I : . | % & closed for holidays e > /,. January 8 to 19th: p i | cl diame ae Once again, our foundations have been rocked. Students who started in Foundations this year were given a prescribed set of courses and teachers. Then — after the first month — students realized that if things continued, they would be seeing the same group of people all year. After much grumbling, Foundationers felt there were a few options: 1. nothing; 2. attempt to get into second year; 3. quit; 4. make their views known. It also happens that some of the faculty were not pleased with the situation. Sooooo after going from Water to Dunsmuir, and one office to another, the following may answer some questions. FOUNDATION STUDENTS Please mark in your calendars Thursday, December 14th as the day on which you may select classes for spring semester. Faculty will be present on the fifth floor at 21 Water Street from 9-12 and from 1-4 to discuss their courses before you make your final selection. If you have any questions, please see Tom Kowall in the Student Services office, or call locals 20 or 50 for more information. Aaaand in regards to those opting for the hop to second year, heeeeere’s Tom Hudson: SUBJECT: Re advancement of Foundation Students — “In future no Foundation students will be accepted into 2nd year without reference to and by agreement with Susan Hillman and the Dean.” Also, on the same subject, from the minutes of a recent meeting: OTHER BUSINESS: “Re advancement of students — in addition to notice circulated requiring approval of S. Hillman and T. Hudson, there must also be approval of instructors students wish to study with.” The third and fourth quarters of the year will deal with the following subject matter: Coming Events at __..., The Helen Pitt Siifery 163 West Pendéy a ae &g te November 18 iiod December 2nd: € November 27 to December 8th: paintings by Richard Tetrault ,December 11 to 15th: bru ceramics sale December 16th: gala Christmas variety show and party December 18 to January 7th 4 performance and work from sylvia oth ] f Emily Carr College of Art ‘” ae Peter Schuyff Exhibition until November 30th at Western Front, 303 East 8th, 1—5 p.m. two experimentat evénings in music eu: 28 November 1978 C) D) Lg ng, Context and Social Realities An examination of artistic intention and the suit- ability of different media, styles and subject matter to those intentions. A look at the usefulness of galleries, T.V., media, attitudes of the public towards art and design. Some interest and concerns could be: — Language and style: Scale, structures and systems: Personal ideas and social exploitation; Environment and interaction; Information and documentation; Differences and similarities in art and design; Implication and evaluation of works of art and design. On Broadening Communication and Personal Develop- ment Developments towards individual growth, dealing with “how | work, how I want to work, and why”. Preparing for new links with advanced courses in art and design (personal experiences: personal decisions). Problems and problem solving; tutor oriented and student oriented. Introductions to processes and technologies at a preliminary level. Some introductions to collective activities can be valuable at this time (e.g. in improvisation, organisa- tion, performance, etc.) Social context and the role of student/artist/designer. NEWSLETTER EMILY CARR COLLEGE OF ART As far as possible each instructor should try and achieve a balance and integration of 2 dimensional, 3 dimensional and conceptual developments. Two dimen- sional language/all aspects of drawing, are fundamentally necessary for all students. Colour should be given serious consideration in all developments, and a special place in instruction. But for Foundation students, this restructuring solves only one problem among many still unresolved. At lunch on Wednesday, November 21st all interested Founda- tioners met to “bitch” about the program. In attendance there were 90 people, representing approximately 85% of the program’s present population. Some of the major complaints were: 1. insufficient marriage of thinking process and technique; . lack of awareness of course content beforehand; . first year student. . second-class citizen; . enough teachers but not enough output; . insufficient interaction with seniors; . unavailability of equipment; . not wide enough variety of media; B.F.A.? ONOTAWHD Thus progress is being seen but there are many more kilometers to cover. Are some teachers teaching at all? Would it be more worthwhile for Foundations instructors to be committed solely to the first year program? Or is Foundations just an excuse for a first year program? Has the ball started to roll, have first year people picked up kinetic energy or is stagnation in the air??? Daniel Bélanger Volume 1 Numbéf 7 ‘Once again, our foundations have been rocked. ‘Students who started in Foundations this year were given 8 prescribed set of courses and teachers. Then — after the first month — students realized that if things continued, they would be sesing the same group of people all yer After much grumbling, Foundationers felt there were @ few options: 1. nothing; 2. attempt to get into second ‘year; 3. quit; 4. make their views known, it also happens that some of the faculty were not pleased with the situation. So0000 after going from Water to Dunsmuir, and one office to another, the following ‘may answer some questions. FOUNDATION STUDENTS Please mark in your calendars ‘Thursday, December 14th as the {day on which you may select lasses for spring semester. Faculty will be present on the fifth floor at 21 Water Street from 9-12 and from 1-4 to di their courses before you make ‘your final selection If you have any questions, please see Tom Kowall in the Student Services office, or call locals 20 or 50 for more information. Aaaand in regards to those opting for the hop to second yar, heeeeere’s Tom Hudson: SUBJECT: Re advancement of Foundation Students — “In future no Foundation students will be accepted into 2nd year without reference to and by agreement with Susan Hillman and the Dean.”” Also, on the same subject, from the minutes of @ recent meeting: OTHER BUSINESS: “Re advancement of students — in ‘addition to notice circulated requiring approval of S. Hillman and T, Hudson, there must also be approval of Instructors students wih to study with.” ‘The third and fourth quarters of the year will deal with the following subject matter: Coming Events ‘The Helen Pitt 163 West Pondéy a November 18 and December 2nd: s ‘two experimentat evenings in music ~ November 27 to December 8th: paintings by Richard Tetrault [December 11 to 15th: snnual ceramics sale december 16th: {gala Christmas variety show and party December 18 to January 7th: y * closed for holidays _S Emily Carr College of Art Peter Schuyff i, Exhibition until November 30th at Western Front, 303 East 8th, 1-5 p.m. 28 November 1978 °) >) TUDENE. NEWSLETTER EMILY CARR COLLEGE OF ART ‘Context and Social Realities ‘An examination of artistic intention and the suit ability of different media, styles and subject matter to those intentions. A look at the usefulness of galleries, T.V., media, attitudes of the public towards art and design, ‘Some interest and concerns could be: — Language and style; Scale, structures and systems; Personal ideas and social exploitation; Environment and interaction; Information and documentation; Differences and similarities in art and design; Implication and evaluation of works of art and design. On Broadening Communication and Personal Develop- Developments towards individual growth, dealing with “how I work, how I want to work, and why”. Preparing for new links with advanced courses in art and design (personal experiences: personal decisions). Problems and problem solving; tutor oriented and student oriented. Introductions to processes and technologies at a preliminary level Some introductions to collective activities can be valuable at this time (e.g. in improvisation, organise tion, performance, et.) Social context and the role of student/artist/designer. a As far as possible each instructor should try and ‘achieve a balance and integration of 2 dimensional, 3 dimensional and conceptual developments. Two dimen: sional language/all aspects of drawing, are fundamentally necessary for all students. Colour should be given serious consideration in all developments, and a special place in instruction, But for Foundation students, this restructuring solves only one problem among many still unresolved. At lunch ‘on Wednesday, November 2ist all interested Founda- tioners met to “bitch” about the program. In attendance there were 90 people, representing approximately 85% of the program's present population, Some of the major complaints were: 1. insufficient marriage of thinking process and technique; lack of awareness of course content beforehand; first year student. ..second-lass citizen; . enough teachers but not enough output; insufficient interaction with seniors; unavailability of equipment; not wide enough vatiety of media; 5. BLF.A? Thus progress is being seen but there are many more kilometers to cover. Are some teachers teaching at all? Woutd it be more worthwhile for Foundations instructors to be committed solely to the first year program? Or is Foundations just an excuse for a first year program? Has the ball started to roll, have first year people picked up kinetic energy or is stagnation in the air??? Daniel Bélanger Volume 1 Numbef 7