Southern Connecticut State University - Laurel Yearbook (New Haven, CT)

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variety of career options and educational experiences are available to students involved in the Art Department. The Department offers three seperate majors - a B.S. in Art Education, a B.A. in Art History, and a B.A. in Studio Art. Thus a student can graduate as a educator of others in the field of art, an observer and critic of art through the ages, or an artist. The educational requirements in each of these divisions usually result in the creation of graduates who possess a knowledge of all three disciplines. Classes offered by the department include everything from Art 311, History of Chinese Art, to Art 340, Welding and Construction. On any given afternoon at Earl Hall, one might see students creating graphic designs, taking photographs or developing prints, casting pottery, de- signing jewelry, blowing glass, sculpting, or painting from live models. 'lhe Department also offers various off-campus educational exper- iences. In additon to trips to museums and galleries in New York City and Tarrytown, New York, and Boston and Deerfield, Massachusetts, art students have had the opportunity to journey as far afield as Russia to study the great works of contemporary and traditional artists. Opportunities are also available for students to display their own work in the Southern Connecticut Art Gallery and at Lyman Audito- rium. Such displays can be in the form of traditional disciplines such as drawing, sculpting or photography, or the more recently valued arts of weaving, ceramics and batiks. The philosophy ofthe members of the faculty of the Art Department emphasizes the integration of an appreciation for the fine arts into the daily life of all people. Dr. Elizabeth Hall, chairman of the Depart- ment, views an appreciation of art as an extension of life -the ability to make fine judgements about many things. ff? 3 . .ijiljf 7 . .W , ' . J -52 3? E

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ne of the most dynamic academic areas on campus, the Journalism Program has evolved, over a period of four years, from a few courses in writing and editing to a full-fledged Major beginning in 1979-1980. Within the program, the emphasis is on doing rather then observing. According to Robin Glassman, a motivating force behind journalism, 'The journalism student today is looking for options and opportunities. Thatis why we designed the curriculum to include all media - written, spoken and visual. Student interns have worked on local newspapers such as The New Haven Register, and The Westport News. Future broadcast journalists have apprenticed at WMMM, a West- port radio Station, and STAND Inc., a Derby-based oper- ation. Those interested in public relations have had internships with the Long Wharf Theatre, and Fritz Advertising in Ham- den. Journalism students have also been involved in Southernis three campus-based publications: The Southern News, the school student newspaper, Focus, the faculty paper, and SCAN, the Southern Connecticut alumni news. Mrs. Glassman attributes journalism's increased appeal in a period of declining enrollments to the fact that the American public has become more aware of the role ofjournalism, not merely the glamorized exploits of reporters such as Woodward and Bernstein, but also of the press's necessity in creating an informed citizenry.

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he Dance Theatre and dance classes offer students interested in the world of dance an opportunity to par- ticipate. Phyliss Grande, instructor and director of the Dance Theatre, evaluates it thus: The student comes to Dance Theatre to put together music, body, and soul. It is not a technical dance organization, but an outlet for musical ex- pressionf' As an outlet for musical expression dance program has provided a unique experience for many students. Within the program, dancers are allowed to progress, if interested, beyond dancing into choreography. A recent production featured a trilogy of dances to Neil Diamondls Jonathan Livingstone Seagull titled Seagull Suite which was choreographed by Rosalie DiSante, a student. The program in dance includes an exposure of the students to professional dancers. They know the newest techniques, states Grande. They are incentives for determination, in the students as well as in the instructors. Grande considers deter- mination as important to a dancer as physical and mental stamina, a willingness to take direction, and an aesthetic ap- preciationf' Such determination is vital for students to be able to do well academically and in dance, since Grande stresses that dance requires time and committmentf, The vigor and technical virtuosity of the dance ensembles clearly illustrate such com- mittment. W