Central High School - Pemican Yearbook (High Point, NC)

Page 33 text:

Alma Hardin, Butch Seymore, and Hoppy Whitaker consider the four basic qualities of a good English student as they survey the bulletin board. Attractive bulletin boards are a part of the li¬ brary program. Mrs. Poston and Miss Highfill ad¬ mire an arrangement made by members of the Library Club. to explore multi-faceted English language Angie Young and Tim Sawyer rehearse a scene from a play as a part of their assignment in dra¬ matics. In a laboratory that includes a miniature stage, the speech classes pursued activities designed to develop good stage composure and forceful speaking ability. Students studied parliamentary procedure, practiced impersonation and story-telling, took part in panel discussions, and prepared dramatic readings. They also participated in speaking contests. Set in a classroom workshop, the long- awaited drama class was realized. These students, after a survey of drama from Greek to modern plays, tried their hand at acting in dramatic skits and one-act plays. One purpose of the course was to create a greater interest in drama for those students who participate in school productions. Both speech and drama courses emphasized a sUidy of word enunciation, pronunciation, and voice production, thereby teaching the student the correct approach to the spoken language and preparing him for public speaking. 29

Page 32 text:

Susie Frost, Libby Sears, and Mike Church proudly display models of a modern stage and of the Abbey Theatre, which they made in drama class. English, drama, speech present challenge Gayle Brookbank A.B., High Point College English Co-Adviser, Senior Class Flo E. Denny A.B., Queens College English Co-Adviser, Student Council Geneva D. Highfill A.B., Guilford College English Co-Sponsor, Beta Club Mrs. Elizabeth Y. Calhoun A.B., UNC—G English Co-Adviser, Sophomore Class, Fine Arts Club Ruth Goodman A.B., Berea College English, Speech, Dramatics Charter Sponsor, Masque and Gavel Director, Senior Play Mary A. Long B.M., Greensboro College M.S., University of Tennessee English 28

Page 34 text:

Literary scopes widen, Aiding the students in developing creative thinking and efficient communication was the aim of English courses. Sophomores eagerly read Silas Marner and explored the world of Julius Caesar. They also concen¬ trated on spelling and punctuation, and learned the intricacies of sentence diagram¬ ing. Juniors studied American literature from Washington Irving to Carl Sandburg, and sought original topics for essays and themes. Seniors read the Canterbury Tales and Macbeth, while they gained practice in self-expression by composing themes and writing term papers. Central’s English classes upheld their high academic stand¬ ards by presenting fundamental knowledge, along with fresh innovations. One of these changes was the more painstaking screening of English students, giving both exceptional students and slower learners the opportunity to develop their skills to the utmost. The reading center in Miss Massengill’s English III class is a real stimulus to reading the classics. Libby Lawson points out specific rules of parlia¬ mentary procedures to James Simons and Chris Walker in their speech class. Nancy C. Massengill A.B., UNC—Chapel Hill English Co-Sponsor, Future Teachers of America Mrs. Robert S. Meyer A.B., UNC—G English Co-Sponsor, Future Teachers of America, Fine Arts Club Mrs. Cecyle A. O’Bryant A.B., Wake Forest College M.Ed., UNC—Chapel Hill English Co-Adviser, Senior Class 30