Central High School - Blackhawk Yearbook (Davenport, IA)

Page 15 text:

 Maybe glue would hold it! muses Jan Val- lem as other band students, Don Dumanowski, Nancy Pedersen, Bob Bates, and Jim DeReus, ignore her capers during an early morning rehearsal in the band room. “Sticks and stones will break our bones, but these twigs and toothpicks are too pretty to hurt us! exclaims Virginia Campbell as she applies the finishing touches to a branch centerpiece in art class. “Not quite so much from the basses” suggests Mr. Milton Anderson, as a Cappella members put forth their all in one of the most enjoyed music courses. A Cappella, a selective course, represents CHS at programs and concerts throughout the Quad- City area.

Page 14 text:

:-- Just a wee bit flat!” warns orchestra director, Mr. Rayburn Pierce, as he supervises one of the weekly private lessons of orchestra member Irene Blaser. MR. FORREST MORTIBOY Department Head Instrumental Music MR. JAMES CONOWAY Art Fine Arts Further Culture, Creativity MR. MILTON ANDERSON Vocal Music MR. RAYBURN PIERCE Instrumental Music To appreciate all forms of art idealizes the primary purpose of the fine arts department. By understand- ing the principles that govern the world culture, stu- dents are prepared to cultivate greater viewing and listening pleasure in later life. All art students begin their year’s study, whether at a beginning or advanced level, by separating the basic elements of a picture — line, form, texture, color, and space —and studying each one by itself. In this manner students can piece their knowledge together and form better drawings because of their understand- ing of the essentials of a good painting. In the same respect they are appreciating art, establishing a tech- nique, and learning the accompanying history. Music courses attempt to establish intelligent lis- tening habits and appreciation of music for all who have taken part in its many high school branches. While participating in each event, CHS musicians are studying something which they can follow either as a side-light or vocation in later life, a form of culture which they can better appreciate because of their knowledge of it. 12

Page 16 text:

 You’d better get your application in before it’s too late! warns Mr. Roy Stoller as he and Merrilee Anderson discuss college plans in the Counseling Office. Guidance Correlates Academic Life MISS LUCILLE BURIANEK Counseling Guidance MISS PAULINE COTTER Counseling Guidance Placement Office The guidance courses held once a week in all three high school years strive for the betterment of the school, of society in general, but particularly of the individual. As each pupil learns the rules and regulations of the school, he is profiting the school and himself at the same time. Counselors assist each boy and girl in developing his own standards of values and a growing philosophy of life. At the same time a study of personality and leadership qualities enable each to contribute to the success of the school and himself. By understanding his own abilities, in- terests, and personal traits, the student prepares himself better for the future. Besides learning about the individual student, all study their relationship to CHS through such topics as what extra-curricular activities each should indulge in. Courses stress the correct way of studying and introduce the many guidance services available. Much class time centers around plans for the immediate and long-range future —vocational and higher educational choices. Beyond this, guidance acquaints all with the best program of studies in preparation for future education or occupations and ultimately for useful citizenship. Although only 43 minutes a week are devoted to guidance, the prin- ciples taught and problems solved through it branch out into every class and aid in forming better equipped leaders of to- morrow. 14