1988 Gallimaufry

f)f\ chool was just one party after r\n— another, right? Well . . . not \J^ exactly. There was some work involved in maintaining a straight "A" average. But that work did not have to be bor– ing. Although Sophomores were a bit limited in choosing their classes, Jun– iors were able to select from a variety of new electives in most departments. Three new departments were created — Biology, Computer Science, and Mu– sic. Even in required classes, teachers attempted to make learning as fun and as painless as possible. Music students prepared for several concerts through– out the year. History classes brought their topics alive in the Chicago Metro History Fair, Youth and Government, mock trials, and many in-class dram– atizations. The English department also used the forum of drama to better un– derstand many literary works studied during the year. The Math department participated in math contests to expand the students interests in mathematics. Learning certainly wasn't limited to the classroom. The residential setting provided the students with unique ac– ademic opportunities. Group projects were a favorite of teachers, and stu– dents often worked together in the eve– nings and on the weekends to complete them. Some students chose to join or– ganizations to expand their academic capabilities in many fields. Among t hese we re the Sc i ence C l ub, Mathletes, and a group that designed ithe proposal for a memorial for the site of the Eastland disaster. A trip to Springfield early in the year allowed imany students a first hand glimpse of the political process as utilized in Il– linois. Finally, IMSA hosted many guest speakers who explored topics ranging from gifted education, to problems in mathematics, to the AIDS crisis. For many students it was a hectic year academically. There were many tests, projects and essays assigned; some of which were completed on time. But even with all the stresses, IMSA managed to take learning one step be– yond the traditional classroom. 38 i . Academics