Springfield Catholic High School - Irish Reflector Yearbook (Springfield, MO)

Page 44 text:

Wi? f N-s,,,,.g'f , .A.V J Al! If 42 Teaching students to express themselves in words and actions was Ms. Tucker's job, for the third year. In Speech I, Freshmen surveyed three basic skills: interpersonal communications, public speaking, and debate theory. Projects like identity boxes and daily presentations helped each discover new shades of his personality. In Speech II, first and second year Irish Players performed a variety of tournament-oriented events for their varied audiences: children's stories, duet acting, improvised duet, poetry, an original Christmas play, and a short unit on mime to wind up the year. 4 1 w f .. :L-13.1xgg,.,..':5g',1, ,gg Rf? 5 Understanding all that goes into a dramatic production was the main goal of Drama. The eight students undertook the study of theatre arts, periods of theatre history, dramatic literature, and not only built, but designed, sets for Speech II productions and the spring play. Many of the crew heads for the spring play also came from Drama class: Linda Spielman, make-up artistg Ty Firmin, technical dlirectorg and Marianne Jones, set props. 4 , K 'W 1. The art of doi I class. 2. By s obtained ideas fo that goes on ho: speech. 4. The ha Jennifer Simpson Ms. Tucker. 6. O set Technical Dir 7. First graders identity boxes sl themselves. 9. A1 performed Reade

Page 43 text:

4.4. U I i W ft!! A ,rf if 'Ti ,,, i ff Q i? 'J'f'!' E353 A f Zafz '1 , ents that shaped r. Hyde and Mr. vere made aware products. Map 1 the sophomores il World War II rith its effect on Man Is Destined Juniors in Government learned about comparative political systems, Miss Susan Freeman, student teacher from SMSU during the second semester, dealt primarily with the contrast between the American and Soviet systems. Mr. Ochs let the Seniors experience American History in a more personal way. He wanted them to break away from the traditional stereotype thinking. They began to realize how the development of this country affected their everyday lives. American History is not a game of memory but serious business. stated Mr. Ochs. To Repeat The Past Unless

Page 45 text:

4 x 2 ,V I' 9 . 5 .tic production ents undertook meatre history, designed, sets play. Many of ue from Drama 3 Ty Firmin, set props. .- IVAN? I My X- f' vff, if 1 zljj - - ' fZ7?2?e2,:' ,, W 6 6 1. The art of doing latch-hook was explained by Paul Bingle in Speech I class. 2. By studying the set director's designs, Linda Spielman obtained ideas for the All That Glitters scenery. 3. The leather gear that goes on horses was the topic of Diane Tucker's demonstration speech. 4. The hazzards of hot air ballooning is expertly explained by Jennifer Simpson. 5. The drama class goes over historical designs with Ms. Tucker. 6. Overseeing the construction of the All That Glitters set Technical Director, Ty Firmin, seems to disagree with Xavier Keith. 7. First graders are really interested in Nancy Hall's story. 8. These identity boxes showed what Speech I students think and feel about themselves. 9. At Jenny Lind Hall, Carol Van Rhein and Mike Healey performed Reader's Theatre for senior citizens. .C .,,, 2 may 7 Actions Create Reactions Layout by Ed Rippee