Perry Meridian High School - Passages Yearbook (Indianapolis, IN)

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relevancy in teaching and more hands-on projects. The home economics department received many new appUances from the IndianapoUs Power Light Com- pany. Ranges, refrigerator- freezers, washers, dryers, and microwave ovens were some of the apphances used. A television with a video cassette recorder was used for the first time. Several ideas for the department were being considered for futiue years. One of them was the purchas- ing of a computer. Mrs. Smith said, Even though we have had new equip- ment, we needed computers to keep up with the times. Computers would be used to evaluate diet, menus, wardrobes, and other important aspects. Cathy Schueth ' 84 said, The home economics courses I took dealt with my social Ufe and how to handle tough problems. The were so dif- ferent as compared with my other classes. It was a nice break in the day. One of the classes she took was marriage and family relations. It studied about personahties, and how to handle differences in other people, and knowing how to handle other people ' s conflicts. She said she took the class because it studied about kids, what to expect from them, and how to handle them. The class had a family counselor come in and inform them of what to expect in marriage, having a family, and holding a job. The child development course taught how to plan a family and how to deal with the personalities of children. The class also participated in open group sessions where students share their experiences. The program Footsteps was part of this course. It dealt with family problems, children, and other topics. After be- ing in this program, students felt more prepared to have and raise a family. The class invited Mrs. Kohls, a nurse at Perry, to come and talk about immtmizations. She informed the class about all the immtmizations they should have had. Students in the Home Economics Department learned about family crises like drugs, death, and pregnan- cy. The learned about nutrition, food planning and preparation, social customs, and preparing creative foods. They investigated how to use unit pricing, the labels on the shelves of the grocery store that told how much a certain product costs per pound. Students learned about various types of diets, money management, and how to care for equipment and fvimishings. Child development, foods and nutrition, and marriage and family relations were popular courses. Child development was goaled to help the students realize the responsibilities of being a parent for the care and training of children. It helped to gain an understanding of the child as it developed physically, psychological- ly, and socially from birth to maturi- ty. The classes worked in a day care center. Foods and nutrition was designed to help students choose their food constmiption to meet their nutritional needs. It studied the plan- ning, preparing, and serving of meals for aU quantities of crowds. There was much time experiencing these principles. Family relations made one understand himself and others better. It also dealt with marriages, and crises that struck the family. The home economics department gave students everlasting ex- periences that help in the future • when they have had a family of their own. It guided many students into having a home sweet home. While concentrating on drying a used bowl, Sandy Mennel ' 84 talks to her teacher. Mark Miller ' 84 measures the right amount of water to add to his muffin mixture . HOME EC 149

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They ivill have a Home S veet Home The Home economics courses focused on concerns in today ' s living that affected the quahty of Hfe. Mrs. Linda Batt, home management, con- sumer education, and interpersonal relations teacher, said, Home economics was very necessary in becoming an adult; it is a requirement for life. Several projects highlighted this year ' s activities. One was a non- credit, individualized, creative sewing class offered during homeroom. Enrollment was limited to twelve students who had a strong desire to learn to sew or to improve their sew- ing skills. Students selected projects of their choice which ranged from making a decorator pillow to a formal wedding dress or tailored suit, hing- ing upon the students ' ability. They were able to work at their own speed. All supplies were furnished by the student. Mrs. Marjorie Smith ' s classes — family relations, foods, and housing— sent in information about how much money each family spent on food each week, to Butler Univer- sity to get back a computer readout. It asked them to name all of the members of their family and then calculated what a low food budget was and then a medixmi food budget. By this, the families found out if they were spending too much, too little, or just the right amount on food at the grocery. Other projects were con- ducted by Mrs. Rosemary Bogigian ' s class, child development, in which the students wrote babysitting tips on a bulletin board. They brought in children ' s books and discussed what and how children learned from them. They designed children ' s clothing books. Mrs. Bogigian said that she would have liked to see more students enroll in child development so they could have created and per- formed a children ' s play. Other projects in the department included labs and written and oral book reports. There was more 148 HOME EC

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Eric Williams ' 86 and Phil Smith ' 85 work together by using hand planes in class. Mark Roark ' 87 and Tim Patterson ' 86 measure some wood for a project in woods. Industrial Arts Sets up Shop 66 Industrial arts courses were aimed at teaching students about the materials, processes, and products engaged in our current industrial complex. The modem world was largely dependent upon science, in- vention, and skill. The education of every student, still, was incomplete without the understandings, con- cepts, and appreciations regarding our industry for knowledge for the future. A tig welder, used for welding metals like alumimmi, was a new piece of equipment used by the Metals III classes. Other new pieces in the department included such elec- tronic instnmients as testing equip- ment and computer moniters. The industrial arts department was divided into seven learning fields: drafting, electricity-electronics, graphic arts, metals, power mechanics, sjmthetics, and woods. Drafting classes participated in pic- torial, multiview, plate, and architec- tiural drawings. It studied from the basic imderstandings and skills in drafting to the complex knowledge of building construction by drawing floor plans, plot plans, elevations, construction details, and a pictorial presentation in residential buildings of the students ' own design and plan- ning. Electricity-electronics dealt with fundamental electrical circuits and specific applications of electronic equipment. The graphic arts area studied about printing and photography. Metals dealt with aspects that ranged from basic sheet metals to welding and the popular machine shops. Power mechanics studied eng ines and associated con- cepts. Synthetics had to do with the learning about modem material for a modem world. Learning how to use wood and getting special information on certain types of woods was what the woods classes were involved with. Mr. William VanHandel, print ing and synthetics teacher, said, My printing classes participated in many projects; they made notepads, all of Perry ' s passes, thank-you letters, and business cards. Mr. John Stroud, who taught all of the metals courses, mentioned, I thought that the departments ' area of metals had high shoulders over other Indiana high schools. The enrollment of industrial arts classes had gone down. Mr. Glenn Adams, electricity-electronics teacher, stated, I did not believe freshmen imderstood what industrial arts courses had to offer. It was not just a ' shop ' class. Mr. Stroud said, Most students enrolled in academic courses. What they forgot was that somebody had to build these machines and other people had to repair them. Rob Satterfleld ' 84, Van Jones ' 85 talked about the industrial arts courses that they took. Lee, who took Metals II, indicated, We learn- ed about how to cast a mold, sand- blasting, working with machines, and forging hot metal. After the reqtiired project of five bolts, the student did project of his choice. Rob, who took Woods II inquired enthusiastically, We got great experience for the future. Van, who took Power Mechanics II liked it because students were able to tear down an engine and put it back together. 150 INDUSTRIAL ARTS