Cody High School - Comet Yearbook (Detroit, MI)

Page 50 text:

Creative Workshop atmosphere sets scene for productive student endeavor Forty-eight On the left, a student practiced speaking to an audience. Later a recording of the speech was studied for ways to improve his delivery. On the right, speech students expressed their ideas in a lively discussion with their friendly hosts at Melvindale High. The classroom becomes a workshop for student dramatists, speakers, and journalists. No texts or tests. An empty stage, a podium, and dummy layout and photo proofs serve as the tools that make imagination and inspiration come to life. Amateur thespians shared the excitement and sometimes drudgery of casting, a new play and interpreting and memorizing lines. Then, from behind the footlights of intimate backstage theater, these drama students played the part of both actors and directors for Cody student audiences. Winning friends and influencing people came naturally for students with a little speaking experience. And Cody speech students developed a way with words. It took practice though. Debates and discussions were held between class members on current topics and problems of interest. Then real experience for student orators came when they participated in radio broadcasts and speech contests. Student journalists had a hand in writing and publishing the story of the school year. Production classes in yearbook and newspaper journalism designed layouts for publication pages, originated new ideas for candid pictures, and wrote up stories for school events. Many students followed up their classroom journalism experience by becoming active members of the COMET or STAR staff.

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English studies demand literary insight and imagination ENGLISH TEACHERS . . . Top Row: E. Beckwith, W. Bothwell, R. Bovill, C. Caraher, E. Case Clibrarianj, J. Dee, V. Dene. Second Row: O. Gardner, M. Hirsch, J. Kyriacopoulos, N. Leavell, R. Lehman, R. Mulvena, E. Nau. Bottom Row: S. Nycek, M. Quinn, W. Riker, F. Ross, A. Schultze, P. Tocco, M. White. The Cody student in English learns to express many ideas as he composes a poem, an essay, or perhaps a short story. But the challenge of putting words together in writing successful narrative or exposition demands more than a knowledge of grammar and punctuation. It demands imagination. Students were taught how to organize their thoughts into the right words, and these words into clear, ejective sentences in composition classes. To express their ideas imaginatively, however, they needed a thorough understanding of grammer, punctuation, and outlining techniques. Impromptu compositions and talks then tested their ability to write and think quickly and adeptly. Imaginative insight was characteristic of studies in literature, as well. Students learned to interpret the philosophy behind the poetry and prose of leading American and European authors. Classroom study also included a comparative analysis of the romantic and realistic ages in literature. Forty-seven

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ENGLISH TEACHERS Ccontlnuedl . . . Top Row: H. Goldstein, F. McMullen, W. Mouser fspeech correctionj. Bottom Row: W. North- cott Cdepartment headj, M. M. Smith, J. Wiser. Drama students look intensively over their scripts after retreating to a sound proof broadcasting studio to rehearse their lines for Cody's four day one-act play marathon. ana., Radio speech students checked over cues for their WDTR Cody news broadcast before air time. Get the facts! Miss McMullen checks over copy submitted by an advanced journalism student about one of Cody's many newsworthy events. Drama students attempt to learn through pantomime the art of conveying actions as well as dialogue to an audience. Forty-nine