Lowell High School - Lowellian Yearbook (Lowell, IN)

Page 30 text:

foreign language This year, the foreign language depart¬ ment, now accustomed to the new facilities, is improving on past teaching methods. Many additions and correc¬ tions have taken place, and an improve¬ ment in the department is obvious. Laurie Guillon, a French girl who has lived in the United States since she was age nine, joined the French IV class for the second semester. Mrs. Claudine Paluzzi, the artist in residence, demon¬ strated in class, free-form plaster of paris sculpture, while Mrs. Walton gave in¬ structions in French. The Spanish, French, and Latin classes progress through the years at the follow¬ ing rate: Levil I—learning basic funda¬ mentals, Level II—improving on what was learned in Level I, Level III—read¬ ing stories, and Level IV—independent study and advanced reading. In the fu¬ ture years of language study, the student will certainly benefit from the detailed instruction they have received this year. 26 1 AM ACADEMIC

Page 29 text:

guidance L. R.: Elaine Bever, Mr. Earnest, Lee Perry, and Arline Vandermark. A not uncommon occurance during the school day is the sight of an obviously disturbed student rushing up the south stairs, past the administrative offices, and into the guidance office, for it is here that students take their problems. The personnel in this office is trained to handle every sort of perplexity from cross sectioning, to dropping out, to personal problems, to the tears of a young lady. The Guidance Department is the haven of the worried and dis¬ traught. It is the center of schedule con¬ flicts; it is a sounding board for students who have had it with a teacher. Here there is sympathy and understanding and a solution. But the guidance office is much more than the crying towel of the school; it handles testing and record keeping for the staff. It is in this small office that teachers may go to find out more about the students. Discussion of problems by counselors and teachers leads many times to a better classroom situation for both the teacher and the student. It is through the guidance pro¬ gram also that students with special needs and abilities may find suitable programs and opportunities through special education programs and infor¬ mation on post-high school education. The guidance office, then, is the par¬ ent of the student services. I AM ACADEMIC 2S

Page 31 text:

fine arts L. to R.: lames Crane, Wendall Frederick, Robert Ray, and Claudine Paluzzi. Expressing one ' s individuality is one of the most important achievements of the Fine Arts Department. A student is able to find the area in which he is most in¬ terested and talented in through the fine art ' s courses that are offered. The choir, band, and art classes ' main objective is to develop an appreciation of fine arts in each individual student. This year Low¬ ell High School had the privilege of be¬ ing one of two schools in the state to have an artist-in-residence. The art stu¬ dents had the opportunity of observing the artist, Mrs. Claudine Paluzzi, at work in the art room. The needs of each student in art are met through open labs, sketchbook assignments, or class pro¬ jects. The choir and band keep them¬ selves busy with such extracurricular activities as school musicals and con¬ certs. The band, and our new band di¬ rector, Mr. Crane, are to be commended on their fine job this past year. Under Mr. Crane ' s direction many students have placed very well in the many band contests that have been en¬ tered. The personal pride and en¬ thusiasm that the Fine Art ' s Department develops in the student prepares him for entrance into the adult world. I AM ACADEMIC 27