Solution to Asian Gypsy Moth Problem Found!

Emily Carr College of Art yields resolution to biological puzzle

Early last week a Foundation research scien- tist at the Emily Carr College of Art and De- sign, Andrew Robulack, discovered the sohu- tion to the Asian Gypsy Moth threat presently facing the Lower Mainland.

“My solution would be environmentally friendly and community oriented. As well, it would take into account the Easter Holidays, “Professor Robulack said. “The eradication of ~ the Asian Gypsy Moth would, in fact, become the unifying factor of culture in the Vancouver area.”

Professor Robulack’s plan would work like this: the mass media of the Lower Mainland, including newspapers, billboards, and televi- sion commercials, would replace all images of the Easter Bunny with smiling, happy and furry images of colourful and friendly Asian Gypsy Moths. In schools all across the Lower Mainland children would be re-taught non- religious interpretations of the Easter celebra- tion.

A legend would be invented about the Asian Gypsy Moth and the yummy larvae it distrib- utes in trees and shrubbery the night before Easter Sunday. Children would be taught to identify the larvae.

Subsequently, as Professor Robulack put it, “onthe morning of Easter Sunday, rather than be sent out to find hidden chocolate bunnies, Cadbury's Easter Creme Eggs, jelly beans, and stuffed toys, children would be encouraged to search the woodlands of the Lower Mainland for Asian Gypsy Moth Larvae.

“In this fashion we could locate and destroy allmembers of thespecies and their offspring.”

Bass-cynic biologist Jeff Griffiths added, “Yeah, then the kids could put all the larvaes into plastic bags, shove ‘em in the microwave and watch ‘em fry!”

When questioned about possible awards for children in lieu of chocolate, Professor Robulack replied, “give them all Orders of Canada.” Prime Minister Brian Mulroney could not be reached for comments on the issue.

Incase the failed in its first manifes- tation, Professor Robulack added, “the Asian Gypsy Moth could just as easily be used to replace Santa Claus at Christmas time.”

Vancouver Mayor Gordon Campbell is re- ported to be hailing Professor Robulack’s plan, * and has been quoted as mumbling, “it takes one to know one”. -

Campbell has ordered all Vancouver school teachers to begin the substitution process at once. Therearealready three Cardboard Easter Bunny Burnings reported to be taking place tonight across the Lower Mainland.

Marley Domhanger (POT A)

Lettiers

Dear Mr. Editor:

I’ve read all of your issues, and I’m a big fan of the Planet. However, I’ve noticed some downfalls in your paper, one of them being the lack of letters to the editor. Another prob- lem is the paper’s shortage of editorial com- mentary with regards to school politics and policies.

So in order to kill two birds with one stone, here’s my letter to the Editorial.

I’ve decided after two years here, that I have to leave. When ] first came here, Emily Carr College became my saviour. It provided me with an identity that | never thought I’d pos- sess. It gave me a badge that I could proudly wear, and people would know of my status at aglance. But! was let down, in several areas:

Teaching:

-Art, unlike other educational fields, requires current, almost prophetic teachings. This is- sue was raised at the recent talks about the racism, sexism and bigotry at ECCAD. Just

- because we've found more intelligent ways to

disguise our hatred doesn’teliminate its exist- ence. Growing art cannot tolerate dinosaurs, especially when teaching students to have post-ice age ideals.

-Teachers must have been taught to teach, ...

or demonstrate, during a probationary period

_ that they are natural mentors. There are too

many classes that have turned into lectures— one-way diatribe that only annoys and frus- trates both parties. Students’ term-end teacher evaluations must betaken seriously, and acted upon bravely. Weshould seea marked differ- ence in teachers that are heavily critiqued.

Students at ECCAD should have compul- sory academic courses— English, Feminist Gender, Race and Representation. After all how many citizens, especially artists, don’t have to deal with the complexities of these subjects on an almost daily basis? —Canada Council applications; the tender areas of race, representation and feminism; letters to the editorand thetitling of pieces all require know]- edge and learned skill that isn’t being taught now. Until artists decide to remove them- selves completely from the outside world, or change the way that world works, the rules of mainstream communication will apply.

-Our library is sorely lacking in areas that educate about art in ‘indirect’ ways: philoso- phy, psychology, historical writings, autobi- ographies, poetry, literature. It seems that some art refers to things outside of the art world, therefore our resources for art should becurrent material about society, and not just art.

-Technical instraction—Students should have the option of learning skills that can help them work ina field close to their art (as we all know, work after art school usually depends more on skills than on talent, and art isn’t exactly high-paying). | hear too many stories of talented people having to take second-rate jobs because of their lack of skills. Art school must accept the reality of work and the real world requirements of supporting oneself.

-Education amongst ourselves. Minority groups have information and education that’s not available to non-minorities. The igno- rance that results creates hatred— education fights racism/sexism/homophobia. Offer knowledge to those of us who can’t recognise our biases- there are people here who want to learn, and outside-of-art-school-society cer- tainly won't teach us. The burden of educat- ing the non-minorities falls on the students as well as the faculty.

-Cross training is important-all areasshould be accessible so that our artists can be as diverse and flexible as our school can allow them to be. The cutting edge is a very small area, but one that this school seldom wishes to occupy. A multitude of skills allows artists independence from this school, as well as outside sources of technical support -i.e pho- tographic documentation.

Students should be offered the option of working on one idea for the whole term in different classes- i.e theoretical analysis of the piece, as well as application in more than one field (installation or slide show of same work) This approach would closely imitate the real world ofart-one project completed over many years’ work.

Community development: -Passionate division- People from depart-

ments that differ in theoretical perspectives over art- i.e graphic design and painting—

_tend to hate each other. Art school mirrors

Canadian society in that people of differing mentalities make themselves feel better by separating. The school suffers as a result; creativity is boundless, and students from this school have nothing to lose, everything to gain by communicating.

-There is dire need for more common space in which thestudents can interact. The present ‘student space’ is a cafeteria that angers more than it inspires. There should be more coffee

nights, art work swapping, more public dis- °

play of all the departments’ art.

-Community food- Our tuition is almost the highest in the province, our supply costs as high, and our loans equivalent to those of other B.C students, so the need for extra cost cutting is evident. An area that could supply the students with basic cooking appliances i.e sink, hot plate, microwave, rice cooker, has been suggested by our Art Director /activist, Mohammad Salemy.

-This newspaper is too nuclear. The Planet needs to branch out and take some chances. Things that should be represented more ex- tensively: school issues,so thatstudents aren’t ignorant of the college’s inner-workings; voices from minority groups; art in Vancou- ver; students’ art, graphics, and of course, writings; suggestions on how to work in the art field- pointers etc....

-Less administration, more student involve- ment. Students should be commissioned to design (not only the design department, ei- ther) calendars, stationery etc. Let's get rid of some of the infamous plants and replace them withart. Also, pay foradmin. should be closer to reality of teachers— duties and salaries should be made public; Socred board mem- bers have got to go; school policies that are important should have students’ approval- our school is so small, why not?

-Apathy:

-Becoming aware requires more than educa- tion in art. If artists are to become society's nerve-endings, then this school must teach the ways of the big, bad world (the world that refuses to steep its citizens in the ways of art, so that support and understanding, instead of anger, censorship and refused funding, can occur) Understanding the enemy is half the battle.

-A Strong Student's Executive is needed in order to providea tighter connection between students and the powers that be. Real, direct information needs to reach students so they can act upon it, if need be. The Executive has the ability to encourage the feeling of commu- nity and work on eliminating the infighting, theft and general lack of student involvement.

-Concerned, non-hypocritical students should become involved and eliminate hypocritical practices. Students can help to eliminate the use of Styrofoam, or perhaps help out with the college’s recycling program.

-The counselling department isn’t active enough. Their report on harassment [later in this issue] is administratively apathetic. Where are the programs? What are the solutions?

- And finally:

-The college should have taken the money for the new building and moved to Chinatown. The savings would have been phenomenal. There would be an increase in parking avail- ability, student housing close toschool and an abundance of cultural influence. Granville Island is too far removed from reality: only commercial galleries set up shop here and besides, how many people in the real world takea ferry to work, or havetoken greenspace and a fake waterway(complete with snapping turtles)? It’s funny that everybody here seems to hate the only remnant of the Island’s herit- age— the cement factory.

So there you have it. My criticisms, my sug- gestions, my letter.

Thanks for your time.

fa! Bac

Paul Shoebridge Editor, Planet of the Arts

Letters

Solution to Asian Gypsy Moth Problem Found!

Emily Carr Collegeof Art yields resolution to biological puzzle

Early lst weeka Foundation research scien- tistat the Emily Carr College of Art and De- , Andrew Robulack, discovered the sol- tiontothe Asian Gypsy Moth threat presently facing the Lower Mainland.

“aly solution would be environmentally friendly and community oriented. As wel it ‘would take into account the Easter Holidays, * Professor Robulacksaid. “Theeradicationof the Asian Gypsy Moth would, in fact, become ‘heunifyingfactorofcultureinthe Vancouver area”

Professor Robulack’s plan would work like this: the mass media of the Lower Mainland, including newspapers billboards, and televi- sion commercials, would replaceall images of the Easter Bunny with smiling, happy and furry images of colourful and friendly Asian Gypsy Moths. In schoolsall across the Lower Mainland children would be re-taught non- religious interpretations ofthe Easter elebra- tion

‘Alogend would be invented about the Asian Gypsy Moth and the yummy larvae it distrib- ‘utes in tres and shrubbery the night before Easter Sunday. Children would be taught to identity the larvae.

Subsequently, as Professor Robulack put it, “onthe morning of EasterSunday, rather than ‘be sent out to find hidden chocolate bunnies, ‘Cadbury's Easter Creme Eggs jellybeans,and stued toys, children would beencouraged to search the woodlands f the Lower Mainland for Asian Gypsy Moth Larvae.

“In this fashion wecould locateand destroy allmembers of thespeciesand their offspring,”

Bass-cynic biologist Jff Griffith added, “Yeah, then the kids could put all the larvaes into plastic bags shove ‘em in the microwave and watch ‘em fry!”

‘When questioned about possible awards for children in liew of chocolate, Professor Robulack replied, “give them all Orders of Canada.” Prime Minister Brian Mulroney could not be reached for comments on the issue.

Incasethe failed ints frst manifes- tation, Professor Robulack added, “the Asian Gypsy Moth could just as easily be used to replace Santa Claus at Christmas time.”

‘Vancouver Mayor Gordon Campbell is re- ported tobe hailing Professor Robulack’s pan, ‘and has been quoted as mumbling, “it takes ‘one to know one"

‘Campbell has ordered all Vancouver school teachers to begin the substitution process at ‘once. Therearealready three Cardboard Eater Bunny Burnings reported to be taking place tonight across the Lower Mainland.

Marley Domhanger (POTA)

Dear Mr. Editor:

T'veread lof yourissues and 'mabigfan of the Planet. However, I've noticed some <downialls in your paper, one of them being thelack of lettersto the editor. Another prob- lem isthe papers shortage of editorial com- ‘mentary with regards to school politics and

So in order to kill two birds with onestone, here's my leter tothe Editorial,

'wedecided after two years here that Ihave to leave. When I first came here, Emily Cart (College became my saviour. It provided me with an identity that never thought I'd pos- sess, Itgave me a badge that | could proudly ‘wear, and people would know of my tatusat glance. But] waslet down, in several areas:

Teaching Art unlike other educational fields, requires

‘current, almost prophetic teachings. This i- sue was raised atthe recent talks about the racism, sexism and bigotry at ECCAD. Just because we've found moreintcligent waysto disguiseourhatred doesrteliminateitsexist- ence. Growing art cannot tolerate dinosaurs, especially when teaching students to have post ice age ideals.

Teachers must have been taughi to teach, ‘ordemonstrate, during a probationary period that they are natural mentors. There are too ‘many classes that have turned int lectures— ‘one-way diatribe that only annoys and frus- tratesboth parties Students'term-end teacher evaluations mustbetakenseriously,andacted ‘uponbravely. Weshould seea marked difer- cence in teachers that are heavily critiqued.

Students at ECCAD should have compul- sory academic courses— English, Feminist Gender, Race and Representation. After all how many citizens, especially artist, don't have to deal with the complexities of these ‘subjects on an almost daily basis? —Canada Council applications; the tender areas of race, representation and feminism; letters to the eeditorand thetitling of piecesallrequteknow!- edge and learned skill that isn’t bein taught row. Until artists decide to remove them- selves completely from the outside world, or change the way that world works the rules of ‘mainstream communication will apply.

-Our library is sorely lacking in areas that ‘educate about arin ‘indirect’ ways: philoso- phy, psychology, historical writings, autobi- cographies, poetry, literature. It seems that some art refers to things outside of the art ‘world, therefore our resources for art should becurrent material about society, and not just at

Technical instruction—Students should have he option of earning skill that can help them workina field close to theirart (as weal! know, work after art school usually depends more on skills than on talent, and art isn’t ‘exactly high-paying). | hear too many stories ‘of talented people having to take second-rate jobs because of theirlackof skills Art school ‘must acept the realty of work and the real ‘world requirements of supporting onesel

Education amongst ourselves. Minority groups have information and education that's not available to non-minorites. The igno- ance that results creates hatred — education fights racism/sexism/homophobia Offer knowledge to those of us who can't recognise courbiases-thereare people here who want to learn, and outside-of-artschool-sociey cer- tainly won't teach us. The burden of educat- ing the non-minorites falls onthestudents as wel asthe faculty.

-Crosstrainingisimportant-allareasshould be accessible so that our artists can be as diverse and flexible as our school can allow them to be. The cuting edge is avery small ‘area butone that thisschool seldom wishes to ‘ccupy. A multitude of skills allows artists independence from this school, as well as ‘utside sources of technica support -.e pho- tographic documentation.

-Students should be offered the option of ‘working on one idea for the whole term in different classes-i.e theoretical analysis ofthe

piece as wellas application in more than one field (installation slideshow ofsame work) This approach srould closely imitate the real world ofart-one project completed overmany years’ work

Community development:

Passionate division- People from depart- ‘ments that differ in theoretical perspectives cover art- ie graphic design and painting— tend to hate each other. Art school mirrors Canadian society in that people of difering mentalities make themselves feel better by separating. The school suffers as a resi; ‘creativity isboundless,and students from this school have nothing to lose, everything to gain by communicating.

There is dire need for more common space inwhichthestudentscaninteract. hepresent ‘student space’ a cafeteria that angers more than it inspires. There should be more coffee night, art work swapping, more public dis play of all the departments’ at.

Community food- Our tition s almost the highest in the province, our supply costs as high, and our loans equivalent to those of other BC students, 50 the need for extra cost cuttings evident. Anarea that could supply thestudents with basic cooking appliances ic sink, hotplate, microwave, rice cooker, has been suggested by our Art Director/activist, Mohammad Salemy.

This newspaper is too nuclear. The Planet needs to branch out and take some chances. Things that should be represented more ex- tensively:schoolissues sothatstudentsaren’t ‘ignorant of the college's inner-workings; Yoices from minority groups; art in Vancou ver; students’ art, graphics, and of course, writings; suggestions on how to work inthe an ield- pointers et.

-Less administration, more student involve- tment. Shidents should be commissioned to ‘design (not only the design department, ther calendars, stationery et. Lets get rid of some oftheinfamous plantsand replacethem withart. Also,pay foradmin. should becloser to realty of teachers— duties and salaries should be made public Socred board mem- bers have got to g0; school policies that are important should have students’ approval- ‘our school is sosmall, why not?

-Apathy:

Becoming aware requires more than educa- tion in ar. If artists are to become society's nerve-endings, then this school mustteach the ways ofthe big, bad world (the world that refuses to stop its citizen in the ways of art, sothat support and understanding, instead of anger, censorship and refused funding, can occur) Understanding the enemy i haf the battle

-A Strong Student’s Executive is necded in ‘order to providea tighter connection between students and the powers that be. Real, direct information needs to reach students so they ‘an act upon it if ned be. The Executive has the ability to encouragethe fecling of commu- nity and work on eliminating the infighting, theft and general lackor student involvement.

Concerned non-hypocrticalstudentsshould ‘become involved and eliminate hypocritical practices. Students can help to eliminate the useofStyrofoam,orpethaps helpout withthe college's recycling program,

The counselling department isn’t active ‘enough. Their report on harassment later in thisisuelisadministratively apathetic. When: are the programs? What are the solutions?

And finally:

Thecollegeshould have taken the money for the new building and moved to Chinatown. The savings would have been phenomenal. There would be an increase in parking avail- ability, student housing close toschooland an abundance of cultural influence. Granville Island is too far removed from reality: only commercial galleries set up shop here and besides, how many people in the real world takea ferry towork,orhavetoken greenspace anda fake waterway(complete withsnapping turtles)? I's funny that everybody hereseems tohatethe only remnant of the Island's herit- age— the cement factory.

So there you have it. Myers, my sug- gestions, my ltr.

Thanks for your time.

fal Kec

Paul Shoebridge Editor, Planet of the Aris