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Page 22 text:
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English Interpretations Expressed Through Drama, Music I think . . . Well, I feel . . . In my opinion . . . It seems to me . . . Such were the sounds of learning from which stems the proficiency of self- expression in the individual. By participation in class discussion, the members of the English department sought to awaken the creativity of original thought in their pupils, the essence of conversation. Encouraged by the Now Education theory, to motivate involvement of student, English teachers stressed the importance of speaking acceptable English. It is virtually imperative that the student of today be able to express himself with fluidity, if he is to communicate with his fellow man , said Mrs. Ressie Collins to her junior classes. This was the feeling of all teachers. Stressing literature as well as the grammatical aspects of English, the student was given the oppor- tunity to grow in interpretation and understanding. From Julius Caesar to Hamlet to Anne Sullivan in The Miracle Worker, the teacher worked with each person to combine body and mind to discover a play ' s protagonist. Through long study the pupils acquired a broad view of our literary, historical, and linguistic heritages and learned that by relating the past to the present that they were equipping themselves to deal with the current problems. With the pain of confusion and sometimes frustration, the realization of a gram- matical world was brought within the students ' scope of comprehension. 18 Jimmy Pike, Frederick Eaves, Randy Polston and Charles Whitmer act out a scene from Orson Wells ' Invasion from Mars for their freshman English class.
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Page 23 text:
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Studying Hamlet is a regular assignment of any twelfth grade English class. In Mrs Wright ' s class, Kent Sheridan reads from Act I of the play, in which Hamlet talks with the Ghost and is then seized with madness because of the sad news he learns. Mike Morrisett dramatizes Julius Caesar as his class reads the classic play. 19
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