Newspapers / The Guilfordian (Greensboro, N.C.) / March 28, 1984, edition 1 / Page 3
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Detail of a watercolor by Adel Wayman on display in the Gallery through April 6. photo by Tom Risser Incredible Co Compose Way man Show By Cynthia E. Dieges Guilford professor Adeie Wayman is exhibiting her collec tion of watercolors which represents her works for the past two years in a show that runs through April 6 in the Gallery, Founders Hall. Calling herself a "serious painter" only in the five or six years, since receiving a Master of Fine Arts and Painting Degree from UNC-G, Ms. Wayman began painting at the age of nine and continued through high school. Art Review She pursued art in college at Vassar, but as studio courses were not, at that time, considered essential to an liberal education, she majored in European History. She obtained museum experience during the summer by working as a secretary for a Washington gallery and attended graduate school at the Tyler School in Rome. Wayman worked as Assistant to the Director of the Wadsyvorth Atheneum Art Museum. She mar ried and moved to Greensboro in 1971, where she ran an art school for children and adults for four years, as well as teaching classes at The Friend's School and Guilford. She has been at Guilford for ten years. Previous work involved only oil with abstract images as subjects, but Wayman found both the medium and the subject limiting. She discovered watercolor while taking a class in which it was utilized and found that the characteristic freedom and movement of watercolor more completely suited the vein of abstract expressionism in which she wished to work. Working sole- ly in watercolor for the past fif teen years, Wayman's works in corporate the sublety of the medium while adding a boldness and richness not traditionally found in watercolor. Her techinique involves layer ing the paint rather than simply using one wash, as is usually the case. The delicate power with which these natural images are put forth is arresting and breathtaking. Combining her love of nature with her painting, Wayman finds that the sensuousness of her sub jects, as well as the wide range of associations they inspire, better lend themselves to her recent work. The show encompasses several major concepts primarily ideas on space and background. Some of the first paintings from this period make apparent her indeci sion about backgrounds, yielding dark, moody washes. These create a somewhat disturbing groundwork for the colorful "Vines" and "Sundancers" as the spectator is thrown into the unknown space and forced to deal directly with the subject without certain footing. In this way, Wayman deals with the figurative considerations of in cluding the viewer as an element of the painting. In "Mountain Path" and "Ripe for Picking" an abrupt change to a background of intricate detail and a dancelike movement is pro nounced. The background and subject work together to lead the viewer along the path and into the garden. In yet another area, a series of works originally meant as studies of flowers became an involving exploration of negative space, value and color. Velvin's View The Working By Iris B. Velvin The new image of Continuing Education student as working adult has replaced the old sterotypes of bored housewife. This changed profile is closer to today's reality in two ways. Gender is no longer specified in the new stereotype, which reflects the even 50/50 split in male/female CCE enrollment reported at Guilford this semester. Also, the new image tactily recognizes the special characteristics of the student who is also an employee. Working students are nothing new; fact and fiction abound with stories of poor kids who have worked their way through college to become successes. Despite today's scarcity of good-paying jobs and the high cost of education, there are doubtless some modern-day Horatio Alger-types who undetake the double role of stu dent and employee right out of high school through Main Cam pus. However, most of the full time working students at Guilford are CCE, and many have been in the work force for several years. Any job, even a part-time job, makes demands on time and ef fort, just as taking courses, even one or two, makes similar yet dif ferent demands. The person who is both employee and student must adjust to the rhythms of both their job and their college curriculum. "I feel like I'm living two lives," says one busy CCE stu dent who works 40 hours each week and is carrying 16 credit hours this semester. "I work all day and study all night. Thank God for week-ends!" j WW I :• Fashion Sunglasses from j I Stamper Optical j / 209 Bellemeade 5725 W. Friendly Ave. | ? Phone: 273-9286 Phone: 292-7329 I Employment is a major aspect of adult life; it is no surprise that most CCE students must plan their curriculum around their jobs. If an emergency on the job arises, homework must wait, leisure plans are postponed, even family takes a back seat. Academic performance and other personal attitudes are often affected by job worries and pressures. This preoccupation with oc cupation among working students is an important part of the percieved differences in "lifestyles" and "campus in volvement" between CCE and Main Campus. As much as living off campus or having family responsibilities, working while going to school sets one apart from the average campus popula tion. Employment is responsible for another more obvious difference between CCE and Main Campus. Since most jobs are of the nine-to five variety, night classes are the most popular CCE pick. This phenomenon was mentioned by over 60% of the students inter viewed. However, some CCE students do take day classes, and this minority was noted by many of those surveyed. Dana Scholars 2 them with advertising giving false illusions of power and con trol. Shapiro essentially described a crisis of meaning. In place of these critical reasoning skills, we are teaching students more and more about less and less., Shapiro said. Paradoxically, schools are the last place to learn the true democratic ideals he said. Shapiro said that it seems we Guilfordian, March 28, 1984 Of course, not all CCE students are full-time daytime employees. Some work at night, and take day classes. A few are unemployed, and are free to choose classes at any of fered hour. Some even have sup portive employers who are will ing to let them arrange their job duties around one or two day classes. It's safe to say that the majori ty of CCE students are employed, whether full-time or part-time, According to Ann Johnson, direc tor of the Center for Continuing Education, about 85% of all CCE students receive some form of tuition reimbursement from their employers. Of the remaining 15%, some are employed but pay all of their own tuition costs. This is not to say that the pro blems of working while attending college are native to CCE students alone. Many Main Cam pus students also have jobs, whether on-campus work-study or off-campus employment. Exact statistics on Main Cam pus employment would be dif ficult to determine, but I would guess that a sizeable minority hold a job at some point during their college years. are teaching docility, not in dependence. He was further critical of school systems which advocate social Darwinism, or the idea that some students are naturally better equipped to suc ceed than others, manifesting itself in the form of racism and sexism. School, he summarized, is esentially a series of unequal ex periences for students in a une qual society. Page three
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