4
THE GRANTONIAN
January 23^ 1970
If
'European Novel
as result of course proposal
juniors, seniors
“The European Novel,” a one semester
course, will be open to juniors and sen
iors, if approved, without prerequisite as
to foreign language training.
An objective of the course is to
acquaint the students with specific
novels and short novels by selected
Russian, French and German authors
of the 19th and 20th centuries. Also
included as objectives are: “To en
courage the student to read other
works by these authors and by oth
ers not studied in depth in class; to
acquaint the student with the broad
historical, social and cultural forces
at work in Russia, France and Ger
many during the 19th and 20th cen
turies; to suggest methods by means
of which a prose work can be stud
ied as an entity without considera
tion of its cultural or personal con
text; to develop critical capacities
in judging prose works, and to give
the student an appreciation for the
literary achievements and cultural
heritage represented by each work.”
The required readings of the class will
be grouped by language of the original,
as follows: Russian: Dostoevsky, Crime
and Punishment; Pasternak, Doctor Zhi
vago; French: Flaubert, Madame Bovary;.
St. Exupery, The Little Prince; Camus,
The Plague; German: Kafka, The Trial,
The Metamorphisis; Mann, Death In
Venice; Hesse, Demian, Siddhartha. In
addition the student will be supplied
with an extensive list of readings, of
which they will be responsible for read
ing a specified number. Other works can
be added according to the interests of
the students and the teacher.
While the student will be encou
raged to consider each work as an
entity and to derive meaning from
it primarily through close reading
of the text, the historical, social and
cultural context of each work will
also be examined. Students will be
free to explore those aspects of cul
ture which especially interest them
and to share their discoveries with
the class. It will be possible to offer
some students the option to read
part or all of the works in the ori
ginal.
In addition to the required readings
mentioned previously, a recent basic his
tory of each country will be made avail
able.
Students will be evaluated through:
assigned short papers on individual
works, or on poritons of them. Such
papers would involve textual reference
rather than “research;” 2) similar, brief
er written exercises to be completed
during th class period; 3) tests on their
knowledge and understanding of the his
torical-cultural material presented, and
on their ability to relate such materials
to literary works read; 4) contributions
to class discussion; and 5) receptiveness
to and respect for the literary works,
and the cultures studied and for the
ideas presnted by members of the class.
This proposal has been approved by
the faculty and adminitration, and awaits-
approval from the School Board.
One-semester course
According to the English department
requirements, the course must include at
least three of the following units: two
novels (one classic and one contempo
rary), poetry, drama, short stories, es
says or non-fiction, Shakespeare (Mac
beth).
The proposal then offers a number of
sources from which selections may be
chosen. These include under novels:
Hawthorne: The Scarlet Letter
Crane: The Red Badge of Courage
Wharton: Eathan Frome
Hemingway: The Old Man and the Sea
Wouk: The Caine Mutiny
Lee: To Kill a Mockingbird
Salinger: Catcher In the Rye
Knowles: A Separate Peace
Lewis: Arrowsmith
West: Friendly Persuasion
Sources under poetry include these
two: Untermeyer (Ed); Modern Ameri-
can and British Poetry; and Poetry I &
II, MacMillan.
Under drama, these selections are
listed: Miller, The Crucible; Mileler,
Death of a Salesman; Shakespeare, Mac
beth, and Wilder, Our Town.
These non-fiction, readings are sug-
THE FRESHMEN and sophomore
classes should set up on a team-teaching
arrangement. These classes could be a
combination of academic and perform
ance arts. A teacher who is qualified to
teach the academic part of the program
could work with Mrs. Foster, and they
THE FIRST “and most important” rea could handle the course on a three-day
son is that the present program is not to two-day arrangement, or a half-period
reaching a broad enough base of stu arrangement.
dents. Many white and black students
“I do feel that drama should be a full
and their parents have expressed to Mrs. year class,” Mrs. Foster emphasized.
“Drama is a cumulative subject. A stu
Foster a concern that the drama progam
is not offered at the lower levels where dent needs to gain knowledge in many
it would be most beneficial to many stu components before he feels able to pro
dents. Another reason is that the pro duce or perform—which is his ultimate
grams now seem to be duplicating— incentive.”
MAJOR PRODUCTIONS would re
which is a waste of time and materials.
As a result of these problems, the pro main the same. The first, major produc
tion would be by the senior drama class,
posal asks that six courses be offered.
We now have six courses, but this pro the second by the juniors, and the third
by all students enrolled in the class—
poses to distribute them differently.
freshmen through seniors.
The proposal then goes on to outline
The proposal is generally along these
the classes which the student would take,
lines: since stage crew has expanded, it
and what would be offered in those dra
appears that there is no longer a need
ma classes. Drama 1-2 for freshmen
for a separate stage arts course on the
would be an elective, and would contain
dama department. Since the Stage Arts
a history of the western theatre (Greek,
and the stage crew are duplications of
Roman, Shakespearean, Italian, and
the same program, the Stage Arts crew
French). The enrolled students would
in the drama department should be dis
build mini-theatres, modeled after var
continued.
ious types throughout the world. The
class would study the use of masks, and
would study the play A Midsummer
Night’s Dream. This play would also be
produced for the Freshman English
classes. The enrollees would study pan
tomime, improvisation, skits, and scenes
from various plays.
DRAMA 3-4 for sophomores only
would also be an elective course—
there would be no prerequisite. The
relation to concept, and would study the
class would have a comprehensive study
effect on the viewer, emotionally and
of the plays of the western theatre—
intellectually. Also studied would be the
Greek (Oedipus Rex, Medeam Frogs,
origin and development of the film.
Birds); Shakespeare (Hisorical). The
class would also study costume design,
The class was proposed for enjoy
Seridan, Wilde, and plays of the 17th
ment, information and understanding of
century. Civil War Plays and the lives
the student’s own experience; for aware
and Careers of Famous Theatrical Fam
ness to others’ problems—personal and
ilies is also included on the agenda. The
social; for comparison to the effective
students in this class would study the
ness of form, structure, theme, content,
same basics of performance as would the
and symbols with other media, and for
freshmen, except that productions would
developing a set of valid criteria by
be for the sophomore class, and this
which to evaluate films.
group would receive basic fundamentals
in Stage Craft.
Drama 5-6 for juniors only has no pre
Participants would view a film, and
requisite. This would be a class in per
submit a review of the film viewed.
They would also read books and supple forming arts—the students would learn
mental materials, and write critical re the fundamentals Of pantomime, impro
visation, all types of acting techniques.
views, research reports and reviews for
The Grantonian. Large group discussions- Stage-craft, make-up, play production in
all phases would also be studied. All
would be held and oral reports would be
types of material would be used—classic,
given. A panel of social reviewers would
modern, avant garde. The students would
be initiated. Students would have the op
participate in one act plays and also in
tion to produce their own film.
drama contests and conventions.
Drama 7-8 carries a prerequisite of
Enrollees would be evaluated by in
Drama 5-6. It would be an elective with
dividual reports—oral and written—in
the instructor’s permission. These peo
class, and also out-of-class reports and
ple would study advanced acting, di
reviews. Projects would include research
recting, refinement of all forms of act-
reports, and film productions would be
ting technique of the Drama 5-6 pro
tentative and optional.
gram. “High standards of performance
will be required.”
The proposed course content is as foi
lows:
This proposal has met with the ap
proval of the faculty and administration,
Unit 1: Film and Literature ....4-5 weeks
and is now awaiting the “O.K.” of the
Unit 2: Film Language...............2 weeks
Unit 3: Comedy .......................... 2 weeks
School Board.
Unit 4: The Documentary.....
2 weeks
Unit 5: War: Causes, Results,
Clothing center needs
Reactions..................... 1-2 weeks
Unit 6: Film: Art and Fantasy ....2 weeks
winter clothes; request
Unit 7: The Western ................... 3 weeks
Unit 8: Director and Actor........... 1 week
sent out for assistance
(Selected study of one director
and one actor.)
Unit 9: Student Projects
In bad need of clothing, the Clothing
The faculty and administration have
approved a new drama format for next
year. “It appears that the drama courses
at Grant need some overhauling for sev
eral reasons,” Mrs. Foster explained.
The Film' hr upperclassmen
Entitled “The Film,” a one-semester
course, would be open to juniors and
seniors in 1970-71, and to sophomores
and juniors in 1971-72.
This class would compare the relation
of the film to other arts and would ana
lyze the value content of films. The
members would study the production in
American literature course for those
desiring semester of background
“This course is initiated for the stu
dent who desites a background in Amer
ican literature in one semester,” states
the proposed American Literature course.
The course, which would be open to jun
iors and seniors, would utilize selections
offered in E5-5, “and the objectives and
methods of evaluation are comparable to
those of the one-year course.”
Drama due for overhauling
gested: Non-Fiction I & II; Thoreau,
Walden; and Gehlman, Adventures in
American Literature (Anthology).
Concluding the suggested list of the
proposal are these three short stories:
Crane Reafer (not adopted), Short Sto
ries (Sauer, ed.) and Ten Modern Ameri
can Short Stories (Sohn, ed.)
The proposed course has been ap
proved by the faculty and administra
tion, and now awaits approval of the
Administration Building officials.
ZJlie (jrantonian
Published weekly by the advanced
journalism class of Ulysses S. Grant
high school, room 203, 2245 N.E. 36th
Avenue, Portland, Ore. 97212. Phone
288-5975 or 288-3839. Printed by Mod
ern Typesetting company with a cir
culation of 2600. Second class postage
paid at Portland, Oregon. Subscription
cost $2.00 per year.
Vol. 76, No. 15 — January 23, 1970
Also included would be a study of se
Editor ............................. Martha Ojard
lected films. Two or three full length
Page 1 Editor........... Margaret Hadden
movies would be shown:
Page 2 Editor......... Mary Ann Hutton
Unit 1: “The Informer”—91 minutes
Page 3 Editor .................. Gary Cogill
(study of novel); Unit 2: “Citizen Kane”
Page 4 Editor....................Jenni Rales
—119 minutes; Unit 4-5: “Film and Re
Reporters............... Sue Gottsch, Chris
Hawes, Steve Johnson, Kathi Rob
ality” —103 minutes, and “Memoran
inson, Jean Taylor.
dum”—58 minutes; Unit 7-8: “Shane”—
Entertainment
117 minutes (include story of novel),
Editor.................. Mary Ann Hutton
and “The Maltese Falcon”—100 minutes.
Advertising Manager....... Sue Gottsch
Business Manager............................Sue Gottsch This propsoal has met with the ap
Circulation............. Neil d’Autremont
proval of faculty and administration here
Advisor........... ............... Willard Mohn
—it awaits the “go-ahead” from the
School Board.
Center located in Child Services Center,
220 N.E. Beech, has sent out an urgent
plea for help.
Although they prefer warm winter
clothing, they will accept anything ex
cept formals or dressy clothes. “We just
want good, practical school clothes,” ex
plained Mrs. Robert Wack, head of the
service.
Anyone who wishes to donate clothing
to the center may take it to Child Serv
ices Center, or may call Mrs. Wack at
288-3082. The donor may take articles
to Mrs. Wack’s home, or have Mrs. Wack
pick them up.