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Page 26 text:
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Phonemics seems to transform English into a foreign language. Learning to Relate Literature to Experience ELMER C. WAIDSCHMIDT—B.S., M.A. at Mar- quette University; English IV, English V; Enrich- ment Course in Twentieth Century Drama; Speed Reading; National Honor Society Advisor; Chair- man, English Department; Co-Chairman, Humani- ties Division . . . JAMES C. HANERT—B.S. at Wisconsin State University at River Falls; English I, English II; Yearbook Sponsor . . . ALICE MACHAMER—B.S. at Illinois State University at Normal; English I, English IV . . . DAVID De BOALT—B.S. at Indiana University; English II, English III, Speech, Freshman Enrichment Speech Course, Stagecraft, Survey of Theatre Arts Class; Drama Coach; Forensics Coach . . . JOHN T. BENKA—B.A. at Ripon College, M.S. at University of Wisconsin; English la, English III; Director of Adult Education; Assistant Coach . . . MARY FRANCIS—B.A. at Quincy College; English I, Eng- lish II, Journalism; Assistant Drama Coach; Spon- sor of the STATESMAN . . . CATHERINE EU- BANKS—B.S. at Northwestern University; English I, English IV. 22
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Page 25 text:
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Charles Mochamer—B.F.A. at University of Illinois; Art I, II, III, IV, Art Appreciation, Oil Painting, Gifted Child Program; Department Chairman, Jun- ior Class Advisor. . . . Inspiration . . . The goal of the Art Department was to give the student an opportunity to develop basic art skills while gaining a thorough knowledge of art forms. For the student planning a career in art, the activities were arranged to provide a foundation of experiences which would prepare him for further study in the field. In Art I and II, a greater emphasis was placed on the fundamentals of art in order to provide a well-rounded back- ground for those who would continue to Art III and IV. In the future, the department plans to divide Art III and Art IV into one semester electives of Advance Pottery, Jewelry, Painting, and Illustrations. This year students were very fortunate to have, in con- nection with all the other necessities of the department, new kilns, easels, and a wringer press, plus many well-formed and interesting textured objects for still life set-ups and texture problems in drawing. In addition to emphasizing individual projects, Mr. Mach- amer stimulated the interest of his students with lectures fol- lowed by demonstrations. After lectures and until the comple- tion of a project, the students were on their own with individ- ual assistance from Mr. Machamer. The informal atmosphere of the classroom encouraged each student to express himself freely. Another Picasso? 21
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Page 27 text:
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The English Department, one of the largest academic departments at Stevenson, had an extensive curriculum its first year in operation. The English staff placed much emphasis on literature, hoping to develop in the student an appreciation of the literary masterpieces. First year English students delved into the world of varied literature, reading such offerings as ROMEO AND JULIET, GREAT EXPECTATIONS and IVANHOE. The English II classes concentrated for the most part on SILAS MARNER and JULIUS CAESAR. However, they also studied A TALE OF TWO CITIES and THE GOOD EARTH. Third year English studies dealt primarily with Ameri- can literature, concentrating on THE RED BADGE OF COURAGE and HUCKLEBERRY FINN. Plays studied in- cluded IN THE ZONE and OUR TOWN. The English IV classes concerned themselves with English literature, studying such Shakespearean plays as MACBETH and HAMLET. They also delved into many English authors of the Romantic and Victorian Periods. Besides these general courses, the English Depart- ment offered classes in Speech, Journalism, and Stage- craft. The program of Advanced English, which incor- porated in the Senior year a course in world literature, was gradually modified. Eventually, oil accelerated courses will have the same general curriculum as the basic English classes, but the subject matter will be probed more intensively. YOU know the answer? Even Shakespeare ventures to be another first at Stevenson.
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