Madison Central High School - Tychoberahn Yearbook (Madison, WI)

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Department of I ndustrial A rt.r Alr. Hippaka. Alr. Ralph Todd. Mr Floyd Briese. Nlr Fred Todd. Mr Henry Bergner. Mr. Henry Schulze. Mr lra Fuller. Mr. Wayne Hepola. Ali' Conrad Bechtold. Nlr Thomas Hippaka. hir. Ioseph O. Iohnson. Top Row: Briese, Bergner, Fuller, Bechtolcl. Bottom Row: Iohnson, Todd, Todd, Schulze, Hepola, Hippaka. INDUSTRIAL ARTS Industrial Arts as offered in the Central High School provides a variety of worth while activities. During the ninth and tenth years, semester courses in mechanical drawing, woodworking, printing, auto mechanics, electrical work, and sheet metal work are provided. As a junior or a senior the student may take a full year or more of architectural drawing, machine shop, woodwork, mechanical drawing, or printing. What does the work aim to accomplish during the ninth and tenth years? To a certain extent the various lines of work provide a period of exploration and ex- perimentation. They afford the pupil an opportunity to discover his likes and dislikes as well as his aptitudes and primary interests in industrial arts. It is hoped that the work will add to the general mechanical and industrial intelligence and skill of the pupil and aid in broadening his outlook upon the world about him. Certainly to have completed some practical problem and to have experienced the successful accomplishment of some task is a thing to be desired. During the eleventh and twelfth years the work functions somewhat differently. The pupil has to a certain degree discovered his likes and dislikes while taking the work in the ninth and tenth grades. He has completed an exploratory period. He will no longer be in need of the self-finding or short explanatory courses offered. The student is ready to enroll for an entire year or more in one particular line of work during which time he can go more deeply into the chosen industrial activity. Often he is compelled to make the work vocational although quite frequently it becomes avocational. Pa ge Twcn ty-tive

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Department of Art Bliss Irene Buck. Miss hlabel G. White. Diiss Elizabeth Finstad. Bliss Helen C. West. Buck Nvhite Finstad Xvest ART The idea prevalent in the purpose ot the study ot' art a generation ago included nothing more than the achievement of technical skill. This view has now broadened to include a type ot' art education adapted to the needs ot' the great majority ot' people who will perhaps never follow the arts professionally, but who may acquire through various art problems a finer taste and a deeper capacity for the appreciation of beautiful things. There are two main reasons for art education in Central High. The first is to increase the number ot' appreciators of art and art products: the second is to multiply the number of artists or art workers. These last are students, who are encouraged to continue the study ot' art due to native ability discovered in this preparatory course. The appreciators are those who experience satisfaction in beholding works of art or in possessing beautiful things made with human hands or with machines under the control of human minds and emotions. They are those who are conscious of the presence ot' beauty in design, in curve, in color combinations: they are the ones who frequent art museums, who seek out the choicest patterns in textile materials and home decorationsg they admire tine buildings and tine books and paintings, colorful gardens and pageantry, exquisite jewelry and pottery as well as sculptured marbleg they are sensitive to beauty in many forms. The appreciators are the real consumers ot' art products. The artists or workers who are developed in the Art Classes here are relatively few in number, but they possess the talent, the taste, the designing ability, the skill of hand, the knowledge ot' processes that enables them to add beauty to things ot' utility. They have the power to record some of their emotions in material form so that they can be transmitted to other human beings whose emotions are tuned to catch the message. No one who has been drilled in design will be content with chaos and discord, for order or design is the basis of science as well as of art and it a student acquires an understanding of it he has acquired the foundations of a balanced life. To open up the road to beauty and understanding, to encourage joy in creation, is the function ot' the Art Department of Central High School. Page Twenty-four

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Department of Music Bliss Anna lVlenaul. ' Mr. Paul P. Sanders. Mrs. Rachel G. Wille5'. Nlr. Louis Nl. Gordon. DRAMATICS Miss Cornelia Cooper Sanders Xllilley Cooper Gordon MUSIC hlusic is the only language understood by all racesg it is democratic. Alusic is not only a form of recreation but it is also of great educational value. Air. Wlm. Claxton says, After the beginnings of readings, writing, arithmetic, and geography, music is of greater educational value than any other subject in the schools. ln both vocal and instrumental work, music is being adapted to the needs of the student. Alusical appreciation conforms to all who love music and wish to understand it more fully. It is especially adapted to those people who can not sing or play an instrument. As the large majority of people in the world are listeners, not performers, it is important that intelligent listeners be developed in the schools. The chorus classes meet the need of the people who have average musical ability. Opportunity is offered for serious study in reading and interpreting the type music that will be used in daily lite. The glee clubs are comprised ot' those people having superior musical ability. 'llhese organizations are capable of studying music, of higher quality. Harmony is not a formidable subject. It is merely the grammar of music, as it were. All students studying music seriously should have a course in high school harmony. The development ot' music begins in the grades. The choral and instrumental phases are being worked out along similar lines. Two grade school bands have been organized. The members of the tirst band are chosen from each school as students superior in musical, mental, and physical ability. A set of excellent instruments has been purchased, these are rented to the members oti this band. The second band is made up of children ol' average musical ability who own their instruments. Anyone with usual talent may be accepted. With three years of training in the grade school bands and orchestras, these students will come to the high schools with considerable musical etliciency. Con- sequently, high school bands and orchestras will develop, expand, and progress more easily and quickly. Page Twenty-six