Crescenta Valley High School - Yearbook (La Crescenta, CA)

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ot stuff coming through! Employing the crowd to cheer for their team, senior cheer- leaders and songleaders Melissa Riach, Shan- non Moran, and Ashley Novak, enjoy the traditional fire engine ride before the homecoming game. - Getting hyped up with falcon IRIT t was excitement at its best! Stand- ing near the rally platform along with the rest of the student body and watching the cheerleaders root and shout for their teams brought out an en- thusiastic feeling of urgency about the game to come. And the energy of excite- ment was not limited to sports. Dances, plays, assemblies, earthquakes, field trips, holidays, and probably most of all, Fridays generated a bulk of the emotion- al power at Crescenta Valley. The school year was made up of fluc- tuating amounts of excitement and fer- vor. Because of the natural stimulation of the beginning of the school year, many people thought that the first part of the year was the most exhilarating part. Homecoming night and the foot- ball games are the times of greatest ex- citement! exclaimed junior Peter Lewal- len. Other people, however, were adamant that sports were not the most exciting part of school. Susan Small, a sopho- more, said, Only at Christmas can the true excited spirit be seen at CV . . . be- cause it's gift-getting time! The popular cheerleaders also contrib- uted immensely to the arousing of spirit. Their main goal was to inspire the entire student body to become frantic with the thrill of being a part of this school. Fresh- men Marc Gasparre and Chris Spencer said, The way they dance gets us hyped up! Marty Pfeiffer, a sophomore, agreed and added that Mthe most exciting part about the rallies is when the cheer- leaders jump around and their skirts fly up. Many other people expressed the same sentiment. Certainly, the experience of school spirit was one of the major factors bring- ing about such mass appeal and it con- tributed to the pride of being a bonafide falcon. - by Bruce Holler Spirit ble Von Speierman shows that she has spirit She was an example of the excitement which was apparent in all areas of school related activities. an you dance? Sophomore cheerleader Deb- 4 ,. . .ty 2 'HVA- MV. DMR A 1, -at W, . , A+.-my-' 'ff F- 1 I 7 .f '., tt' ' . . ., A , - - - I- l.

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100 students were asked to rank the following activities. The re- sults showed how students decid- ed to balance their time. Friends 2795 School 202 Dating 1671 Other Activities 1493 Sports 127, Job 1193 o be or not to be a well rounded student was a common question students asked themselves. Try- ing to cope with school, friends, jobs, boyfgirlfriends, sports, and extracurri- cular activities called for a thirty-six hour day. Junior Charlie Brown's solu- tion was to take things one day at a time, without spending much time on each. With all of the activities, students found that cuts had to be made some- where or everywhere. Amy Bouman, a senior, found she couldn't handle the pressure, and had to reduce the school load and the hours of work. Friends are the most important be- cause they stick with you forever was Jennifer Walsh's theory. Friends were seen together in the quad at snack, at fast food places, in the library before school, or in the halls between classes. Time was spent listening to problems, spreading rumors, or discussing the lat- est breakups. Friendships were common sources of relief that occupied students' time. School was second on the survey. Since students were in school an aver- age of seven hours a day, any spare time was cherished. Some students spent all of the time on schoolwork, with little or no time for play. Others like Audrey Hill, a senior, believed that you have to have total kickback classes in order to sur- vive the pressures of a full-faceted life. With the pressures of the future, school played an important role in many well balanced lives. With dances, sports, and other week- end activities, dating was an important and common occurrence. Time was spent going to dinner, viewing a movie, cruising in Westwood, attending con- certs, or relaxing at home. Getting the date was the hard part for some. lt in- volved intense flirting, coy looks, and friends' input to get the couple together. Once the couple was an item, they some- times spent much time together to the annoyance of parents, teachers, and friends. Extracurricular activities were of average importance. Clubs, organiza- tions, drama, and choir were common examples that occupied students' time. Kyra Fick, a senior, had to give up time with friends in order to participate in the play. The extracurricular activities were fun, but not always top priority. Sports took the next priority. With various games every day of the week, both the players and the spectators spent many involved hours. Barry Rem- men, a senior, remarked, lf l have the chance to play a sport, it comes before homework. it gave people the chance to relax or the time to worry, depending on whether the participants were play- ing or just rooting. Students realized that sports were important, although they re- alized that other activities counted too. On the average jobs were the least important to students. They figured that, although the money was helpful, they needed the much desired time for other activities. Those that had jobs ex- perienced the joys of fast food, the smell of new clothes, the boredom of filing, or the pain of furniture moving. Most of their income was put toward cars, clothes, insurance, or taxes. Don Gos- line, a sophomore, had a positive out- look on working and reasoned, a job is the most important because it is the only income. Some students figured that the experience of an occupation could come later, while others decided it was apro- pos during school. With the pressures of growing up, time was valuable. Deciding what to do and when to do it was a decision stu- dents faced. by Heather McCormick Balancing Act ww