEIR

FOUR YEARS OF SHAKESPEARE STUDY. THE WILLIAM GARRETT BIBB MEDAL FOR EXCELLENCE IN SHAKESPEARE IS

AWARDED AT COMMENCEMENT FOR THE BEST ESSAY SUBMITTED AS PART OF THIS EXAM.

SENIORS MAY APPLY FOR THE FOLGER SHAKESPEARE LIBRARY HIGH SCHOOL FELLOWSHIP PROGRAM, A HIGHLY

SELECTIVE, SEMESTER-LONG PROGRAM. SUCCESSFUL APPLICANTS ATTEND SEMINARS WITH NOTED SCHOLARS,

WORKSHOPS IN PERFORMANCE, AND PRODUCTIONS OF THE PLAYS BEING STUDIED. FIFTEEN EPISCOPAL STUDENTS

HAVE PARTICIPATED IN THIS PRESTIGIOUS FELLOWSHIP SINCE 2000.

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Science

In today’s complex and technical world, a comprehensive understanding of the scientific process is imperative. Our science curriculum provides our students with that understanding, teaching the skills and concepts of a variety of scientific disciplines while instilling a working knowledge of the scientific process and the decision-making skills necessary to navigate their future. Students begin their journey with physics in the 9th grade and build upon that foundation with chemistry and biology. Upper-classmen have access to a variety of electives to satisfy their scientific curiosity, including subjects such as forensics, environmental science, human genetics, engineering, and global energy.

Students also may participate in the Science Olympiad, which competes in both regional and statewide tournaments. Science Olympiad is composed of 23 events that test team members’

technical knowledge, lab skills, and engineering ability across the scientific disciplines.

Our science program is greatly enhanced by our outstanding facilities, including state-of-the-art laboratories and classrooms with sophisticated computer technology housed in the LEED-certified Baker Science Center (2005). Each course has an integrated laboratory com-ponent that allows students to further explore their scientific discoveries. EHS maintains a focus on environmental sustainability and ex-tracurricular scientific activities, made possible by the myriad field sites accessible to our stu-dents – from Anderson Pond and Laird Acres on campus to the nearby Potomac River and Chesapeake Bay.

Students are required to complete two credits in laboratory science but are encouraged to take more.

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“At Episcopal, we strive for an experiential approach, teaching

students about science in the same manner as scientists would

perform research experiments. Our goal is to ensure that students

not only learn factual content in the sciences, but also the process

required when asking big questions. It’s satisfying when our

graduates leave Episcopal curious about the world around them and

knowledgeable about the never-ending process of scientific inquiry.

“Working at a school that is 100 percent boarding, true education

does not stop in the classroom, and teachable moments arise in a

variety of situations throughout our time together at Episcopal.

I’ve spoken with students about copper oxidizing to a beautiful

green patina on the steps of the Jefferson Memorial; explained

the physics of sound while listening to a water glass musician in

Old Town Alexandria; and discussed DNA fingerprinting while

watching ‘CSI’ at my house after dinner. The relationships students

build with faculty help them to realize that the true manifestation

of knowledge occurs when you apply facts and data to the world

around you.”

K IMBERLY G. OLSEN CHAIR OF SCIENCE FACU LT Y M E M BER SI NCE 20 0 4

A C A D E M I C S U P P O R T

EPISCOPAL IS COMMITTED TO PROVIDING STUDENTS WITH AN EXEMPLARY EDUCATION, AND SOMETIMES EVEN

THE BEST STUDENTS FIND THAT THEY NEED ASSISTANCE. THE SCHOOL HAS A NUMBER OF WAYS FOR STUDENTS TO

GET EXTRA HELP OUTSIDE THE CLASSROOM, NO MATTER WHAT THE SUBJECT.

FACULTY ASSISTANCE OUR FACULTY IS DEDICATED TO HELPING EACH STUDENT REACH THEIR FULL ACADEMIC

POTENTIAL. AT THE END OF THE ACADEMIC DAY, TEACHERS MAKE THEMSELVES AVAILABLE TO STUDENTS WHO

NEED ASSISTANCE DURING A TUTORIAL PERIOD. SINCE 85 PERCENT OF OUR FACULTY LIVE ON CAMPUS, THEY ALSO

FREQUENTLY MEET WITH STUDENTS BEFORE THE SCHOOL DAY AND DURING FREE PERIODS. TEACHERS ALSO MAY

MEET WITH STUDENTS IN THE EVENINGS IF THE STUDENT ARRANGES A SESSION IN ADVANCE.

TUTORING AND PEER MENTORING PROGRAMS EPISCOPAL ARRANGES TUTORS FOR STUDENTS WHO NEED SUPPORT

IN INDIVIDUAL SUBJECTS. STUDENTS MAY BE MATCHED WITH PROFESSIONAL TUTORS OR PEER TUTORS DEPENDING

ON THEIR SPECIFIC NEEDS. PEER MENTORING PROGRAMS ARE DESIGNED TO HELP NEW STUDENTS ADJUST TO

BOARDING SCHOOL AND THE ACADEMIC DEMANDS OF HIGH SCHOOL.

THE WRITING CENTER ALL STUDENTS HAVE ACCESS TO THE SCHOOL’S WRITING CENTER, WHICH OFFERS A FULL

COMPLEMENT OF TUTORIAL ASSISTANCE FOR STUDENT WRITING. THE CENTER IS STAFFED BY ONE ENGLISH

TEACHER AND 10 STUDENT TUTORS WHO MUST APPLY TO BE TUTORS AND ARE SELECTED FROM AMONG THE TOP

ENGLISH STUDENTS IN THE JUNIOR AND SENIOR CLASSES. TUTORS ASSIST WITH EDITING, PROOFREADING, AND

CITATIONS, AS WELL AS PROVIDING GRAMMATICAL AND STRUCTURAL ASSISTANCE ON WRITTEN WORK. THE

WRITING CENTER, LOCATED IN THE LIBRARY, IS OPEN DURING EVERY CLASS PERIOD OF THE ACADEMIC DAY AND

FOR ONE HOUR OF STUDY HALL.

LEARNING SPECIALISTS EPISCOPAL’S LEARNING SPECIALISTS PROVIDE ACADEMIC AND STUDY SKILLS TUTORING

TO INDIVIDUAL STUDENTS WHO NEED ADDITIONAL HELP. THROUGH DIAGNOSTIC TEACHING, THEY DEVELOP A

PROGRAM DESIGNED TO WORK WITH EACH STUDENT’S ACADEMIC STRENGTHS WHILE ADDRESSING WEAKNESSES.

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Because the study of human history is an es-sential part of a liberal arts education, Episcopal exposes its students to a vast cross-section of world cultures. Through the study of history, our students examine the societies and events that have shaped the world in which they live and learn to better understand that world and their role within it. Through research, discus-sion, and debate, our students analyze other civilizations and cultures and form their own opinions about the sources of conflict, resolution, and change. EHS graduates leave the School as global citizens, cognizant of the world around them and the context in which geopolitical is-sues develop.

Our social studies curriculum is built upon three basic courses – two in global history and

one in U.S. history – but it also provides am-ple opportunities for students to study human behavior through a wide variety of subjects, including government, art history, economics, psychology, geography, and interdisciplinary topics such as global energy. Social studies elec-tives explore the history of specific regions and cultures, such as the American South, the Middle East, Modern China, Latin America, and Africa. Students also have the opportunity to examine current events, and some have the opportunity to publish their analysis and opinion online.

Students are required to complete two full years of social studies, which must include U.S. History and Global History 2.

Social Studies

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B E Y O N D T H E C L A S S R O O M

THE WASHINGTON PROGRAM EPISCOPAL’S LOCATION JUST OUTSIDE WASHINGTON, D.C., ALLOWS STUDENTS TO

EXPERIENCE ALL THAT THE NATION’S CAPITAL HAS TO OFFER – AND BRINGS THOSE RESOURCES INTO PLAY TO

ENRICH THE CURRICULUM. THE WASHINGTON PROGRAM AUGMENTS CLASSROOM STUDY BY EXPOSING STUDENTS

TO LEARNING OPPORTUNITIES OUTSIDE THE CLASSROOM. STUDENTS DON’T JUST STUDY GOVERNMENT; THEY

DISCUSS POLICY WITH SENATORS AND SUPREME COURT JUSTICES. OUR THREE-PRONGED APPROACH INCLUDES

THE TOUR PROGRAM, CULTURAL CONNECTIONS, AND SENIOR SEMINAR.

TOUR PROGRAM ON MOST WEDNESDAY AFTERNOONS, AND ON OPTIONAL EVENINGS AND WEEKENDS, STUDENTS

EMBARK UPON FACULTY-GUIDED TOURS IN THE WASHINGTON, D.C., METROPOLITAN AREA. RECENT TOURS HAVE

INCLUDED:

• DISCUSSING THE FUTURE OF U.S.-PAKISTANI RELATIONS AT THE U.S. DEPARTMENT OF STATE

• VISITING THE MIRANT POTOMAC RIVER GENERATING STATION TO DISCUSS ENERGY AND THE ENVIRONMENT

• MEETING WITH THE CHAPLAIN OF THE U.S. SENATE

• EXAMINING WASHINGTON, D.C., LANDMARKS FOR GEOMETRICAL SHAPES AND PROOFS

• STUDYING PHYSICS AT THE NASA GODDARD SPACE FLIGHT CENTER

• VISITING THE SCHEIDE LIBRARY, A PRIVATE RARE BOOK COLLECTION HOUSED WITHIN PRINCETON’S FIRESTONE

LIBRARY

• LEARNING POLLING TECHNIQUES AT THE PEW RESEARCH CENTER FOR THE PEOPLE AND THE PRESS

CULTURAL CONNECTIONS WE INVITE TALENTED PERFORMERS, ARTISTS, AND SPEAKERS TO CAMPUS, AND OUR

STUDENTS TAKE FREQUENT TRIPS TO THE CITY TO EXPLORE THE CAPITAL’S CULTURAL RESOURCES, INCLUDING

D.C.’S MANY ART GALLERIES AND MUSIC VENUES, THE KENNEDY CENTER, NATIONAL THEATRE, FORD’S THEATRE,

AND FOLGER THEATRE, TO NAME A FEW.

SENIOR SEMINAR AS THE END OF HIGH SCHOOL APPROACHES, EHS SENIORS HAVE A CHANCE TO EXPERIENCE

THE WORLD BEYOND CAMPUS THROUGH THE SENIOR SEMINAR PROGRAM. THE PROGRAM RUNS FOR SEVERAL

WEEKS IN MAY, DURING WHICH TIME SENIORS WORK AS INTERNS 35 HOURS PER WEEK. (EXCEPTIONS ARE MADE

AS NEEDED FOR AP EXAMS AND VARSITY ATHLETICS.) STUDENTS PRESENT PAPERS ON THEIR EXPERIENCE TO A

FACULTY PANEL AT THE END OF THE PROGRAM.

“Social Studies is a central component of an Episcopal

education, and the School offers students a diverse curriculum

that enables them to grapple with the essential questions

of human history. They have the opportunity to explore

geography, history, economics, psychology, art history,

government, and current events, and this diversity is a major

reason why I teach at Episcopal. Smaller class sizes allow us to

take time to go into depth on topics of interest to the students.

Through our global history classes, students gain a strong

understanding of the non-Western world early in their high

school careers. As seniors, they have the opportunity to pursue

particular topics, including a number of wonderful electives

that focus on specific regions of the world and current events.

For an educator, there is nothing more rewarding than seeing

students enthusiastically jump into their social studies work

and embark on this academic journey at EHS.”

HEIDI R . H U N TLEY SOCIAL ST UDIES FACU LT Y M E M BER SI NCE 20 0 6

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Mathematics

EHS believes that mastering the art of problem solving is the overarching goal of mathematics study. Facts and techniques are useful tools, but it is most important that students are able to apply those techniques to new and unfamiliar problems. Our curriculum challenges students to develop their manipulative and problem-solving skills and to enhance their logical and critical reasoning, teaching them the best ways to apply their knowledge meaningfully to “real-world” situations.

Our mathematics teachers avoid a direct-lecture format, encouraging discussion and give-and-take in the classroom. Students build a strong base of fundamental concepts and

skills that allow for later expansion into more advanced concepts. Episcopal offers regular and Advanced courses and does not designate fixed learning “tracks” for students. They may move between Regular and Honors or Advanced classes as their level of mathematical thinking matures. EHS strongly believes that techno-logical aids, such as computers and graphing calculators, are necessary problem-solving tools that allow students to explore ideas more effi-ciently in conjunction with traditional learning.

Students are required to complete a mini-mum of three credits in mathematics, including trigonometry.

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Interdisciplinary Studies

Recognizing that understanding our complex world often requires synthesis of knowledge from more than one discipline, EHS offers a number of interdisciplinary courses. Through such courses as Advanced Global Energy, Ad-vanced Engineering, African-American Studies, and Ethics and Aesthetics, juniors and seniors have the opportunity to sharpen their problem-solving skills and thoughtfully investigate how information is integrated into a fuller under-standing of a problem, issue, or concept.

“Students are able to see that knowledge is not compartmentalized by discipline,” said Assistant Head for Academics Mary Fielder. “Interdisciplinary programs give students the

opportunity to think critically in a much more effective way because they are pulling informa-tion from more than just one compartment of knowledge. It makes them more flexible think-ers and more powerful and persuasive in their arguments.”

CURRENT INTERDISCIPLINARY COURSE

OFFERINGS INCLUDE:

• ENGINEERING

• ETHICS AND AESTHETICS

• GLOBAL ENERGY

• LATIN AMERICAN HISTORY

• SOUTHERN LITERATURE AND ETHICS

• VOICES OF THE HARLEM RENAISSANCE

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Episcopal seeks to instill within its graduates a sense of global citizenship – an understand-ing of and appreciation for cultures and soci-eties outside of the U.S. Language study is a core component of an EHS education, offering courses not only in speaking and grammar, but also in literature and culture. Our Modern and Classical Languages Department offers students the chance to pursue the study of six languages: Spanish, French, German, Chinese, Latin, and Greek.

The goal of studying a language at Episcopal is to achieve fluency, and our language faculty employ a variety of techniques to help students achieve that goal. In the classroom, teachers use multimedia presentations, visual aids, and even original translations to enhance comprehension.

Students speak the language with their teachers and classmates, and assignments, such as papers, are presented in the language of study. Advanced courses include a study of literature, and stu-dents also have the opportunity to participate in faculty-led excursions to other countries or in student exchange programs.

While students are required to complete a minimum of three years’ study in one language, many choose to pursue more than one language while at EHS. Each language extends instruc-tion to include a fourth or even a fifth level, and there are many Advanced, college-level course options as well.

Modern and Classical Languages

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C U L T U R A L I M M E R S I O N

TO FURTHER CULTIVATE LANGUAGE STUDY AND IMPROVE THEIR UNDERSTANDING OF A LANGUAGE AND CULTURE,

EHS PARTICIPATES IN SEVERAL PROGRAMS THAT ALLOW STUDENTS TO STUDY ABROAD.

EACH SUMMER, EPISCOPAL FACULTY MEMBERS LEAD PROGRAMS THAT TAKE STUDENTS TO SPAIN, FRANCE, AND

ITALY, IMMERSING STUDENTS IN DIFFERENT CULTURES AND LANGUAGES. IN ADDITION, STUDENTS MAY TRAVEL

WITH FACULTY MEMBERS ON SUPERVISED SPRING BREAK TRIPS TO COUNTRIES SUCH AS AUSTRIA AND ITALY.

EHS ALSO HAS ESTABLISHED EXCHANGE PROGRAMS WITH SCHOOLS IN AUSTRIA, FRANCE, AND SPAIN. THESE

PROGRAMS BRING STUDENTS FROM ABROAD TO STAY ON CAMPUS WITH EPISCOPAL STUDENTS, WHO LATER TRAVEL

TO VISIT THEIR NEW FRIENDS IN THEIR HOME COUNTRIES.

IN ADDITION TO OUR IN-HOUSE EXCHANGE PROGRAMS, EHS STUDENTS ALSO HAVE ACCESS TO SCHOOL YEAR

ABROAD, A WELL-RESPECTED INTERNATIONAL STUDY ORGANIZATION. SYA FEATURES YEARLONG PROGRAMS

THAT INCLUDE HOME-STAYS WITH FAMILIES AND ACADEMIC STUDY IN FRANCE, SPAIN, CHINA, ITALY, JAPAN, AND

VIETNAM.

“I WAS EXPOSED TO AN ENTIRELY NEW WAY OF LIFE AND THINKING. THE YEAR COMPLETELY CHANGED MY GERMAN

LANGUAGE SKILLS. I CAME TO GERMANY HAVING STUDIED ONE YEAR OF GERMAN AND LEFT COMPLETELY FLUENT

AND EVEN THINKING IN GERMAN,” SAID KELLSEY BEAL ’10, WHO STUDIED ABROAD AS A RECIPIENT OF THE

CONGRESS-BUNDESTAG SCHOLARSHIP.

“With the threads of a new language, we weave

together a fabric that leads to a wealth of new

experiences, exploring the world together and

teaching students how to communicate, discover,

and express themselves in another language. We

venture out from the comfort of the classroom

to find places and make contacts that bring the

languages and cultures of our world to life.

“I enjoy teaching at EHS because of the many

opportunities for language study, both classical

and modern. Being able to help students see the

fabric of cultures through the lens of language

allows all of our department members to

develop and strengthen the passion we have for

our respective languages and cultures. With

exchanges and study-abroad programs, both

students and teachers benefit by broadening their

worlds. Students can pursue many directions in

their study and can put their talents to use in the

world beyond. Helping them achieve that ability is

the driving force behind my passion for teaching

at EHS.”

ELEANOR C. MOOR E FR ENCH FACU LT Y M E M BER SI NCE 1999

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Episcopal incorporates the arts into each stu-dent’s academic journey, seeking to nurture within each boy and girl an appreciation for artistic expression and a lifelong connection to their own creativity. Our arts teachers, both full-time and adjunct, are all active practitioners in their fields. They educate by example, through a creative partnership with Episcopal students. Each student will take at least one arts course during their time at EHS, and many discover a passion for photography, acting, ceramics, music, or painting that will last a lifetime. Episcopal students may develop portfolios for college submission and may select from several Ad-vanced, college-level arts courses.

Outside the classroom, students have many opportunities to expand their artistic experi-ence. Episcopal stages at least three plays each year; students may work as actors or behind

the scenes, from stagecraft to costuming, in these productions. Our musicians have per-formed with the Washington Metropolitan Youth Orchestra and participated in regional honors bands. Our choirs travel to other cit-ies to share their music with audiences large and small. EHS artists also have shown their work in local and national youth competitions. Students may participate in one of Episcopal’s a cappella groups, sing or play in chapel, or entertain their peers at one of the campus “coffee house” performances sponsored by the Student Association for the Performing Arts.

Students entering as 9th graders are re-quired to take Introduction to the Arts and one additional arts course. Students entering as sophomores or juniors must complete at least one arts course.

The Arts

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M U S I C A L PA R T N E R S H I P S

EPISCOPAL OFFERS MANY WAYS FOR STUDENT MUSICIANS TO HONE THEIR SKILLS AND GAIN EXPERIENCE PLAYING

IN A VARIETY OF MUSICAL SETTINGS.

EVERY ORCHESTRA STUDENT TAKES PRIVATE LESSONS WITH OUR ADJUNCT MUSIC FACULTY, AN IMPRESSIVE GROUP

OF PROFESSIONAL MUSICIANS WHO HAVE PLAYED WITH WORLD-FAMOUS ENSEMBLES SUCH AS THE NATIONAL

SYMPHONY ORCHESTRA AND THE U.S. AIR FORCE, ARMY, MARINE, AND NAVY BANDS. THESE LESSONS PROVIDE

EHS STUDENTS WITH A COURSE OF CONCENTRATED STUDY FROM A PERFORMING PROFESSIONAL WHO SPECIALIZES

IN THEIR PARTICULAR INSTRUMENT, TAKING ORCHESTRA STUDENTS BEYOND A TRADITIONAL HIGH SCHOOL

EXPERIENCE AND ALLOWING THEM TO SHARPEN THEIR MUSICAL SKILLS TO THE HIGHEST POSSIBLE LEVEL.

EPISCOPAL STUDENTS ALSO HAVE THE OPPORTUNITY TO PERFORM WITH WASHINGTON, D.C.-AREA ORCHESTRAS,

SUCH AS THE WASHINGTON METROPOLITAN YOUTH ORCHESTRA (WMYO). THE WMYO IS THE ORCHESTRA-IN-

RESIDENCE AT EHS AND ONE OF THE MID-ATLANTIC REGION’S PREMIER YOUTH ORCHESTRAS. YOUNG PERFORMERS

REHEARSE EACH WEEK AND PRESENT FOUR CONCERTS EACH YEAR. IT IS AN EXCELLENT EXPERIENCE FOR DEVOTED

INSTRUMENTALISTS TO PLAY WITH THEIR PEERS, AND PARTICIPATION IS BASED ON A COMPETITIVE AUDITION

PROCESS.

OUR STUDENTS ALSO AUDITION FOR AND PERFORM WITH THE VIRGINIA MUSIC EDUCATORS ASSOCIATION

DISTRICT 10 HONOR ENSEMBLES, INCLUDING THE STRING ORCHESTRA, CONCERT BAND, WIND ENSEMBLE, AND

JAZZ ENSEMBLE, AS WELL AS THE HIGHLY COMPETITIVE REGIONAL ORCHESTRA. STUDENTS SELECTED FOR THESE

HONOR BANDS MEET FOR A SINGLE WEEKEND WITH A GUEST CONDUCTOR AND THEN PRESENT A CONCERT TO

SHOWCASE THEIR HARD WORK. STUDENTS ALSO MAY COMPETE IN THE ANNUAL DISTRICT 10 SOLO AND ENSEMBLE

FESTIVAL EACH SPRING, AS WELL AS CLINICS, COMPETITIONS, AND WORKSHOPS THROUGHOUT THE YEAR.

“At Episcopal, the arts are an essential

part of the academic process. The arts –

whether visual or performing – help you

interact with the world and discover who

you are. Being creative enables you to tap

into what it is to be human. It is essential

in the development of all people, young

and old, and it can bring great joy.

“It is my job to help these students

discover their own creativity. Using the

language of the arts, we help our students

capture and communicate their world.

Making art is intellectual, but it is also

charged with emotion. Art allows you to

take in the world, break it down, rebuild

it, and show it to others in a different way.

A really powerful painting is similar to a

really powerful poem, and in the same way

that one plus one communicates two, a

painting or a piece of music communicates

an idea.”

DAVID A. DOUGLAS VISUAL ARTS FACU LT Y M E M BER SI NCE 1994

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An EHS education includes the study of theology as an academic discipline, exploring the Judeo-Christian-Islamic heritage that is the foundation of Western civilization. Students analyze the history of humanity’s quest for meaning and examine classical and contemporary religious and philosophical models. Through discus-sions and writing assignments, our students appropriate the perspective of these models and learn to think for themselves. The curriculum also includes studies of various religious and

philosophical traditions, as well as in-depth studies of Christian theological concepts, such as salvation and Christology.

Students are required to complete a minimum of one credit in theology. Entering 9th and 10th grade students must complete Biblical Theology before the end of their sophomore year. The second half of the requirement is completed through a half-year elective taken during senior year.

Theology

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• 2-D PORTFOLIO

• A+ CERTIFICATION

• ADVANCED CHINESE WRITING

• ADVANCED CHINESE WRITING 2

• ADVANCED DATA STRUCTURES IN COMPUTER PROGRAMMING

• ADVANCED WRITING STYLE IN GERMAN

• CERAMICS 3

• COMBINATORICS

• THE CREATION: NARRATIVES IN WORLD RELIGIONS

• DIFFERENTIAL EQUATIONS

• DISCRETE MATH

• FRANCOPHONE LITERATURE AND FILMS

• GERMAN ART: GOETHE’S WORKS

• GERMAN LITERATURE SURVEY

• HERMANN HESSE: LIFE AND WORKS

• NUMBER THEORY

• OPERATING SYSTEM DESIGN

• PORTFOLIO ART: DRAWING

• PORTFOLIO ART: PAINTING

• PORTFOLIO PHOTOGRAPHY

• PORTFOLIO PHOTOGRAPHY 2

• STUDIO ART: DRAWING PORTFOLIO

• SURVEY OF JOURNALISM

• THE ROLE OF ART IN RELIGION

I N D E P E N D E N T S T U D Y P R O G R A M S

EPISCOPAL ENCOURAGES STUDENTS TO PERSONALIZE THEIR EDUCATION, AND THE SCHOOL OFFERS A BROAD

RANGE OF ELECTIVES TO ALLOW STUDENTS TO TAILOR THEIR COURSE OF STUDY. HOWEVER, STUDENTS WHO

WISH TO PURSUE TOPICS OF LEARNING THAT ARE OUTSIDE THE COURSE OFFERINGS AT EHS MAY APPLY FOR

INDEPENDENT STUDY. STUDENTS WORK INDIVIDUALLY WITH FACULTY MEMBERS WHO ARE WILLING TO SPONSOR

THEIR ENDEAVORS. TOGETHER THEY DEVELOP A COURSE OF STUDY THAT MUST BE APPROVED BY THE ASSISTANT

HEAD FOR ACADEMICS. THE STUDENT AND TEACHER THEN PURSUE THAT COURSE OF STUDY OVER A SEMESTER,

FOR WHICH THE STUDENT IS AWARDED A LETTER GRADE AND EARNS ACADEMIC CREDIT.

RECENT INDEPENDENT STUDY COURSES HAVE EXPLORED THE FOLLOWING SUBJECTS:

“If all there is to an academic subject is a series

of facts to be memorized, then what has taken

place isn’t really learning at all. The goal here is

to bring those facts to life, to see the ‘big picture’

of mathematics, so that the potential of the

discipline is made clear – and, perhaps, even a

little bit exciting. Though the teacher may lead

the discussion, learning is a ‘we are all in this

together’ experience at EHS.

“It is the fact that there are so many students at

EHS who strive for a bit more that makes teaching

here such a pleasure. Each day these students

arrive in class with enthusiasm and a sense of

purpose – and a sense of humor! I work with

teachers who recognize that we teach students

more than we teach math, and we work closely

together to best serve our students. It is the joy of

working with young people with this kind of spirit

that keeps me looking forward to the start of the

school year each September.”

R ICHARD M. ST UBBS M ATHEM ATICS FACU LT Y M E M BER SI NCE 1977

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A N A C A D E M I C PA R T N E R S H I P

EPISCOPAL HIGH SCHOOL IS A COMMUNITY WHERE CLOSE

CONNECTIONS AMONG STUDENTS AND FACULTY FLOURISH AS A

CHALLENGING AND ENGAGING CURRICULUM UNFOLDS.

STUDENTS JOIN THE FACULTY IN PURSUING QUESTIONS,

NOT SIMPLY ANSWERS; IN DISCOVERING IDEAS, NOT MERELY

FACTS; AND IN APPRECIATING THE JOURNEY, NOT SOLELY THE

DESTINATION. IT IS A COLLABORATION. THE EHS FACULTY

OFFERS STUDENTS SUPPORT, ENTHUSIASM, AND OPPORTUNITY.

EPISCOPAL STUDENTS BUILD A FOUNDATION OF KNOWLEDGE,

SKILL, AND PERSONAL RESPONSIBILITY.

EPISCOPAL ASPIRES TO GRADUATE YOUNG MEN AND WOMEN OF

INTEGRITY WHO WILL ACHIEVE THEIR GOALS, SERVE THE WORLD,

AND PERSEVERE IN THE CHALLENGES OF HEART AND MIND.

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1200 North Quaker Lane, Alexandria, VA 22302Telephone 703-933-4062 • Toll-free 877-933-4347

admissions@episcopalhighschool.org