MISSION STATEMENT

We prepare individuals to be creative, productive, and sensitive participants in an ever-changing, culturally diverse society through advanced instruction in the visual, literary, and performing arts.
At the Fine Arts Center we strive to nurture students talents and creativity in a supportive emotional and physical environment; prepare students for advanced study and career opportunities through studio classes taught by professional artists/teachers; improve students abilities to recognize quality through concentrated study within their art forms; expose students to diverse art forms through artists-in-residence, performances, master classes, publications, and exhibits, and; help students become responsible and self-disciplined through constructive criticism and encouragement.

BELIEFS
We believe that a balanced curriculum includes the study of the arts as an essential component of every students educational experience; the arts nurture, enrich, and improve the quality of life; the arts provide a universal language through which we understand other cultures; arts education promotes and encourages creativity, critical thinking and problem solving; the arts promote lifelong learning; the arts are on a parity with other academic subjects in regards to philosophy, policy, funding and programming; the arts must be taught by qualified, practicing arts specialists.

WELCOME Welcome to the Fine Arts Center. Both faculty and staff are happy you have come here to study. We have accepted you because of your interest in the arts and because of your talent. What makes the Fine Arts Center so special? It is the people who walk through the front door - students, teachers, guest artists, parents, and community supporters - all who care about quality education. The faculty is an excellent example of how practicing artists/teachers incorporate art into their daily lives. Catch the spirit of their love and devotion to the arts. To

receive the greatest benefit from the Fine Arts Center, the students must be willing to take risks, to make commitments, to give their best every day. Please read the handbook as an introduction to the Fine Arts Center, and, if you have any questions that are not answered here, speak with your teacher, the counselor, or the director. Welcome, students. You are in for the time of your lives. COMMITMENT At the Fine Arts Center, the arts are not only taught, but practiced and lived on a daily basis. Here, through the guidance of teachers (all of whom are practicing artists), students construct strong, basic foundations, enabling them to develop their artistic talents. The Fine Arts Center offers a rigorous course of study in all areas, often requiring extra time, concentrated effort, and the maturity necessary to accept a critical examination of work. Each arts curriculum at the Fine Arts Center requires a high degree of commitment - higher, perhaps, than students encounter in a high school classroom. Why? Because a prerequisite for an arts education is a firm commitment of time, spirit, and energy. Students are to be in class every day, to do homework, and to attend extra-curricular arts events outside the school. SPECIAL FEATURES OF THE FINE ARTS CENTER Those areas of study which are not primarily performance arts share their finished works. Visual Arts students display in the Fine Arts Center Gallery and in special exhibits held at malls and businesses in Greenville, and participate annually in Scholastic Art Awards. Creative Writing students give readings of their work periodically during the school year and, along with art students, publish an on-line literary magazine, The Cripple Creek Review. PERFORMANCES, EXHIBITS, PRODUCTIONS, AND PUBLICATIONS Students at the Fine Arts Center have many opportunities to perform for their fellow classmates and for the public. The music, theatre, and dance

departments often perform jointly, enabling students in these areas to interact. Each department gives performances to which the public is invited, and students travel throughout the community and around the state to perform for various community and school functions. ART GALLERY A very busy resource, the Fine Arts Center Sheffield Wood Gallery hosts several temporary exhibitions each year in addition to the permanent, faculty, and student collections. These shows are chosen to broaden student and community access to, and understanding of, visual arts by showcasing works of nationally recognized artists. Receptions are often held in conjunction with the shows, and students are encouraged to meet the artists. In addition, selections from both the student and permanent collections are shown in other locations within the region when requested. Among the organizations requesting exhibitions from the Fine Arts Center are the Greater Greenville Chamber of Commerce, the Charlotte Division of the Federal Reserve Bank of Richmond, and the State Department of Education. In cooperation with Upstate Visual Artists, the Greenville-Spartanburg International Airport has exhibited student works. ARTISTS-IN-RESIDENCE Each department brings to the school visiting artists to conduct workshops and demonstrations. Each artist is accomplished in his or her area, enabling students to broaden their experience and their awareness of technique and style. Visiting artists are supported by the Friends of the Fine Arts Center, the South Carolina Arts Commission, the National Endowment for the Arts, and local businesses. ATTENDANCE AT SPECIAL ARTISTIC EVENTS One of the goals of the Fine Arts Center is to nurture artistic talent and creative development. Students are constantly exposed to new art forms and are helped in interconnecting these forms with their special disciplines. Attendance at Fine Arts events is expected of all students. Students should check with their individual instructors to learn if and how these expectations will affect their course grades.

PERFORMANCE BEHAVIOR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Arrive at least 15 minutes before performance begins. Do not talk or whisper. Take care of your needs before the concert begins. Be attentive. Do not whistle or yell. Do not chew gum or eat food during the performance. Dress appropriately. Do not use flash cameras, tape recorders, or video cameras (unless special permission has been granted). Remain until the conclusion of the performance. Do not walk in front of video equipment while performance is being filmed. Do not touch art works in gallery. AWARDS Even though the Center is designed for students with special talents, there are always those who go the extra mile, who do outstanding work. Each May the faculty presents awards to those students who have given extra effort and who have produced work of special quality and originality. WORK IN PROGRESS Each student is expected at all times to have a project or piece of work in progress. One of the first things any young artist must learn is selfdiscipline. STANDARDS FOR CONTINUING ENROLLMENT Fine Arts Center students are monitored and evaluated on a daily basis for attendance, concentration, dedication, discipline, work ethic, meeting deadlines, improving skills, attitude, and willingness to experiment with -and test -- their talent. In a sense, a Fine Arts Center student auditions each day he or she is in the classroom. However, each spring current students wishing to return must reapply, and in some cases, undergo another audition (or portfolio review) to be readmitted. The fact that a student attends the Center is no guarantee of being allowed to continue. Any student who does

not meet the standards will not be invited to return for the next year and, in some instances, may be asked to return to the home school at the semester break. A great deal is expected of Fine Arts Center students, and those who have met the challenges have also reaped the rewards.

POLICIES AND PROCEDURES

Students, faculty, and administration are all committed to making the Center a special environment which is conducive to practice and growth in the arts. This requires policies concerning general behavior, attendance, and transportation. The following pages detail rules and regulations for the Fine Arts Center. SCHEDULE
1st Period 8:15-9:10 2nd Period 9:15-10:07 3rd Period 10:10-11:05 4th Period 11:05-1:15 5th Period 1:15-2:07 6th Period 2:10-3:05 7th Period After School 8th Period Evening

Most music students have both a performance period and a music theory period. Their class times are 9:15 - 10:10 and 10:10 - 11:05 in the morning and 1:15 - 2:10 and 2:10 - 3:05 in the afternoon. Theatre I meets at either 9:15 or 10:10. Theatre II meets only at 1:15. Although these are the official school hours, students are encouraged to arrive early and stay as late as they can. Faculty and staff encourage students to create work on their own and to go beyond that which is assigned during class time. PERMISSION TO DRIVE OR RIDE IN A CAR Under certain circumstances, students are permitted to drive or ride in a car to and from the Center. However, a permission form must be completed and signed by the students parents, the principal at the home school, and the director of the Fine Arts Center. Attached to the permit are specific rules and regulations that govern a driving permit. Other specific expectations include the following:

1. 2.

Do not park in areas specified for staff, visitors, or the handicapped. The speed limit for automobiles on campus is 5 miles per hour. Permission to drive may be revoked for anyone who exceeds this limit, enters through the exit driveway, or drives in a reckless manner. Cars are to be kept locked at all times during the school day. A parking permit must be purchased in the office if a car will be driven to school. FINE ARTS CENTER CODE OF CONDUCT * In addition to the Districts Code of Conduct

3. 4.

In addition to the rules and regulations required in the home school, students are expected to observe the rules of conduct listed in this section. Any student who questions the wisdom or fairness of any rule or regulation should discuss the matter with the director or counselor. 1. Students are expected to use and care for buildings, grounds, and equipment in a proper manner. Please dispose of all wrappers and other trash by putting them in the waste cans. Recycling containers are to be used for plastic bottles. Food and drinks are not permitted in classrooms, the gallery, or any other areas of the school. The proper use, care, and return of equipment are essential. Students will be required to pay for lost or damaged equipment which has been issued to them. Any student who deliberately takes equipment without permission may be prosecuted. Profane, foul, or obscene language in school or on the bus is not acceptable at the Fine Arts Center. Students are expected to report directly to class. Please do not loiter in the lobby, restrooms, or around vending machines. Students must remain in classrooms until given permission to leave. Clothes which have suggestive or obscene pictures, emblems, or words are not appropriate at the Fine Arts Center. Shoes and/or sandals are required for safety reasons.

2.

3. 4.

5.

6. 7.

The policies of the School District of Greenville County concerning the use of alcohol and drugs are in effect and will be strictly enforced. Please do not bring iPods, laptops or other types of entertainment to school. Such equipment will not be permitted in the building or on the buses unless requested by an instructor. Smoking is not permitted on the Fine Arts Center campus. If intending to use the vending machines, please bring the correct change. Change will not be available in the office. The faculty lounge is provided for faculty and staff use only.

8. 9. 10.

Telephones in the office and counselors office are for school business only. GUIDANCE The counselor is available at the Center to assist students in a number of ways, such as in making career and educational decisions, as well as working through personal or school-related problems. The counselor also works closely with the home school regarding attendance, scheduling, and transportation. The guidance office offers materials on careers, colleges, and financial aid. These materials are available for student use. Questions regarding attendance rules, transportation, or scheduling should be directed to the Guidance Office at 355-2553. If you get voice mail, leave a message; the counselor will return your call. ABSENCES For the Fine Arts Center to be in compliance with South Carolina legislation concerning attendance, the following policy will be used to determine when any Fine Arts Center student has exceeded the permissible number of absences:

1.

For a class that lasts a full academic year, a student is required to attend 170 of 180 days. For a semester class, a student is required to attend 85 out of 90 days. The Fine Arts Center will monitor absences to comply with this legislation. Tardies and early dismissals will be counted as time missed in calculating a students attendance. As stated in the student handbook, three tardies will result in detention. Early dismissals will be counted minute for minute, i.e., 55 minutes missed is an absence in a one-hour class; 110 minutes is an absence in a two-hour class. If a student exceeds the state allowance for time out of class, that student will be required to make up time in a manner that is acceptable to the students teacher. This make up must take place before a student can be given credit for the course.

2.

3.

Excessive absence cards will be distributed to students by their teacher once absences have exceeded the state limit. Exceptions: 1. If a student has exceeded the maximum number of absences, he may submit a doctors letter stating that he is medically unable to attend class. This excuses the make up of time; the work must ALWAYS be made up. Whenever possible, routine check-ups should be scheduled after school hours to avoid missed class time. Field trips and other school-sponsored events do NOT count as days absent. Those days are considered part of the students curriculum, and the student is counted present in his classes. Students are reminded to complete Pre-Arranged Absence forms for these events. Absences and tardies caused by school bus transportation are not counted as time missed; however, the work must be made up. Serious illness or death of an immediate family member verified by a statement from the parent within two (2) days of the students return to school. Absences for religious holidays are allowed when approved in

2.

3. 4.

advance. Such requests must be made to the director in writing. 5. Absences for extreme hardships may be approved by the director. Such approval should be pre-arranged when possible. Unlawful Absences Any student absence, with or without the knowledge of the parent, which does not meet the conditions for a lawful absence should be counted as unlawful and will not be excused. All unlawful absences beginning with the eleventh must be made up at the Fine Arts Center or the home high school. Procedures for Make-up Work 1. Provision for make up of school work missed during excused absences shall be worked out with the teacher(s) concerned at the earliest time possible, but should not exceed five school days after the student returns to school. Make up of school work missed during unexcused absences may be approved only with permission of the director after consultation with the teacher(s) concerned. PRE-ARRANGED ABSENCES At times, home high school schedules and special events may interfere with regular Fine Arts Center attendance. When this happens, students should pre-arrange scheduling with their teachers. If the Fine Arts Center teacher agrees that a student may be absent from the Center, the student should request a PRE-ARRANGED ABSENCE FORM, to be signed and returned to the teacher BEFORE the absence; otherwise, the absence is considered a class cut. ADMISSION FOLLOWING ABSENCE Following an absence, a student must take a note of explanation from the parent or guardian to the Fine Arts Center main office within two days. The office personnel will provide an admission slip which must be presented to the FAC teacher to be admitted to class.

2.

INCLEMENT WEATHER When a two-hour delay in classes is announced due to inclement weather, there will be NO morning classes at the Fine Arts Center. Since classes run only for two hours, this type of delay would have students arriving at just the time they would normally be leaving. Under these circumstances, check with your home school to see when they want you to report there. EARLY DISMISSALS Early dismissals must be approved by the Fine Arts Center teacher and by the main office personnel. Early dismissal forms must be obtained from the main office. TARDIES Students will be allowed two excused tardies per semester due to emergencies which may occur en route to the Fine Arts Center. On the third tardy, the student will be assigned detention. If tardiness becomes excessive, a parent conference will be scheduled. PROGRESS REPORTING POLICY 1. Students of the Fine Arts Center will have their progress recorded and reported in accordance with the policy of the School District of Greenville County. Reporting is made four times a year or at the end of each quarter with report cards issued to students at their home schools on the days designated by the yearly calendar. Progress reports (Form 250-38 Revised 1986) shall be used, as deemed necessary by the teacher, for notification to parents of any student whose progress is unsatisfactory. Parents are asked to arrange a conference with the teacher, teacher/counselor, and/or director/teacher/counselor. Teachers will be responsible for reporting any noticeable change in the progress of a student to the counselor, the parent, and the director.

2.

3.

Student Behavior Code

(July 1, 2009)

Student Behavior (Policy JCDA) The Board expects students to conduct themselves in an orderly, courteous, dignified and respectful manner. This requirement refers to their actions toward other students and teachers, their language, their dress and their manners. The Board believes self-discipline is an interpersonal goal of public education. Students have a responsibility to know and respect the policies, rules and regulations of the school and District. Violations of such policies, rules and regulations will result in disciplinary actions. The Board directs students to the District's Behavior Code set forth in this policy and the student handbook for their individual school. The Board authorizes its school authorities to employ probation and suspension and to recommend expulsion, if necessary, to enforce this policy. It is the philosophy of the District to handle all student disciplinary matters at the lowest supervisory level possible and in the most reasonable manner possible. Disciplinary action will be taken in accordance with appropriate procedural rights being afforded to students and their parents/guardians as provided by state law, State Board of Education regulation, and/or the policies of this District. The Board and the administration offer the following listing of offenses and the required or recommended dispositions for the information of students, parents/legal guardians and school personnel. Application of this Policy The following rules regarding student conduct are in effect during the following times and in the following places: 1 on the school grounds during, and immediately before or immediately after, school hours 2 on the school grounds at any other time when the school is being used by a school group 3 off the school grounds at a school activity, function or event

4 en route to and from school or a school activity on a school bus or other school vehicle 5 at any time or in any place that impacts the school's ability to maintain order and discipline in the Greenville County School District Student Conduct Away from School Grounds or School Activities The Board expects administrators to take appropriate action when information becomes available about student misconduct away from school grounds or school activities that may have a direct and detrimental effect on or seriously threaten the discipline, educational environment, safety or general welfare of students, faculty, staff and/or administrators of the District. When assessing the impact of out-of-school behavior on a District school, the administrator should take into consideration the seriousness of the alleged out-of-school offense and the protection of students, faculty, staff and administrators from the effects of violence, drugs and/or disruptions. Administrators are directed to evaluate each situation on a case-by-case basis. At a minimum, administrators or their designees should meet with the student upon his/her arrival at school, give the student notice of the concerns based on the reported out-of-school behavior and allow the student an opportunity to present his/her side of the story. Based upon all of the circumstances, including a finding that the alleged conduct will have a direct and immediate effect on the school or threatens the discipline, educational environment, safety or general welfare of students, faculty, staff and/or administrators of the school, the administration may either permit the student to attend classes as usual or may take appropriate disciplinary action including, but not limited to, in-school suspension or out-of-school suspension in order to conduct an investigation into the matter. The parents/legal guardians of students will be notified of any action taken by the administration and offered the opportunity for a conference with the administration. In the event the student is incarcerated based on his/her out-of-school conduct, the principal or his/her designee will notify the student that he/she is to meet with the administration prior to returning to school. At the conclusion of the inquiries to obtain more information on the matter, the administrator or his/her designee should take appropriate action which may include, but is not limited to, one or more of the following:

1 returning the student to his/her normal class schedule and removing all evidence of suspension 2 placing the student on probation and allowing the student to resume his/her normal class schedule 3 placing the student on probation, allowing the student to continue class work, but restricting the student's participation in extracurricular activities and/or designated school activities, for example, clubs, study halls, pep rallies, student government activities and so forth 4 suspending the student 5 recommending placement in the District's alternative school 6 recommending expulsion of the student for the remainder of the year The disciplinary action taken must be supported by the evidence and take into full consideration the impact of the student's presence at school on the discipline, educational environment and safety or general welfare of other students, faculty, staff and/or administrators of the school. Levels of Offenses Students who engage in an ongoing pattern of behavior that is disruptive to the orderly operations of the school shall be recommended for expulsion. The following is a general listing of offenses and the required or recommended disciplinary actions which should be taken as a result of such offenses being committed. Disorderly Conduct - Level I Disorderly conduct is defined as any activity in which a student engages that tends to impede orderly classroom procedures or instructional activities, orderly operation of the school or the frequency or seriousness of which disturbs the classroom or school. Acts of disorderly conduct may include, but are not limited to, the following: 1 2 3 4 5 classroom tardiness cheating on examinations or classroom assignments lying blackmail of other students or school personnel acting in a manner so as to interfere with the instructional process

6 abusive language between or among students, to include profane language 7 failure to complete assignments or carry out directions 8 use of forged notes or excuses 9 violation of school bus regulations 10 cutting class 11 possession or use of a paging device in violation of District policy 12 school tardiness 13 truancy 14 use of obscene or profane language or gestures 15 other disorderly acts as determined at the school level, which are not inconsistent with Board policy The administration may apply sanctions in cases of disorderly conduct which may include, but are not limited to, the following: 1 verbal reprimand 2 withdrawal of privileges (a privilege, as defined by the Greenville County School Board, is a student's opportunity to participate in any function of the school beyond attending class, riding buses and participating in the school District's food service program) 3 demerits 4 detention 5 in-school/out of school suspension 6 other sanctions approved by the Board or administration Disruptive Conduct - Level II Disruptive conduct is defined as those activities engaged in by student(s) which are directed against persons or property and the consequences of which tend to endanger the health or safety of themselves or others in the school. Some instances of disruptive conduct may overlap certain criminal offenses, justifying both administrative sanctions and court proceedings. The administration may reclassify disorderly conduct (Level I) as disruptive conduct (Level II) if the student engages in the activity three or more times. Acts of disruptive conduct may include, but are not limited to, the following: 1 fighting

2 vandalism (minor) 3 stealing 4 use or possession of laser pointers, fireworks, smoke bombs, pepperstyle sprays, and other similar devices or materials 5 threats against others 6 trespass 7 abusive language to staff, to include profane language 8 other disruptive acts which interfere with the educational process 9 refusal to obey school personnel or agents (such as volunteer aides or chaperones) whose responsibilities include supervision of students 10 possession or use of unauthorized substances, including tobacco and tobacco products, non-prescription drugs, "look-a-like" drugs, and drug paraphernalia, including rolling papers 11 illegally occupying or blocking in any way school property with the intent to deprive others of its use 12 inappropriate verbal or physical conduct of a sexual nature 13 misuse of District technology resources 14 gambling on school property 15 unlawful assembly 16 disrupting lawful assembly 17 harassment, intimidation or bullying 18 intimidating, threatening, or physically abusing another student 19 any other acts as determined at the school level that are not inconsistent with Board policy The administration may apply sanctions in cases of disruptive conduct which may include, but are not limited to, the following: 1 in-school suspension 2 withdrawal of privileges (a privilege, as defined by the Greenville County School Board, is a student's opportunity to participate in any function of the school beyond attending class, riding buses and participating in the school District's food service program) 3 temporary removal from class 4 out-of-school suspension 5 referral to outside agency 6 assignment to alternative school 7 expulsion 8 restitution of property and damages, where appropriate, should be sought by local school authorities

9 other sanctions as approved by the Board or administration Criminal Conduct - Level III Criminal conduct is defined as those activities engaged in by students (whether or not they result in criminal charges) that result in violence to themselves or to another's person or property or which pose a direct and serious threat to the safety of themselves or others in the school. These activities usually require administrative actions which result in the immediate removal of the student from the school, the intervention of law enforcement authorities and/or action by the Board. Whenever a student is engaging or has engaged in activities including, but not limited to, one of the acts specified below, while on school property or at a school sanctioned or sponsored activity which a principal or his/her designee has reason to believe may result, or has resulted, in injury or serious threat of injury to a person or to his/her property, the principal or his/her designee is required to notify law enforcement officials. Acts for which principals must recommend students for expulsion include, but are not limited to, the following: 1 bomb threat 2 possession, use or transfer of weapons - a weapon is defined as a firearm (rifle, shotgun, pistol or similar device that propels a projectile through the energy of an explosive); a knife, razor, bludgeon, blackjack, metal pipe or pole, brass knuckles (to include multi-finger rings); incendiary or explosive device; or any other type of device or object which may be used to inflict bodily injury or death 3 sexual offenses (which include sexual acts that do not result in a criminal offense) 4 arson 5 distribution, sale, purchase, manufacture, use, being under the influence of, or unlawful possession of alcohol or a controlled substance, as defined in S.C. Code Ann. 44-53-110 through 44-53270. (See Policy JCDAC) 6 threatening to take the life of or inflict bodily harm upon a school employee or member of their immediate family 7 ganging ("Ganging" or participating as a member of a gang and inflicting a violent act of bodily harm, however slight, upon another

person will not be tolerated. A "gang" shall consist of two or more persons acting together for and with the purpose of committing an act of violence against another person. "Participation" also includes any act that interferes with or hinders a staff member from stopping the infliction of bodily injury that is the objective of the gang.) Additional acts for which principals may recommend students for expulsion include, but are not limited to, the following: 8 vandalism (major) 9 theft, possession or sale of stolen property 10 disturbing the schools 11 possession, use, or transfer of "look-a-like" weapons 12 assault and battery 13 extortion 14 any other acts as determined by the Board Note Regarding Students Under the Influence: In determining whether a student is under the influence of alcohol or a controlled substance, the student's appearance, behavior, manner, presence of an odor of the substance, and statements made by the student as to the use of controlled substances or alcohol may be considered without regard to the amount of alcohol/controlled substance consumed. ************************************************************* Note Regarding Recommendations for Expulsion Recommendations for expulsion do not automatically result in expulsion. Hearing officers have the authority and flexibility to consider other disciplinary action based on the offense, age of student, previous disciplinary record, extenuating circumstances, and totality of the incident. ************************************************************* The principals must recommend students for expulsion if they have committed offenses which are underlined above. If a student commits an offense that is not underlined, the principals may recommend the student for expulsion when the circumstances warrant it. The administration may apply sanctions in cases of criminal conduct which may include, but are not limited to, the following: 1 withdrawal of privileges (a privilege, as defined by the Greenville County School Board, is a student's opportunity to participate in any

2 3 4 5 6

function of the school beyond attending class, riding buses and participating in the school District's food service program) out-of-school suspension assignment to alternative school expulsion restitution of property and damages, where appropriate, should be sought by local school authorities other sanctions as approved by the Board or administration

Extenuating, Mitigating or Aggravating Circumstances The Board confers upon the Superintendent or his/her designee the authority to consider extenuating, mitigating or aggravating circumstances which may exist in a particular case of misconduct. The administrator should consider such circumstances in determining the most appropriate sanction. Discipline of Disabled Students Students identified as disabled pursuant to the Individuals with Disabilities Education Improvement Act ("IDEIA disabled") will be disciplined in accordance with federal and state law as set forth in the special education procedures developed by the administration. Paging Devices, Telecommunications Devices, and Cell Phones For purpose of this policy, paging devices are defined as telecommunications devices, to include mobile telephones, that emit an audible signal, vibrate, display a message or otherwise summon or deliver a communication to the possessor. Students who choose to bring paging devices to school must keep them in their vehicles or lockers, or another appropriate location determined by the school principal. During school hours while on school grounds, no student may use, or have turned on, a paging device without the prior permission of the principal, as set forth below. "Turned on" includes a paging device that is activated and set or programmed to ring, vibrate or otherwise send or receive a signal. The principal or his/her designee may authorize a student to otherwise possess a paging device if the student is an active member of an emergency

service organization, needs the paging device for a legitimate medical reason or otherwise needs the paging device for a legitimate reason, as determined by the principal. In such cases, the student must have prior written consent from the principal or his/her designee. A person who finds a student in possession or use of a paging device in violation of this policy, must report the student to the school principal. The principal or his/her designee must confiscate the device. The device will be returned to the student's parent/legal guardian according to the terms set forth below. A student who violates this policy regarding use and possession of paging devices is subject to discipline as follows: First offense confiscation of the paging device or mobile telephone and after a conference with the parent/legal guardian, the paging device or mobile telephone will be returned to the adult. Second offense - confiscation of the paging device or mobile telephone and after a conference with the parent/legal guardian, the paging device or mobile telephone will be returned to the adult 30 days after the confiscation. Third offense - confiscation of the paging device or mobile telephone and after a conference with the parent/legal guardian, the paging device or mobile telephone will be returned to the adult 60 days after the confiscation and the student may be subject to additional disciplinary consequences including: detention (during or after school), in-school suspension, out of school suspension, and work detail assignment. Fourth and subsequent offenses - confiscation of the paging device or mobile telephone and after a conference with the parent/legal guardian, the paging device or mobile telephone will be returned at the end of the school year and the student may be subject to additional disciplinary consequences including: detention (during or after school), in-school suspension, out of school suspension, and work detail assignment. Suspension (Summary of Policy JDD) The Board provides due process of law to students, parents/legal guardians and school personnel through procedures for the suspension of students, which are consistent with federal law, state law and regulation and local

policy. According to state law, the Board may authorize the suspension of a student from school for commission of any crime, gross immorality, gross misbehavior, persistent disobedience or for violation of written rules and regulations established by the District Board of Trustees (Student Behavior Code Policy JCDA), or the State Board of Education. The Board may also authorize the suspension of a student when the presence of the student is detrimental to the best interest of the school. Suspension means a student cannot attend school or be on the school grounds, cannot attend any program at the school in the daytime or at night and cannot ride a school bus. Suspension is the exclusion of a student from school and school activities for a period of time not to exceed 10 school days for any one offense. The Board uses the word suspension in this policy to mean either suspension from school or in-school suspension as determined by the principal. The Board delegates the power of suspension to District administrators. Requests for review of suspensions may be made to the principal and the Superintendent's designee. The decision of the Superintendent's designee ends the appeal process for suspensions. However, the Board must review suspensions that occur within the last 10 days of the school year if such suspension would make a student ineligible to receive credit for the school year. Suspension of students who are classified as disabled will be handled consistent with federal and state law and with procedures established by the Board. ************************************************************* Missed Work Students who are suspended must make up missed work. ************************************************************ Expulsion (Summary of Policy JDE) Expulsion is the removal of a student from a school for the remainder of the

school year, except in cases of permanent expulsion. A student may be expelled for any reason listed in the Student Behavior Code Policy JCDA, for the commission of any crime, gross immorality, gross misbehavior or the violation of any other written rules and regulations established by the Board or the State Board of Education, or when the presence of the student is deemed to be detrimental to the best interests of the school. Students who engage in an ongoing pattern of behavior that is disruptive to the orderly operations of the school shall be recommended for expulsion, as set forth in Policy JCDA. Expulsion means the student cannot attend school or be on the school grounds, cannot attend any school-related events or activities on or off campus, and cannot ride a school bus. The Board delegates to a District hearing officer the authority to conduct administrative hearings and expel students. The decision of the hearing officer may be appealed by either the student or the administration to the Board as indicated in Policy JDE. Harassment, Intimidation, and Bullying (Summary of Policy JCDAG) As provided in the South Carolina Safe School Climate Act, the District prohibits acts of harassment, intimidation or bullying of a student by another student or students, staff, or third parties that interfere with or disrupt a students ability to learn and the schools responsibility to educate its students in a safe and orderly environment whether in a classroom, on school premises, on a school bus or other school-related vehicle, at an official school bus stop, at a school-sponsored activity or event, whether or not it is held on school premises, or at another program or function where the school is responsible for the student. The District expects students to conduct themselves in an orderly, courteous, dignified and respectful manner. Students and employees have a responsibility to know and respect the policies, rules and regulations of the school and District. Definitions "Harassment, intimidation, or bullying" is defined as a gesture, an electronic communication, or a written, verbal, physical, or sexual act that a reasonable

person should know will have the effect of: a) harming a student, physically or emotionally, or damaging a students property, or placing a student in reasonable fear of personal harm or damage to his property; or b) insulting or demeaning a student or group of students in such a way as to cause substantial disruption in, or substantial interference with, the orderly operation of the school. Reporting Any student who believes he/she has been subject to harassment, intimidation, or bullying should file a complaint with the principal or his or her designee. Such a complaint may also be filed by a student's parent. If an employee receives a complaint of harassment, intimidation, or bullying or observes any behavior which could amount to harassment, intimidation, or bullying, the employee must transmit the complaint to the school's principal or other designated contact person as soon as practicable. Consequences for Engaging in Harassment, Intimidation, or Bullying If the investigation determines that harassment, intimidation, or bullying has occurred, the administration shall take reasonable, timely, age-appropriate, and effective corrective action. Examples of corrective action include, but are not limited to, disciplinary action against the aggressor, up to and including termination of an employee or expulsion of a student; special training or other interventions; apologies; dissemination of statements that the school does not tolerate harassment, intimidation, or bullying; independent reassessment of student work; and/or tutoring. Individuals, including students, employees, parents, and volunteers, may also be referred to law enforcement officials. The District will take all other appropriate steps to correct or rectify the situation. Sexual Harassment (Summary of Policy JCA) All students and employees must avoid any action or conduct that could be viewed as sexual harassment or inappropriate conduct of a sexual nature. This includes any action or conduct communicated or performed in person,

in writing or electronically. Sexual harassment or inappropriate conduct of a sexual nature directed at students, either male or female, by District employees, other students, volunteers or third parties associated with schools is strictly prohibited. Such conduct is considered a violation that is disorderly, disruptive, and/or criminal in nature and will not be tolerated. Any employee who engages in such conduct may be subject to disciplinary action, up to and including a recommendation for termination. A student who engages in such conduct may be disciplined up to and including expulsion. Any student who believes he/she has been subjected to sexual harassment or inappropriate conduct of a sexual nature by an employee, another student, a volunteer, or a third party, is encouraged to file a complaint in accordance with JCA/JCA-R. A parent may also file a complaint on behalf of his/her child. Students will not be subject to retaliation or reprisal for having filed a complaint. Gang Activity or Association (Summary of Policy JCDAE) Gangs and activities of gangs are prohibited on or near school property and at school-sponsored events. A "gang" consists of two or more persons acting together for and with the purpose of committing an act of violence against another person. The following conduct is prohibited at all times on school property and at school-sponsored events, regardless of where the events are held: 1 Wearing, possessing, using, distributing, displaying or selling any clothing, jewelry, emblem, badge, symbol, sign, manner of grooming or other item that evidences or reflects membership in or affiliation with any gang 2 Engaging in any act, either verbal or nonverbal, including, but not limited to, gestures or handshakes, that indicates membership in or affiliation with any gang 3 Engaging in any act in furtherance of the interests of any gang activity, including, but not limited to, soliciting membership or affiliation with a gang; soliciting any person to pay for "protection";

or soliciting any person to engage in physical violence against any other person 4 Painting, writing, engraving, or otherwise inscribing any gang-related graffiti, messages, symbols or signs on school property In determining as part of the implementation of this regulation whether certain acts or conduct are gang-related, school officials should consult with local law enforcement. If the District determines that a student has violated the prohibitions set forth in this policy, the student will be subject to exclusion from participation in extracurricular activities, detention, suspension, and/or expulsion, dependent upon the specific circumstances of the offense. Students also may be referred to law enforcement. The District also reserves the right to permanently prohibit any student from wearing or displaying any article of clothing or accessory which the District has determined to be a gang indicator. Searches, Student Interrogations, and Arrests (Summary of Policy JCAB) The Board recognizes that both state law and the Fourth Amendment to the United States Constitution protect citizens, including students, from unreasonable searches and seizures. The Board accordingly directs all District personnel to conduct searches and seizures on District property or during District sponsored events in accordance with applicable federal and state law. Searches As authorized by state law, District and school administrators and officials may conduct reasonable searches on District property of lockers, desks, vehicles, and personal belongings such as purses, book bags, wallets, and satchels, with or without probable cause, subject to the limitations and requirements of this policy. Contacting Law Enforcement As provided in S.C. Code Ann. 59-24-60, school administrators must

contact law enforcement authorities immediately upon notice that a person is engaging or has engaged in activities on school property or at a school sanctioned or sponsored activity, which may result, or results in, injury or serious threat of injury to the person, or to another person, or his property. Such reportable activities or conduct may include, but are not limited to, the examples of criminal conduct referenced in Level III of Board Policy JCDA (Behavior Code). The Board recognizes that, when law enforcement authorities are contacted pursuant to S.C. Code Ann. 59-24-60, the law enforcement authorities must make the determination whether they will conduct an investigation into the matter. Interrogations by School Personnel and School Resource Officers Administrators and teachers, as well as school resource officers, may question students about any matter pertaining to the operation of a school and/or enforcement of its rules. The questioning shall be conducted discreetly and under circumstances which will avoid, to the extent practical under the circumstances, unnecessary embarrassment to the person being questioned. School resource officers shall act consistently with law enforcement guidelines should any routine questioning turn into a criminal investigation. Any student who answers falsely or evasively or who refuses to answer an appropriate question may be disciplined. Interrogations by Law Enforcement When law enforcement officers find it necessary to question a student during the school day regarding matters not connected to the school, the principal or his/her designee shall cooperate with law enforcement and shall request to be present, so long as his/her presence does not impede the investigation. The principal or his/her designee should make a reasonable attempt to contact the students parent/legal guardian and request his/her presence. Weapons in School (Summary of Policy JCDAA) While on school grounds, in school buildings, on buses or at school-related functions, students will not possess any item capable of inflicting injury or harm (hereinafter referred to as a weapon) to persons or property when that

item is not used in relation to a normal school activity at a scheduled time for the student. No vehicles parked on school property may contain firearms, knives, blackjacks, or other items which are generally considered to be weapons. In addition to disciplinary action, having a weapon is a felony offense. Weapons (firearms) The Board or its designee will expel for no less than one calendar year any student who has brought or possessed a firearm on school property, at District or school related functions, or at any setting under the jurisdiction of the Greenville County Schools. For purposes of this section of the policy, weapon is defined as a firearm. The term firearm is defined extensively in the U. S. Code, but generally means a weapon (gun) or destructive device (explosive, incendiary). Alcohol Use/Drug Use (Summary of Policy JCDAC) No student, regardless of age, will possess, use, sell, purchase, barter, distribute, or be under the influence of alcohol or a controlled substance, as defined in S.C. Code Ann. 44-53-110 through 44-53-270, (see the Behavior Code) in the following circumstances: 1 on school property (including buildings, grounds, vehicles) 2 at any school-sponsored activity, function or event, whether on or off school grounds (including any place where an interscholastic athletic contest is taking place) 3 en route to or from, or during any field trip 4 during any trip or activity sponsored by the Board or under the supervision of the Board or its authorized agents NOTE: In determining whether a student is under the influence of alcohol or a controlled substance, the student's appearance, behavior, manner, presence of an odor of the substance, and statements made by the student as to the use of controlled substances or alcohol may be considered without regard to the amount of alcohol/controlled substance consumed. The administration will recommend students who violate this policy for expulsion. The Board intends to expel all students who are determined to

have distributed any controlled substance on school grounds. Tobacco Use (Policy JCDAB) Students are not permitted to use or possess any tobacco products while in school buildings, on school grounds, on school buses, or at any time that a student is under the direct administrative jurisdiction of the school or school officials. Disciplinary actions will be handled in accordance with the Behavior Code. Computer Acceptable Use Rule Each school year every person who uses a Greenville County School District computer must review the Acceptable Use Rule (Board Rule EFE). This rule is available on the GCS website at www.greenville.k12.sc.us/gcsd/depts/ets/policy/aup.asp. Participation in Extracurricular Activities Student participation in extracurricular activities is a privilege (not a right) that a student earns through proper conduct and academic achievement. A student may be denied the privilege of participating in an extracurricular activity and/or an event when the student's conduct is not consistent with District Policy; the District's Behavior Code and/or academic standards; the conduct expectations and/or academic standards of the students school; and/or the conduct expectations and/or academic standards of the particular activity. Extracurricular activities include, but are not limited to, athletic teams, academic clubs/teams, prom, graduation exercises, and attendance at any school function outside of the normal school day. Dress Code (Policy JCDAF) Greenville County School District students are expected to dress and be groomed in such a way as to not distract or cause disruption in the educational program or orderly operation of the school. Personal appearance of students should promote health and safety, contribute to a climate conducive to teaching and learning, and project a positive image of the

District to the community. Students should dress for the educational setting and not the recreational one. The principal may create further guidelines regarding student dress, which are consistent with this policy. 1 Clothing and/or hair should not be so extreme or inappropriate to the school setting as to disrupt the education process. Therefore, clothing deemed distracting, revealing, overly suggestive or otherwise disruptive will not be permitted. 2 Wearing accessories or clothing that could pose a safety threat to oneself or others is not allowed. 3 Hats and sunglasses may not be worn in the building. 4 Attire must not evidence membership or affiliation with a "gang" in any negative sense of the term. 5 Proper shoes must be worn at all times. 6 Attire must not be immodest, obscene, profane, lewd, vulgar, indecent or offensive. 7 Clothing that inappropriately exposes body parts is not permitted. Students shall not expose undergarments. 8 Pants must be worn at the natural waistline and undergarments are not to be visible. Pants and slacks must not bag, sag, or drag. 9 No clothing, jewelry, or tattoos are permitted that display profanity, suggestive phrases, or advertisements for, or messages or pictures depicting or suggesting alcohol, tobacco, drugs, or sex. The administration will make the final judgment on the appropriateness of clothing and/or appearance and reserves the right to prohibit students from wearing any articles of clothing or other items which lead to or may foreseeably result in the disruption of or interference with the school environment. In the event the administration determines a students dress is inappropriate for school in accordance with this policy, the administration will either require the student to change or will inform the student not to wear the garment to school again. Repeated violations of the Dress Code will be treated as disruptive behavior in violation of the District's Behavior Code. BUS TRANSPORTATION Students are expected to ride the bus to and from their home schools if at all possible. School policies concerning behavior are in effect while students

are on buses. Bus transportation to and from the Center is the responsibility of the home school. Transportation Rules The School District of Greenville County must ensure that the bus ride to and from school is a safe one. All bus riders are required to follow bus safety rules at all times. Failure to do so will result in disciplinary sanctions, possibly including exclusion from the bus. Usual school disciplinary sanctions, such as suspension and expulsion, may also be imposed. Each bus rider is expected to: follow the driver's directions; sit in the assigned seat; keep hands, arms, legs; and objects to himself and inside the bus; refrain from cursing, name calling, gestures, or loud talking; refrain from pushing, shoving, or annoying other students; refrain from eating, drinking, chewing gum, or littering; obey all points of the Code of Conduct.

What is expected of students who ride the bus? To ensure the safety of students who ride school buses, The School District of Greenville County has trained bus drivers in the Assertive Discipline Program. This program is based on bus riders' adherence to rules for appropriate conduct and certain consequences that will follow if these rules are not followed. Appropriate disciplinary action will be taken for incidents which involve severe offenses, such as: fighting, possession of weapons, drugs or alcohol, use of tobacco products, any action which endangers the safety of the driver and other students, or damage to the bus. Such action could involve a longer suspension from the bus or other sanction. The bus supervisor and transportation officials have the authority to remove a student from the bus if the student becomes uncontrollable while on the bus. The student may not board the bus again until granted permission by the principal. If a student damages a school bus, the student will be charged the assessed repair rate set by the State Department of Education. The student

responsible for the damage will be suspended from riding the bus until restitution is made. The principal may set up a payment plan for students who are not able to pay the entire amount at one time. Total restitution must be made or the bus privilege will be lost. Appropriate action for disabled students who violate bus rules will be taken by the principal and may involve other intervention as indicated by the students Individual Education Plan (IEP) Committee or as required by law. Students and parents should not attempt to discuss bus rule violations or suspension matters with the bus driver at a bus stop. Students who attempt to board the bus while suspended or adults who attempt to board or interfere with the operation of the bus, may be prosecuted under applicable South Carolina law. The School District of Greenville County must safely transport all bus riders to and from school. Bus riders will be denied the privilege of riding the bus if their behavior is unacceptable or infringes on the rights of other bus riders. It will be the responsibility of the parent or guardian to see that the student is transported to school during this time. The following behaviors are not permitted: Riding the bus when the student has been suspended Riding a bus other than that assigned Disobeying the instructions of the driver Physical or verbal abuse of the driver or displays of disrespect Physical or verbal abuse of another student Possession of weapons or other dangerous objects Possession of drugs, alcohol, lighters, or other ignitables Possession of pagers, telephones or other telecommunications devices Leaving a seat while the bus is in motion Failure to sit properly in seat Failure to sit in assigned seat Throwing objects on the bus or out of the windows Placing any item or any part of body outside bus windows Yelling out of the windows Fighting Eating or drinking

 Selling items Horseplay Spitting Using profanity Making obscene gestures Making excessive noise or engaging in disruptive behavior

COURSES
The Fine Arts Center offers a pre-professional or college arts program to high school students in the visual, performing, and literary arts. Specialized classes are available in the following disciplines: CREATIVE WRITING Creative Writing 1, 2 Creative Writing 3, 4, Honors DANCE Dance 1, 2, 3, 4 Honors (Modern and Ballet) DIGITAL FILMMAKING Film/Video 1, 2, 3 Film/Video Honors MUSIC Brass 1, 2, 3, 4 Honors Guitar Theory 1, 2 Guitar Performance 1, 2 Jazz Guitar Ensemble 1 Jazz Guitar Ensemble 1, 2, 3 Honors Jazz Combo 1 Jazz Combo 1, 2, 3 Honors Music Engineering 1, 2, 3, 4 Honors Woodwinds 1, 2, 3, 4 Honors Percussion 1, 2, 3, 4 Honors Strings Chamber Music 1, 2, 3, 4 Honors

String Ensemble Voice 1 Voice 2, 3, 4, Honors Music Theory 1, 2 AP Music Theory Music History and Literature, Honors Advanced Topics Music Theory, Honors Greenville County Honors Youth Orchestra Chamber Orchestra, Honors THEATRE Theatre 1, 2, 3, 4 Honors Technical Theatre 1, 2, 3, 4 Honors VISUAL ARTS Advanced Studio Art 1, 2, 3, 4 H 2D and 3D Design H Drawing and Graphics Drawing and Graphics, Advanced Drawing and Graphics, Honors 3-D Design in Metal Advanced Problems in Metal H Metals 1 Honors Advanced Ceramics Ceramics 1, 2 Honors Photography 1, 2 Honors AP Studio Art - Drawing AP Studio 3-D Design AP Studio 2-D Design

CREATIVE WRITING
The Fine Arts Center Creative Writing program, under the guidance of a professional writer, enables each student to explore the creative possibilities of fiction, poetry, and drama, while learning valuable critical techniques in each genre. Limited enrollment provides daily, individual consultation with the instructor as each student develops a number of personalized writing projects.

The class will consist of a workshop setting which allows for lecture, discussion, and in-class writing time. Students share and critique works in the informal seminar atmosphere, usually on a daily basis. Editing and publishing strategies are stressed as well. Also, interdisciplinary projects with other Fine Arts Center departments will continue to be an important part of the curriculum. As works of merit accumulate during the year, these pieces are shared through community projects, public readings, and production of class literary publications. Visiting writers and the workshops they conduct also serve to broaden the students literary perspectives. The Fine Arts Center Creative Writing program is a truly unique experience -- invaluable for those students interested in writing as a possible career and for those interested in the personal satisfaction that arises from the creation of a singularly individual piece of art. Creative Writing 1 Enrollment Guidelines: Student must have a basic command of the English language, be self-motivated, be willing to do more than the required work, and have a strong desire to become a writer. Student must also provide teacher recommendations and writing samples. Performance Expectations: By the end of Creative Writing 1, students should: 1. 2. 3. 4. 5. 6. 7. 8. 9. demonstrate a reading awareness of fiction and poetry, including modern works and authors; show knowledge of small presses and little magazines; use the language without grammatical or structural errors; begin to show a stylistic development in their writing; critique their own work and that of others; begin to show familiarity with various writing markets; show some awareness of public editing and design; show evidence of research into varied career possibilities in writing; have produced at least two good short stories (tightly constructed, well-developed character and motivated, containing a distinguishable climax, original as opposed to pedestrian in subject and

10. 11.

development); have produced at least five good poems (condensed and heightened language, with a feel for meter and line, expressing something which has never been said in exactly that way before); and have some knowledge and skill in performance reading. Creative Writing 2 Creative Writing 3, 4, Honors

Performance Expectations: At the end of Creative Writing 2, students should: 1. 2. 3. 4. 5. have established standards of excellence, including breadth of knowledge of several writers whom the student reads regularly, studies and admires; have strong familiarity with writers resources, including Poets & Writers; Writers Market; various dictionaries including the OED, and other resources available in the Fine Arts Center writers library; have a thorough working knowledge of forms, terms and elements of poetry and fiction; have knowledge of basic elements of writing a play; have at least four little magazines which he/she reads regularly (such as POETRY, PLOUGH/SHARES, THE GEORGIA REVIEW, THE AMERICAN POETRY REVIEW, FICTION INTERNATIONAL, etc.); have a regular, established writing schedule and some specific goals for progress; be familiar with AWP catalogue and have knowledge of writing programs available for post-high school work; have knowledge of careers in writing and some insight into the writers life and responsibilities; have a competent level of technique and knowledge: critiquing, editing, publishing; have submitted work to at least five magazines and/or contests for possible publication; and have a major work in progress, such as a collection of poems or stories, a novel or drama.

6. 7. 8. 9. 10. 11.

DANCE

Enrollment Guidelines: Acceptance is by audition. The audition will be structured as a class, which includes classical ballet and modern dance technique. During the audition the student will demonstrate: 1. 2. 3. 4. 5. flexibility and agility; strength and control; the ability to execute short combinations in both ballet and modern dance technique; performance ability; and energy, drive, and commitment. Dance Level 1 Honors Performance Expectations: The student, upon completion of Dance 1, will: 1. 2. 3. 4. 5. 6. 7. 8. demonstrate proper body alignment and placement; demonstrate given ballet exercises at the barre and in the center; demonstrate the eight positions of the body in classical ballet; execute en dedans (inward) and en dehors (outward) pirouettes; become familiar with basic ballet terminology and dance history; demonstrate the ability to explore and problem-solve with movement through structured improvisation; be able to create a short compositional dance study; and submit written work or critiques of different types of live dance performances, selected filmed performances, or web-based research. Dance Level 2 Honors Performance Expectations: The student, upon completion on Dance 2, will: 1. 2. 3. 4. 5. execute adagio and allegro combinations that include more classical ballet vocabulary; execute a double pirouette en dehors, and simple beating of the feet in ballet; execute traveling and floor combinations incorporating use of the floor, spiral, and falling techniques in modern dance; show basic knowledge of the origins of dance and its development; be aware of major dance companies, repertory, choreographers, and dance artists;

6. 7. 8.

be able to create an expanded compositional dance study; demonstrate working and performing as an ensemble; and submit written work or critiques demonstrating knowledge of choreography and performance. Dance Level 3 Honors

Performance Expectations: The student, upon completion of Dance 3, will: 1. 2. 3. 4. 5. 6. execute longer and more complicated ballet adagio and allegro combinations; execute a double pirouette en dedans and en dehors within a ballet combination; demonstrate the differences in the defined movement qualities of swinging, sustained, percussive, suspended, vibratory, and collapse; demonstrate longer and more complex modern dance sequences that include defined movement qualities with technical control in the modern dance vocabulary; design and perform an extended compositional work demonstrating the understanding of the elements of dance and the movement qualities; and complete independent choreography projects. Dance Level 4 Honors Performance Expectations: The student, upon completion of Dance 4, will: 1. 2. 3. 4. 5. execute more complex ballet combinations that incorporate more advanced ballet vocabulary; execute beats within ballet allegro combinations; execute reversed petite allegro combinations; demonstrate understanding of compositional work developed and based on a stated theme; and complete independent projects including choreographing for a small group of dancers.

Digital Filmmaking
Film/Video 1

1. 2. 3. 4. 5.

Instruction in the computer programs, Final Cut Pro, Sound Track, Motion, Photoshop, iMovie, Garage Band, iDVD and DVD Studio Pro. Instruction in the operation of camera, lighting, audio, and grip equipment. Instruction in the aesthetics of sound design, lighting, composition, color theory, story structure and editing. Instruction in film history and various film and video production terms. Student production of a variety of short films containing little to no dialogue. Film/Video 2

Performance Expectations: Upon completion of Film/Video 1, the students must be able to demonstrate: 1. Instruction in scriptwriting, directing, producing and advanced postproduction. This includes instruction in Final Draft scriptwriting software, instruction in advanced procedures in Final Cut Pro, and instruction in scheduling and budgeting a production. Student production of a short film. Students are responsible for writing, casting, photographing and editing a 5-15 minute scripted film. Film/Video Honors Admission into Film/Video Honors is by permission of the instructor and requires at least a "C" in Level 2. The curriculum for Film/Video Honors is catered to the career goals of individual students. This can include set building, advanced training in cinematography, advanced editing techniques or advanced scriptwriting. Assignments might include writing a feature length script (90 pages), adapting a book into a screenplay, producing a documentary, studying and then emulating the lighting style of famous cinematographers, producing commercial work for local non-profit organizations, producing short narrative films, etc.

2.

MUSIC BRASS/WOODWINDS/PERCUSSION
Brass 1 Honors Brass 1 is an introductory course in which students develop intermediatelevel technique and musicianship based on the study of general musicianship, individual pedagogy, solo repertoire, and chamber music. Objectives: At the conclusion of this course, the student will demonstrate the following competencies: 1. 2. 3. 4. 5. 6. knowledge of the instruments acoustical principles and fingering systems; ability to play all major scales and corresponding arpeggios over practical range of the instrument; ability to count, clap, and sing all exercises from Robert Starers Rhythmic Training through chapter V; ability to prepare and perform, with a high degree of pitch, rhythmic, and dynamic accuracy, selected repertoire of grade levels III-IV; ability to edit above repertoire with insights into tone, style, and phrase contour; ability to apply the above technical and artistic skills in a small ensemble setting. Brass 2 Honors Brass 2 is a continuation of Brass I. It is designed to provide breadth and depth in performance skills and artistic insights. The course is geared toward students with a serious interest in woodwind performance and college audition preparation. Objectives: At the conclusion of this course, the student will demonstrate the following competencies: 1. 2. increased knowledge of the instruments acoustical principles and fingering systems; ability to play all minor scales and corresponding arpeggios over

3. 4. 5. 6.

practical range of the instrument; ability to count, clap, and sing all exercises from Robert Starers Rhythmic Training through chapter VII ability to prepare and perform, with a high degree of pitch, rhythmic, and dynamic accuracy, selected repertoire of grade levels IV-V; ability to edit above repertoire with insights into tone, style, and phrase contour; sophistication in applying the above technical and artistic skills in a small ensemble setting. Brass 3 Honors

Brass 3 is a continuation of Brass 2. It is designed to deepen the skills of participating students, to assist them as they prepare for competitive college auditions, and to assist them in the pursuit of their special interests in woodwind performance. Objectives: At the conclusion of this course, the student will demonstrate the following competencies: 1. 2. 3. 4. 5. 6. knowledge of the instruments history, major repertoire, and important composers; ability to play all tonal scales, including harmonic and melodic minor scales over the practical range of the instrument; ability to perform all tonal arpeggios, including major, minor, diminished, augmented, and seventh chords; ability to prepare and perform, with a high degree of pitch, rhythmic, and dynamic accuracy, selected repertoire of grade levels V-VI ability to edit above repertoire with insights into tone, style, and phrase contour; sophistication in applying the above technical and artistic skills in a small ensemble setting. Percussion 1 Honors Percussion I is an introductory course in which students develop intermediate-level technique on snare drum and drum set, and elementarylevel technique on tympani, mallets, and other common percussion instruments.

Objectives: Snare Drum 1. 2. 3. 4. ability to perform, at a beginning competition level, all 40 standard snare drum rudiments; ability to read standard snare drum notation through and including intermediate level; ability to perform intermediate level concert snare drum etude; ability to perform intermediate level rudimental snare drum etude.

Drum set 1. 2. 3. 4. ability to perform rock beats at moderate tempo demonstrating fourway independence; ability to perform jazz times at moderate tempo demonstrating fourway independence; ability to perform a drum solo in jazz style; ability to perform simple accompaniment in a jazz ensemble.

Tympani 1. ability to read and prepare beginning level tympani parts (as encountered in high school band music) demonstrating knowledge of skill in basic tympani technique.

Mallet Instruments (xylophone, marimba) 1. ability to read and prepare beginning level mallet parts (as encountered in high school band music) demonstrating knowledge of skill in basic mallet technique.

Tambourine, crash cymbals, triangle, bass drum 1. ability to read and prepare beginning level parts (as encountered in high school band music) demonstrating knowledge of skill in basic performance techniques. Percussion 2 Honors Percussion II is a continuation of Percussion 1. It is designed to provide breadth and depth in the skills needed for performance on the snare drum, drum set, mallets, and tympani. The course is geared toward students with a

serious interest in percussion performance and college audition preparation. Objectives: Snare Drum 1. 2. 3. 4. ability to perform, at an intermediate competition level, all 40 standard snare drum rudiments; ability to read standard snare drum notation from an intermediate to advanced level; ability to perform intermediate to advanced-level concert snare drum etude; ability to perform intermediate to advanced-level rudimental snare drum etude.

Drum set 1. 2. 3. 4. ability to perform Latin beats at moderate tempo demonstrating fourway independence; ability to perform jazz times at moderate tempo demonstrating fourway independence; ability to perform an extended drum solo in jazz style; ability to perform sophisticated accompaniment in jazz ensemble.

Tympani 1. 2. 3. ability to read and prepare intermediate level tympani parts; ability to tune tympani; ability to perform intermediate-level tympani solo repertoire.

Mallet instruments (xylophone, marimba) 1. 2. 3. 4. ability to play all major scales and corresponding arpeggios over twooctave range; ability to read and prepare intermediate-level mallet parts; ability to perform intermediate-level, two-mallet solo repertoire; ability to hold four mallets and perform simple parts requiring this technique.

Tambourine, crash cymbals, triangle, bass drum 1. ability to read and prepare parts demonstrating sophisticated knowledge of performance techniques and tone control.

Percussion 3 Honors Percussion 3 is a continuation of Percussion 2. It is designed to deepen the skills of participating students, to assist them as they prepare for competitive college auditions, and to assist them in the pursuit of their special interests in percussion. Objectives: Snare drum 1. 2. 3. ability to perform, at an advanced competition level, all 40 standard snare drum rudiments; ability to perform advanced-level concert snare drum etudes; ability to perform advanced-level rudimental snare drum solos.

Drum Set (when applicable to needs of student) 1. ability to perform Latin, rock, and jazz styles in a sophisticated ensemble setting.

Tympani 1. 2. ability to read and prepare advanced-level tympani parts; ability to perform advanced-level tympani solo repertoire.

Mallet instruments (xylophone, marimba) 1. 2. 3. 4. ability to play all minor scales and corresponding arpeggios over twooctave range; ability to read and prepare advanced-level mallet parts; ability to perform advanced-level, two-mallet solo repertoire; ability to perform intermediate to advanced-level, four-mallet solo repertoire. WINDS Woodwinds 1 Honors Woodwind 1 is an introductory course in which students develop intermediate-level technique and musicianship based on the study of general musicianship, individual pedagogy, solo repertoire, and chamber music.

Objectives: At the conclusion of this course, the student will demonstrate the following competencies: 1. 2. 3. 4. 5. 6. knowledge of the instruments acoustical principles and fingering systems; ability to play all major scales and corresponding arpeggios over practical range of the instrument; ability to count, clap, and sing all exercises from Robert Starers Rhythmic Training through chapter V; ability to prepare and perform, with a high degree of pitch, rhythmic, and dynamic accuracy, selected repertoire of grade levels III-IV; ability to edit above repertoire with insights into tone, style, and phrase contour; ability to apply the above technical and artistic skills in a small ensemble setting. Woodwinds 2 Honors Woodwind 2 is a continuation of Woodwind 1. It is designed to provide breadth and depth in performance skills and artistic insights. The course is geared toward students with a serious interest in woodwind performance and college audition preparation. Objectives: At the conclusion of this course, the student will demonstrate the following competencies: 1. 2. 3. 4. 5. 6. increased knowledge of the instruments acoustical principles and fingering systems; ability to play all minor scales and corresponding arpeggios over practical range of the instrument; ability to count, clap, and sing all exercises from Robert Starers Rhythmic Training through chapter VII; ability to prepare and perform, with a high degree of pitch, rhythmic, and dynamic accuracy, selected repertoire of grade levels IV-V; ability to edit above repertoire with insights into tone, style, and phrase contour; sophistication in applying the above technical and artistic skills in a small ensemble setting.

Woodwind 3 Honors Woodwind 3 is a continuation of Woodwind 2. It is designed to deepen the skills of participating students, to assist them as they prepare for competitive college auditions, and to assist them in the pursuit of their special interests in woodwind performance. Objective: At the conclusion of this course, the student will demonstrate the following competencies: 1. 2. 3. 4. 5. 6. knowledge of the instruments history, major repertoire, and important composers; ability to play all major and minor scales over the practical range of the instrument; ability to perform all tonal arpeggios, including major, minor, diminished, augmented, and seventh chords; ability to prepare and perform, with a high degree of pitch, rhythmic, and dynamic accuracy, selected repertoire of grade levels V-VI; ability to edit above repertoire with insights into tone, style, and phrase contour; sophistication in applying the above technical and artistic skills in a small ensemble setting.

GUITAR
Enrollment Guidelines: A guitar placement test is given to determine the level of a students prior experience; also, a student must demonstrate a basic understanding of the fingerboard, scales and chords, and improvisation. Guitar Theory 1 Performance Expectations: At the end of Guitar Theory 1, a student must: 1. 2. 3. 4. 5. know all the notes on the fingerboard; know all major and minor mode scales in all positions; know all diatonic triads and 4-part chords in all positions; sight-read basic eighth-note materials; and demonstrate ability to do ear training from recordings.

Guitar Performance 1 Performance Expectations: At the end of Guitar Performance 1, a student must: 1. 2. 3. perform basic blues soloing skills with single line and chords; understand basic jazz harmony and perform jazz pieces both solo and with an ensemble; and demonstrate a knowledge of historical periods of the guitar 1930present. Guitar Theory 2 Performance Expectations: At the end of Guitar Theory 2, a student must: 1. 2. 3. 4. 5. know all the notes on the fingerboard; know all major and minor mode scales in all positions; know all diatonic triads and 4-part chords in all positions; sight-read basic eighth-note materials; and demonstrate ability to do ear training from recordings. Guitar Performance 2 Performance Expectations: At the end of Guitar Performance 2, a student must: 1. 2. 3. 4. perform basic blues soloing skills with single line and chords; understand basic jazz harmony and perform jazz pieces both solo and with an ensemble; understand rock harmony and perform with an ensemble; and demonstrate a knowledge of historical periods of the guitar 1930present. Jazz Guitar Ensemble 1 Jazz Guitar Ensemble 2 Honors Jazz Guitar Ensemble 3 Honors Enrollment Guidelines: A student must have completed a minimum of one year of guitar, percussion, woodwind or brass, and music theory at the Fine Arts Center or have permission from the instructor.

Performance Expectations: At the end of Jazz Ensemble, a student must be able to

1.

2. 3. 4. 5. 6.

sight-read and improvise using the basic literature of modern jazz; sight-read ensemble jazz literature; write arrangements for jazz ensembles; play jazz literature in duos and trios; play all styles of jazz, including Latin; and organize and manage a jazz ensemble. Jazz Guitar Ensemble 3 Honors

Enrollment Guidelines: A student must have successfully completed Jazz Ensemble (Guitar Ensemble) 1 and 2 to enter the course. The student must have studied the basic jazz literature for one year and be able to improvise over a diatonic scale. Jazz Combo 1 Jazz Combo 2 Honors Enrollment Guidelines: A student must have completed a year of guitar, percussion, woodwind, brass or music theory at the Fine Arts Center or have permission from the instructor. The student must have studied the basic jazz literature for one year and be able to improvise over the standard jazz literature. Jazz Combo 3 Honors Enrollment Guidelines: A student must have successfully completed Jazz Combo 1 and 2 to enter this course, or have permission from the instructor.

MUSIC THEORY
Enrollment Guidelines: A brief theory placement test is given during the students audition to determine the level of a students prior experience; also, a student must submit a transcript of his/her academic work from his/her home school. Music Theory 1, Preparatory

Performance Expectations: At the end of Music Theory 1, a student must: 1. 2. 3. 4. 5. 6. understand basic terminology relating to music theory; know major and minor scales; demonstrate a knowledge of intervals and triads; demonstrate aural skills which include recognition of scales, intervals, triads, rhythm, melody; sight-sing simple diatonic material; and demonstrate beginning understanding of part writing, using I, IV, V in root position. Music Theory 2, Intermediate Performance Expectations: At the end of Music Theory 2, a student must have completed Theory I and demonstrate: 1. 2. 3. 4. 5. 6. knowledge of terminology and concepts to include texture, melodic analysis, compositional devices; ability to do harmonic analysis of chorales; knowledge in the spelling of seventh chords, all types; ability to do ear training including melodic dictation; ability to sight-sing more complicated diatonic materials; and demonstrate knowledge of part writing to include 1, IV, V in root position, all possible ways of connecting these chords. Advanced Placement Music Theory Performance Expectations: At the end of AP Music Theory, a student must demonstrate: 1. 2. 3. 4. knowledge and skill of Theory I and Theory II course descriptions; skill development in ear training, correlated with above materials; ability to do sight singing and ear training of increasing difficulty; and ability to do sample AP questions.

STUDENTS ARE EXPECTED TO TAKE THE AP EXAMINATION. Music History and Literature Honors Enrollment Guidelines: This course is open to students with previous

experience in music, including basic (or preparatory) Music Theory, and a thorough knowledge of notation; or by permission of the instructor. Performance Expectations: At the end of this course, a student will demonstrate: 1. 2. 3. knowledge of historical periods (in chronological sequence); basic knowledge of form and phrase structure; and knowledge of the characteristics of each style period with attention to historical development of music in terms of sonority and complexity. Advanced Topics in Music Theory Honors Prerequisite: AP Theory and permission of the instructor. This course covers one topic each 9-week quarter: 1) advanced chromatic materials in part writing, and instruments and transpositions; 2) introduction to form analysis, with an emphasis on sonata form; 3) a cursory survey of 20th-century literature, including analysis and vocabulary; and 4), an introduction to the history and theory of jazz. At the end of this course, a student will demonstrate: 1. 2. 3. 4. 5. basic understanding of chromatic materials in common practice harmony basic knowledge of instrument families and writing in transposition basic knowledge of the classical forms: binary, theme & variation, rondo, sonata, and hybrid forms basic knowledge of stylistic trends in 20th century Western music knowledge of the origins and performance practices of jazz

STRINGS CHAMBER MUSIC

Enrollment Guidelines: Strings training is offered at the Fine Arts Center on two levels: intermediate and advanced. Students audition with prepared solo pieces, demonstrate sight-reading skills, and scale ability. Students on all levels are expected to attend musical performances in the community. Strings Chamber Music 1 Honors

Performance Expectations: By the completion of Level 1, the students will have: 1. 2. 3. 4. 5. knowledge of three-octave scales; an understanding of tone production, intonation and phrasing; knowledge of ensemble performance practices; knowledge of the fingerboard in the first four positions; and several works prepared for public performance. Strings Chamber Music 2 Honors Performance Expectations: By the completion of Level 2, a student will have met the objectives of Level I and will have: 1. 2. 3. knowledge of three-octave scales and arpeggios; knowledge of musical style in periods from the Baroque to the 21st century; an understanding of the chamber music of composers such as Mozart, Haydn, Vivaldi, and Telemann. Strings Chamber Music 3 Honors Performance Expectations: By the completion of Level 3, a student will have met all previous objectives and: 1. 2. will have knowledge of all positions of the fingerboard; and study string quartets from the classical, romantic, and contemporary periods. Strings Chamber Music 4 Honors Performance Expectations: By the completion of Level 4, a student will continue with the work in Level III at a more advanced level, as well as preparation of several solo pieces. Greenville County Youth Orchestras Young Artist Orchestra The Philharmonic Enrollment Guidelines: Perspective members must pass a qualifying audition consisting of scales, orchestral excerpts, and sight-reading. Specific

audition requirements may be found at www.gcyo.net. Concurrent enrollment in school strings/band classes and private lessons are strongly recommended to meet demanding performance expectations. The Philharmonic Orchestra meets each Tuesday afternoon from 4:30 until 6:00 and awards 1/2 unit of honors level credit. The Young Artist Orchestra meets each Tuesday evening from 6:30 until 9:30 and awards 1 full unit of honors level credit. Members of each orchestra must meet the following guidelines. 1. 2. 3. Meet all attendance requirements as outlined on our web-site www.gcyo.net under student expectations. Perform in all concerts required for their orchestra as outlined on the web-site www.gcyo.net. Make a satisfactory or better rating on each quarterly playing check; GCHYO Performance Expectations: By the completion of the season, the orchestra member will have: 1. 2. 3. 4. 5. met all attendance requirements as outlined in Hands on! (the GCHYO handbook); performed in all concerts listed in Hands On! and in any additional events; made a satisfactory or better rating on each quarterly playing check; demonstrated the ability to perform characteristically in Baroque, Classical, Romantic, and Contemporary styles; and demonstrated abilities to perform with others in an ensemble and to follow a conductor. GCHYO Chamber Orchestra Performance expectations include all of those listed for GCHYO, as well as expectations to meet more demanding levels of execution, musical nuance, and the ability to perform chamber orchestra works without the direction of a conductor.

MUSIC ENGINEERING
Recording Arts and Music Engineering and their application in a real studio environment (digital and analog) is the focus of this series of courses. Students will learn how to use the latest hardware (including computers, recording consoles, microphones, etc.) and software, record various performances (music, vocal and orchestral), both on site and off site, work with professionals in the field, work in concert with film students, and study the basic physics of sound as it relates to this field.

TECHNICAL THEATRE
This course is designed to introduce students to theatre technology and production. Using lecture and hands-on learning, students will be given a broad range of real-world projects that will challenge them in the areas of design (including computer-aided design in set, lighting and sound design), construction techniques (including the use of power and air tools, prop construction, the use of plastics and resins, scene painting), costuming and make-up and production (including stage management and production management). At the completion of this course, students will be able to do basic set, lighting, costume and sound design for a production, recognize and safely use tools found in professional theatre shops, stage manage a production, understand the roles of various theatre professionals, and be conversant with the various unions working in American theatre.

THEATRE PERFORMANCE
Enrollment Guidelines: At an audition, students will perform a monologue (no longer than 90 seconds, fitting your type, from a published play that you have read) and have an interview with the instructor. Other skills, such as singing, dancing, or technical work will be seen. Students must audition every year to progress to the next level. Theatre 1 Honors The goal of this class is to gain an understanding of the many genres of theatre using historical timeline as a guide. Students will read plays and present scenes and monologues from those plays. Everything will be presented fully realized (acted off-book with specific, thoughtful choices,

and fully designed to specifications). There will be a short written exam with each section. The first semester will cover Greek theatre, Medieval, and Elizabethan theatre (Shakespeare). The second semester will include commedia del arte, modern European theatre, and contemporary American theatre. Physical and vocal training accompany each genre. Students will learn a variety of vocal and physical warm-ups, ultimately designing their own. Students will study the Linklater vocal progression, basic anatomy, yoga, Suzuki, Viewpoints, Laban, modern dance and stage combat (unarmed). Technical work (scenic, lighting, sound, and costume design) is also studied. The ultimate goal is to present five to ten minutes of well-crafted, wellexecuted, truthful, thoughtful material. Theatre 2 Honors Prerequisite: Successful completion of Theatre 1, plus re-audition. At discretion of Instructor. This class is project based. Students study college/ business prep, including auditioning, presenting, and interviewing. We will look at how to choose a college/ career path, different aspects of the business, and the vocabulary associated with the business. Monologue work is examined. Other projects may include scene work, one-acts, or full productions of different genres. Topics include Greek/ Roman theatre, commedia del arte, early realism (Chekhov, Ibsen), European drama (Spanish, German, French), world drama (Japanese, African), contemporary American, or original material. All projects will be fully designed. The importance of a personal warm-up is built upon. Students are expected to take on one extra year-long assignment related to theatre management, i.e. designing publicity material, maintaining the Theatre departments blog, writing articles for the FAC newsletter, etc. Theatre 3 Honors Prerequisite: Successful completion of Theatre 1 and 2, plus re-audition. At discretion of Instructor.

This class builds upon Theatre 2 H. Students are expected to be leaders, and the work demanded becomes greater as students gain experience. Theatre 3 students will propose an independent project, which must be accomplished by the end of the year. Topics may include: playwriting, directing, design, solo performance, etc. Theatre 4 Honors Prerequisite: Successful completion of Theatre 1, 2 and 3, plus re-audition. At discretion of Instructor. Same as Theatre 3 H. Students are the most specialized here and are given the most responsibility. An independent project must be completed.

VISUAL ARTS
At the Fine Arts Center, the arts are not only taught, but also practiced and lived on a daily basis. Here, through the guidance of teachers (all of whom are practicing artists), students acquire strong, basic foundations, enabling them to develop their artistic talents. The Fine Arts Center offers a rigorous course of study, often requiring extra time, concentrated effort, and the maturity necessary to accept a critical examination of work. Every Visual Arts course is Honors or Advanced Placement level, and the grading scale is weighted accordingly. The Visual Arts curriculum at the Fine Arts Center requires a high degree of commitment of time, responsibility, and energy. Students are to be in class every day, to complete homework, and to attend extracurricular arts events outside the school. Studio work and other assignments are required to be completed at the highest level and within the time allotted. Enrollment Guidelines: To be accepted into the Visual Arts program, a student must demonstrate previous experience in visual arts by presenting a portfolio showing quality and quantity of work, which demonstrates the ability to carefully observe and visually compose. The student must submit a formal application, complete with academic transcript and teacher recommendation, and must agree to work within the department curriculum and the general Fine Arts Center program. Acceptance to the Fine Arts Center is recognition of a students talent, special interest, and a desire to

achieve in this field. Studio Visual Art Honors I: Freshman Level The course focuses on advanced level study with an emphasis on creating a cohesive body of artwork, writing about art and ideas, and preparing a more professional level art portfolio. One half of the school year will be spent working with two-dimensional media and one half with three-dimensional media. Students must re-apply in order to move on to the next level course. Studio Visual Art Honors II: Sophomore Level The course focuses on advanced level study with an emphasis on creating a cohesive body of artwork, writing about art and ideas, and preparing a more professional level art portfolio. One half of the school year will be spent working with two-dimensional media and one half with three-dimensional media. Students must re-apply in order to move on to the next level course. Studio Visual Art Honors III: Junior Level The course focuses on advanced level study with an emphasis on creating a cohesive body of artwork, writing about art and ideas, and preparing a more professional level art portfolio. One half of the school year will be spent working with two-dimensional media and one half with three-dimensional media. Students must re-apply in order to move on to the next level course. Studio Visual Art Honors IV: Senior Level The course focuses on advanced level study with an emphasis on creating a cohesive body of artwork, writing about art and ideas, and preparing a more professional level art portfolio. One half of the school year will be spent working with two-dimensional media and one half with three-dimensional media. Students are accepted into the Visual Arts Program, not into specific classes. Each year that a student attends the Center they will be required to participate in one 2-Dimensional class and one 3Dimensional class. Every effort is given to place students into the class that they request, however, the student interview will help the arts faculty determine a students class placement. All students interview to participate in the Visual Arts Department, including current students

who wish to return for multiple years. 2-DIMENSIONAL and 3-DIMENSIONAL HONORS DESIGN Full Year Course: Emphasis 1st Semester 2-Dimensional Design Emphasis 2nd Semester 3-Dimensional Design Performance expectations: Students will be able to: 1. Critique, interpret, and evaluate works of art using appropriate vocabulary 2. Develop work that demonstrates exploration, inventiveness, and knowledge of compositional form 3. Create 2D and 3D studies using elements and principles that lead to further exploration and creative use of tools and techniques 4. Understand basic color theory and its application 5. Identify, define, and solve visual art problems 6. Demonstrate responsible use of media, tools, and equipment 7. Develop the perceptual skills needed for representational drawing 8. Create sketchbooks that demonstrates growth and depth of ideas throughout the year 9. Identify artists and periods of art history and discuss their cultural contexts. 10. Organize artwork into a design portfolio and participate in exhibits throughout the school year CERAMICS 1 HONORS One-semester, honors level, three-dimensional course. Performance Expectations: Students must be able to: 1. demonstrate the ability to design and create ceramic forms using handbuilding and wheel throwing techniques; 2. demonstrate the use of the tools and terminology used in creating ceramic forms; 3. demonstrate the ability to keep a sketchbook and maintain project-related handouts; 4. demonstrate the use of glaze as a coloring and decorating medium; 5. complete a research project and presentation; 6. participate in critiques throughout the school year;

7. participate in a juried exhibit at the end of the year. Emphasis will be placed on forming techniques in the area of handbuilding and wheel throwing. Students spend the semester exploring the handbuilding techniques of pinch, coil, slab, and press molding with emphasis given to imagery and design. Wheel throwing covers the potters wheel as a forming tool. Forms are approached from simple to complex and small to large. Students learn to mix clay and glaze. Loading and firing kilns is also covered. CERAMICS 2 HONORS: Advanced Problems Ceramics One-semester, or full-year, 3-dimensional course. Students must have successfully completed Ceramics I and have teacher approval to enroll in this course. Performance expectations are the same as beginning level with the addition of the following: Students undertake a more in-depth approach to working with clay to develop a body of related works. They are expected to undertake a more active part in studio maintenance, mixing and maintaining glazes for the studio, helping mix clays, and loading and unloading kilns. Additional sketchbook assignments are required, and students will complete a slide portfolio for evaluation at the end of the semester. PHOTOGRAPHY 1 HONORS This is a one-semester, honors level, two-dimensional course. Students must provide their own manual 35mm film cameras. Completely automatic cameras are inappropriate. Cameras must be manually adjustable in terms of focus, aperture, and shutter speed. Performance Expectations: Upon completion of this course, students will: 1. 2. 3. 4. demonstrate a thorough understanding of camera mechanics; understand the use of equipment such as meters, tripods, and filters; be able to determine proper exposure; demonstrate ability in film development, enlarging and use of printing controls, and demonstrate basic digital imaging techniques;

5. 6. 7. 8.

be able to scan, scale, and format images digitally; be able to mount and present work appropriately; be able to design and produce a digital portfolio; and be able to critique work both film and digital.

The above list is supplemented by an introduction to alternate methods of photography, an introduction to the history of photography and other areas to meet the needs or the interests of the student. PHOTOGRAPHY 2 HONORS This is a one-semester, or year-long, honors level, two-dimensional course. Students must have successfully completed Photography 1 and have the permission of the instructor to take this course. Performance Expectations: A continuation of expectations established in the beginning level course with an emphasis on alternative methods of photographic image making. Upon completion of this course students will be able to demonstrate an understanding of photographic studio operation and maintenance. METALS I HONORS One semester, honors level, 3-dimensional course. The following subject areas are covered in this class: 1. Design for metalsmithing and enameling through drawings and models: incorporating the elements and principles of design; creating thematic content through form and imagery 2. Fabrication of sheet metal and wire, safely: surface embellishing through etching, embossing, stamping; simple forming with a hammer and stakes; making links and cold-connecting metal; soldering metal 3. Surface color on the metal: safe use of patinas; fusing glass to metal: enameling Demonstrations will be given and examples of processes shown.

Performance Expectations: Students will: 1. critically discuss their work and the artwork of their peers, using appropriate art/design vocabulary; 2. create understandable drawings and models, and keep a sketchbook for taking class notes, recording inspirations, and refining designs; 3. create samples of demonstrated techniques and at least two pieces of original metal art that successfully combine form, subject matter, and craftsmanship; 4. research and present a talk on a metals history topic of their choice; 5. exhibit in student art shows as required ; 6. demonstrate safe and efficient use of studio tools and equipment. ADVANCED METALS HONORS One semester, or year long, 3-dimensional course. Students must have successfully completed Metals I, and admission into Advanced Metals Honors is by permission of the instructor. Students with previous experience will be encouraged to focus on selfdirected projects that will allow them to investigate, in-depth, the physical and aesthetic potential of a particular theme.

VOICE
Enrollment Guidelines: Voice training is offered at the Fine Arts Center on three levels: beginning, intermediate, and advanced. Students are screened through auditions and interviews, on the basis of vocal talent, musicianship, musical training, academic achievement and foreign language facility. Students on all levels are expected to attend musical performances in the community. Voice 1 Performance Expectations: By the completion of Level 1, a student will have: 1. 2. improved his/her vocal technique, diction, posture, stage etiquette, vocal quality and performance communication; developed an awareness of music history, basic styles and performance practices; and

3.

built a basic repertoire of Italian and English vocal music suitable for performance at the teachers discretion. Voice 2

Performance Expectations: By the completion of Level 2, a student will have met the objectives of Level I and will have augmented his/her repertoire with German and French Art Songs suitable for scholarship auditions and recitals. Voice 3 Performance Expectations: Level 3 is a college preparatory class. Emphasis is on repertoire, performance, and audition procedures. Voice 4 Honors Performance Expectations: Level 4 is an expansion of Level 3. In addition to the objectives for that level, students will learn to use regular class time doing research and practicing on an independent directed-study basis and will be tested on reading and listening assignments as in regular voice class. Assignments will take them to libraries, recitals, concerts, lectures, etc., and performances will be evaluated on a regular basis.

FACULTY
Dr. Roy S. Fluhrer - Director B.A. Northwestern University M.A. Bowling Green State University Ph.D. Bowling Green State University Roy S. Fluhrer, Director of Greenville County School Districts Fine Arts Center, received his undergraduate degree at Northwestern University and his Masters and Ph.D. degrees from Bowling Green State University in Ohio. He served as Managing and Artistic Director of The Toledo Repertoire Theatre from 1966 to1978. From 1978 to 1988 he was on the faculty at the

University of Idaho, serving as Chair of the Theatre Department, president of the Faculty Senate, founder of the Idaho Repertoire Theatre and, from 1985 to 1988 as an assistant to the President of the University. In 1988 he was named Vice Chancellor for Arts and Academics at the North Carolina School of the Arts. Dr. Fluhrer came to Greenville in 1989 as the Director of The Fine Arts Center, South Carolinas first school for the gifted and talented in the literary, visual and performing arts. He has served as president of the South Carolina Arts Alliance, where he continues on the board. He is currently the President of the International NETWORK of Schools for the Advancement of Arts Education. Dr. Fluhrer was awarded the Winthrop University Medal of Honor in the Arts in 2006, the South Carolina Dance Association Dance Advocacy Aware in 2006, the Metropolitan Arts Council Visionary Award in 2004, and the Arts Advocate of the Year by the South Carolina Art Education Association in 2000. Sarah Blackman - Creative Writing B.A. Washington College M.F.A. University of Alabama Sarah Blackmans poetry, short fiction and creative non-fiction has appeared in a variety of journals, including The Gettysburg Review, The Greensboro Review, Third Coast, Oxford American Magazine, Columbia Poetry Review and Court Green among others. Her work has been anthologized in a number of publications, such as the Poets Against the War anthology and Best New American Voices, 2006, and she was the winner of the 2006 American Poets Prize from American Poetry Journal and the 2007 Laureate Prize from the National Poetry Review. Through a partial fellowship from Fence magazine, Sarah studied with the Summer Literary Seminars in St. Petersburg, Russia and has traveled through Europe, Asia and the Middle East. In 2007, she completed an M.F.A. in fiction at the University of Alabama where she served as the fiction editor for the Black Warrior Review, and was a Teaching Creative Writing Fellowship recipient. Most recently, Sarah was an Instructor of Creative Writing, Composition and Literature at the University of Alabama. Additionally, she was one of the founding members of the Tuscaloosa Inter-High School Creative Writing Initiative. Sarah is currently the Assistant Prose Editor of DIAGRAM, an

online journal of poetry, prose and schematics and is at work on a novel set on the Eastern Shore of Maryland. Jim Campbell - Design B.F.A. Graphic Design - University of Georgia Designer/illustrator; clients include South Carolina Wildlife magazine, The Wall Street Journal, the Greenville County Museum of Art, Capricorn Records, Park Street Records, Warner Brothers Records, Fluor Daniel, Multimedia, Michelin Corporation, Liberty Corporation; drawings, paintings and prints have been exhibited in museums and galleries throughout the Southeast. Katy Bergman Cassell - 3-D Design in Metals B.F.A. Cleveland Institute of Art M.F.A. Kent State University Katy Bergman Cassell recently moved from Akron, OH, where she maintained an active studio making enamel wall work and jewelry for exhibition, sale, and private commissions. She attended the Cleveland Institute of Art (1998) and Kent State University (2004) and worked at both schools as an adjunct instructor, teaching metals, enameling and drawing. Her work was recently included in Pattern and Decoration: A Group Exhibition, the Claypool-Young Art Gallery at Morehead University, Morehead KY, curated by Jennifer Reis, and exhibited at SOFA CHICAGO 2006 with Mobilia Gallery of Cambridge, MA. Her first solo exhibition is scheduled for September 2007 at the Lipscomb Gallery of the Governors School for the Arts and Humanities in Greenville, SC. Kuo-Pei Cheng-Lin - Collaborative Pianist B.M. National Institute of Arts Taiwan M.M. Cleveland Institute of Music in both Piano Performance and Collaborative Piano Kuo-Pei Cheng-Lin started learning piano at age 6 and began formal classical training on the piano in the seventh grade though special music schools in her native Taiwan, and she has taught piano for more than 26 years. Ms. Cheng-Lin has studied with renowned collaborative professors Anne Epperson, Thomas Hecht and Sandra Shapiro, and has taken master

classes with pianists Jerome Lowenthal, Warren Jones, and Jean Barr as well as with cellist Denis Brott. After graduation from Cleveland Institute of Music, she was appointed the staff accompanist for the Institute and, while in Ohio, was the principal pianist for Middletown Symphony Orchestra. Since moving to Greenville, she has become the Staff Accompanist for Clemson University, the principal pianist of the Spartanburg Philharmonic Symphony, and is on the piano faculty at North Greenville University. She is an active soloist and collaborative pianist. Gloria Collins Counselor B.A. Winthrop University M. Ed. Clemson University Gloria Collins joined the Fine Arts Center as its first counselor in 1978. She has worked in the Greenville County School System as a classroom teacher and guidance counselor in both middle and high schools. She also has prior experience as a guidance counselor at Greenville Technical College. Her professional background includes academic instruction, counseling, sponsorship of student activities and involvement on District Committees for Academic Incentives, Calendar, Public Relations, School to Work, Student Registration System and Scheduling. She is a supporter of the Friends of the Fine Arts Center, the International Network of Schools for the Advancement of Arts Education, the South Carolina Association of School Counselors, Greenville Metropolitan Arts Council and the Peak Society of United Way. Her research interests include Arts Education and an ongoing study of Personality Types. Debbie R. Cooke - Photography B.A. Winthrop University 1973 M.F.A. Clemson University 1989 National Board Certification 2004 Artist and educator, Debbie R. Cooke has worked for 37 years teaching at both the high school and college level. She has served as co-chair of the visual arts program for the South Carolina Governors School for the Arts Summer Program, as well as an adjunct instructor for Furman University. She has served as an artist-in-residence for the University of Georgias Cortona Program, a consultant for the Polaroid Education Program, and a fellow for the Fulbright Memorial Fund Teacher Program in Tokyo, Japan. Most recently, her artwork was displayed in the 20th Anniversary SCAC

Show at the SC State Museum. Her art is featured at www.southernartistry.org/debbie.cooke. Jon Grier - Music Theory B.A. Kalamazoo College 1975 M.M. Composition 1977 Western Michigan University M.M. Theory 1982 University of South Carolina D.M.A. Composition 1987 University of South Carolina Freelance composer/arranger; keyboardist with jazz group Edgewise. Published compositions include many works composed for FAC students and faculty; performed by the Greenville Symphony, Kandinsky Trio, Ceruti Quartet, Merling Trio, and the Fairmont Quartet; grants and awards from A.S.C.A.P., Southeastern Composers League, Greenville Metropolitan Arts Council, the Alliance for Quality Education, and the Surdna Foundation. Glenda Guion 3D Ceramics B.F.A. 1985 Middle Tennessee State University M.F.A. 1987 Clemson University Has served as instructor at the Greenville Museum of Art, Clemson University, and Webb School in Tennessee. Art Director, Emerys Fine Arts Gallery in Tennessee in 1982-84. Clay work included in numerous collections, and has exhibited in over 100 regional shows and 20 national juried exhibitions. Two reproductions of her clay sculpture have been included in the book Handbuilt Ceramics, by Kathy Tripplett, published by Altamont Press in 1997. Clay work purchased for the SC State Collection in 2001. Three of her works are included in the book 500 Teapots, Lark Books, 2002. Dirk Holleman - Technical Theatre B.F.A. 1981 Florida State University After receiving a BFA from Florida State University in Lighting in 1981, Dirk traveled the world with touring shows, ballet, opera, musicals, rock-nroll, trade shows and business theatre. He served as a consultant for new performing arts spaces and in arts management. He has extensive experience with commercial lighting, rigging, production and exhibit companies. He also spent five years at sea working on cruise ships as production stage

manager and lighting director. He has been involved in production management at a number of performing arts centers, including Greenvilles Peace Center for thirteen years. Edward W. Howard - Music Engineering Eddie entered the recording industry in 1977 as a studio guitar player while learning engineering/producing skills on what is now antiquated tape recorders mixers. By the early 80s, Mr.. Howard was producing national label projects for the Gospel Music and Country Music Industries. During his music career he has produced more than 30 #1 singles, several hundred album/cd projects, music tracks for film/commercials and even live radio shows. He has designed and built 5 recording studios, and been coowner in 3 of those studios, most of them still operating today. The last studio built in 1998 was Mr.. Howards entry into computer recording using Protools Software. He joined the Greenville Fine Arts program in January 2007 helping students focus on career objectives in Music Engineering. Teri Parker Lewis - Theatre B.A. Univ. of Massachusetts - Amherst M.F.A. Columbia University Teri Parker Lewis is an actress, dancer, and choreographer from Laurens, SC. Teri received her B.A. in Theatre from the University of Massachusetts - Amherst, graduating Summa Cum Laude with an emphasis in dance. She also received her M.F.A. in acting from Columbia University in New York City, where she studied with some of the top theatre professionals of our time, including Anne Bogart, Kristin Linklater, and Andrei Serban. She has studied at The Martha Graham School of Contemporary Dance in NYC and the Saratoga International Theatre Institute at Skidmore College. She has performed with the Marie-Christine Giordano Dance Company in NYC, as well as at The Warehouse Theatre in Greenville. Teri has taught and performed with artists from around the world, including Europe, South America, Africa, Asia, and Australia. Karen Parks Voice B.M. Furman University M.M. University of Texas at Austin

Major in Vocal Performance; Minor in Vocal Pedagogy Ms. Parks, a native of Greenville, South Carolina, is an alumna of The Fine Arts Center where she received the award of Most Outstanding Student in Voice. While pursuing a Doctorate of Musical Arts degree in Vocal Performance and Vocal Pedagogy from The University of California at Santa Barbara she was awarded a Fulbright Scholarship for Voice, which enabled her to study exclusively with Maestro Gabriele Pisani at the prestigious La Scala Opera House in Milan, Italy. From there, she was accepted into the Merola Opera program and then asked to join the San Francisco Opera, where she toured the role of Micaela in Bizets Carmen. Ms. Parks made her London debut, at the Old Vic Theatre (Londons Broadway), as Cindy Lou (Micaela) in the West End production of Carmen JonesOscar Hammersteins reworking of Bizets opera Carmen. Her performance in that production was recorded on EMI and resulted in a nomination for an Olivier Award. She was also invited to perform the role of Nedda in Leoncavallos Pagliacci for three seasons in the Castle at The Savonlinna Opera Festival in Savonlinna, Finland. Ms. Parks has performed in major opera houses and concert halls in many European countries including Italy, Spain, Germany, Austria, England, France, Switzerland, Denmark, Sweden, Finland, Hungary and Estonia. Her performances in America include many debuts with recognized orchestras and conductors including Carnegie Recital Hall, Alice Tully Hall, The Kennedy Center, Meyerson Hall, San Francisco Opera and The Boston Pops. Ms. Parks has recorded numerous CDs with her latest CD, Nobody Knows: Songs of Harry T. Burleigh which debuted at #2 on the Billboard charts (classical). Ms. Parks is also a renowned voice teacher and performs Master Classes worldwide. Her clients have been accepted in universities and specialized music programs throughout the US and Europe. Ms. Parks also has clients performing on Broadway, TV and filmincluding the most popular High School Musical 3. John Ravnan - Strings Chamber Music and Music Theory B.M. Eastman School of Music M.M. Peabody Conservatory of Music John Ravnan has been recognized by Chamber Music America as one of the nations leading chamber music educators and was invited to participate in its first Educator/Ensemble conference. He was also a member of the viola panel at ASTAs National Studio Teachers Forum at Indiana University. He

is a former member of the Atlanta Chamber Players, the Atlantic String Quartet, and the Lyra String Quartet. While in Atlanta, John premiered works by Pulitzer Prize-winning composer John Harbison and Anne LeBaron. He appeared several times on National Public Radios Performance Today, CBC radio in Canada, and in a live recital broadcast from the Philips collection in Washington, D.C. Solo performances include concertos with the Calgary Philharmonic Orchestra, Spartanburg Philharmonic, Brevard Chamber Orchestra, Foothills Philharmonic, and the East Carolina University String Orchestra. John has also been a guest artist with many distinguished ensembles including the Borodin Trio, the Kandinsky Trio, the Garth Newel Chamber Players, Ceruti Quartet, Converse Trio, and the Bach Dancing & Dynamite Society. As an orchestral musician he appeared with the Baltimore Symphony Orchestra and the Rochester Philharmonic Orchestra. John served as principal violist of the Atlanta Opera, Banff Festival Opera, Newfoundland Symphony Orchestra, and the Savannah Symphony Orchestra. He taught viola at Converse College, having previously taught at the Memorial University ofNewfoundland. He has given master classes at the University of Memphis, Rhodes College, and at the Hindemith Institute in Switzerland. He also taught viola and chamber music at the North Carolina School of the Arts summer session. His principal teachers have been Heidi Castleman and Karen Tuttle. Johns students have won numerous competitions and have gone on to attend Curtis, Eastman, Juilliard, Oberlin, and Peabody. Gary A. Robinson - Orchestral Music, Percussion, Winds and Brass B.F.A. University of Connecticut Education Certification - Hartt School of Music M.M. Instrumental Conducting - Mississippi College D.M.A. Orchestral Conducting - U.S.C. Additional training in orchestra conducting from Symphony School of America, Florida Festival Conductors Symposium, and the Conductors Guild Conducting Institute. Gary Robinson has served on the music faculty of the Fine Arts Center and has been the Director of Greenville County Youth Orchestra FACs Orchestra-in-Residence since 1985. Robinson is the Music Director of Greenvilles Foothills Philharmonic, a post he has held since 2000. In the late 1990s, he was an artistic program advisor and frequent guest conductor with the Greenville Symphony Orchestra. Robinson is the Founder of the Metropolitan Chamber Orchestra of Jackson, Mississippi, and has been

featured as a guest conductor with the Hendersonville (NC) Symphony Orchestra, the Clemson University Symphony, the Carolina Youth Symphony, and the South Carolina PhilharmonicYouth Orchestra. Robinson has conducted South Carolinas All-State Orchestra (1993 and 1997) as well as the New Hampshire All-State Orchestra, and was the featured clinician with the Kenosha (WI) United School District Orchestra Festival. Robinson served as the Producer/Director of Greenvilles Singing Christmas Tree from 1993 until its close in 2000, and has served as Interim Choral Director at Buncombe Street United Methodist Church. As a music faculty member at the Fine Arts Center Robinson has taught classes in percussion, winds & brass instruments, and music theory. Robinson was FACs Teacher of the Year in 1996 and, in 2005, was the winner of a Surdna Foundation grant to study orchestral repertoire in New York City and drum set at the Drummers Collective. He has held adjunct positions as a percussion teacher at Limestone College, at the University of Connecticut, and at Furman University, and has served as a band director in Mississippi public and private schools. Robinson has performed as a percussionist and timpanist since 1977 and has played with orchestras in Connecticut, Mississippi, Florida, North Carolina and South Carolina, and Georgia. He is a veteran of the American Wind Symphony Orchestra of Pittsburgh, PA, and currently performs with the Greenville Symphony Orchestra. Eric Rogers - Film Video Eric Rogers received his Bachelor of Science degree in Cinema and Video Production in 1992 and has since worked on various personal and professional projects, serving as a writer, director, producer, editor and cinematographer. He is a Final Cut Pro certified editor and Apple Certified Final Cut Pro trainer. He has taught Film and Video Production at the Fine Arts Center since 1994 and also serves as the center's webmaster. Eleonore Shults - Music Theory I B.M. Eastman School of Music M.A. & M.M. Ohio State University Eleonore Shults began her music career in the first A.R.M.E.S. strings class and continued through the Fine Arts Center high school music program. She

earned a B.M. in Music Education and Viola Performance from the Eastman School of Music as well as a M.A. in Music Education and a M.M. in Viola Performance from The Ohio State University. Ms. Shults has taught middle and high school orchestras in New York, Ohio, and South Carolina. She started and developed the high school orchestra program in New Albany, OH. Under her direction, the New Albany High School Orchestra has won superior and best overall instrumental group festival ratings. Ms. Shults has run and taught a successful private lesson studio incorporating both traditional and Suzuki philosophies as well as early childhood and community music programs in New York and Ohio. She is an active performer as well as a teacher. Ms. Shults was the principal violist with the Central Ohio Symphony Orchestra for three years, and has performed with orchestras in South Carolina, North Carolina, New York, Vermont, and Ohio. Steve Watson - Guitar B.A. 1974 Newberry College M.M. 1977 University of Miami University of Southern California Adjunct Professor 1981-1990 in the Studio/Jazz Guitar department. Freelance studio guitarist in Los Angeles from 1980-1990. Guitarist for the hit TV shows Magnum P.I., Hill Street Blues, Hunter, Quantum Leap, L.A. Law, Young Riders, A-Team. Motion picture credits include Big, Big Business, Dragnet, and Planes, Trains and Automobiles. Recorded albums with B.B. King, Dolly Parton, and Mike Post. President of Watson Wood Music, Inc., Greenville, SC. Jan Woodward - Dance B.A. Florida State University M.F.A. Florida State University Ms. Woodward has served as adjunct faculty at Furman University teaching ballet and modern dance; guest faculty with the SC Governors School for the Arts teaching dance history; and dance faculty at the Fine Arts Center from 1977-1986 and again since 1992. She has conducted master classes and dance residencies and has taught in private studios. Her awards include second runner up for Teacher of the Year with Greenville County Schools, Dance Educator of the Year from the South Carolina Dance Association, Surdna Arts Teacher Fellowship (a national foundation), project grants from the Metropolitan Arts Council, and choreographic grant awards from SC

Arts Commission. She is currently an active board member of the South Carolina Dance Association, on the South Carolinas Approved Artist Roster, lead dance teacher in Greenville County Schools, and served two years on the Teacher Forum with Greenville County Schools. Additional training includes the American Dance Festival, Duke University; Jos Limn Summer Intensive, NYC; Movement Research Dance Theater Workshop (MELT), NYC; Manhattanville Summer Dance Program, Purchase, NY; Southeastern Dance Festival, Columbia, SC; and American Dance Legacy Institute, Saratoga Springs, NY. She is Stott-Trained and certified by the Kane School of Core Integration in NYC in Pilates.

Dr. Phinnize Fisher, Superintendent Board of Trustees

Debi C. Bush Megan Hickerson Dan Moravec Leola C. Robinson-Simpson Dr. Grady Butler Lynda Leventis-Wells Dr. Keith D. Ray, II Charles J. Saylors Danna Edwards Roger D. Meek Tommie E. Reece Patrick L. Sudduth

Dear Student, Upon completion please download and print the Handbook Acceptance form acknowledging your acceptance of the guidelines set forth in the above document. After you and your parents have signed the document please deliver it to your Fine Arts Center instructor. The form can be found on the front page of the Fine Arts Center website: http://www.fineartscenter.net/ Thank you.