6 Planet of the Arts / May-june 1996

Student Governor

Students elected two people to ECIAD’s Board of Governors in
March, Linda Szasz and Jennifer Eby. Linda granted an interview
to PoA, in which she spoke about her plans, priorities and per-
spectives for her upcoming term as one of the Institute's

governors.

Can you describe your politics?
| don't know that | havé a particular stand-
point, but I have very strong opinions.

Can you give me an example?
As a student representative | take on
the perspective of a student more
strongly than | would consider the
perspective of any old individual or
faculty member or outsider.

List some specific issues you plan
to bring up on the Board of
Governors?
I've discussed with Bryan
Langlands and Tod McNab [95/96
Board of Governors student reps]
about some of the issues they've
been talking about. Some of the
issues brought up by them are sort of
a starting point for me. One of the issues is
better access to the wood shop and poten-
tially the metal shop, so that they are stag-
gered hours. The issue of 24 hour access, |
don't know my position on that, but | think it's

worth examining more fully.

| needed a mental challenge, a creative fix. So | enrolled in
Creative Projects with instructor Kitty Mykka, in the Part-Time Studies
Program. Having never taken an art course at ECIAD, | was open to
almost anything.

Kitty’s infectious energy and dedication was evident from the
onset. My colleagues were equally enthusiastic. They had such varied
backgrounds! Teachers, social workers, waiters, pipe fitters, building
technologists and landscape architects. We all had something in
: the desire to learn about and do art.
his course entwined discovery

ay of personal journeys. It was
and heart

working class started with a
roduction. We began by casting
ing in plaster. This involved cov-
ur body surfaces with vaseline or
a plastic, and dunking the
chosen items of clothing in
plaster while waiting for the
plaster to set, we modeled our
wardrobes for each other and
took photographs. Cutting
Dorinne out of her body-
hugging lycra was like being a
midwife to a birthing mother.
It felt amazingly maternal.

All shyness vanished. Whole
wardrobes including panties,
brassieres, shirts, ties, hats,
boots, body suits, dresses and
capes were plaster cast in the
name of art. People from other
classes took peeked to see
what we were doing.

Barriers dropped like domi-
noes, as we cast parts of our
bodies during the second work
session. Moulds of hands, feet,
and faces were the subject
matter for this exercise. My

of a Non-
Student

BY KAREN MYSKIW

torso was up for scrutiny. Or was
it? Never mind.

Out of the creative processes
there emerged the necessity for
artistic rigor and critical judg-
ment. | was able to put to use
some of the skills | had devel-
oped in landscape architecture. |
became aware of the relevance
Creative Projects has to my
chosen vocation. Process and
problem solving are integral
components of both art and
design. The new range of media
| explored will be valuable. Both
in landscape site analysis and
design implementation. | also
gained a better understanding of
the roles artists play in the
process of collaborating in envi-
ronmental art and design.
Working with the land often
demands an interdisciplinary
team addressing a common solu-
tion. One day I’m going to be
part of such a team.

Soon after starting Kitty’s
course | knew the narcotic of cre-
ativity would be a lifelong addic-
tion. Creative Projects was an
opiate for self expression for
interests ranging from land recla-
mation to environmental art. A
life’s work begins with one step. |
came to the conclusion that by
healing the land, | can heal
myself. | take art seriously. | see
myself as a designer and artist. |
have always worked in an inter-
disciplinary fashion and will con-
tinue to work in this manner

$zasz Speaks

What expertise do you bring with you that addresses each of
those issues?

Hmm... | think | bring the ability to hear what's going on around
me and disseminate some of that, and filter it back out. So, |
don't necessarily represent all my own personal opinions, but |
try and reflect what I'm hearing.

What obstacles will stand between the Board of Governors and
your issues? ,

| don't foresee any obstacles. | see the challenge being that of
perspective. I'm bringing the perspective of being a student and
they're bringing the perspective, of being, | assume, profession-
al people. So, | think we're presenting different kinds of priori-
ties, which | imagine, since | haven't met them, will be... we'll be
really receptive to each other. And that's the purpose of that
particular committee.

What strategies will you use to see that your issues are dealt
with properly?
I'm very persistent.

In what ways did you campaign for your Board of Governors
position?

| didn't campaign at all until | heard that someone else was
doing a ‘word of mouth’ campaign, and so | started doing that
myself. And | think I'm a fairly well-known person on campus,
because I've been in two departments. I'm pretty extroverted
socially, so some people know who | am.

What is the justification for the $2,000/year honorarium you
will receive as a Board of Governors member?

| have no idea what the justification is. | personally see it as a
validation of the volunteer work that many students already per-
form. And in that specific capacity, it's validated economically.

So do you accept the $2,000 on behalf of what you're doing in

part for yourself as well as for the students?

| don't think that's the way | would look at it. Some students get
work study, some students get scholarships, some students have

external jobs... | see it as an extension of those things.
see Board Talk, page 9

during my professional career.
Each of the other students in
class had his or her own particu-
lar motivations. The works and
research done in class embodied
the depth of insight evident in

their explorations. Some were
taking journeys into a dark past,
while others were focusing on
moments nearer to the present.
These diverse experiences were

see Part-Time Studies Odyssey, page 8
66 Planet of the Arts / May-June 1996

Student Governor Szasz Speaks

Students elected two people to ECIAD's Board of Governors in
March, Linda Szasz and Jennifer Eby. Linda granted an interview
to PoA, in which she spoke about her plans, priorities and per-
spectives for her upcoming term as one of the Institute's
governors.

Can you describe your politics?
I don't know that | havé a particular stand
point, but I have very strong opinions.

Can you give me an example?
‘As a student representative | take on
the perspective of a'student more
strongly than | would consider the
perspective of any old individual or

faculty member or outsider.

List some specific issues you plan
to bring up on the Board of
Governors?

te discussed with Bryan
Langlands and Tod McNab [95/96
Board of Governors student reps}
about some of the issues they've
been taking about. Some of the

issues brought up by them are sort of

a starting point for me. One of the issues is
better access to the wood shop and poten-
tially the metal shop, so that they are stag-
ered hours. The issue of 24 hour access, |
don't know my position on that, but I think it's
worth examining more fully.

Odyssey of a Non-
Diploma Student

BY KAREN MYSKIW

torso was up for scrutiny. Or was
it? Never mind,

(Out of the creative processes
there emerged the necessity for
artistic rigor and critical judg,
‘ment. | was able to put to use
some of the skills had devel
‘oped in landscape architecture. |
became aware of the relevance
Creative Projects has to my
chosen vocation. Process and
problem solving are integral
‘components of both art and
design. The new range of media
| explored will be valuable. Both
in landscape site analysis and
design implementation. | also
gained a better understanding of
the roles artists play in the
process of collaborating in envi-
ronmental art and design.
Working with the land often,
demands an interdisciplinary
team addressing a common solu-
tion. One day I'm going to be
part of such a team.

Soon after starting Kity’s
course I knew the narcotic of cre-
atvity would be a lifelong addi
tion. Creative Projects was an
‘opiate for self expression for
interests ranging from land recla-
‘mation to environmental at. A
e's work begins with one step. |
‘came to the conclusion that by
healing the land, | can heal
myself | take art seriously. | see
myself as a designer and artist. |
hhave always worked in an inter-
disciplinary fashion and will con-
tinue to work in this manner

| needed @ mental challenge, a creative fx. S01 enrolled in
Creative Projects with instructor Kitty Mykka, inthe Part-Time Studies
Program. Having never taken an art course at ECIAD, | was open to
almost anything
Kitty’ infectious energy and dedication was evident from the
enset. My colleagues were equally enthusiastic. They had Such varied
backgrounds! Teachers, social workers, waters, pipe fitters, building
technologists and landscape architects. We all had something in
‘common: the desire to learn about and do at.
phe pRoeeGIA is course entwined discovery
“and recovery by ay of personal journeys. It was
flrating ond hea.

ing in plaster. This involved cov-
r body surfaces with vaseline or
‘plastic, and dunking the
chosen items of clothing in
plaster while waiting for the
plaster to set, we modeled our

wardrobes for each other and
took photographs. Cutting
Dorinne out of her body-
hugging lycra was like being a
‘midwife to a birthing mother.

¥ icfelt amazingly maternal

All shyness vanished. Whole
‘wardrobes including panties,
brassiere, shirts, tes, hats,
boots, body suits, dresses and
‘apes were plaster cast in the
fname of art. People from other
classes took peeked to see
what we were doing.

Barriers dropped lke domi-
noes, as we cast parts of our
bodies during the second work
session. Moulds of hands, feet,
‘and faces were the subject
‘matter for this exercise. My

What expertise do you bring with you that addresses each of
those issues?

Hmm... | think | bring the ability to hear what's going on around
me and disseminate some of that, and fiter it back out. So, |
don't necessarily represent all my own personal opinions, but |
try and reflect what I'm hearing.

What obstacles will stand between the Board of Governors and
your issues? °

| don't foresee any obstacles. | see the challenge being that of
perspective. I'm bringing the perspective of being a student and
they're bringing the perspective, of being, | assume, profession-
al people. So, | think we're presenting different kinds of priori-
ties, which | imagine, since I haven't met them, will be... we'll be
really receptive to each other. And that's the purpose of that
particular committee.

What strategies will you use to see that your issues are dealt
with properly?
I'm very persistent.

In what ways did you campaign for your Board of Governors
position?

I didn’t campaign at all until | heard that someone else was
doing a ‘word of mouth’ campaign, and so | started doing that
‘myself. And | think I'm a fairly well-known person on campus,
because I've been in two departments. I'm pretty extroverted
socially, so some people know who | am.

What isthe justification forthe $2,000/year honorarium you
will receive as a Board of Governors member?

have no idea what the justification is. | personally see it as a
validation ofthe volunteer work that many students already per-
form. And in that specific capacity, its validated economically

‘So do you accept the $2,000 on behalf of what you're doing in

part for yourself as well as for the students?

| don't think that's the way | would look at it. Some students get
work study, some students get scholarships, some students have

{see it as an extension of those things.
‘ste Board Ta pe 9

external jobs,

during my professional career.
Each of the other students in
‘lass had his or her own particu-
lar motivations. The works and
research done in class embodied
the depth of insight evident in

their explorations. Some were
taking journeys into a dark past,
while others were focusing on

‘moments nearer to the present.
These diverse experiences were

‘S00 Part-Time Studies Odyssey p090 8