Granville Island Trashes Art

TESTIMONIAL BY MELANIE COCKSON

Thankful to be invited into the 3rd
year studio/sculpture program at
Emily Carr, I felt very anxious
about my first assignment. This
would be my first sculpture done
at the Institute. This project was
for my Space and Materials class:
“Something portable, which c~n be
installed either inside the sch_ ol
building, or outside on Granville
Island”. asked whether we needed
permission for outdoor installa-
tions and was emphatically told by
my classmates that this was not
necessary. This was confirmed by
my instructor. I took a green
couch from the studio I rent and
seamlessly installed two stainless
steel enamel sinks into the seats.

I installed the piece on Gran-
ville Island against a Granville Is-
land Bridge support pillar, in a No
Parking Zone. The sculpture was
visible by pedestrians and cars at
the entrance to the Island. Within
hours of public display, the work-
ers removed my sculpture.

I went to Granville Island
Maintenance, visibly upset, and
asked the employee working the
trash compactor to retrieve my
couch - I did not realize it had
been destroyed. He told me that
my piece had been “smashed to
bits” and told me that “I shouldn’t
talk to him like he’s my husband
because if that were the case he
would have slapped me.”

I went to the school to seek
help from Emily Carr Facilities.
There I was told that I did in fact
need permission for outdoor
installation. When I recounted the
conversation I’d had with the
Granville Island Maintenance
worker, the office fell silent and
one staff-woman said, “That is
unfortunate.” Nothing further was
offered.

I went to Granville Island
Administration the following day
and met with Michael MacKenrot,
the head of maintenance. Mr.
MacKenrot explained that outdoor
exhibits required the
Administration’s approval. He also

Emily Deceived Me

A WORD OF CAUTION TO FIRST YEAR STUDENTS

TESTIMONIAL BY ANONYMOUS
GRAPHIC DESIGN STUDENT

I came to ECIAD with the sole
purpose of going into the Design
department.I was told before
coming that I had to take
Foundation first, but that it didn’t
guarantee that I would get in.
Once in Foundation, we were
encouraged to experiment and
take courses in areas other than
the program we wanted for second
year. I was told that I did not have
to take the Foundation Intro to
Design, and that it would have no
bearing on my interview for the
program. Since I'd already had a
few years of design experience, I
decided not to take the Foundation
course.

At interview time, however, I
felt as though I was immediately
written off. My previous experi-
ence didn’t seem to matter. I even
had a two-page letter
of reference from my

I had understood that admis-
sion to second year programs was
based on your portfolio and your
grades. Well, my portfolio was
good and my grades were excel-
lent. I had no reason to believe I
wouldn’t be in second year Design.
But , as it turned out, I wasn’t
accepted. It made no sense that
people less qualified and less
interested had been accepted
ahead of me. I needed some ques-
tions answered.

After speaking to the right
people, and enlisting the aid of my
past design instructor, my case
was re-examined. Although by
then it was too late to be accepted
for the first semester, in January I
was allowed in to one of the
Design division classes. To my
horror, my instructor for that class
was one of my interviewers! I was
certain he would hate me and tell

past design instructor They asked me questions

. The letter included

details of all the skills like, “How old are you?”

I had acquired in her
classes and stated that
I'd been her top
student. But since the
persons interviewing
me hadn't heard of
the program (which is
outside the Lower
Mainland) they
merely tossed it aside. They asked
me questions like, “How old are
you?” and “What is design?”
When I told them my age they
actually laughed, although if you
ask me, someone who is 19 or 20
and has gone directly for what
they know they want is a deter-
mined person with their life in
order. And as for the second ques-
tion, I don’t know an instructor in
this school who can answer it in
the five seconds they gave me.
Finally, they especially wanted to
know why I hadn’t taken design in
Foundation. I explained the situa-
tion but my interviewers told me |
had been given the wrong advice.

and “What is design?”
When | told them my age
they actually laughed...

me my work was garbage. Two
weeks into the class, however, he
verbally apologized for the mistake
of not letting me into the program
in the first place. I felt a little
better, but it didn’t make up for
the fact that I needed to borrow an
extra 8,000 dollars to attend an
additional year of school.

I am now in third year design,
and I still feel as much as ever
that I deserve to be here. But
people should be aware of this
school’s damaging inconsistencies.
Don't believe everything they tell
you here. If you don’t feel right
about something, question it.

a

maintained that his employee’s
behaviour was acceptable since |
had apparently “ordered him
around”.

There are two issues that must
be addressed to prevent this from
happening to other Emily Carr stu-
dents: First, the staff and students

at ECIAD must be given clear poli-
cy directives regarding
outdoor/public exhibits from
Granville Island Administration.
Secondly, the Granville Island
Administration must ensure that
no one on the Island is subjected
to abuse by its employees. <@

ONE OF

TAGE CARNES I NOT LIKE THE OTHERS.

October 20, 1995
Dear Editor,
RE: Anonymous 3rd Year Student Story

On principle I do not respond to anonymous letters. I guess you can
now call me unprincipled as well.

Some schools enroll students based on a first come, first served
basis... As for the Design Division at ECIAD, we base our decisions
on a personal interview (if at all possible) and on a portfolio
through which we rank the applicants. This process is advertised
and every attempt is made to adhere to it in the belief that we must
be fair — i.e., everyone must share'the same procedure. The ranking
of the applicants is based on a judgment as to who, on the basis of
what is revealed to us through this process, will be best able to
thrive in the particular curricula that we run. Our judgments are
not always perfect, but they are based on honest and fair principles.

There are no programmatic prerequisites for our applicants, other
than having post-secondary credits that can be considered to be at
least equivalent to what we expect of first year ECIAD students.
The perception that we require particular design prerequisites has
no foundation in policy. The fact that we require no design can cre-
ate confusion and has even led First Year instructors to suggest that
prospective applicants try other disciplines for the sake of breadth
and avoid design. This in itself is not objectionable except that it
may not permit certain applicants to build their best possible case
for entry into design. If, for example, we cannot determine for the
admissions process that a student appreciates the issues at playin a
design education, it is unlikely that they will rank highly enough to
beat out four other applicants for a seat in the program. Taking
design specific courses may be absolutely key for many students.
The community should know that the Design Division has repeat-
edly made this clear to the First Year Program.

I will not begin to try to account for the idiosyncrasies and percep-
tions of individual cases. If a student feels the admission process
has treated them unfairly I will apologize to them for any insensi-
tivity that took place. However, I support the notion that any stu-
dent should be able to compete for seats in a very competitive
design program. Applicants should consult with people like me
who are involved in the program if they are looking for advice on
what they think is critical to their strategy. And remember that an
admissions process that may at times look quite impersonal adopts
such features in the interest of consistency, objectivity, and fairness.

Sincerely

Tom Becher, Dean of Design

Novemper 1995 / Emny 5

This preliminary sketch is
almost all that remains
of Melanie's sculpture.
Granville Island Trashes Art

‘Thankful to be invited into the 3rd
year studio/sculpture program at
Emily Carr, | felt very anxious
about my first assignment. This
would be my first sculpture done
atthe Institute. This project was
for my Space and Materials lass:
"Something portable, which e=n be
installed either inside the sch ol
building, or outside on Granville
Island’ asked whether we needed
permission for outdoor installa-
tions and was emphatically told by
my classmates that this was not
necessary This was confirmed by
ry instructor | took a green

couch from the studio I rent and
seamlessly installed two stainless
sel enamel sinks into the seas.

1 installed the piece on Gran-
ville Island against a Granville Is
land Bridge suppor pillar, ina No
Parking Zone. The sculpture was
visible by pedestrians and cars at
‘the entrance to the Island. Within
‘hours of public display, the work-
‘rs removed my sculpture

I went to Granville Island
Maintenance, visibly upset, and
asked the employee working the
‘ash compactor to retrieve my
‘couch ~ I did not realize it had
been destroyed. He told me that
my piece had been “smashed t0
bits” and told me that “I shouldn't
talk to him like he's my husband
because if that were the case he
would have slapped me.”

| went to the school to seck
help from Emily Carr Facilities.
‘There Iwas told that I did in fact
need permission for outdoor
Installation. When I recounted the
conversation Fd had with the
Granville Island Maintenance
‘worker, the office fell silent and
fone staff-woman said, “That is
unfortunate." Nothing further was
offered,

went to Granville Island.
‘Administration the following day
‘and met with Michael MacKenrot,
the head of maintenance. Mr.
MacKenrot explained that outdoor
‘exhibits required the
‘Administration's approval. He also

Emily Deceived Me

A WORD OF CAUTION TO FIRST YEAR STUDENTS

‘TESTMONIAL By ANONYMOUS

| came to ECIAD with the sole
‘purpose of going into the Design
department was told before
coming that I had to take
Foundation first, but that it didn't
guarantee that! would get in.
‘Once in Foundation, we were
‘encouraged to experiment and
take courses in areas other than
the program we wanted for second
‘year I was told that I did not have
to take the Foundation Intro to
Design, and that it would have no
bearing on my interview for the
program. Since I'd already had a
few years of design experience, I
decided not to take the Foundation
{At interview time, however, I
felt as though I was immediately
‘writen off: My previous experi
‘ence didn't seem to matter. I even
had a two-page letter
of reference from my
past de
‘The letter included
“etails of all the skills.
had acquired in her

Thad understood that admis-
sion to second year programs was
based on your portfolio and your
‘grades. Well, my portfolio was:
‘Good and my grades were excel-
Tent. had no reason to believe 1
‘wouldn't be in second year Design.
But , as it turned out, I wasn’t
accepted. It made no sense that
people les qualified and less
intrested had been accepted
‘ahead of me. I needed some ques-
tions answered.

After speaking to the right
people, and enlisting the aid of my
past design instructor, my case
‘was re-examined. Although by
‘then it was too late to be accepted.
for the first semester, in January 1
‘was allowed in to one of the
Design division classes. To my
horror, my instructor for that class
‘was one of my interviewers! 1 was
‘certain he would hate me and tell

instructor They asked me questions
e, “How old are you?”

classes and stated that and “What is design?”

Td been her top

student. But since the When | told them my age

persons interviewing
sme hadn't heard of

the program (which is. they actually laughed.

outside the Lower
Mainland) they

merely tossed it aside. They asked
‘me questions like, “How old are
you?” and “What is design?”
‘When I told them my age they
actually laughed, although if you
ask me, Someone who is 19 or 20
nd has gone directly for what
they know they want isa deter-
‘mined person with ther life in
‘order. And as for the second ques-
tion, I don’t know an instructor in
this School who can answer it in
the five seconds they gave me.
Finally, they especially wanted to
‘know why I hadn't taken design in
Foundation. 1 explained the situa-
ton but my interviewers told me 1
had been given the wrong advice.

sme my work was garbage. Two
weeks into the lass, however, he
verbally apologized for the mistake
‘of not letting me into the program
{in the frst place. I felt alittle
Detter, but it didn't make up for
the fact that I needed to borrow an
‘extra 8,000 dollars to attend an
adaltional year of school

Tam now in third year design,
‘and stil feel as much as ever
that I deserve tobe here. But
people should be aware of this
school's damaging inconsistencies,
Don't believe everything they tell
‘you here. If you don't fee right
about something, question it

.

‘maintained that his employee's at ECIAD must be given clear poli-
behaviour was acceptable since | cy directives regarding

had apparently “ordered him outdoor/publie exhibits from
around’ Granville sland Administration.

‘There are two fsues that must Secondly, the Granville Island.
be addressed to prevent this from Administration must ensure that
happening to other Emily Carr stu- no one on the Island is subjected
dents: First, the stafFand students to abuse by its employees. -®

=
oS

eons

SC a a UE TE CS

‘October 20,1995,
Dear Editor,
RE: Anonymous rd Year Student Story

(On principle do not respond to anonymous letters. guess you can
‘ow call me unprincipled aswell

Some schools enroll students based on a first come, is served
basis. As forthe Design Division at ECIAD, we base our decisions
(na personal interview ift al possible) and on a portoio.
Shh which wean the aplans Ths prowess adver
tin the belie that we must
Le, everyone must share the same procedure. The ranking,
ofthe applicants is based on a judgment as to who, on the basis of,
‘what is revealed tous though this process, willbe best able to
{thrive inthe particular curricula that we run. Our judgments are
not always perfect bu they ae based on honest and fai principles.

‘There are no programmatic prerequisites for our applicants, other
than having post-secondary credits that can be considered to beat
least equivalent to what we expect of fist year ECIAD students
‘The perception that we require particular design prerequisites has
‘no foundation in policy. The fact tha we require no design can cre=
fate confusion and has even led First Yer instructors to suggest that
prospective applicants ry other disciplines forthe sake of breadth
fd avoid design This in itself not objectionable except that i
‘may not permit certain applicants to build ther best possible case
for entry into design If, fr example, we cannot determine for the
admissions process that a student appreciates theisues at playin a
design education, itis unlikely that they will ank highly enough to
beat out four other applicants for a seat inthe program. Taking
design specific courses may be absolutely key for many students.
“The community should know that the Design Division has repeat
‘edly made this clea othe Fist Year Program,

wl not begin to try to account forte idiosyncrasies and percep-
tions of individual cases. Ia student feels the admission process
has treated them unfairly Iwill apologize to them for any insens-
tivity that took place. However, support the nation that any sta-
‘dent should beable to compete fr seats in avery competitive
‘design program. Applicants should consul with people ike me
‘who ae involved in the program if they are looking for advice on
‘what they think seta to thie strategy. And remember that an
“admissions process that may at times look quite impersonal adopts
‘such features in the interest of consistency, objectivity, and fairness.

Sincerely

“Tom Becher, Dean of Design

Novewsr 1995 | Bum 5

is pci sech i