Niles Township High School North - Saga Yearbook (Skokie, IL)

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ACTIVITIES Stop any student in the halts of Niles North, and ask them what they do after school; most of them will reply that they belong to at least one activity, if not more No matter what the activity may be. a club meeting, play rehearsal, or band practice, the stu- dents are participating, and most important, getting involved Offered a wide variety of activities to choose from, students can join the clubs that most appeal to their interests, and also choose the ones that help them express themselves. Different activities range from learning and creating, to competing in tournaments. With this wide choice, the Activities Program in- cludes most of the student body Amidst all the enthusiasm of joining clubs, some students join a club because their friends joined it As a result, many find that the club holds an interest for them. This interest may grow, and the activity becomes something that they really want to do. and be in- volved in. Activities aren't only a place where they can ex- change ideas or expand their knowledge, but also a time when they can meet new people, make new friends, or socialize with those they already know This is especially helpful for freshmen and new stu- dents The clubs are also time fillers. Most students don’t do their homework right after school, and a club then becomes a good time filler for that unoccupied time The atmosphere in a dub is more relaxed. The students still learn, but the pressure of the school day »s gone The students can contribute to a group, and in doing so. may not only improve the school, but also themselves -Ingrid Schensema Activities — 17

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Activities

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The organization of the layout is very important. Looking ov« Getting opinions from other staff members was common. Ingrid Schensema critiques Adam Stone’s layout (Top) ,he roo9h drafl of ,he ky001 Svetlana Torgovnik and Lon Sikora make sure they have the right picture By March the Saga Staff had complet- ed the last deadline for the 1984-85 year- book. While every member of the staff waited anxiously for the arrival of the pub- lication, their work wasn’t done. They started on the organization and theme for the next yearbook. Long hours of dedication and hard work were put into every layout. Writing assignments and interviews were done at the beginning of the year to improve the students writing ability. Pictures were tak- en, selected, cropped and matched with captions. Interviews and research was done to develop the body of the copy work. After sending the layouts to the Josten company and receiving the proofs, they were checked to make sure that everything was done correctly. But most of all, deadlines had to be met. After the staff had developed the lay- outs, Gary Dubin, the chief-in-editor, and Mr. Grabowski, the advisor, checked and rechecked every page. On top of doing this, they both assisted the staff by critiqueing and supervising their work. The 21st edition included fresh ideas and additions because of the experience of new staff members. More color was used in the publication and a special theme was chosen to unify the book. The Saga members worked towards produc- ing a book that the student body would appreciate and enjoy. Elizabeth Arroyave edication Brings Fulfillment Working as a team improved the work quality While Monique Lipman selects the pictures Bonnie Mehr and Adam Stone crop them (Bottom) The Saga members have to put together every layout Making sure everything was done correctly. Elizabeth Arroyave goes over the layout The students pictures have to be stamped tor identification Forest Kulwin, Jamie Kwan, Ingrid Schensema and Ra- chel Sobel go through this procedure 18 — Saga