who actually does live up to that reputa-
tion.

M.Y.: Well, you should have heard
Mike Banwell’s talk and you should
have heard Mike Ekerts talk...

Student: Well, maybe we should.
M.Y.: Well, it was advertised. You
should have come.

Another Student: I feel that this forum
is less about tuition increases and more
about something else. Namely, it seems
like you want to cut some programs from
this school and before you were talking
about quality education. I was wonder-
ing if you could define your ideas about
quality education.

M.Y.: Well, a quality education will
mean a different thing at a different
institution. Also, I want to correct one
thing: nobody wants to cut a program.

I don’t want to cut a program. I dread
that we may have to cut a program but I
don’t want to.

Anonymous Student: Which program?
M.Y.: We haven’t talked about that
yet.

Student: But you wouldn’t have brought
this up if you didn’t have an idea which
program.

M.Y.: I... actually broached the
subject because we may have to do it,
not because we have a target in mind. I
don’t want to name any target until the
appropriate committee looks at the
entire range of all our programs and
judges them all before deciding. I think
that’s the only fair way to go.
[undiscernable comment]

MY: I can’t think of any new programs
that are being added.

Student: What about the English
program?

MY: The English program is not a
program. It’s a single course, a single
two semester course, that is already
required of anybody that wants to do a
degree here. By our adding the course
ourselves, we can work it into our. time
table, so that it can be taken in the day
rather than at night. We can take it
into our tuition costs so that if you’re
applying for a student loan, so that you
can have it covered; we can also influ-
ence the content so that it can more
closely suit your own distinctive needs
in your own distinctive work in art and
design. But the key thing is it’s not a
program. We’re not going to be turning
out English majors. It’s a two semester
course, which is not big bucks, and will
amount to useful savings to you and
will make a useful addition. The other
point I have to make related to that is
that the single best thing that the
college can do is to upgrade your
professional standard when you gradu-
ate from here and to make sure you
have a degree instead of a diploma. And
we've been fighting for this for about
ten years now and it’s about to happen.
So, now if you want to go on to grad
school, it will be a lot easier to get in.
You’ll have a degree not a diploma. But
I want to get back to a quality educa-
tion. When you talk about a quality
education in an art school, or, I should
say an art and design school, I think
you have some criteria that you don’t
necessarily have when you’re talking
about a quality education at a univer-
sity. Ata university, all you need is a

good variety of books, maybe some CD
roms now, some students and some

’ faculty. All you need for your basic

university is a place to sit and read and
talk about things. That would be great
if that was all that we needed here.
But maybe that’s what we need for a~
few academic courses. What we need
here is a faculty who can teach you the
historical traditions in which you are
going to choose to work, that can teach
you what you can expect to meet when
you leave here in the outside world,
both in the terms of the vocabulary of
current art and the professional
experience tht you ned so that you can
survive out there. What you also
need for a quality education here is up
to date technology. Especially if
you’re in something like film or
photography or design. When
Marshall MacLuhan was dismissing the
entire range of contemporary eucation
he said, “Education is a rearview
mirror, it doesn’t show you where
you’re going to, it shows you where
you’ve been.” But we can’t afford to
do that. We have to show you where
you’re coming from if you’re going to
call yourself artist/designers; we have
to introduce you to the traditions
behind your dicipline but we have to

prepare you how to work with tomor-
row’s technology, not last Wednes-
day’s.

[GAP IN

TAP Easrosansmenrecnemmnnrenemmecrrcmree smsas:|

My: ...reduction in our program
should free up resources so that we can
provide what we have to provide to
those that remain. The vision I have
for this place in eight years time is that
we have such a degree of qualification
in our students and our faculty that we
have people clamouring to do a master’s
degree here and reaching the first
pinaccle of our own degree. We will be
working towards our masters which
would mean we would be only one of
two art colleges in Canada offering
work at the MFA level. If you allow
me to follow up on my pipe dream, the
people of the Granville Island Hotel
will have given up trying to make it
work as a hotel/restaurant; they will
have left in the middle of the night and
we have more studios for artists to

\ CREM VCR 4

work in; we will have a residence. I
told you it was a pipe dream of illicit
substace in the stem and we'll be able
to run maybe masters classes in the
summer there.

Student: So, you didn’t tell me if you
were going to allow us to see the
budget.

MY: OH! I can show you the budget
right now! I actually brought it. What
was your first question?

Student: You never answered how we
got into this situation in the first place.
MY: I answered the second question
first. How we got into the situation
was this: for the last few years we
offered more than we could afford to
offer. We did’nt want to reduce our
services more than we absolutely had to
and we were living in a period when the
increases the ministry gave us in
funding did not meet up with the
inflationary costs, so that each year we
would lose ground. I’ll repeat the
explanation I gave a few minutes ago.
We probably should have cut programs
more stiffly, making more savings,
cutting the deficit four years ago, three
years ago, this year ... but we didn’t,
because we didn’t absolutely have to.
We had this nest egg that we could
draw on so that you guys wouldn’t have

to pay more. Now the nest egg is
scrambled. We can’t draw on it any
more, so we have to do something about
it. We can’t get more money from the
ministry, because the whole provincial
government is battling with a deficit.
We can’t get more money from Ottowa
for the transfer payments because the
federal government is trying to fight its
deficit. So we got where we are today
from the national economic crunch and
our goodwill, not wanting to lean too
heavily on you in the past. Your
blessing is, you were smart enough to
be born a little earlier, to come here a
little earlier, and graduate before the
real crunch comes. But consider
yourselves blessed that you got away
with as little an imposition that you did.
(pauses) Mohammed?

Mohammed Salemy: I wish Mr. Brad
Campbell was here right now, instead of
being on vacation in Australia, and
explain to us as someone who is special-
ised in the field of finance how he could

create a budget that was $400,000 in
loop and how he didn’t forcast that
earlier? Which brings us back to the
Student Union business that every year
he scrutinises the the whole Student
Union budget and makes sure that
there’s not one penny over-expenditure,
“Oh, you’re going down on your sav-
ings, this is really bad...but what about
your performance Mr. Campbell as
whoever you are in this college? And
what about this suspicion I have based
on my knowledge of how a financial
bureaucracy works? It’s like, sometimes
the administration has an agenda so
they create a deficit so that they can
push whatever they want to do in the
college and there’s this panic of, “Oh,
we don’t have money,” so that you can
push the more user’s fee, which is like,
Alan Barkley’s dream, of like, whatever
equipment you use you pay for it, and
pushing the school to, like, more
partnership with big business, making it
more of a private enterprise than
anything else...

MY: Yeah, Mohammed you’re being
entirely unfair. If Alan wanted to
increase student fees that much he
would not have allowed the deficit to
run up four years ina row. Alan
Barkley...

Mo: Then explain how that falls into
the picture. Like, you create the deficit
and then you push your political
agenda...

MY: Mohammed, we have not created
a deficit.

MO: But the financial advisor knows
about the budget and he allows expendi-
tures to take place. He’s well aware of
the coming deficit.

MY: Mohammed, let me wax a little
nostalgic. Let me bring this back to a
student forum two years ago, when the
college administration said, “We’re
having a little bit of a money problem

‘here, we have to cut expenses. How

about if we close the building at mid-
night?” And there was a huge outburst

' of student indignation and anger at that.

So Alan, being a nice guy, said, “OK,
we'll give in. We'll let the deficit go for
another year.”

Student: There are other ways to cut
things.

MY: And we tried to look at all of
them!

MO: OK, you’ve told you’re version of
the nostalgia, let me tell you my version
of the nightmare. It’s not a nostalgia.
You cut down the hours. In ‘91, we left
the school with no notice that it’s going
to happen, in July we got the registra-
tion package and the college is open ‘til
12 and the students panicked because
they didnt know how they were going to
work. The students didn’t ask for a
deficit. They said, “Shift your budget
priorities and fit our hours in. Maybe
cut down one administrator or the
president who makes over a hundred
thousand a year...”

MY: Your figures are off.

[end of tape]

‘who actually does live up to that reputa-
tion.

M.Y.t_ Well, you should have heard
Mike Banwell’s talk and you should
have heard Mike Ekerts talk.

‘Student: Well, maybe we should.

M.Y.:. Well, it was advertised. You
should have come.

‘Another Student: I feel that this forum.
is less about tuition increases and more
about something else. Namely, it seems
like you want to cut some programs from
this school and before you were talking
about quality education. Twas wonder-
ing if you could define your ideas about
‘quality education.

M.Ye: Well, a quality education will
‘mean a different thing ata different
institution, Also, I want to correct one
thing: nobody wants to cut a program.
don’t want to cut program. I dread
that we may have to cuta program but 1
don’t want to.

‘Anonymous Student: Which program?
M.Y.z We haven't talked about that

yet.
Student: But you wouldn’t have brought
this up if you didn’t have an idea which
rogram.

M.Y.r Tool actually broached the
subject because we may have to doit,
rot because we have a target in mind. 1
don’t want to name any target until the
appropriate committee looks at the
centre range of all our programs and
judges them all before deciding. I think
that’s the only fair way to go-
[undiscemnable comment]

MY: Tean’t think of any new programs
that are being added.

Student: What about the English
Program?

MY: The English program is not a
program. It’s single course, a single
two semester course, that is already
required of anybody that wants to doa
degree here. By our adding the course
‘ourselves, we can work it into our time
table, so that it can be taken in the day
rather than at night. We can take it
{nto our tuition costs so that if you're
applying for a student loan, so that you
‘ean have it covered; we can also influ-
tence the content so that it can more
closely suit your own distinctive needs
in your own distinctive work in art and
design. But the key thing is it’s not a
program. We're not going to be turning
‘out English majors. It’s a two semester
‘course, which is not big bucks, and will
amount to useful savings to you and
will make a useful addition. The other
point T have to make related to that is
that the single best thing that the
college can dois to upgrade your
professional standard when you gradu-
ate from here and to make sure you
have a degree instead of a diploma. And
‘we've been fighting for this for about
ten years now and it’s about to happen.
So, now if you want to go on to grad
school, it will be alot easier to get in.
You'll have a degree not a diploma. But
want to get back toa quality educa-

3 When you talk about a quality
‘education in an art school, or, I should
say an art and design school, I think
you have some criteria that you don’t
have when you're talking
about a quality education at a univer-
sity. Ata university, all you need is a

good variety of books, maybe some CD
roms now, some students and some
faculty. All you need for your basic
university is a place to sit and read and
talk about things. That would be great
if chat was all that we needed here.
But maybe that’s what we need for
few academic courses. What we need
here is a faculty who can teach you the
historical traditions in which you are
going to choose to work, that can teach
‘you what you can expect to meet when
‘you leave here in the outside world,
‘both in the terms of the vocabulary of
current art and the professional
‘experience tht you ned so that you can
survive out there. What you also
need for a quality education here is up
to date technology. Especially if
you're in something like film or
photography or design. When
‘Marshall MacLuhan was dismissing the
‘entire range of contemporary eucation
he said, “Education isa rearview
mirror, it doesn’t show you where
you're going to, it shows you where
you've been.” But we can’t afford to
do that. We have to show you where
you're coming from if you're going to
call yourself atist/designers; we have
to introduce you to the traditions
behind your dicipline but we have to

work ins we will have a residence. 1
told you itwasa pipe dream of ilicit
‘substace in the stem and we'll be able
to run maybe masters classes in the
summer there.

Student: So, you didn’t tell me if you
‘were going to allow us to see the
budget.

MY: OH! Lean show you the budget
right now! Lactually brought it. What
was yout first question?

Student: You never answered how we
{got into this situation in the frst place.
MY: [answered the second question
first. How we got into the situation
was this: for the last few years we
offered more than we could afford to
offer. We did’at want to reduce our
services more than we absolutely had to
and we were living in a period when the
increases the ministry gave us in
funding did not meet up with the
inflationary costs, so that each year we
‘would lose ground. T'll repeat the
explanation I gave a few minutes ago.
‘We probably should have eut programs
‘more stiffly, making more savings,
cutting the deficit four years ago, three
years ago, this year «. but we didn’t,
because we didn’t absolutely have to-
‘We had this nest egg that we could
draw on so that you guys wouldn't have

prepare you how to work with tomor-
row’s technology, not last Wednes-
day's.

[GAP IN

Sy sese eel
MY: wureduction in our program
should free up resources so that we can
provide what we have to provide to
those that remain. The vision I have
for this place in eight years time is that
wwe have such a degree of qualification
in our students and our faculty that we
hhave people clamouring to do a master’s
degree here and reaching the first
pinaccle of our own degree. We will be
‘working towards our masters which
‘would mean we would be only one of
two art colleges in Canada offering
‘work at the MFA level. If you allow
‘me to follow up on my pipe dream, the
people of the Granville Island Hotel
will have given up trying to make it
work as a hoteV/restaurant; they will
have left in the middle of the night and
wwe have more studios for artists to

to pay more, Now the nest gg is
scrambled. We can’t draw on it any
more, so we have to do something about
‘We can’t get more money from the
‘ministry, because the whole provincial
‘government is batting with a deficit.
We can’t get more money from Ottowa
for the transfer payments because the
federal government is trying to fight its
deficit. So we got where we are today
from the national economic crunch and
‘our goodwill, not wanting to lean too
hheavily on you in the past. Your
blessing is, you were smart enough to
bbe born a little earlier, to come here a
litdle earlier, and graduate before the
real erunch comes. But consider
yourselves blessed that you got away
as litle an imposition that you did.
(pauses) Mohammed?
Mohammed Salemy: I wish Mr. Brad
Campbell was here right now, instead of
being on vacation in Australia, and
explain to us as someone who is special-
ised in the field of finance how he could

create a budget that was $400,000 in
loop and how he didn’t forcast that
earlier? Which brings us back to the
Student Union business that every year
he scrutinises the the whole Student
Union budget and makes sure that
there’s not one penny over-expenditure,
“Oh, you're going down on your sa
ings, this is really bad...but what about
‘your performance Mr. Campbell as
‘whoever you are in this college? And
what about this suspicion I have based
‘on my knowledge of how a financial
bureaucracy works? It's like, sometimes
the administration has an agenda so

they create a deficit so that they can
push whatever they want to do in the
college and there's this panic of, “Oh,

‘we don’t have money,” so that you can
push the more user's fee, which is like,
‘Alan Barkley's dream, of ike, whatever
equipment you use you pay for it, and
‘bushing the school to, like, more
partnership with big business, making it
‘more ofa private enterprise than.
anything else...

MY: Yeah, Mohammed you're being
entirely unfair. If Alan wanted to
‘increase student fees that much he
‘would not have allowed the deficit to
run up four years ina row. Alan
Barkley.»

‘Mo: Then explain how that falls into
the picture. Like, you create the deficit
and then you push your political
agenda.

MY: Mohammed, we have not created
a deficit.

MO: But the financial advisor knows
about the budget and he allows expendi-
tures to take place. He's well aware of
the coming deficit.

MY: Mohammed, let me wax a little
nostalgic. Let me bring this back to a
student forum two years ago, when the
college administration said, “We're
having a litle bit of a money problem
here, we have to cut expenses. How
about if we close the building at mid
night?” And there was a huge outburst
of student indignation and anger at that.

So Alan, being a nice guy, said, “OK,
we'll give in. Well let the deficit go for
another year.

Student: There are other ways to cut
things.

MY: And we tried to look at all of
them!

MO: OK, you've told you're version of
the nostalgia, let me tell you my version
af the nightmare. It’s not a nostalgia.
You cut down the hours. In ‘91, we left
the school with no notice that it’s going
to happen, in July we got the registra-
tion package and the college is open ‘tl
12 and the students panicked because
they didnt know how they were going to
‘work. The students didn’t ask for a
deficit. They said, “Shift your budget
priorities and fit our hours in. Maybe
‘cut down one administrator or the
president who makes over a hundred
thousand a year...”

MY: Your figures are off.

[end of tape]