Sanford High School - Distaff Yearbook (Sanford, ME)

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PAGE 58 ACTIVITY IN THE ART RooM ART DEPARTMENT Students In hIgh school who go to the Art Room have the same un1ver sal urge to express themselves creat1vely that produced works of art both great and InsIgnIfIcant throughout the hlstory of mankInd They are not always certaIn Just what It IS they want to do but they recognIze the need for a creatIve aesthetIc exper1ence Sooner or later by experImentIng at leIsure Wlth var1ous medIa each wIll iind one adapted to hIs temperament and Wlth gu1dance wIll learn to develop a technIque of h1s own In handhng the medIum For example one IndIvIdua1 wIth a strong urge to splash color around will find great satIsfact1on In experlmentmg wlth water color a transparent medIum or tempera palnt which IS opaque In abstract forms or 1magInatIve landscapes Wlth rhythmIc patterns and strong con trasts In value Another may lIke the feel of clay and spend happy mo ments creatIng In the round StIll another may enjoy the dry texture of charcoal and pastels and spend hours smudgIng and blendIng the powdery medIum Into the smooth surface of paper Then there IS the IndIvIdua1 who enjoys workIng In the subtle values of black to whxte and finds expres sIon In pen and Ink or pencll technlque When an lndlvldual through free experlmentatlon finds the medIum whxch gIves hIm the most aesthet1c satIsfact1on and develops a personal technlque worthwhIle results are a natural outcome There are some who stay IU the exper1mental stage Indefinltely there are others who have a natural adaptlon for art exper1ence and develop contlnually produclnd wIthout effort authentlc and worthwhIle objects of art Whether or not one IS naturally endowed w1th what we call talent If he has the w1ll to express hlmself creatlvely he will certalnly benefit greatly from the many aesthetlc experIences to be found In the Art Room The Art Department has contrIbuted decoratlons for all the soclals and proms It has made murals for teachers rooms It paInted a SCENIC back drop for the LIOHS CharIty Show It has worked on palntlngs for the lnternatIonal School Art Project sponsored by the Red Cross It IS prlntmg by sIlk screen process the school seal on gummed paper for sale to students to benefit the Stadlum Fund ' N f ' I .I ' - cr 1 Q Q . H ! V . 1 . I ' s I 1 v 1 1 a , . a I -:I - - u 1: - - w , l . . . 1 , ' . , . . . 7

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QsrlKl!P U!' THE ROYAL COURT Back roxx standlng left tc rlght G Quxgg B Rankm F Otls S Grant Front xcvt left to Ilghl M Reeks J Shavx E Saxag,e S Mclntuc THE CARNIVAL BALL On Januarw 26 the Annual Carnual Ball was held Th1s tear the theme was keepmg The Kmff and Queen were Fuqene Sax age and Jacquelme Shaw Senror attendant was Betty Rankm Ju mor attendant was Fav Otls Sophomore attendant was Geraldxne Quxgg and Freshman attendant was Sh1rlex Grant At th1s ex ent the foul shootmff trophles were awarded to Glorla Tratton and Arnold Holland Members of the student counc1l th1s xear were Paula Schvsartz presrlent Thomas Nutter x1ce pres1dent L1nda Powers treasurer Shlrlex Tavlor sec retarx Dorothx Walker Joan Broggx Allan Sapersteln Jordan Fuller Nan cx W1llard Delores Seugnex lNl3F1lX1'1 K1tch1n f Rat mond Nlonahan Constance Nawlor Hazen Carpenter Kay Avery Geraldlne Qulgg Robert Leblanc Con R1ke w1th MISS Madel1ne Donox an Ad wsor THE GRAND 'VIARCH PAGF 0 K ' M K D6 N1 L. .,.. M L in :ga x . .1 vi .'- I l an . ,Y . . , ,- v I . .v.,. v ' v v 1 7 . ' J . t 1 1 ' the Mardi Gras and decoratxons were IH stance W1llard, Mary Hatch. and Ronald V 1 ' O Y l 1 7 - .. L ' Q ' . ' s L I Y l - . ' D . A Y f I ' l . Q - - 9 Q 5 V, Uv . - - QS ,' . '. ,I ' ' f I ' , f V I Y V FD' I A ' , 57

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'G GUIDANCE CAREFULLY GIVEN GUIDANCE The basic function of the guidance program is to provide Counseling Coun seling IS the very heart of the guidance program Through counseling pupils are helped with their problems of per sonal living and aided 1n long time plan ning Counseling IS the activity that makes schooling meaningful nd pur poseful for all students There are many types of counseling carried on 1n the modern school All of them are important and no guidance program IS complete unless every de partment of the school carries out its particular counseling responsibilities Teachers by the very nature of their teaching responsibilities do a great deal of counseling The members of the ad ministrative staff work frequently with pupils in a counseling relationship The school s counselors carry on counseling as a major responsibility All counseling activities within a school are important parts of a complete counseling service Counseling has been called the 1nd1 vidualized service of education Simply defined it IS the process of helping pu p1ls through the 1nterv1ew and other individualized relationships to meet and solve their personal problems now and in the future. Counseling is considered to be a per- son-to-person relationship in which aid is given the individual in arriving at in- telligent decisions and in makincf satis- factory progress relative to problems of plan choice interpretation and adjust- ment It involves carefully evaluating and analyzing authentic facts concern ing the 1nd1v1dual himself and his en vironment so that he can be enabled to arrive at his own decisions Counseling IS not advisory As based on the definition counseling may be considered to have several ma 1or purposes Those given here are not intended to provide an exhaustive l1st They will perhaps serve to further point up and clarify the place of the counseling service as one if not the most important element 1n a program of guidance services Some of these pur poses are 1 To provide individual assistance to the student in regard to problems which he recognizes as vital to himself 2 To aid the student in interpreting his own personal data 3 To aid the student in evaluating va rious conditions and alternatives which may exist in his environment 4 To direct the student s attention to and provide positive constructive aid in regard to decisions and alternatives which he may be required to face 5 To aid the student in embarking upon intelligently selected courses of action toward reasonable and construc- tive goals. 6. To aid the student in making neces- sary adjustments and modifications of plans in progressing toward acceptable and reasonable goals. PAGE