MacArthur High School - Crest Yearbook (Irving, TX)

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mft ILM ' esHe Brooks. Slacey Jones. Janelle Hen- Bobby Hood. Jason Hudgens, Bobby Janine Kraskaypftoro by Liza Jo lekes. Kelly Yarbrough. Debbie McClean, Rodriguez p ioro by Mike Loftus udv Snvder p jofo by Mikt Malhieu homecoming Dances Telephones Page 14 Page 18 Page 34 Enr Eiland p io 0 by Enc Etiand Weekends Page 38 lilly Hughes. Mike Lohu photo by Pal Sulhvan Friendship Page 78 A student ' s life began in the morning when he woke up for the first day of school. He became one face in a vast crowd of people — yet shone as an original. He was always running into decisions, such as who to ask to Homecoming, page 14 who to boogie with at the Dances, page 18 postponing homework by talking on the Telephones, page 34 how to stretch the time during Weekends, page 38 and how to preserve times past and present with Friendship, page 78

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And Marlmt-z p iofo by Marty Colon 6 student life

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Involvement Complimentsj Students ' Total Education! Todd Davis All will agree, even students, that the main purpose of school is to get an educa- tion. Education, however, does not come from just lectures, homework, tests, and textbooks. Learning hides itself in many forms on the high school level- involvement being just one of them. And how, one might ask, does a person learn from being involved? Space on this page does not allow full coverage of this question. However, a brief exploration of the subject is offered. First of all, on the athletic field, young men and women who are involved in their particular sport have the opportunity of learning a multitude of things not covered in any textbook. They learn to think quick- ly and act. They learn strategy planning and problem solving. They learn to work as a member of a team and not just as an individual. And, they learn coordination and how to use their body effectively- training it to work for them. What has been said concerning athletes also holds true for members of the drill team and the cheerleading squad, as well as for the Big Mac Keepers. They practice, discipline themselves, budget time, and set priorities as a part of their involvement. Involvement, of course, occurs in other areas of the school and just as much educa- tion is being absorbed as it is in athletics, cheerleading, drill team, and Big Mac Keepers. In the band hall (really, music hall because choir is right next door), students are being taught how and when to hit the right notes by using their instrument or voice correctly. That ' s all they do, one might say. Wrong! They learn to follow direction— knowing if they don ' t, a mistake could be made that would make the entire group sound bad. In marching band, the group learns about precision and timing. Both groups also have the opportunity of working as a whole, with little emphasis upon the individual. Further down the same hall the Little Theater houses the Speech and Drama Department. Thinking on one ' s feet and learning to be at ease while appearing in front of an audience are the areas of strength offered by involvement in the courses taught. In addition, students find that performing is just part of the perfor- mance ritual. Long oefore they set foot on the stage, sets must be built, costumes must be gathered, lighting must be engineered, and the sound has to be planned. These are no easy tasks and require much research, thought, and recalling those things learn- ed in class. Other areas of involvement would be found in yearbook and newspaper, ROTC. photography, journalism production. Stu- dent Council, and the various clubs throughout the school. The list, of course, could be continued, but is too long to com- plete along with the learning that could be achieved through the association. Involvement takes time. In many in- stances, the student who is involved in an extra-curricular or co-curricular activity spends more time in that activity than at the books. That does not mean to say that studies are neglected— they are often com- plimented by the time spent and the effort expended. And. where does a student find the time when he must spread himself between family, studies, and other responsibilities? Here is, indeed, another learning area, sub- tle as it might be. The involved person must learn about priorities— doing first things first. Problem solving is also nestl- ed into this zone as well as decision making. The student who has a test on Tuesday drill team or band practice on Thursdaj; night, and a full work day in yearbook or Saturday— with mom ' s birthday squeezec in on Wednesday— is forced to budget time. Too much for one young personii Maybe! That person has the opportunityj however, of learning how much he car, handle and handle well. | Who are these people— these people whc are involved? They are often easil) recognizable. Look for the person who com tinually has a camera hanging around his neck or a girl carrying pom poms with hei books or an individual wearing a lettei jacket or a guy walking out the drama room wearing make-up or the girl with a whistle around her neck or the guy with bruises and abrasions. Another way ot determining whether or not a person is ini volved is the amount of time that person stays home and the amount of frustration that parent suffers from the absense. Involvement also carries a few dangers— lack of sleep, little or no personal! time, and, for those who become too in volved, failure to complete a taski whatever it might be. On the other hand, these people who become involved, even those who attempt too much, have the op: portunity of being better prepared for the future. They have more than likely met with the frustrations of having to rely on other peoi pie and being either pleased or disapi pointed, they have been forced to cope with schedule problems and how to rear range the schedule to meet the deadline, and they have judged just how far theyi push before they reach limitations. These people have had the chance to meet with success and deal with failure. They have a insight to what faces them in college and or career. The situations they have i I involvement I