ai tena eae Ss Planet Manufactyring Dictatorship Christine Mark-Corlett D. Joel Frohman Aaron Pollard Contributors Carol Halstead, Claire Yargeau, Michael Rosen, Zachery Longboy, France Boucher, Priscilla Yeung, Adrian Boston, Mike Vandermeer, Lynne S., Shawn Chappelle, Greg Zbitnew, Maureen Gaffney, The Feminist/Gender Stud- ies Committee (Not to be confused with the Gender Studies Task Squad), Kristine Germann, Jim Void, Madonna Hamel, Neil, Corinna Dahlin, Karen Opas, Michelle Buechner, Craig Easton, Terence Gower, Pe- ter S and Mr. Brian Jungen. Jue ianet 15 2g ECCAD co-operative publication for students, by stu- dents ‘requests’ that the class time be cut by one hour and a half, and in less than a day’s notice. There are many changes that need to be made to alleviate the tensions experi- enced by the faculty and students involved in Interdisciplinary Studies. In some ar- eas, it is difficult to agree on_- what changes need to be made but there is one point that Interdisciplinary stu- dents and staff agree upon, almost unani- mously: The lack of an Interdisciplinary studio assistant puts undue pressure on both faculty members and assistants within the Audio Visual Resources crib, who are already dealing with tremendous time constraints. | was disturbed to find that Faculty members’ pleas for a studio as- sistant in past years have been ignored. As astudent |! ask you to listen to the opin- ions of such. people as Gary Lee Nova, Sara Diamond, Sylvia Scott, and Michael Agrios. These peo- ple are integral, not only to interdiscipli- nary programs but to the growth of the school as a whole. Planet of the Arts Volume Six, Issue One Finally, | would like to address the discrep- ancy as to whether or not Interdisciplinary Studies is a program. Although Interdiscipli- nary is advertised as a program it is not Officially recognized as adepartmentinthis College. Thatis false advertising. Further- more, there is no reason why Interdis- ciplinary shouldn't carry the status of a legitimate depart- ment. Contrary to the prevailing beliefs of many members ofthis college, most Inter- disciplinary students are very serious about their work, making it an interesting and in- spiring area of study. The majority of Inter- disciplinary students in this college have clear ideas about the manner in which they wish to work. These students have found that the Interdiscipli- nary Faculty gives them the opportunity to work in these unique and often di- vergent manners. However, lack of equipment, mobility between depart- ments, and studio as- sistance creates ob- stacles that are un- necessary and of- tencounterproductive to their creative de- velopment. Giving Interdisciplinary Studies its rightful status of a legitimate department will help improve accessibility to the classes, equip- ment, and technical assistance these stu- dents need to growto their full potential. | have written this let- ter as a means of giving student input which is vital in the restructuring of Inter- disciplinary Studies. It is important that you continue to attain in- put from the student body throughout this restructuring process. | look forward to fur- ther communication with you in regard to the subjects dis- cussed in this letter. Aaron Pollard BRILLIANT (cont.) wait, it continued on the adjacent wall. Again it started with a panel positioned be- hind another art ob- ject. Then again. And again. The end of the second wall ap- proached, this time with atitle card posted near the panel. Who was the artist and what was the title? Wrong again, the title card belonged to a smaller sculpture situated nearby. The ambiguity intrigued me. First | thought thatthe panels were art, then | thought that they were structural. By the middle of the second Brilliant cont. pg. 4 ARTY UNIVERSE Broken symmetries created the universe. Reality, then, can never be tidily re- solved. Neithercana work of art. Hopefully, there will never be one, final encom- passing a work that solves art’s inherent confusion. The critic Adorno acknowl- edged that “injections of objective moments or social content” are produced by broken symmetry, ratherthan Causing it. The stun- ning speed by which artistic movements rise and fall from prominence are sim- ple reflections of ‘century. If and when society stabilizes, art will follow suit. Aesthetic tensions mirror physical and social tensions. The universe expands fi- nitely, arriving at a point where the cur- vature of gravity con- quers the energetic force of the Big Bang. Then the long, inward collapse begins, until all matter in com- pressed into a single, monstrous particle. Humanity participates in this physical inevi- tability. Art does not, cannot, exist sepa- rately from society. Art is humanity’s vir- tual particle; art per- mits the fantastic, the creation of unlikely realities. It breaks the Coulomb* barrier of society. A virtual particle corresponds to Adorno’s statement that art is the “eman- cipation from the fac- tual facade of exteriority”. *The Coulomb barrier is the point at which atomic charges repulse each other to a point that the creation of any element heavier than iron should be impossible. Virtual particles appear form ‘nowhere’ and create the heavier elements in the solar furnace. Karen Opas & WORD FROM THE FEMINIST/ GENDER STUDIES COMMITTEE The Feminist/Gender Studies Committee is composed of Stu- dents committed to seeing Feminist/ Gender Studies offi- cially included as a regualr part of the E.C.C.A.D. curricu- lum. The prupose of this column is to keep the rest of you informed as to our progress. Also, we want feed- back. We’re hopoing that this column will act as a communica- tion medium between us. First of all, to bring everyone up to date... After six years of lob- bying by students concerned with hav- ing Feminist/Gender issues programs in- cluded in the E.C.C.A.D. curricu- lum, the Feminist/ Gender Studies Committee was offi- cially formed in April 1990. The immediate concerns of those on the committee re- volved around the possible disappear- ance of Sara Dia- mond’s course Readings in the Hu- manities. As things stood (and still stand), this course and others could disappear along with their sessional instructors as long as the courses them- selves and their con- tent were not officially recognized by the college. In response to these concerns,a petition of three hundred student and faculty signatures supported the need for permanent Femi- nist/Gender Studies courses to be insti- tuted. Also in April of 1990, the Feminist/Gender Studies committee solicited support via letters to the local arts committee. The re- sponse was wonder- ful. Some changes have been made_ at E.C.C.A.D. this fall with the hiring of new part-time instructors. Joan Borsa, Lorna Brown, Sara Coote and Carol Williams for example. These in- structors actively ad- dress Feminist/Gen- der concerns within their courses. Also, this fall the col- lege administration established a task force composed of faculty from various departments and a member of the Femi- nist/Gender Studies committee to consider the formal incorpora- tion of Feminist/Gen- der Studies into the E.C.C.A.D. curricu- lum. This task force will be presenting its recommendations to the administratrion this month. In the first week of November there will be an open, school- wide forum held to discuss and address the instituting of -Feminist/Gender Studies here at mg Planet of the Arts Volume Six, Issue One Planet Manufacturing Dictatorship Christine Mark-Corlet. D. Joel Frohman ‘Aaron Pollard Contributors Carol Halstead, Claire Yargeau, Michael Rosen, Zachery Longboy, France Boucher, Priscilla Yeung, Adrian Boston, Mike Vandermeer, Lynne S., ‘Shawn Chappelle, Greg Zbitnew, Maureen Gaffney, ‘The Feminist(Gender Stud- jes Committee (Not 10 be confused with the Gender Studies Task Squad), Kristine Germann,yim Void, Madonna Hamel, Neil, Corinna Dahlin, Karen Opas, Michelle Buechner, Craig Easton, Terence Gower, Pe- ter S and Mr. Brian Jungen, The Planet is an ECCAD co-operative! publication for students, by stu- dents ‘requests’ that the class time be cut by one hour and a halt, and in less than a day's notice. There are many changes that need to be made to alleviate the tensions experi- enced by the faculty andstudentsinvolved in Interdisciplinary Studies. In some ar- eas, it is difficult to agree on what changes need to be made but there is one point that Interdisciplinary stu- dents and staff agree upon, almost unani- mously: The lack of an Interdisciplinary studio assistant puts undue pressure on both faculty members and assistants within the Audio Visual Resources crib, who are already dealing with tremendous time constraints. | was disturbed to find that Faculty members’ pleas fora studio as- sistant in past years have been ignored. Asastudent laskyou to listen to the opin- ions of such people as Gary Lee Nova, ‘Sara Diamond, Sylvia Scott, and Michael Agrios. These peo- ple are integral, not only to interdiscipli nary programs but to the growth of the school as a whole. Finally, | would like to address the discrep- ancy as to whether or not Interdisciplinary Studies is a program. Although Interdiscipli- nary is advertised as @ program it is not officially recognized asadepartmentinthis College. Thatis false advertising. Further- more, there is no reason why Interdis- ciplinary shouldn't carry the status of a legitimate depart- ment. Contrary to the prevailing beliefs of many members ofthis college, most Inter- disciplinary students are very seriousabout their work, making it an interesting and in- spiring area of study. The majority of Inter- disciplinary students in this college have clear ideas about the manner in which they wish to work. These students have found that the Interdiscipli- nary Faculty gives them the opportunity to work in these unique and often di- vergent manners. However, lack of equipment, mobility between depart- ments, and studio as- sistance creates ob- ‘stacles that are un- necessary and of- tencounterproductive to their creative de- velopment. Giving Interdisciplinary Studies its rightful status of a legitimate department will help improve accessibility tothe classes, equip- ment, and technical assistance these stu- dents need to growto their full potential Ihave written this let- ter as a means of giving student input which is vital in the restructuring of Inter- disciplinary Studies. It is important that you continue to attain in- put from the student body throughout this restructuring process. | look forward to fur- ther communication with you in regard to the subjects dis- cussed in this letter. Aaron Pollard 2 BRILLIANT cont.) wait, it continued on the adjacent wall. Again it started with a panel positioned be- hind another art ob- ject. Then again. And again. The end of the second wall ap- proached, this time with atitle card posted near the panel. Who was the artist and what was the title? Wrong again, the title card belonged to a smaller sculpture situated nearby. The ambiguity intrigued me. First Ithoughtthatthe panels were art, then | thought that they ‘were structural. By the middle of the second Brilliant cont. pg. 4 ARTY UNIVERSE Broken symmetries created the universe. Reality, then, can never be tidily re- solved. Neithercana workofart. Hopefully, there will never be one, final encom- passing a work that solves art's inherent contusion. The critic Adorno acknowl- edged that “injections of objective moments or social content” are produced by broken symmetry, ratherthan causing it. The stun- ning speed by which artistic movements rise and fall from prominence are sim- ple reflections of century. If and when society stabilizes, art will follow suit. Aesthetic tensions mirror physical and social tensions. The universe expands fi- nitely, arriving at a point where the cur- vature of gravity con- quers the energetic force of the Big Bang. Then the long, inward collapse begins, until all matter in com- pressed into a single, monstrous particle. Humanity participates in this physical inevi- tability. Art does not, cannot, exist sepa- rately from society. Art is humanity's vir- tual particle; art per- mits the fantastic, the creation of unlikely realities. Itbreaksthe Coulomb* barrier of society. A virtual particle corresponds toAdorno’sstatement that art is the “eman- cipation from the fac- tual facade of exteriority”. “The Coulomb barrier is the point at which atomic charges repulse each other to a point that the creation of any element heavier than iron should be impossible. Virtual particles appear form ‘nowhere’ and create the heavier elements in the solar fumace. Karen Opas A WORD FROM THE FEMINIST/ GENDER STUDIES COMMITTEE The Feminis(Gender Studies Committee is composed of Stu- dents committed to seeing Feminist/ Gender Studies offi- cially included as a regualr part of the E.C.C.A.D. curricu- tum The prupose of this column is to keep the rest of you informed as to our progress. Also, we want feed- back. We're hopoing that this column will act as a communica- tion medium between us First of all, to bring ‘everyone uptodate... After six years of lob- bying by students concerned with hav- ing FeminisGender issues programs in- cluded in the E.C.C.A.D. curricu- lum, the Feminist/ Gender Studies Committee was offi- cially formed in April 1990. The immediate concerns of those on the committee re- volved around the possible disappear- ance of Sara Dia- mond’s course Readings in the Hu- manities. As things stood (andstillstand), this course andothers coulddisappearalong with their sessional instructors as long as the courses them- selves and their con: tentwere notofficially recognized by the college. In response to these concerns,a petition of three hundredstudent andfaculty signatures supported the need for permanent Femi- nist/Gender Studies courses to be insti- tuted. Also in April of 1990, the Feminist/Gender Studies committee solicited support via letterstothe localarts committee. The re- sponse was wonder- ful Some changes have been made at E.C.C.AD. this fall with the hiring of new part-time instructors. Joan Borsa, Lorna Brown, Sara Coote and Carol Williams for example. These in- structors actively ad- dress FeministGen- der concerns within their courses. Also, this fall the col- lege administration established a task force composed of faculty from various departments and a member of the Femi- nist/Gender Studies committee to consider the formal incorpora- tion of FeminisGen- der Studies into the E.C.C.A.D. curricu- lum. This task force will be presenting its recommendations to the administratrion this month. In the first week of November there will be an open, school- wide forum held to discuss and address the instituting of Feminist/Gender Studies here at