Upper School

Eighth-12th grades

Our Upper School actively works to help shape young people into leaders—and not just the kids who seek offices in student council or in other clubs, but all of our students. This is because we know that our students have to exit our campus at graduation and head out into the larger world prepared to think for themselves, to solve problems without being told how, and to listen and respond respectfully to varying points of view.

When students are forced to think for themselves, true engagement with learning takes place. CES students are not bystanders accosted with learning. They are partners with the teachers and active participants in the learning process. These are true leadership qualities. Leaders cannot simply wait to be told what to think in order to have the answers; they seek the answers and that is what we expect of each and every one of our students—that they are chasing their curiosity and seeking the answers.

Our graduates are infinitely well prepared for what universities expect of them and for what the world needs from them. They are prepared to be accepted by and to succeed at the universities of their choosing.

A Student-Driven School

Our Upper School is one where teachers diligently work to get to know and to understand their students. As they craft their lessons and units of study, they are being prepared for the next grade and for the rigor of university life, and they are being seen as individuals. It is those individual needs and interests that drive the content of the curriculum.

When it is time to determine electives, our students ask for courses to be created that meet their interests; they ask for courses that will help them deepen their understanding or chase a passion. In response, we work to craft and staff those course requests, which is how we ventured into courses in costume design and the PLTW Biomedical Science program, as well as integrated math based on materials from the Exeter School. We also have AP offerings in English, social studies and world language.

Independent Thinking

Our Upper School values the voice of its student body; it is a school that refuses to tell its students what to say or what to think or what to write. We are a school that doesn’t offer a lone right answer because there is significance in the discussion of varying possibilities, of hearing many ideas. Instead, we require our students to think for themselves, to think independently. We expect them to share their thoughts honestly in class discussion and in their assignments.

Our students have the opportunity to express their individuality in many ways on our campus. Whether it is by starting a club that is of particular interest to them, enjoying a relaxed dress code allowing them to express their individual style, or vocalizing their opinions in our discussion classes, our students learn to appreciate each other for who they are and respect their differences.

Learning by Experience

The academic program at CES is enhanced by off-campus experiences that strengthen the relationships our students have with their peers and faculty.

Our eighth graders travel to Chicago. They have the opportunity to visit some of our country’s most fascinating museums, learn about the architecture of the city, and experience big-city life.

Our freshman class travels to Yosemite National Park to participate in a program called NatureBridge, which is a five-day residential field science program offering students the opportunity to learn hands-on science in one of the world’s most stunning geologic wonders.

Christ Episcopal School sophomores participate in an annual mission trip. The location of the trip varies from year to year, but the students always return with a new and profound understanding of the world beyond their own circle, their capabilities, and what it means to serve others.

Juniors travel to Washington, D.C., to witness government in action. They visit Jamestown, Williamsburg, Mount Vernon, the U.S. Capitol, the National Cathedral, the Holocaust Museum, Arlington Cemetery, and other national monuments and museums.

The CES experience culminates with a trip to Los Angeles during students' senior year. This trip appeals to the creative side of our students as they learn about the filmmaking business, visit local universities and CES alumni who attend those schools, tour museums, see the ocean and the natural beauty of California and, of course, make a stop in Disneyland.

Learning Outside of the Classroom

Our students have the opportunity to participate in competitive sports, theater, choir, student council, and a long list of both typical and unique clubs and organizations. In our first year as members of the Louisiana Upper School Athletic Association (LHSAA), CES boasted three state championship teams. We have an award-winning choir, a decorated speech and debate teams, a literary magazine, a cheer squad, and many more opportunities for involvement.

Our clubs are as varied as our student body, with offerings ranging from the Breakfast Club and Philosophy Club to the Key Club and the Cheese Club. There is now an Outdoors Club for students who wish to continue their outdoor education with extra field trips such as an evening paddle and camping trips.

Upper School Curriculum

Social Studies
World Language

Freshman English is essentially a survey course offering extensive inquiry into writing and literary analysis.  In this course, literature study focuses on varying themes that are traced through pieces from around the world, both canonical and non-canonical.  Heavy focus is placed upon literary analysis and response as thinking in depth about a text is how we make meaning.  Composition study requires that the students write both analytically and creatively in several modes for a variety of purposes and audiences. (1 credit, 1 full year)



American Literature provides a study of literature and qualities of writing that are uniquely American and allows students to develop an understanding not only of impactful themes throughout American history and literature but also to develop an understanding of what it means to identify oneself as American.  The literature that is studied varies from year to year as our students vary from year to year, but significant literary analysis is required in every instance.  Composition study requires that students write both analytically and creatively in several modes for a variety of purposes and audiences (with requirements and expectations exceeding those of freshman English).  Students work toward creating a major piece of writing (e.g., a multi-genre research paper, a lyric essay, or a large research paper) by year’s end. (1 credit, 1 full year)


British/World Literature provides a study of literature and qualities of writing that is representatives of cultures and people from around the world (with a heavy first semester focus on British literature).  Literary pieces span time and region and will vary from year to year just as our student body does, but, as in every course taught by our English department, quality of in-depth literary analysis is paramount.  Composition study requires that students write both analytically and creatively in several modes for a variety of purposes and audiences (with requirements and expectations exceeding those of freshman English and American Literature).  Students also work toward creating a major piece of writing (e.g., a multi-genre research paper, a lyric essay, or a large research paper  by the year’s end. (1 credit, 1 full year)

Advanced Placement Language and Composition is essentially a college level writing course in which rhetorical strategy and structure are explored in-depth, both through the writings of others and through student composition.  Our readings differ in this course from others, as the focus is heavily centered on non-fiction pieces.  Students are now analyzing the composition itself and the strategies employed by the writer, rather than the usual literary analysis when they are looking more for the meaning buried in the text.  Writing is obviously at the core of this class, so students should expect to compose abundantly in various forms for various purposes.  All students sit for the Advanced Placement Examination in May. (1 credit, 1 full year)

Advanced Placement Literature and Composition requires intensive study and close reading of texts of merit from various genres and periods.  Though a variety of texts will be read, students should expect to become very familiar with a few of them.   As a reader at this level, students should take the time to dig into the literary work and its complexity and to analyze the textual detail as well as the historical context.  Interpretation and evaluation of the texts read will be represented in composition.  As always, students will be required to write personal responses to the literature read and will also be expected to compose essays that reflect analysis of language and structure, analysis of artistry, examination of social values, etc. (1 credit, 1 full year)

Seniors Speak is a senior project reflective of the individual and a self-selected course of study.  At the start of the senior year, a theme or topic of interest is chosen by the student with the intent of further investigation. Past topics have included conjoined twins, the increasing violence of male characters on television, Ulysses, critical pedagogy, and many others.  Once a topic is selected and approved, students then begin their inquiry through the reading and evaluation of several texts, both fiction and non-fiction.  It is the expectation that through broadening the individual’s understanding of the topic, the student will then better be able to select a topic to research further.  The ultimate goal of this project is the composition of a 10-15 page research paper on the specific area of interest on which the student is now an expert, as well as an evening presentation in the style of a TED talk.  This self-driven study is the capstone to our English program and one that reflects the individual and his/her accomplishments as a thinker and a writer. (1/2 credit, one semester)

Algebra I is an introductory course designed to provide a solid foundation for the continued study of higher mathematics.  Objectives of the program include an understanding of variables, expressions, and equations and their use in problem-solving.  This course explores the foundations of algebra through a study of properties and basic axioms.  Topics that will be emphasized include a focus on factoring and quadratic equations along with exponents and a system of equations.  Development of application skills in numerous problem-solving situations encourages the development of critical thinking skills. (1 credit, 1 full year)

The course focuses on developing the ability to read problems carefully, analyze them, and develop appropriate abstract algebraic models for their solutions. Topics include real numbers, linear and quadratic equations and graphs, distinguishing linear data from nonlinear data, inequalities, the basic rules of exponents, and other traditional Algebra I topics.  The course is taught as a colloquium.  Phillips Exeter Academy Mathematics 1 problem set,  http://www.exeter.edu/documents/math1all.pdf (1 credit, 1 full year)


This Algebra II course continues the development of concepts in Algebra I and also introduces some of the concepts needed in trigonometry and some advanced math courses. The textbook used is Algebra and Trigonometry, Structure and Method, Book 2, by McDougall and Littell. Comprehension of important vocabulary and formulas is needed, and students are encouraged to participate in lesson presentations by using peer teaching and questioning and thinking skills. (1 credit, 1 full year)



The purpose of the course is to enable students to expand their view of algebra and geometry to include nonlinear motion and nonlinear functions. The investigation encompasses circular motion and the functions that describe it, ellipses and hyperbolas, exponential and logarithmic functions, and dot products and matrices. Logarithms are used to straighten nonlinear data, and matrices are used to describe geometric transformations and various patterns of growth. Combinatorics and recursion are introduced, leading to the binomial theorem. Instantaneous rates of change and slopes of nonlinear graphs are approximated by means of difference quotients.  The course is taught as a colloquium.  Phillips Exeter Academy Mathematics 3 problem set,

http://www.exeter.edu/documents/math3all.pdf.  This course is a continuation of Mathematics 3. (1 credit, 1 full year)





Math Essentials is a terminating mathematics course offered at the senior level of high school for those students who are less skilled in their development of proficiency and competence in the learning of appropriate benchmark levels of math.  This program concentrates on algebra, geometry, probability, statistics, and basic levels of trigonometry.  Enrollment in this program requires the recommendation of the mathematics department and the High School division head. (1 credit, 1 full year)




This course continues the development of concepts in Algebra I and geometry and also introduces some of the concepts needed in trigonometry and some advanced math courses. The textbook used is Geometry by Glencoe McGraw Hill. Comprehension of important vocabulary and formulas is needed, and students are encouraged to participate in lesson presentations by using questioning, peer teaching, and thinking skills. (1 credit, 1 full year)

Mathematics 2 is a geometry course tied to algebraic processes. Students investigate lines, polygons, and vectors in both two and three dimensions. Right-triangle trigonometry is introduced, as are circles and parabolas, the latter viewed from a focus-directed definition. Linear motion is explored, using parametric equations in two and three dimensions. Optimal paths of travel are investigated with the use of graphing calculator applications. Similarity and congruence are studied by means of plane transformations—dilations and isometrics. Attention to the concurrence of special lines in a triangle allows for linear data analysis by the use of median-median lines.

The course is taught as a colloquium.  Phillips Exeter Academy Mathematics 2 problem set,

http://www.exeter.edu/documents/math2all.pdf (1 credit, 1 full year)


The pre-calculus course is an in-depth study of polynomial, rational, exponential, and logarithmic functions during the first semester and is an expansion of the program offered in Advanced Mathematics.  It is a study of trigonometry during the second semester.  During both semesters, students are asked to analyze functions both from an algebraic perspective and graphically viewed.  In addition, students study conic sections and their relations are derived using a locus of point analysis. (1 credit, 1 full year)




This four-term sequence presents a comprehensive and inductive approach to calculus. Working within contexts whenever possible, key concepts are developed with applications in mind. Students learn to read the language of differential equations and to appreciate that the two principal divisions of calculus—differential (rate problems) and integral (accumulation problems)—are unified by the fundamental theorem of calculus.  The course is taught as a colloquium.
Phillips Exeter Academy Mathematics 1 problem set, http://www.exeter.edu/documents/math1all.pdf. (1 credit, 1 full year)

Calculus is a first-year course in differential and integral calculus of real-valued functions of one variable.  The functions covered in this program are the algebraic, trigonometric, logarithmic, and exponential functions.  The topics are limits, continuity, derivatives, maximum-minimum and related rates word problems, curve-sketching, indefinite and definite integrals, area, volume, and techniques of integration.  Pertinent topics in algebra, geometry, and trigonometry are reviewed at appropriate times and opportunities.  The incorporation of advanced technology is part and parcel of the program. (1 credit, 1 full year)

This course re-examines the differentiation and integration processes and investigates topics such as partial derivatives, level curves and gradients, moving frame description for space curves, the analysis of critical points, double and triple integrals, line integrals, vector analysis, the classical quadric surfaces, Lagrange multipliers, cylindrical and spherical coordinates, and Jacobean matrices.  The course is taught as a colloquium.  Phillips Exeter Academy Mathematics 5 problem set, http://www.exeter.edu/documents/math5all.pdf (1 credit, 1 full year)

This extension of Calculus I is for students who desire to take an additional year of mathematics but choose not to enroll in AP Calculus AB.  This second year of calculus reviews the concepts of differential and integral calculus functions of one variable.  Improper integrals, infinite series, parameterized curves, polar coordinates, and first and second order differential coefficients are included in the focus on the material. (1 credit, 1 full year)



Physical Science requires students to examine properties of matter and energy.  Students are expected to derive the fundamental mathematical relationships that illustrate the physical laws governing our universe.  Students are also expected to gain a foundational understanding of the principles of chemistry and physics.  Some of the specific topics covered in this course include fundamentals of measurement, conversions of metric units, physical and chemical properties of matter, the atomic model, kinetic theory, periodic law, velocity, acceleration, Newton’s laws of motion, work, power, heat, and waves.  Through these topics, students will develop and utilize 21st century learning skills, including critical thinking and the use of technology.



Biology is the study of living things and their interactions with their environment.  This course is designed to study in-depth issues dealing with biological processes and principles.  Students learn to think critically about biological concepts and apply these skills in making personal, social, and professional decisions in the future.  Topics include experimental design, terminology, cells, photosynthesis, cellular respiration, gene expression, mitosis, meiosis, genetics, evolution, taxonomy, and human body systems, including the cardiovascular system, respiratory system, nervous system, endocrine system, reproductive system, digestive system, excretory system, and immune system.  The year culminates with the dissection of a fetal pig. (1 credit, 1 full year)

Please note: This course is offered in both honors and regular credit. Students are placed based on their academic performance in their physical science course.  Honors Biology is a fast-paced, rigorous course in which the student is expected to be highly motivated to achieve at an honors level.   


This course introduces chemistry as “the central science” that is interconnected to all other sciences.  A main focus of the course will be atomic theory and structure of the atom with emphasis on the arrangement and behavior of electrons. Students learn how to use the periodic table and knowledge of electron behavior to predict the properties of elements and determine the types of bonds formed along with their associated properties and the chemical formulas of compounds.  Another important aspect to be covered is the concept of the mole as it is used to describe the amount of a substance and the quantitative relationships between reactants and products in a reaction.  Additional topics will include the general types of chemical reactions, thermochemistry and kinetic theory, electromagnetic energy as it relates to electrons, the relative strength of intermolecular forces and the specific properties of gases, liquids, and solids, and acid-base reactions.  Relevant labs will be incorporated throughout the course to help reinforce important concepts.  During the first semester, students are required to design and present an experimental science project that demonstrates the scientific method. (1 credit, 1 full year)

Please note: Honors credit for this course will be attained by completing the topics described above in a more in-depth manner and at a faster pace.  Honors will also participate in extra labs. 



This course introduces students to a conceptual approach of physics and unites it to familiar experiences in their everyday world. Mathematics is employed as a tool to quantitatively verify the truth of the concept.  Featured in this course will be the classic work of Galileo and Newton, which establishes physics as a legitimate science. Energy will be the unifying theme as motion, heat, sound, magnetism, electricity, and light are explored. The course concludes with Einstein’s vision of special relativity.  Students come to appreciate that physics is not merely a classroom experience but an actual part of their surroundings.  Appropriate labs are conducted throughout the course to reinforce important concepts and promote correct technique in the use of lab equipment.  All students do an experimental science project, utilizing the scientific method, during the first semester. (1 credit, 1 full year)

Please note: Honors credit for this course will be attained by completing the topics described above in a more in-depth manner and at a faster pace.  Honors will also participate in extra labs. 

This course is a STEM-based course utilizing real-world phenomenon to help students explore the processes of the major body systems that maintain homeostasis.  Students examine the interactions of human body systems as they explore identity, power, movement, protection, and homeostasis in the body. Exploring science in action, students build organs and tissues on a skeletal Maniken®; use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration; and take on the roles of biomedical professionals to solve real-world medical cases. (1 credit, 1 full year)

Please note: This course is open to sophomores, juniors, and seniors that have achieved a C or higher in Biology I.  

Anatomy and physiology is an honors course that covers the basics of human anatomy and physiology including anatomical and medical terminology; cells and tissues; and the integumentary, skeletal, muscular, nervous, cardiovascular, lymphatic/immune, respiratory, digestive, urinary, and reproductive systems.  Students also learn about common human disease processes.  Throughout the year, students learn body structures through dissection and the end of the year culminates with the dissection of a cat. (1 credit, 1 full year)



Environmental science is an applied discipline; it incorporates concepts from various scientific fields of study and applies that knowledge to real world problems. Students explore complex environmental issues, including the benefits of biodiversity, sustainable use of natural resources, and the human impact on the environment through project-based learning. Students are involved in ongoing environmental projects on and off the CES campus. Research includes the basics of the different Earth systems: geophysical, atmospheric, and hydrological. The role of humans as part of the overall ecosystem is explored, as is learning what is needed to sustain human life. The effects of human actions on the different natural systems is examined through a study of land, air, and water usage, biodiversity issues, and the extraction of resources. Students also conduct individual research into areas of their particular interest. Due to the nature of the independent research component of this course, it is recommended only for juniors and seniors. (1 credit, 1 full year)

This course starts by focusing on the role of the human genome, specifically detailing the structure and function of the chromosomes and genes and the mechanisms of replication, transcription, and translation of the genome into the protein products for which it codes.  Other topics include heredity, genetic diseases, biological variation due to recombination and mutations, current methods for genetic analysis, and genetically modified organisms. A few labs relating to the concepts we cover are included throughout the course. (1/2 credit, 1 semester)


This course is an introduction to the structure and function of the human nervous system. This course teaches basic science principles of how the nervous system functions normally and what goes wrong in neurological and psychiatric disorders.  Topics include the function of nerve cells, sensory systems, control of movement, learning and memory, and diseases of the brain.  This course is open to juniors and seniors that have achieved a B or better in Biology I.  (1/2 credit, 1 semester)




This course is an introduction to the principles of microbiology with emphasis on microorganisms and human disease. Topics include an overview of microbiology; identification and control of pathogens; bacteria, fungi, viruses, and protozoa; disease transmission; antibiotic resistance; public health threats; and global health. This course is open to juniors and seniors that have achieved a B or better in Biology I. (1/2 credit, 1 semester)

The Spanish curriculum aims to develop near-native speakers and practitioners of the target language.  The goal at all levels of high school Spanish is to create an environment for authentic learning where communication through speaking, reading, and writing in the target language is the main goal.  As the students study and apply language structures and vocabulary through the various forms of communication, they also gain insights into the culture of the target language.  Therefore, classes are conducted in Spanish in varying degrees, depending on the level of advancement, and students are expected to respond as often as possible in the target language.  In this way, a mini-immersion environment is created, and students apply what they know in an authentic manner.  Some explanations, particularly of grammatical structures, may be given in English as needed at the Spanish I and Spanish II levels.  Ultimately, students are working their way toward fluency.  By the time a student reaches the Spanish III and Spanish IV courses, classes are conducted entirely in the target language, with students responding mainly in Spanish at the Spanish III level and only in Spanish at the Spanish IV level.

For all levels of Spanish (I, II, III, IV, V, and AP), the basic areas of preparation and study include language structure and grammar, speaking and conversation, writing, and cultural knowledge.

Advanced Spanish I and II classes begin to receive cultural and historical information along with literature as the content from which to study all other areas of the language (listed above).  In Spanish III, student discussions in Spanish center on historical, cultural, and literary topics.  Students read short stories and poetry by both Spanish and Latin American authors and write essays in Spanish in response to their studies.  In addition, students begin to write creatively in Spanish at the Spanish III level.  At the Spanish IV level, students begin reading novels in Spanish and analyzing Latin American and Spanish movies.

AP Spanish Language and AP Literature and Cultures have been introduced as part of the curriculum on alternating years, and the students and teacher speak only in the target language.  An alternative to the Advanced Placement class is offered in Spanish IV and focuses more on the cultural aspects of Spanish in addition to its use as the target language.  Discussions center around topics such as culture, current events, history, and literature.  Students give presentations in Spanish on specific events and issues related to these topics as an evaluative measure of their progress.

The French curriculum aims to develop near-native speakers and practitioners of the target language.  The goal at all levels of high school French is to create an environment for authentic learning where communication through speaking, reading, and writing in the target language is the main goal.  As the students study and apply language structures and vocabulary through the various forms of communication, they also gain insights into the culture of the target language. Introductory French and Intermediate levels of French or French I, II, and III are offered.


Banned Books investigates literary and cultural products that are often considered taboo, forbidden, transgressive, or provocative, and have been banned or contested. Engaging with this literature allows us to cultivate skills and methods of rhetorical analysis and scholarly writing. We engage in complex discussion questions including:
What rhetorical situations/writing makes literature taboo, transgressive, or provocative?
Is the taboo always bad?
Can literature be dangerous? Who decides?
Are there limits to what children or students can be exposed to in the classroom?
Should all literary or cultural products be available for consumption?
Should books be banned?
Can we be offended by literature?
Does literature reinforce or challenge prejudice and stereotypes?
How does fiction connect with reality?
How does power operate in literature?
How does provocative literature shape our understanding of the world? My own identity?
(1/2 credit, one semester)

Kurt Vonnegut remains a polarizing figure and voice in American literature.  With the publication of Slaughterhouse Five, Vonnegut became a voice of many who held strong beliefs about war and corruption within the government; however, to others, he was seen as a traitor and one who was unpatriotic to America.  Through science fiction, humor, and bluntness, Vonnegut questions some of the core beliefs of the perceptions of the foundation of America. In this class, we find some of the questions in his writings that Vonnegut posits to us, that we all, as American citizens, should ask ourselves, while also attempting through his other texts and contemporary pieces to answer through analysis, discovery, discussion, creative, and critical writings. (1/2 credit, one semester)

Genre to Genre Study focuses on the idea and the relationship between the work from one particular genre and the adaptation of that work in a different genre. These adaptations may include but not be limited to the following: video game to movie, novel to movie, graphic novel to television, novel to television. We study the different genres of particular pieces (either in their entirety or as excerpts) in which we note not only the similarities and differences between the pieces but also and more importantly the creative choices (liberties) that are occurring and identify how and why those choices are being made.  Students should expect to engage with a variety of genres as a means of understanding the limits and functions of each particular genre while observing the parallels, constraints, and nuances between the genres. (1/2 credit, one semester)

“The context, the situation determines our actions.  He who wants to figure out human behavior should examine the circumstances before plunging into personality dissections” (Perry).  In this course, students analyze works (poems, short stories, novels, films) in which they engage in an interpretation of not only the psychology of the work from the characters to the plot to the work itself but also an interpretation of their psychological manifestations from the readings.  As a class, we read, analyze, and interpret works from a psychological standpoint in which we note and identify the motivation behind the work as a whole, the work in its parts, and the effect of the work on the reader, both society and ourselves. Through readings, writings, constant reflection of the ideas, and themes of the material, students develop their understanding of the effects of the part on the whole and the whole on themselves and on society from a psychological point of view.  (1/2 credit, one semester)


Speech is designed to develop individual public speaking skills, broaden understanding of human communication, and facilitate the study and apply core historical and contemporary theories of persuasive argumentation. All speaking involves a series of choices regarding vocal presentation, argument construction, and physical affect that, whether made consciously or by default, project information about the speaker and his or her topic. This course provides training in effective vocal, verbal, and nonverbal communication through a progression of exercises to free, develop, and strengthen the voice; augment self-awareness; focus on the connection of breath and sound; free and release the voice; and develop precise articulation.  In this course, the student discovers and develops his or her own unique voice through critical analysis of persuasive messages, speech writing of various message types, and oral interpretation of mentor texts. To this end, students develop keen listening skills and work with fellow students as peer tutors to achieve course goals. (1 credit, 1 full year)




This course was developed to support the competitive tasks of the CES High School Speech and Debate Team.  Students work in collaborative groups and are coached individually in their categories.  The program encourages the inclusion of students new to the debate style of interaction. (1 credit, 1 full year)

This year-long studio course is an introduction to the fundamental skills and concepts of the visual arts.  Students work with a variety of media through the study of drawing design, painting, ceramics, and sculpture.  Discussions, class critiques, writing assignments, and field trips to museums and galleries develop the ability to respond, analyze, and interpret personal artwork and the work of others. (1 credit, 1 full year)



Building from Art Studio I, this year-long studio course is for the student interested in developing in-depth art-making skills.  Students work with a variety of media through the study of drawing, design, painting, ceramics, and sculpture, while working to develop their individual style and creative problem-solving skills.  Discussions, class critiques, writing assignments, and field trips to museums and galleries develop the ability to respond, analyze, and interpret their personal artwork and the work of others. (1 credit, 1 full year)

Art Studio IV is designed for the serious art student to work on his or her individual portfolio.  Students submit a proposal and develop a body of work that demonstrates their skill and personal interests.  Emphasis is placed on the creative process of problem-solving with the instructor acting as a coach. (1 credit, 1 full year)

Fine Arts Survey provides a large scope inquiry into the arts of the Western tradition with an emphasis on visual art, music, drama, dance, architecture, and design.  The course consists of a broad study of aesthetic theory and the development of the arts in the West. Course activities include participatory tasks in creative expression, individual inquiry into significant artistic movements and artists, critical analysis papers, field trips, journaling, lectures, essay reading and response, video presentations, class discussions, and tests.  Students write critically about the formal aspects of art and investigate the social, political, and economic factors operating in the art event. Through individual projects and the ability to zoom in on topics of interest, students also construct a sense of  personal appreciation for art. Successful completion of this course fulfills CES High School and Louisiana state credit requirements in the fine arts. (1 credit, 1 full year)

This course examines theatrical stage set design and construction, costume design and production, finishing techniques, stage equipment uses and safety, and scene shop equipment uses and safety.  Technical theater includes design and use of intelligent lighting and computer controlled lighting, stage sound techniques and practices including use of wireless microphones and sound effects, special effects, and backstage crew practices and safety.  This course supports all school productions.  (1 credit, 1 full year)


This advanced technical theater course is a continuation of study in the design and production elements of theater.  Students build upon and refine their skills in scenic design and construction and sound and lighting, and they work as members of the crew for performances.  Students are encouraged to specialize in a particular discipline and to further hone the design and production crafts.  An additional aspect of this course is the incorporation of a focus in lighting design with light sound board, sound/music editing with digital mixing and amplification, and film-editing and project.  Students work in support of school theatrical productions.

An introduction to the fundamental skills and concepts of theater arts, the course focuses on physical, vocal and speech development for actors, as well as skills for playwriting, direction, and design with a study of text analysis, scene study, improvisation, monologue, ensemble performance, and devised theater. This course emphasizes the multi-disciplinary aspect of theater and encourages those who are interested to participate and learn about theater performance, playwriting, design, and direction. This class can provide either a fine arts or a speech credit.


Building from the skills and knowledge base of Theater I, students focus on discipline areas of interest in theater: acting, directing, and dramatic writing for drama and musical theater. The course is project based, with deeper instruction in ensemble and individual performance techniques, directing styles, playwriting, and working with play and musical scripts. Students select projects to develop and present.  This advanced course focuses on helping the student with his or her college goals in theater and performing arts.  It is a fine arts credit.

This beginning level costume design and workshop course is designed for students with an interest in theatrical design and exploring the depths of costume design, construction, and application. Students develop and craft designs based on script, directorial concepts, and character analysis. Students learn through exercises using the skills of research, design concept, rendering, and execution. Foundation skills include accurate historical reference and the psychological influence of costuming in a production. Renderings of designs will be used to present and communicate during this process. Construction skills include basic sewing construction, pattern making, and use and beginning crafting of armature for costuming beyond apparel. Students in this course lend support to the costuming needs of CES performances when applicable and also accept the challenge exercises to build a solid beginning foundation in costume design. (1 credit, 1 full year)





AP Art History is designed to provide the same benefits to high school students as those provided by an introductory college course in art history. The course provides an opportunity for students to develop an understanding and knowledge of architecture, sculpture, painting, and other art forms within a diverse historical and cultural context. Students examine major forms of artistic expression from the Paleolithic Age up until the 21st Century. The course teaches students to understand works of art through visual analysis and also through an examination of the historical and cultural context of the work. While we discuss artistic techniques, materials, and design principles, we also explore issues such as politics, religion, patronage, gender, function, and ethnicity. Students learn to look at works of art in a critical manner, with intelligence and sensitivity, and to analyze what they see. For the majority of the class, we focus on artwork in European and American traditions, but we also examine artwork from cultures in China, Japan, Ancient Egypt, the Islamic world, and the Ancient Near East.  No prior experience in studio art or art history is necessary to take the course. The course does require a high degree of commitment to academic work as it is designed to meet college standards. (1 credit, 1 full year)

The Physical Education Program is focused on providing every student with a foundation of movement experiences and knowledge that eventually lead to an active and healthy lifestyle.  The program provides opportunities for students to learn how to move and to enjoy the process of discovering and exploring new ways to move.  The activities emphasize self-improvement, participation, and cooperation instead of winning and losing.  Every opportunity is taken to help each student be successful at the task.  There is adequate equipment so that each student is actively participating in the learning experience and not waiting in line.  The equipment is also modified to increase the success and enjoyment of each activity.

We believe in providing a balance of skills, games, rhythm, and movement experiences to improve the physical development of each student.  We teach by using a variety of individual, dual, and team activities.  We give physical fitness tests to assess the fitness level of the students and to help them understand the importance of health-related fitness.  The students are given opportunities to work together for the purpose of improving their social and cooperative skills.  We recognize that the abilities and interests of each student differ.  It is important that the dignity and self-respect of each student be maintained so that every student develops a positive self-image and an appreciation for a lifetime of physical activity.