Frankfurt American High School - Focus Yearbook (Frankfurt, Germany)

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1 fm: -.emi 1 .. .,. .iw .a HW Fi 1. , p we ffm! Vndaahccd ide as ' 2 1 , X1-wg., , Creative ability is turned into Mr. Cole and Herr Wargel are teaching -W F Sfiisfict mad hindusitfial S1511 students of various abilities and skills the . 22 llflllg HI' all S OPC HSSSS. US . . . g ,, Hamilton and Sharon Parker methods used in indus-try. Their goals are no gf'-s... watch John Nestler qtopy add different than those of industry. . ,M ,yx M X : , ' 1 .uv-at 'Z' ' V n at' ivggft i fi' i ii. l iii.. X 1 Rpm V , ,,,, . 3, 'M W, - if X H 5 in i finishing touches to his still-life. Using a band saw to rip small stocks, Eugene Watts fsecond, lefty improves his ability and skill during an Industrial Arts class. Isaac Davis fthird, leftj, demonstrating the e mp h a s is placed on perfecting ones' work, uses a wood rasp to round the corners on his solid maple dish. Gluing his checkerboard table top together is Chris Hutchinson ffourth, leftj. The working hands of the advanced art class ffifth, lefty symbolize the purpose of art. Working hands are also found performing the trivial but neces- sary tasks that make possible creativity, i.e., John Warner industriously applies himself t0 the job of replacing a saw blade. fbottom, leftj. Color, Compo- sition, creativity, and skill are all combined to produce each art assignment. The girls fbottom, rightj muse over their papers during one of the art classes. Shop, given in a unit of three years, is only an introduction to industry and should not be mistaken for vocational training. Practice and proficiency are the main require- ments, rather than the actual learning of a profession. True, actual articles of furniture and small items can be made in the classes, however, they are only projects in which one's skill is tested and one's sense of creativity enlarged. lt is the opinion of these teachers and many parents that this course should be mand- itory because it gives everyone a chance to work with his hands and enlarges his abilities. The Fine Arts department, under the direction of Mr. Lyons, is broken up into three groups: advanced, intermediate, and beginning. The advanced class is the first one at Frankfurt and is doing work in such fields as architecture and European History of Art. The course for each group is afull year long and is divided into quarters. They are: nine weeks of painting with a free choice of subject and medium, nine weeks of painting skills and experimental water coloring, nine weeks of ceramics and sculptering, and nine weeks of drawing. This is the finest year Frankfurt has had talent Wise because, out of every three students, two are doing outstanding work.

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wedge 1' cmguage The head of the foreign language department is Miss Anne Moore. Frankfurt High School offers first through fourth year German and French courses. First, second, third year Latin are offered and two years of Russian are also available. The Russian class was offered for the first time in 1958, and has been continued because of student interest. In this subject, students become familiar with the Cyrillic alphabet, acquire an introductory knowledge ofRussian grammar and conversation, and learn some of the cultural aspects of Russia. These language courses are not required for graduation, but, considering the unique opportunity of living in a foreign land and the general language requirements of many colleges, two years or more of a language are recommended. However, students who have not obtained a C average the first year are not encouraged to take the second year. Three years of one language are required for a major, two years of one other language for a minor. Because American high schools in Europe are often attended by both German nationals and American students who already have had French or German instruction in elementary schools, admission to a second year class is sometimes granted if students can pass special examinations. The study of a foreign language takes intense concentration. Miss Moore's French II class studies their reading lesson. ltopj They must be familiar enough with the material to answer questions in French the next day. A second requirement is fluency in speak- ing. Pat Mozley fsecond rightj reads a French selection during the oral reading test held in Miss Moore's second year classes to improve reading skill. Intraclass competition is encour- aged with the best reader from each row chosen and then these five or six people compete. A third requirement is accuracy in written work. Shelley Hall fthird rightl practices Russian forms while Donna Hennessy, Helgard Voigt andMargaret Wignall look on, Sandy Scott and Douglas Voit combine their knowl- edge to write aproper German sentence. tfourth rightj Miss Costello, the Latin teacher, dictates a test to her students fbottomj.

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A hushness follows over the auditorium, the audience stands at attention waiting expectantly. Mr. Ried's baton drops and the chorus and band burst into a spirited rendition of the Hallelujah Chorus, the long-awaited climax of the Christmas Program. The beauty of a song such as this takes long hours of instruction and practice. The responsibility for the words falls upon Miss Virginia Johnson. At the beginning of each year she takes a group of students who have had little choral experience and, during three class periods a day, developes their musician- ship to the point where they can sing four part harmony. Each class is a mixed chorus in itself, with an equal number of Sopranos, altos, tenors and basses. The Melloteens, a group of specially selected students, also has a class period of its own and is the core of the chorus. Mr. Ried provides the instrumental part of the performance. He works with four different groups each day, the advanced band, band supplement, inter- mediate band, and beginners band. The aim of these classes is to provide an outlet for musical talent and to stimulate student interest in playing instru- ments. The advanced band plays for any necessary assemblies, while the other classes work toward the goal of membership in this group. Singing is more than just putting together notes and words. One of Miss Johnson's chorus classes ftopl realizes that the meanings of the words are important too, as they struggle through a dif- ficult passage in the Hallelujah Chorus while preparing for the Christmas Program. Individual attention Qsecond rightj helps these students learn the intri- cacies of harmony and perform to the best of their ability. Mr. Ried explains a few tricky points of phrasing to his Advanced Band fthird rightj under the watchful eye of the band mascot, an old archery target borrowed from the front of the Frankfurt Messe. Scott Clark ffourth rightl, alone in the Band Room, decides whether to do his homework, read a book, or take a nap. The Marching Band in F Formation ffifth rightj honors Frankfurtites by playing the AlmaMater during their half-time presentation at a football game. The members of the Band Supplement Qbottom rightj wait patiently as the clar- inets rehearse aparticularly dif- ficult part. The invigorating strains of the Pep Song soar across the field to spur the foot- ball team on to victory. ' A h' wa.- -N-1, if., -I ,. P M ,S F nw? wr? 'wxug 1fK fuuxaH.,1 qua--W -'+P' M 3 q.g......w..., 12 521 Seat my as me qi Egg, H fa, msg, Wg ., ,V EA QQ -wig, aww fr- , las, .. . 'fi1 :er,, ' ' W i iww fsrfaffvwz , E-Eiafjffali. N - 'Vi al' , like ni. , ii, . V V V W. fa , ia,.,,w sr . TV' :Hifi-'?i 'FT' ff-7--:'5ff'f,-: : NVQ RE Q 2Z,f7ti3?l.aX Y4?' si? if p -I' 'I t' -, '- - 'W a 2125521 L' l'2 ' tfl ,gefvemt .. Z , -M-tra, :.z.'-isa:-..' . 'f.. ,, .W fe