Shawnee Mission West High School - Saga Yearbook (Shawnee Mission, KS)

Page 32 text:

Down to the menial aspects of journalism, Mr. Aiman pre- pares to type one of the better copy blocks. I With the one-half minute card showing, Brenda Zager draws her affirmative speech to a close, glancing finally at her notes. 32 4 l 1 J li Miv a z 'P 5 Mrs. Shipley gathers her speech class together for an informal round-table discussion on speaking techniques. Language Arts Teachers-Sally Shipley, Billey F. Coplin, Michael T. Hayes, Henry C. Aiman.

Page 31 text:

Enrich Senior English , , s E Mr. Sheffler's senior English class listens attentively as he reads an exemplary composition. Susan Lair gains reading speed by the use of a shadow-scope in the new developmental reading program. Preparing to write a complex opinion paper on the English nov- el, Pam Corker has Mt. Brown evaluate her topic sentence. 31

Page 33 text:

i Vikings Voice Ideas By Speech I students sought to acquire confidence while publicly speaking. They exhibited powers of persuasion, deep perception, and clever humor. Speech II students added extempore speaking using domestic affairs as the main topic, as well as oral interpretation of poetry and prose, to their speech topics. Debate students acquired speaking skills based upon facts and statistics. While researching both sides of the issue, they gained a broad knowledge of the current topic concerning arbitration of labor and man- agement disputes. Vikings traveled to thirty debates and hosted the annual S-M Cooperative Debate. Drama students spent an entertaining, informa- S Demonstrating make-up techniques to his drama classes, Mr. Coplin meticulously molds nose putty into the proper shape. peaking, Acting, Writing tive year learning about the theater and skills in act- ing. For the convenience of absentees, Mr. Coplin recorded his lectures of the theater from Greek to mo- dern times. Students learned drama terminology as they studied in detail make-up, costumes, lighting, set construction, and actual production. Students of journalism I composed news and fea- ture stories, editorials, headlines, and advertisements. This practice provided the necessary background for editing the school newspaper, which was the respon- sibility of second-year students. In addition to staffing The Epic, advanced students attempted to improve basic techniques and crystalize concepts. 33