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

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through speakers in class presentations and varied compe- titions. One hour of Speech included three curriculums. The students enrolled in Forensics I or II coached and directed those in Speech I or II. Speech I consisted of public speaking, while Speech II also included several types of interpretation and drama. Forensic students chose a specific section of speech to master. Video-taping occupied much of their classtime. In class, debators prepared for tourna- ments with practice debates. Discussion brought out many different ideas includ- ing new arguments against the resolution, possible cases, and successful debate strat- egies. Along with discussions, pupils ex- amined principles of good speaking and organization of debates. Debate I in- volved teaching individuals essential tech- niques of debating. Debate II presented students with a chance to spend much of their time researching the resolution. These classes encouraged participants to. develop reasoning and linguistic abilities. It 5 I For a pep assembly, Forensics class- men perform a satirical skit which stereotypes West personalities. Voluntary timekeeper Jane Pranger reviews a criticism of her last speech vvh1le waiting to turn the time card.

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RESOWEDI fha? is JUPY Syifem in 9' Uffffbd Sfofcs Md be significunfiy changed 20 Viewing an imaginary movie, Ed Aikin tries to resolve with which date he should share his buttered popcorn. Afiqrmative debater Doug Hill calm- ly presents his baffling con tention: to abolish the jury system. mea wma my P Forensics conveyed creative ideas Impromptu palm reader Terry Welch examines Don Wood 's hand, while Becky Taylor proceeds to convince him of fortune-tel1ing's inaccuracy.

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we Q 5 1' vi Q . wwe . I ltxyf W Y J 4 VVLV WWW ,,,,,N,,Ln ,.w,y Q ,,,,,,,, 1 22 Dramatic arts enhanced creativity Baffled by the intricacies involved 1 of aspiring actors and stagehands. As the primary exposure to theater, Drama of- fered upperclassmen first-hand stage ex- perience. Performing pantomime or cha- rades, students conveyed preconceived ideas with animated gestures. Dramatists enacted roles under direction of fellow classmates. Mr. Lane presented a brief historical background of theatrics. After coordinating make-up and costumes, fourth-fifth hour class members per- formed as clowns for retarded children. Stagecraft permitted scholars to fur- ther pursue theatrical intents. Tangible art skills aided pupils in designing sets, in drawing sets to scale, Stagecraft members design for plays. costumes, and lighting placements. Class members produced special publicity to promote the presentations. Pondering the abstract plot and theme of 1Vlarat!Sade, Rae Rees and Don Legler relate themselves to Marat in his agonizing predicament. If 's 'e