left the local nightspot trailed by
a barrage of insults. The mound of violation fines left his wallet
markably thinner. It seems fitting that the article in question was
purchased in Vegas.

cont.’d from previous page

A fashion faux pas in an eating establishment comes uncomfor-
tably close to the severity of wearing velour. At a local “hip”
eatery, a violator was actually on staff. This did little for the
generosity of tippers, or the appetites of the fashion police. A
snug pink jumpsuit would normally bring only a harsh warning
to the first offender, but in all fairness to other well-dressed pa-
trons, the fact that the article was sheer simply could not be
overlooked. A small fine and time served in a local fashion
plaza were the penalties administered.

Yet another no-no encompasses the use of prints in spandex.
Trying to emulate the skins of wild animals could only serve to
bring the owner of such articles closer to extinction. Punishment
for wearing zebra, leopard, and snake patterns in stretchy, un-
flattering garments stops just short of death row.

In an attempt to stop violations before they occur, here are a
probable few fashion faux pas’: Deck shoes, toe socks, and
elastic tube tops.

Remember, if you choose to dress on the edge of violation, take
heed, with risks may come consequences.

All of the aforementioned incidences are true. No names have
been used in order that the families and friends of the offenders

are not further humiliated.

Dress well and prosper.

edit

cont.’d from page 3

The fact that students are even thinking this way is cause for
concern. Several students have switched from instructor to
instructor or even transferred out of the division entirely be-
cause of their belief that the film and video instructors aren't
marking them fairly.

Students also feel that their individual areas of interest are
being discouraged. Because one person finds a film personally
offensive is no reason not to make it. People still paint nudes
and some stuffy old fart somewhere is still disgusted by them.
Yeah, the students should be aware of the comment they are
making but that shouldn't stop them from making it.

Incompetency, on the other hand, is another matter. The gener-
al concensus is that the students haven't really learned a whole
heck of a lot from their teachers. Instructors’ attitudes generally
run along the lines of, “If you want to learn something, go read
a book.” Sure am glad | paid tuition to come here. The depart-
ment is primarily looked upon as a cheap equipment outlet.
Anything anybody has learned HAS been from books or from
other students. But is this incompetency? Not really, but it is
irresponsible and a complete antithesis of what a teacher is
supposed to be. In my opinion, the teacher is there to take
charge of the class and teach, the students are there to inquire
and learn. Unfortunately, most of the teachers shirk this respon-
sibility in favour of free-for-all discussions where a person's
opinion is more important than fact. But there’s more than this.

Issues of faculty bias bring about another conflict. Not too long
ago, the school purchased its first synch-sound camera. This
camera has a motor attachment that allows it fo run at exactly
the right speed so that if you have dialogue in your film it won't
look and sound like a Godzilla movie. Because of this new
equipment, a sudden and gigantic swing towards dramatic
narrative films began among students. The faculty was and still
is non-linear. They don’t like to make films that follow a tradi-
tional story pattern. A lot of students do. Oh, did we get
trouble...

A committee has been formed to study “the problem”. This task-
force consists of student elected representatives and members
of the faculty from Film-Video, Animation and Computers with
Ken Hughes, head of the Media Division, acting as the chair.
Yet March is over. From the looks of things, the committee has
done damn little to solve the problems in the area. The students
are more calmed down now, either believing their reps are
handling everything or just simply resigning to their fates. Most

of the students serving on the committee cont. page 10