St Louis Park High School - Echowan Yearbook (St Louis Park, MN)

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Activity Stew — a family favorite Serves 1900 1. Make a base stock from equal amounts of: initiative talent time 2. Add to the base: commitment energy patience 3. Simmer carefully making sure the mixture does not come to a boil 4. Sprinkle with enthusiasm and enjoy! Cheerleader Activity Stew: 22 23

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Page 21: Top: A-SQUAD CHEERLEADERS: S. Brynteson, D. Henry. K. Paulson, H. Olson. C. Cook. M. Mozey. S. Strand, J. Holland. L. Bruzansky. L. Ochoa. L. Olson, K. Ziesemann, E. Ives. L. Wright, I. Tuberman, K. Otterson, P. Huber, D. Fuff. The A-squad cheerleaders arrange themselves to form an interesting triple pyramid. With the cheerleaders all working together they make their cheers and pyramids look very easy. Page 21: Left Center: Anita Silbert, the new cheerleading adviser, talks to Heidi Olson, senior, about the cheer they just finished. Heidi Olson looks away from Anita when something else catches her eye. Page 21: Right Center: Bottom Row: T. Bonde. Row Two: L. Leiendecker, B. Hope. S. Baron. Row Three: S. Aaseng. The boy cheerleaders show off their new uniforms. Page 21: Bottom: P. Huber. I. Tuberman. J. Hoiland, K. Otterson, D. Fuff. Oriole Judy Hoiland is surrounded by her chicks. Top: B-SQUAD CHEERLEADERS: L. Shall. S. Henry. J. Flaten. J. Morgan, B. Hole. P. Hunt. D. Ingram. B. Emanuelson, K. Dahl, S. Ochoa, L. Engel, L. Wolovitch. Using a pyramid learned at the U. of M. workshop helps the B-squad cheerleaders create a new image. Left Center: Jan Flaten. Julie Morgan and Pam Hunt, sophomores, stand at complete attention to the National Anthem; a tradition at pep tests. Left Center: Bottom Row: C. Cook. Row Two: L. Wright Row Three: T. Bonde. K. Ziesemann. S. Baron. Row Four: B. Hope. The boy and girl cheerleaders work together as a group making the team well-rounded and balanced. Bottom: L. Ochoa, S. Brynteson. L. Bruzansky. M. Mozey. L. Olson. Up Front

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Port Of o Tradition Time: 3:00 p.m. Place: Foyer of Park High. Date: 1957. Scene: Practice for the newly-formed dance line, the Parkettes. Twenty-one years later . . . Same scene. Being a Parkette meant becoming a part of a tradition which began as a girl entered Parkettes the summer before her sophomore year. As the youngest, she had much to learn — shorts for the Viking games, dances for the basketball games, and numbers for the big spring trip. She had little to say about what went on in Parkettes. Her junior year she had a little more responsibility. She became the teacher. Finally, her senior year came. She was the Up From oldest and most experienced. This was the year to make improvements. to be a unit leader; she had worked hard to earn senior privileges. She had hated it and loved it; yet. her last year made it all worthwhile. This was all part of the tradition. One tradition that did change was the Parkettes' costume. To comply with the trends in the NFL. the group switched from sweaters and skirts to leotards The effect was more sophistica tion. They were criticized for trying to look too sexy, but they ignored the controversy and concentrated