Grand Junction High School - Tiger Yearbook (Grand Junction, CO)

Page 47 text:

Cheryl DeVore tries to help Wesley Scales get his gestures under control. Judy Seevers presides over the daily meeting of Kanaday's Kiddie Korps. Mike Rathbun, Larry Beckner, and Tom Lewis compare notes for their next debate. Encourage Self-Expression Debate students prepared for, studied, analyzed, and argued the controversial national debate proposition — Resolved: That Nuclear Weapons Should Be Controlled by an International Organization. Frustration, anxiety, and disgust were theirs initially, but later came betterment of critical, objective, and logical thinking; knowledge of both sides of the issues; and the ability to express themselves. Participation in discussions, speech meets, and workshops; correct composition of speeches; constant practice in delivery of speeches which informed, entertained, convinced, persuaded, and impressed were the aims and goals of the speech classes.

Page 46 text:

Classes Build Confidence, The projects and goals of the stagecraft classes included working throughout the year constructing scenery for all school productions, assemblies, dances, television programs, and various community projects; learning the techniques in lighting, sound, color, designing, painting, building, and interior decorating. The drama classes strove to encourage self-expression and build up self-confidence. They did these through memory work, speaking, and dramatic acts. The students learned correct procedures for applying makeup, as well as for producing a play. The classes directed plays put on for the enjoyment of the community. Lucille Hinmon and Carol Orr are delighted with the unusual dresses designed in costume class. Pot Mason and Margaret Sanchez liven up the stage sets with color. Steve Lambert and Keith Clutter keep physically fit in stagecraft. Mary Shicora and Jacqueline Hoeft re-enact the previewing of our first flog.

Page 48 text:

Students Gain Knowledge Of Foreign Languages Over 600 students attempted to acquire a working knowledge of one or a combination of the foreign languages: German, Spanish, French, and Latin. Geography, music, and literature enlivened the dialogs used by first year German students to gain basic ability. Dialogs, readers, texts, and novels gave advanced learners better understanding. Spanish fiction, nonfiction, and dialogs provided linquists the opportunity to acquire basic and advanced ability to read, understand, and speak Spanish. El Camino Real and a verb notebook taught second year students grammar and vocabulary. To enable students to speak the language as if they were natives, French classes emphasized ability to converse, to listen, to understand, and to reply without effort through use of intensive study of dialog material. Would-be matador. Jack Barks, shows Sherrie Fleming how to conquer the bull. Lab, Dialogues, Novels On the other hand, Latin courses emphasized the contributions of Latin to the English vocabulary, modern foreign languages, literature, art, and politics. First year students concentrated on vocabulary and constructions; second, third, and fourth year emphasized reading by covering works of Livy, Caesar, Cicero, Ovid, and Vergil. Dialog via the language lab makes listening easier for Mike Ball. Joan Stephens discovers the excitement of reading French.