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Page 31 text:
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Marty Ratlifii applying make-up with proper skill, decorates Lisa Vetter's face to complete her clown identity. Desdemona 's dramatic speech captures Mr. Lane's attention as he joins Janet Zoeller and Patty Broderick in reading Othello. 2 f f' ,.A . rv' ff' CR r i I f' id' Zim ' 0' l ' Q . t Q, I 7 Kandy Creighton adds a final touch before an entertainment excursion to a school for retarded children. Recovering from oblivion, dramatists show personal reactions to a shocking scene in the play,' Oedipus Rex.
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Page 30 text:
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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
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Page 32 text:
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--- ' Before attempting a geometric proof mathematicians consider the instructor's explanation. 24 Persons put mathematical equations , ,A bww V. miwvm, at is V ' Zaidifw , Taking refuge in a secluded corridor, mathematicians concentrate collective efforts on a particularly difficult math assignment. Reflecting upon her mathematical struggles, Peggy Dahl wearily antici- pates a bell 's ringing to end her day.
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