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t h e m a s t e r s s c h o o l • a c a d e m i c p r o g r a m
T H E M I D D L E S C H O O L
A Message from Head of Middle School
The middle School at The masters School provides a tremendous learning
experience. The academic program is engaging, exciting, and challenging, pushing
young people to stretch their talents and intellect.
our educational philosophy sets us apart from other schools. Fifth grade boys and
girls learn together in small groups, while grades six through eight learn in single-
gender classes. Throughout all four years in the middle School, students participate
in hands-on projects and intensive class discussions that help build critical and
creative thinking skills.
our exceptional teachers also distinguish us. They genuinely enjoy working with
adolescents and utilize teaching techniques and curricula that are particularly
successful with middle schoolers. You can learn much about our faculty and our
program in this guide, or by visiting our school and watching learning in progress.
Everett “Doc” Wilson Head of Middle School
Our Mission
The masters School provides a challenging academic environment that encourages
critical, creative, and independent habits of thought and a lifelong passion for
learning. The masters School promotes and celebrates academic achievement,
artistic development, ethical action, athletic endeavor, and personal growth. The
School maintains a diverse community that encourages students to participate
actively in decisions affecting their lives and to develop an appreciation of their
responsibilities to the larger world.
School Administrators
Head of SchoolMaureen Fonseca, Ph.D.
Head of Middle SchoolEverett “Doc” Wilson
Assistant Head of Middle SchoolPeter Hourigan
Dean for GirlsHeather Sherman
Dean for BoysRobert Schleimer
Athletic CoordinatorSusan Greally
Middle School Administrative AssistantKelly Torielli
Associate Head of School for Faculty Affairs and Program DevelopmentAdriana Botero
Director of Enrollment and Financial AidChris Downs
Associate Head of School for Institutional AdvancementTim Kane
Director of Business and FinanceChristine Schwegel
Director of Athletics and Physical EducationKevin Versen
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I N t r o D U c t I o N
Our Middle School engages children in grades five through eight in a learning
experience that enables them to reach their full and unique potential. The fifth
grade provides a highly interactive co-ducational learning experience; grades
six through eight are taught in single-gender classrooms—an optimal learning
environment for both boys and girls.
at each grade level, faculty members work in teams to implement a comprehensive
academic program around a central theme. This helps students recognize the
context and relevance of what they’re learning and greatly enriches their learning
experience.
Advisory
all middle School students are matched with a faculty advisor at the beginning
of every academic year. The advisor—usually a grade-level teacher—advocates on
behalf of students as they navigate academic and social challenges. in small groups,
advisors discuss issues related to friendship, leadership, stewardship, self-image,
popular media, and decision-making. consistent with our single-gender learning
model, the advisory program is led by the dean for girls and dean for Boys.
Experience-based learning
We believe it’s important that children see how their lessons relate to the real world
outside the classroom. So at every grade level, The masters School incorporates
field trips that bring learning to life. In the middle school years, adventures include
many enriching opportunities, some of which are listed here.
School Expeditions
Sloop Clearwater
Ellis Island
Metropolitan Museum of Art
Lincoln Center Backstage Tours
The Lower East Side Tenement Museum
Hudson River Museum
Museum of Chinese in the Americas
“Bodies” Exhibit at South Street Seaport
Challenger Space Museum
Westchester Forensics Lab
Philadelphia History Tour
Phillipsburg Manor
Stony Point Battlefield
Sunnyside (Washington Irving’s Home)
Seining in the Hudson River
Canoeing on Constitution Marsh
Bird Watching Trips
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a c a D e m I c D e pa r t m e N t
Humanities: English & History
english and history stand at the center of our rigorous interdisciplinary
humanities curriculum. These two subjects are linked thematically, with
each grade level focusing on a specific topic or concept. Short- and long-term
interactive and interdisciplinary projects challenge students at each level.
as students progress through the middle School they continue to strengthen
skills and acquire new ones. in english, they advance in reading comprehension,
writing, literary analysis, speech, and grammar. in history, they learn how to
think critically about past events and analyze the relationship between cause and
effect while refining their research skills and organizational abilities. Students
also develop note-taking skills and become adept users of primary and secondary
sources, library and information technology, the internet, and resources
outside of school.
Fifth Grade
Fifth graders focus on egypt and greece, looking at the physical, spiritual, and
reasoning qualities that define and shape humanity.
The literature they read is thematically related to their social studies, allowing
them to make important connections and improving their comprehension and
literary analysis skills. in ongoing writing workshops, students complete a series
of creative writing projects that develop individual skills and writing styles,
which they employ in their yearlong opera project.
Beyond improving grammar, vocabulary, and the mechanics of writing, fifth
graders participate in discussions and debates. They have significant long-term
projects, which require ongoing organization and synthesis.
Sixth Grade
Since The masters School is sited above the Hudson river, it makes sense that
the sixth grade english and history curriculum uses the river and region as its
theme. Students explore american history through the lens of the people and
events that shaped the Hudson river Valley, examining how the valley both
affected and reflected the development of the United States. Frequent trips to
nearby historical sites augment classroom learning.
english class incorporates literature from the region, enhancing students’
understanding of the area’s history and introducing them to its rich literary
tradition. Students read a variety of literary genres from different eras and
write both creative and analytical compositions. They also participate in regular
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Humanities Faculty
Tim CampbellB.A., Knox College
Colleen CarrollB.A., Ithaca CollegeM.A., Syracuse UniversityM.S. Ed., Fordham University
Mary ChappellB.A., Loyola University of ChicagoM.Ed., Long Island University
Paul FriedmanB.A., Brown University
Margaret GeorgeB.A. and M.A., Fordham UniversityM.S. Ed., Bank Street College of Education
Stephen HildrethB.A., Boston CollegeM.A., George Mason University
Heather ShermanB.A., Regis CollegeM.Ed., Bank Street College of Education
Mark A. TamucciB.A., Purchase College, SUNYM.A., Manhattanville College
Everett “Doc” WilsonB.A., St. Francis UniversityM.Ed., Tufts University
writing workshops, building a strong foundation in the fundamentals of
grammar. By working on group and individual projects, students continue
to hone their research skills, learn techniques for effective collaboration,
and develop proficiency in public speaking.
Seventh Grade
Seventh grade study revolves around the theme of diversity and identity.
Students learn about United States immigration, explore their own family
histories, examine and connect with other cultures through literary
analysis and historical research, and discover the social factors behind
our identities. They use and analyze news media to explore relevant
social issues and step out of the classroom to explore what the world
has to offer—particularly New York city. as they expand their views
of the world, our seventh graders continue to strengthen their skills in
grammar, reading comprehension, research, and studying. The curriculum
emphasizes writing and critical thinking skills and strategies necessary for
success in the Harkness classrooms of the Upper School.
Eighth Grade
Building on the interdisciplinary coursework of the sixth and seventh grade
curriculum, eighth grade english and history examine american identity.
engaging hearts and minds alike, the english curriculum focuses on issues
of justice and morality, especially as these themes pertain to adolescence
and coming of age. The class gives special attention to writing: both creative,
through the use of reaction sheets and writers workshop, and expository,
typically discussing a book read together by the class. Further, the class
emphasizes analytical reasoning, close reading skills, and oral presentation
through daily discussion.
eighth grade history explores the formation and evolution of american
identity over the last 500 years. in particular, the class considers various
facets of freedom and the benefits and burdens it implies. Considerable
attention is given to constitutional issues and the duties of citizens. at the
same time, economic interpretations of history are given substantial weight.
Several times during the course of the year students participate in historical
simulations, immersing themselves in critical historical moments such as the
constitutional convention.
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Mathematics Faculty
Eliot BloombergB.A., University of VirginiaM.B.A., New York UniversityM.S. Ed., Long Island University
Pam BorowiecB.A. and M.S. Ed.,College of New Rochelle
Lauren DiamanteB.A., Quinnipiac UniversityM.A.T., Stony Brook University
Anne FrostB.A., Vassar CollegeM.Ed., University of Hartford
(John) Peter HouriganB.A., College of WoosterM.A.T., Quinnipiac CollegeC.A.S., Southern Connecticut State University
Mathematics
The middle School math program enables students to solidify and expand their skill
base while challenging them with projects that connect math to their world. during
class, experiential and exploratory activities foster open communication. The class
discusses different problem-solving strategies, with each unique learner contributing
ideas and putting them into practice. This cooperative atmosphere encourages
students to share ideas openly and to propose solutions. By solving application
problems, students connect concepts to the “real” world. They become strong
problem-solvers and critical thinkers, gaining confidence in their mathematical
abilities. in addition, technology serves as a vital component of the math curriculum,
enhancing the learning experience and providing additional challenges for students.
a c a D e m I c D e pa r t m e N t
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Fifth Grade
Fifth grade mathematics challenges students to strengthen skills and integrate
their understanding of whole numbers, fractions, decimals, and percents by solving
investigative problems. The children explore measurement and coordinate geometry,
and they work cooperatively to design creative solutions to complex problems.
manipulatives give them a concrete understanding of the topics, preparing them to
use these concepts in their lives.
Sixth Grade
Students in the sixth grade explore concepts in geometry, fractions, decimals, ratio,
proportion, percent, perimeter, and area. The curriculum “spirals,” continually
reinforcing each skill so that students make connections between topics as they
reinforce their understanding of concepts. The curriculum places a strong emphasis
on computational accuracy.
Students complete critical-thinking projects using statistics and apply their new
skills throughout the year. classes are grouped by ability based on the results of
a placement test. advanced students will cover content at a faster pace, including
exploration of elements of pre-algebra.
Seventh and Eighth Grade
all students have the opportunity to place into a mathematics course that provides
them with the most appropriate challenge. course type and level vary depending
on the results of placement tests, but students can expect to be placed into basic or
advanced pre-algebra, or basic or advanced algebra. The most advanced students
will be considered for geometry.
All sections are single-gender. Specific content and pace will vary, but all courses are
designed around the New York State and national curricular standards.
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Science
The middle School science program achieves two primary goals. First, we give
students a working knowledge of the scientific method as a systematic approach to
problem-solving. and second, we help them develop connections between what they
learn in the classroom and their lives beyond it. We take a discovery approach to
learning because students learn best when they uncover relationships and ideas for
themselves. in the laboratory we stress objectivity in observation, accuracy in data
gathering and recording, and analysis and presentation of data.
Fifth Grade
The fifth grade curriculum concentrates on six major topics: astronomy,
weather, sound, light, the sun and moon, and botany. each is addressed with an
interdisciplinary approach and a foundation in the scientific method of inquiry.
Students learn cooperative and individual laboratory behavior, scientific dialogue
and discussion skills, data analysis, and the ability to formulate conclusions and
associations based on their observations. each student is given an opportunity
to demonstrate understanding of material through both constructed research
assignments and performance-based assessments. Students are encouraged to share
prior knowledge and ideas as they expand their investigation and critical thinking
skills necessary for further studies of science.
Sixth Grade
The sixth grade science course focuses primarily on earth science. The students
begin by examining the structure, properties, and states of earth’s water and look
at how water is responsible for altering earth’s land surfaces. They also explore how
water can be used as an alternative energy resource.
Next, students investigate the key characteristics of earth’s interior, focusing on
rocks and minerals and how they make up the different features found on our planet.
The children analyze the ideas of continental drift, sea-floor spreading, and plate
tectonics; determine how and why the continents have changed positions throughout
history; and learn how plate movement relates to earthquakes and volcanoes.
during the spring the curriculum shifts to life science, integrating and supporting
the students’ work in humanities. Students learn how to classify the Hudson river’s
planktonic, nektonic, and benthic organisms into their respective taxonomic
categories. They explore the energy flow in Hudson River ecosystems and the
relationships among producers, consumers, and decomposers. Finally, students
examine the human impact on the Hudson river ecology.
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Science Faculty
Nancy GormleyB.S., SUNY at OswegoM.S., National University
Daniel RussoB.S. and M.S., St. John’s University
Robert SchleimerB.S., New York UniversityM.S., Mercy College
Heather ShermanB.A., Regis CollegeM.Ed., Bank Street College of Education
Seventh Grade
in seventh grade, students gain a detailed understanding of living systems. They
build on basic principles by exploring cell structure and function, cell processes and
energy, cellular organization, and change as a result of the transmission of genetic
information from generation to generation. They explore the history of biological
thought and the evidence that supports it, providing the foundation for investigating
biochemical life processes, cellular organization, mechanisms of inheritance, and the
change in organisms over time.
Students also learn human biology, studying bones, muscles, skin, digestion,
circulation, respiration, excretion, the nervous system, the endocrine system, and
reproduction. They conduct laboratory experiments, write formal reports, and
develop skills including organization and mathematical analysis of data, manipulating
variables in experimentation, and identifying sources of experimental error.
Eighth Grade
eighth grade science is a skills-based course designed to prepare students for the
advanced science courses they will take in the Upper School. With an emphasis on
developing understanding through investigation and critical thinking, students work
with the equipment and tools that are found in high school science labs. Students
cultivate their scientific literacy, learn to make conclusions based on evidence and
data, and work on developing metacognitive skills. cooperative group work as well
as active learning experiences are keystones of this course. Some of the topics are
scientific measurements, properties of matter, energy, electricity, magnetism, forces,
motion, gravity, simple machines, and conservation of mass and energy.
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Modern & Classical Languages
The middle School language program is a three-year experience introducing students
to the fundamentals of language acquisition and the linguistic elements of the target
language. all students take a full year of Latin, and then two years of a language
selected from our four offerings: French, Latin, mandarin, or Spanish.
Sixth Grade
Because Latin is fundamental to language study, this is how we begin. in introduction
to Latin, students become able to understand the common elements of Spanish,
French, and english. coursework covers Latin vocabulary and grammar with
emphasis on elements also reflected in the English curriculum. We explore these
concepts through rich discussions about roman culture including transportation, city
life, society, gladiators, and slavery. While the immediate goal of this introductory
course is to achieve reading ability in Latin, the ultimate objective is to improve
students’ ability to acquire any foreign language—ancient or modern.
Seventh Grade
The language students choose for their seventh grade year—French, Latin, mandarin,
or Spanish—carries through into eighth grade. in order to offer this wide of a range
of languages, enrollment in all sections is co-educational. These Level a courses
emphasize self-expression and cultural insight through the reading, writing, listening,
and speaking skills of the target language. course content relies heavily on cultural
studies and traditions.
Eighth Grade
Level B courses in French, Latin, mandarin, and Spanish renew emphasis on
reading, writing, listening, and speaking skills as both the pace and expected
proficiency increase. Students pursue deeper and richer study of the history, culture,
and traditions of native speakers. By the end of their two-year language experience,
successful students are ready to place into Upper School accelerated French 2, Latin
2, mandarin 2, or Spanish 2 courses. New students admitted to the eighth grade
have the opportunity to test into the language of their choice at the start of the school
year. Seventh grade Level a courses will be available to any students needing them.
a c a D e m I c D e pa r t m e N t
Language Faculty
Keith KitchenB.A., Pennsylvania State UniversityM.A., University of Texas at AustinM.A.T., Hunter College (CUNY)
Molly LoriB.S., University of MichiganM.P.H., University of MichiganM.A., Middlebury College
Abdoulaye NgomB.A., M.A., Gaston Berger University, St. Louis, Senegal
Richard SimonB.A., Stony Brook UniversityM.A., New York UniversityM.Phil., New York University
Shudan YehB.A., Queens CollegeM.A., New York University
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Music
integral to the interdisciplinary curriculum, the music program ties into established
themes in conjunction with the other classes. Students learn to read and notate
music; to listen to, analyze, and describe music; and to evaluate music. most
importantly, students develop an ability to utilize music to understand themselves
and others, which builds a deeper level of empathy for fellow human beings.
Fifth Grade
Students complete a basic unit of study on music theory including note-writing and
reading, key signatures, and time signatures. Students explore basic keyboard and
computer composition and participate in an experiential study of opera. This study
culminates in a project in which students write and perform an original opera.
Sixth Grade
Sixth graders start the year with a review of basic music theory. Later they explore
folk music, particularly that of the Hudson river Valley, and examine societal,
political, and cultural influences on music. A group project creates a cycle of five folk
songs describing colonial life in the Hudson river Valley. The year concludes with a
personal music history project about music influential in the students’ lifetime.
Seventh Grade
in conjunction with the seventh grade curricular theme of diversity, this year covers
world music history, featuring analysis of multicultural music through listening,
game songs, folk dance, and discussions. Students learn about music from africa,
Central and South America, the Caribbean, the Middle East, and Asia. A final project
investigates each student’s musical heritage.
Eighth Grade
Eighth graders study American popular music styles including film scores, musical
theater, folk, bluegrass, country, blues, jazz, rock, and rap. They complete two
interdisciplinary projects: a visual poem of philadelphia and another visual essay
combining humanities, art, and music classes. The year ends with two comprehensive
projects, one of which is the production of an arts expo with original songs written
and performed by student bands.
Music Faculty
Jennifer CarnevaleB.M.E., Jacksonville University M.A., Teachers College, Columbia University
Katie MeadowsB.A. and M.A., New York University
Chris MillsB.A. Northwestern University
Middle School Winter Concert
Middle School Students
from all grades work toward
a choral concert prior to
Winter Break that features
a variety of musical styles.
The repertoire is chosen to
complement course studies.
Students learn about live
performance, teamwork, and
the preparation involved in
presenting a production.
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Visual Arts
Fifth Grade
Students visit the metropolitan museum of art to explore the ancient egyptian and
greek Halls. a yearlong collaborative project incorporates visual art with history and
creative writing. Students write scripts on ancient cultures in their humanities classes
and transform their scripts into an opera in music class. in their visual arts class,
they create rod puppets of their characters as well as backdrops and props, and they
rehearse their performance. at the end of the school year, the students put on their
original opera for their parents.
Sixth Grade
To enhance their focus on the Hudson river Valley, students study the Hudson river
School of art. They create their own watercolor landscapes inspired from photos
from their field trips. Other projects include the creation of a hand-sewn quilt while
studying American folk art, and designing a presentation for a site-specific sculpture
at the dobbs Ferry Waterfront park.
Seventh Grade
The seventh grade students are given the opportunity to work with the upper
school art instructors as well as the middle school art teacher. They explore artistic
disciplines including foundation drawing, ceramics, and digital photography. Tied
in with their ongoing investigation of identity and diversity, students write an artist
statement explaining the artistic choices they make in relation to their chosen
essential question.
Eighth Grade
armed with digital cameras, the students explore philadelphia and other historic sites
by taking a series of images with thoughtful content and composition in a triptych
format. Back in the classroom they create a thirty-second presentation using their
photos and original music they produce in their music classes. in their humanities
classes, they write artist statements to explain their work as it relates to their yearlong
theme of american identity. The year culminates with the students curating and
displaying their own visual artworks in the eighth grade arts expo.
The middle School visual arts
program provides a creative
environment in which students
explore visual communication
in two- and three-dimensional
forms. They gain hands-on
experience with a broad range
of materials and techniques
while working on projects
designed to develop craft
as well as cognitive skills
related to thematic grade-level
investigations.
Students work in a variety
of artistic disciplines
including drawing, painting,
photography, and sculpture;
and they learn and use the
elements and principles of
design as they explore their
creative potential. The children
keep art journals to monitor
their progress throughout the
year, and assessments are
based on effort rather than
ability level. our goal is for our
visual arts students to develop
and expand their artistic
voice while gaining a better
understanding of self and their
relationship and responsibility
to the world community.
Art Faculty
Bruce RobbinsB.F.A., Purchase College, SUNY
Vince GalganoB.A., Columbia University
Cheryl HajjarB.F.A., Massachusetts College of ArtM.F.A., Pratt InstituteM.A.Ed., Teachers College, Columbia University
Stephanie MestyanB.A., Bennington CollegeM.A.T., Manhattanville College
a c a D e m I c D e pa r t m e N t
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Technology
The computer science program gives students valuable technical skills and enables
them to put their abilities to use with the resources in our campus network. much of
the coursework relates directly to projects in other disciplines so that students can put
their learning to good use. at the same time students are often involved in computer
science projects and exercises that remain exclusively within the domain of this
discipline. at the end of the two-year computer science curriculum students emerge as
confident users of information technology software, hardware, and network resources
and are ready to use these tools in meeting future academic challenges. in addition to
our fully-equipped computer labs, we maintain computer carts with macs and pcs to
support teachers and students with in-class assignments and projects.
Fifth Grade
In the fifth grade, computer science begins by introducing students to the school
network and familiarizing them with skills such as using a network printer, saving
files on the school server, and accessing school email from remote locations. Once
students gain proficiency in these basic tasks, they learn more of the intricacies of PCs
and Macs as well as productivity software such as Microsoft Office. Students complete
their first year of computer science with several research projects involving various
internet search engines.
Sixth Grade
After a review of skills acquired in the fifth grade, the sixth grade computer science
curriculum is integrated with the Hudson River Valley focus of study. The first major
project, a biography, draws on a variety of computer skills with programs including
microsoft Word, photoshop, powerpoint, and internet research; and introduces
students to digital cameras and scanners. Subsequent projects involving the Hudson
river curriculum reinforce these skills, giving students a solid level of comfort with
their technical abilities.
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Physical Educationand Athletics Faculty
Kevin VersenDirector of Athletics and Physical EducationB.A., Lynchburg College
Susan GreallyMiddle School Athletic CoordinatorB.S., Boston University
Chris WadeB.A., Brown UniversityM.A., Duke University
a c a D e m I c D e pa r t m e N t
Physical Education & Athletics
athletics are crucial to the educational experience at The masters School. Beyond
providing physical exercise, sports teach teamwork, commitment, and perseverance.
Students acquire new skills and confidence. And they learn how to play the sports
that they’ll continue beyond middle school. our campus athletic facilities include
five expansive playing fields for lacrosse, soccer, field hockey, baseball, and softball,
a competition track, eight tennis courts, an excellent gymnasium for basketball and
volleyball, an outdoor basketball court, and fencing strips.
Fifth & Sixth Grade
Physical education class is required for all fifth and sixth grade students and is
included during the school day. The students participate in a variety of games and
physical activities to develop basic athletic skills and to experience the joy of playing.
Seventh & Eighth Grade
interscholastic team sports begin in grades seven and eight. practices are held
during the school day and games are played after school. Students may also take
dance to satisfy the athletic requirement. The following team sports are offered
each year.
BaseballBasketballCross CountryDanceFencing
Field HockeyLacrosseSoccerSoftballVolleyball
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The Masters School
49 Clinton Avenue
Dobbs Ferry, New York 10522
phone: 914-479-6420
Fax: 914-693-7295
mastersny.org
Notice of Nondiscriminatory Policy:
The masters School admits students of any race,
color, national, or ethnic origin to all the rights,
privileges, programs, and activities generally available
to students at the School. it does not discriminate on
the basis of color, national, or ethnic origin, sexual
preference, or gender identity in administration of its
admission policies, educational policies, scholarship
and loan programs, and athletic and other school-
administered programs.
design: popKitchen co.
photography: Tom Kates,
Bob Falcetti, peter Finger,
dorothy Handelman,
anne marie Leone, rawn Fulton,
robert cornigans, renée Bennett,
and The masters School community
printing: panoramic group
www.mastersny.org
Field HockeyLacrosseSoccerSoftballVolleyball
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THE MASTERS SCHooL | 49 Clinton Avenue, Dobbs Ferry, ny 10522 | mAstersny.org | 914.479.6420