The 2008 AGS Curriculum
Students attending AGS are selected on the basis of their abilities and interests in a particular intellectual discipline or field known as Special Aptitude Development (Area I).
In keeping with the School’s aim of developing competencies in the use of theory to understand, manage, and integrate knowledge, each student also pursues classroom work and reading in two other areas: General Conceptual Development (Area II) and Personal and Social Development (Area III). The curricula in Area II and Area III are identical for all students.
Table of Contents
Area I: Arts Tom McDonald, Area Coordinator
Choral Music Drama
Bill Higgins Morgan Hicks
Rachel Schrag John Smith
Instrumental Music Visual Arts
Tom McDonald, Conductor Jason McCann
Rick Dimond Carey Voss
Area I: Academics Stacy Key, Coordinator
English/Language Arts Natural Science
Wesley Beal Monica Kuhlman
Norma Hargraves Daniel Fleming
Gabrielle Idlet Katie Pratt
Christopher Simeone Katie Speights
Social Science Mathematics
Raphael Lewis Stacy Key
Robert Low Lars Seme
Kondwani Phwandaphwanda Josh Ulrey
Area II: General Conceptual Development Mark Elrod, Coordinator
Kathleen Babcock Evan Rogers
Bryan Cwik Phillip Spivey
Revis Edmonds Rita Tekippe
Area III: Personal and Social Development Phillip Melton, Coordinator
Melinda Beith Katie Rose
Fred Boosey Spencer Sutterfield
Richard Gobble Chad Terrell
AREA I: ARTS
Morgan Hicks and John Smith
The Drama students in the 2008 Arkansas Governor’s School will explore the current direction of contemporary theatre through a survey of major genres of theatre history. Students will examine classic and contemporary texts through an acting format designed to create a fundamental understanding of period styles as well as an overview of character analysis. This rigorous course will be challenging but always fun, and the students should be prepared to engage themselves intellectually, artistically, and physically while they improve stage skills like presence, focus, leadership, team work, commitment, and communication.
Bill Higgins and Rachel Schrag
AGS Chorale is a class specializing in the rehearsal and performance of modern choral music. Though generally a performance-oriented class, general musical studies will be presented alongside the rehearsal of modern repertoire. The class will include a discussion of current musical trends, basic studies in theory and score analysis, and issues regarding language and poetry. The overall objective is development and appreciation of choral singing as an artistic expression.
Tom McDonald, Rick Dimond, Gerry Gibson, and Denis Winter
The AGS 2008 students in Instrumental Music will be involved in rehearsing and performing works of prominent 20th century composers. Focus is directed exclusively on 20th century music, styles of composing and circumstances surrounding the birth of these styles. Issues such as color, texture, melody, harmony, rhythm, and meter will be addressed in reference to each style and work. Excellence in performance is something that individuals and groups always strive for; however, it is the process of learning music and understanding the creative process of composing music in a specific 20th century style that is of prime importance in our performing ensemble. This knowledge and expertise will allow students to share with students in other Area I disciplines. The discussions and lectures in Perspectives feature faculty and student presentations, discussions, and listening sessions which deal with significant music and musical trends of the 20th century and with challenges in the performing arts in the 21st century. The combination of ensemble performance and Perspectives classes at AGS is aimed at opening the students' minds to the incredibly vast world of music, both to its composers and its styles.
Jason McCann and Carey Voss
The focus of the Visual Arts program at AGS is to develop student artwork in terms of concept and content. Students will be encouraged to explore the process behind their artistic product in a variety of techniques and materials, guided by instruction and critique of art and theory through the ages. The hope is that students will acquire an understanding of how working artists achieve consistency and continuity in a large body of work.
AREA I: ACADEMICS
Introduction to Cultural Studies - Wesley Beal
What is culture? The term is vexing, often described as being one of the hardest words to define in the English language. There are several possible approaches to this subject, ranging from anthropology’s study of customs and practices to sociology’s reliance on statistics, but for the purposes of this course we will interrogate culture as a text for our own analysis. In other words, we will be applying our literary tools toward the interpretation of culture.
The questions we investigate on a daily basis will sweep broadly under the ever-broad rubric of culture, observing the various and often conflicting uses and meanings of the “culture” concept. We will start by exploring the very ideas of culture and literature; then we will familiarize ourselves with various theoretical approaches to the culture-text and along the way study specific examples of those texts—Hendrix campus architecture, commercial advertisements, Disney theme parks, and works of propaganda, to name a few. Finally, we will turn our attention to the ephemeral community of AGS and its prominent position in the Arkansas front of the culture wars as material for our introduction to cultural studies.
Writing in the First Person - Norma Hargraves
Writer Arlene Goldbard observes, “Our lives with all their miracles and wonders are merely a discontinuous string of incidents-until we create the narrative that gives them meaning.” In this course, we will explore writing in the first person, examining our own writing and that of others, including Langston Hughes, Annie Dillard, Maya Angelou, Rick Reilly, Jeanette Walls, Augusten Burroughs, Eric Liu, Zora Neale Hurston, Gary Soto, Judith Ortiz Cofer, and Lisa Parker.
We will look at multiple aspects of first person writing, including syntax and sentence structure, as well as figurative language and authenticity. There will be in-class readings with discussions and brief writing activities, and students will also examine an autobiographical essay that could be used later for college and scholarship applications.
Writing as Catalyst for Change – Gabrielle Idlet
Through in-class and take-home readings, impromptu and overnight writing exercises, and workshop-style revision, students in this course will use writing to examine assumptions about the self and the world. As students generate original work, the emphasis will be on using language in fresh ways to shake loose of programmed thinking. The ultimate aim of the course is to foster the strengths of student-writers while furthering their understanding of the role written expression can play as a catalyst for change.
Modern American Poetry: Image, Aesthetics, Poetics – Christopher Simeone
This class takes up the question: “What is poetry, and what does it do?" We often think of poetry as a “spontaneous overflow of powerful feelings'' (as Wordsworth once noted), or, alternately, as any assembly of text--sometimes versified, spoken, read, performed, rhymed, or none of these at all. At the heart of any definition of poetry, however, is a theory of what poetic language should represent and how that representative language works. A poem, in other words, can say more than our own feelings; it can be a statement about the world, how we should know it, and how we should conduct our lives. We will study poems from the literary historical period often known as American Modernism (although through the course of our study we will question the validity of framing the work we read as “American” or “Modernist”). Moving away from the Realist aesthetics of the late nineteenth and early twentieth centuries, the Modern American Poetry and poetic theories we study experiment with new ways of interpreting and assembling the shifting world of modernity. Because this is not a specifically a history class, we'll align this diverse history of solving problems through poetry with our own contemporary moment. At the end of the course, students will write their own essay on poetics to share with their AGS peers. Ultimately, we'll build toward giving each student a dramatically expanded yet carefully considered rediscovery of what it is to read and write poetry today.
Probability and Statistics: A Study of Uncertainty – Stacy Key
Life is full of uncertainty. However, most people try their best to plan, predict and prepare for the future. Some people rely on chance, fate, and luck in their predictions, while others base their findings on logic and scientific methodology. Our study will be based on this logical and scientific approach. Probability has been defined as "the branch of science concerned with the study of mathematical techniques for making quantitative inferences about uncertainty." Most historians consider this branch of science as beginning with the work of Fermat and Pascal in the early 1600s, but the use of this science has grown exponentially over the last few decades. This course will examine techniques and concepts widely used in probability and statistics from both a theoretical and practical perspective. Examples from the "real world" in the areas of insurance, politics, finance, engineering, medicine, meteorology, and management will be used to add relevance and practicality to our study.
How Big is Infinity Anyway? – Lars Seme
Though infinity is not actually a number in the usual sense, in this class we will discuss the different ways infinity can be approached mathematically, including the arithmetic of the infinite. Along the way, we will consider the construction of the Natural, Rational, Real, and Complex Numbers and their properties. For example, we will define what we mean by addition and use this to prove why 1+1 = 2. The class will conclude with the treatment of infinity using both Cardinal and Ordinal Numbers.
The Shape of Space: The Geometry and Topology of the Universe - Josh Ulrey
The purpose of this course is to give students an insight into the current theories concerning the shape of our universe. The course begins with the study of two-dimensional surfaces, with a specific focus on the geometric and topological properties that can be used to determine whether or not two surfaces are equivalent. This discussion culminates in the complete topological classification of all two-dimensional surfaces. These ideas are then expanded to higher-dimensional surfaces, with special attention given to the universe in which we live and recent studies about its geometry and topology.
Change Over Time – Daniel Fleming
One of the unifying themes in the study of natural science is change over time. This class will study the concept of evolution, focusing on the physical data that gives us clues as to how the Earth and its inhabitants have changed and are changing over time. We will look at how the concept of evolution has itself changed and how this knowledge affects humans, both practically and culturally. This class will primarily have a lecture/open discussion format, using selected readings, activities, videos, problem solving, and other creative teaching and learning methods to help foster such discussions.
Topics to be covered include, but are not limited to:
The Nature of Science
Basic Geologic concepts (Geologic time scale, methods of dating, the rock cycle, continental drift, fossilization)
Physical evidences of evolution (fossils, comparative anatomy and embryology, biogeography, biochemical evidence, direct observation)
History of the study of evolution
Evolutionary mechanisms (natural selection, genetic drift, etc.)
Basic Concepts of Genetics (DNA, Mendelian and Modern Genetics, Population Genetics)
New techniques in studying evolution
Modern applications of knowledge of evolutionary mechanisms (medicine, taxonomy, etc…)
Hot Topic – Monica Kuhlman
One of the most divisive, polarizing topics in today’s politics is global climate change: what it is, whether it is occurring, and who or what is causing it. In this class we will focus on aspects of global climate change and issues related to understanding the causes and solutions to global climate change; we will also probe the relationship between science, the popular press, and politics.
To begin, we will examine the idea of pollution and how it relates to global climate change. Next we will discuss the varied viewpoints of global climate change presented through the popular press and media as well as academic journals. Lastly, we will focus on global energy sources and how they contribute/alleviate the problem of global climate change. The course will include discussions based on selected reading material, laboratory and field activities, video presentations, small group problem solving, and guest speakers.
We will discuss the following topics:
Pollution defined in terms of global climate change
Carbon dioxide, ozone, methane, phosphorous, nitrogen as pollutants
Renewable/non-renewable energy sources
Fayetteville Shale Play and its implications for Arkansas
Separating science from politics
An Apple a Day Won’t Keep the Doctor Away: Factors Influencing Human Health Today – Katie Pratt
Though increased knowledge of the human body and disease over the last century has lead to great improvements in the quality of our health, scientists and physicians continue to face many new issues affecting human health today, such as the growing threat of antibiotic resistance, climate change, and the “new” epidemics linked to our cultural eating habits. In this course, students will learn about the human immune system and the biology of infectious diseases as well as the new challenges affecting global health today. The course will integrate educational videos, radio podcasts, recent scholarly articles, and PowerPoint presentations. Students will gain laboratory experience by conducting their own experiments in the immunology lab. Class debates and discussions of supplementary scholarly articles will also be held.
Course topics include:
The immune system
The world’s most infectious diseases
Climate change and infectious disease
Stem cells and the ethics of embryonic stem cell research
Sexually transmitted diseases
Sustainable and organic food systems and health
Obesity in America and type II diabetes
Social class and health in America
It’s Not Easy Being Green: A Survey of Biodiversity and Classification of AR Plants – Katie Speights
The conservation of living organisms depends on individuals who have the ability to identify species and the conditions needed to support them. Biologist E.O. Wilson says, “It is estimated that only 15% of the world’s species have been identified, and of those, 20% are in peril.” How can we recognize new species without knowing what has already been identified? How can we conserve what we cannot identify?
This course is designed to teach students the basics of the identification and classification of organisms through the use of the area’s vascular plants. Along with classroom instruction, there will be heavy emphasis on hands-on lab and field experiences (hiking, field notes and sketches, and collecting and processing plant specimens). Tennis shoes are a must! Students will use classroom and field instruction of plant structure, dichotomous keys, and library/online sources to identify some of the 2,500+ AR plant species.
Along with plant classification, other topics of the course may include: plant anatomy and reproduction, biodiversity, chemical and cellular processes, animal vs. plant cells, ecology, evolution, and medicinal and historical importance of plants in culture/civilization.
An Introduction to Sociology - Raphael Lewis
The course will include but not be limited to:
The ability to identify, define, and describe a core body of sociology
The ability to paraphrase, explain, compare, organize, and interpret
The ability to apply knowledge to existing situations
The ability to formulate arguments and responses to current issues
The ability to evaluate and criticize arguments and reasoning
The ability to apply skills of analysis and evaluations to knowledge
VII. Communication Skills
1. The ability to acquire and preserve information from oral and written sources
2. The ability to communicate knowledge, comprehension, application, analysis and
3. Ability to communicate effectively and responsively
Readings from Emile Durkheim, Karl Marx, Max Weber, W.E.B. Du Bois, and Jane Adams, among others, will be used.
Economics, Technology, and Their Effects - Robert Low
This course involves an examination of fundamental economic concepts, different economic systems, and their effects upon the concepts of mercantilism, communism, colonialism, and capitalism. Several specific readings will be utilized from Adam Smith, John Maynard Keynes, Karl Marx and Frederic Engels. We will also contemplate and discuss the effects of technology on the globalization of capitalism, the shifting of the wealth of nations, and the ultimate flattening of trade barriers in the world economy of the 21st century which results in a new paradigm for all.
Economics and Development in Third World Countries - Kondwani Phwandaphwanda
Students will explore the nature of political systems in selected third world countries and examine how governments within those political systems serve their people to help them improve their lives. Discussion will focus on a number of areas including education, employment, health, food production and security, and civic education. Students will also discuss how international development impacts the lives of people living in poor countries.
Selected readings will be used for lectures and class discussion. Different activities will be used to accommodate the learning styles of students to give each student a chance to maximize his or her learning process. Students will also be encouraged to conduct basic research for their own further understanding of material discussed in class.
The Power of Words in Political Conflict - Peggy Scranton
This class uses two case studies to explore how apparently weaker parties to a conflict can use words to defend themselves against more powerful adversaries. Although the weaker party may not prevail in the end, its use of words may sometimes change the outcome of a one-sided conflict or at least moderate the adversary's behavior. Our cases are the Melian Debate from The Peloponnesian War written by Herodotus and the essay "Bartelby the Scrivener" by Herman Melville. In class we will process these texts and analyze the power dynamics in terms of 1) material and psychological resources, 2) bargaining moves and strategies, 3) characteristics of the bargaining context, and 4) short- and longer-outcomes. The class will also reflect on lessons to learn from each case.
Area II: General Conceptual Development
Description, Purposes, and Objectives
Area II introduces students to the intellectual skills they need to interrelate with others within their community and also introduces them to some of the tools necessary to be good thinkers. The ultimate objective of all Area II instructors is to discuss with AGS students the nature of epistemology by thinking about thinking. The faculty will help students be more conscious of their assumptions, the soundness of their logic, and the possibility of different points-of-view based on different assumptions. Students will learn to express their opinions and will learn about the importance of evidence, logical thinking, and clarity of definition and expression.
The Area II faculty recognizes the fact that participation in contemporary culture requires the ability to weigh the validity of theories to understand new ways of thinking and address complex moral and ethical questions. Area II classes focus not on what students already know or on what they should think but on how to develop critical thinking skills that allow students to base decisions and actions on an informed consideration of appropriate issues and evidence. Likewise, Area II examines the assumptions that underlie our own thinking and the thinking that takes place within the various academic disciplines of AGS and the larger human community. As in the academic areas, Area II focuses on the twentieth-century developments that have influenced our thinking about truth and knowledge and on identifying the challenges that might affect those developments in the future.
To this end, Area II explores the different approaches to knowledge that underlie the disciplines students encounter in their Area I classes. Since each Area II class is a mixture of students from the eight Area I disciplines, Area II presents students with the opportunity to explore connections between the AGS disciplines and to examine different approaches to truth and reality. By examining interconnections between disciplines, Area II will necessarily help students address the overall concept of human relations and will help prepare students to begin to address and understand intellectual challenges.
Area II classes also draw on readings, speakers, and films as subjects for discussion. AGS students interact directly and frequently with leading figures in a variety of fields and learn to watch films not simply as forms of entertainment but as works of art and information open to critical examination.
Because Area II has no clearly-defined content or a set syllabus, faculty members must be creative and flexible enough to explore ideas and the thinking process by focusing on relevant issues as they arise in speaker presentations, films, and other classes. At the same time, weekly faculty meetings ensure that all Area II classes achieve the goals of the course.
By the end of the course, students should have more confidence in their beliefs and in their ability to address questions. They should also be able to confront new ideas and new ways of thinking as they address complex moral and ethical questions. It is hoped that in Area II, students will learn how to think and not just what to think. It is hoped that they will begin to understand other points of view, having an appreciation for well-formed and solidly-supported ideas even if they differ from their own. In the end, the Area II course should enhance each individual student’s excitement about thinking so that all students will fully participate in the community of diverse ideas that awaits them after leaving AGS.
If successful, this approach will prepare students to begin to understand novel ideas that arise in various fields and to recognize interconnections and implications that may pose various intellectual challenges. It is hoped they will begin to embark on the exciting experiences that college, graduate or professional school, or professional employment may present.
How the Area II Curriculum Works
Though each Area II class may differ somewhat due to classroom dynamics and to the particular expertise of the instructor, faculty members are expected to achieve the purposes and goals of the course in an organized and coherent fashion. The ideal class is one in which the students themselves explore relevant issues in a coherent, logical and respectful fashion. The instructor is expected to guide the discussion, provide intellectual background, place issues within a context, and ensure that all of the relevant topics are covered. Each class of 13-15 students meets three times per week for 1 hour and 20 minutes.
Area III: Personal and Social Development
Description, Purposes, and Objectives
Area III is designed to foster the personal and social development necessary for students to benefit fully from their Area I and Area II classes as well as the comprehensive cultural and social events of the AGS program. The concept of Area III emerged from the need of students to process and discuss information and experiences. This makes learning more active and meaningful and enables students to develop accountability for their own educational, social, and cultural environment. By integrating all the academic classes and events, the curriculum of Area III strives to provide an opportunity for the students to see the importance of taking personal responsibility for one’s ideas and for one’s participation in a democratic society. The student learns that ideas do have consequences and that "good thinking" means looking at the implications of ideas as well as the assumptions behind them.
Area III provides a forum for actively exploring the importance of community and civic responsibility. It seeks to inspire a student’s understanding of his or her own personal potential and to impress upon the student the value of character, leadership, integrity, insight, and compassion, not only within the contemporary youth culture but also in society. These are certainly some of the characteristics that these students (and the rest of us) must cultivate if the challenges of the new century are to be successfully met.
Area III also provides an opportunity for students to reflect upon the featured films, guest speakers, current events, and cutting-edge topics from each of the Area I disciplines, with the goal of strengthening their sense of the importance of active participation in their community. In doing so, Area III fosters the development of both the personal and social awareness the students will need as their knowledge expands and they encounter diverse worldviews. By stressing the importance of personal self-awareness and individual accountability, along with the values of character, compassion, and social responsibility, Area III encourages a deeper commitment and understanding of what it takes to create and maintain a just and compassionate community – locally and globally.
To promote personal accountability and social responsibility
To promote awareness of different learning styles and methods of understanding
To promote appreciation of self and one’s relationship to family, friends, and community
To improve interpersonal skills
To introduce stress management techniques
To promote an awareness of global issues and responsibility