Health and Safety in The Arts Classroom

E R G R O U P # 5
Health and Safety

in the Arts Classroom
"The safety of each generation of artists depends primarily
on how they are trained as students.” Monona Rossol
Table of Contents
Introduction Section 1: Studio Safety Section 2: Materials, Section 3: Local and Section 4: Manufacturers,
Teachers have a legal and Inventory Organization and Safe Provincial Health and Suppliers and Retailers
moral responsibility to Resources to help carry out Storage Safety Resources Contact information to
ensure their classrooms are a health and safety audit of Advice on identifying, Important local and facilitate exchange of
safe and healthy places to the classroom. Checklists, classifying and storing provincial contacts for health and safety
learn and work. safety procedures, materials safely. health and safety information
Page 1 information for students Classroom organization information. Page ?
and families. and management. Store Page ?
Page 2 your MSDS sheets here.
Page ?
Introduction
student willingly breaks the rules,” she cautions, “if
Why ensure it can be shown that the rules were not enforced."
To provide a safe studio or classroom. "No amount
a safe and
of enforcement, training or information,” Rossol
urges, “will make up for teaching in an unsafe
environment. If a lesson cannot be done with all the
proper precautions, safety equipment and
healthy ventilation, the project must be eliminated from the

curriculum."
classroom? Children frequently lack the knowledge and

This guide is intended to support the classroom art
teacher in carrying out these duties by helping him/
her to :
self-monitoring skills to identify hazardous identify and address deficits, barriers or hazards
In her book, “The Artist’s Complete Health and materials and situations, and are therefore at in the classroom
Safety Guide” (2001), artist and industrial hygienist high risk for chemical exposure and injury.
Monona Rossol lists the five major duties of teachers
model and promote safe behaviour
and schools related to health and safety:
To exemplify. Teachers and administrators must choose materials that are least likely to cause
To inform. Employers must provide complete
model safe behaviour at all times. According to concern or harm, and
specific information about job-site hazards to
Rossol, their attitudes must "make it clear that safety
teachers, and teachers to their students. identify sources of information and support to
is more important than finishing the work, cleaning
ensure their classrooms are safe and healthy places
To train. Teachers must provide students with up in time, or any other objective".
to learn and work.
training in the use of hazardous materials or
To enforce. Rossol insists that teachers and schools
equipment, and must document and evaluate the Teachers are encouraged to consult the Health and
must have enforcement policies with "meaningful
training (e.g. through observation, safety quizzes) to Safety procedures published by their District School
penalties" to ensure compliance with safety rules.
ensure understanding and compliance. Board.
"Teachers and administrators may be liable even if a
Health and Safety in the Arts Classroom 1

E R G R O U P # 5
Health and Safety in the Arts Classroom

Section 1A: Studio Safety Inventory
SECTION 1:
A) Beginning of year and/or semester
STEP 1: INVENTORY
Date of Inventory: _________________ Completed by: _________________________
1) A. Product Ex: oil, tempera, ecaustic, water Brand Color/ Quantity

Painting color, gouache, fresco, acrylic, alkyd, ethyl silicate, Size/
vinyl acetate and other synthetics Volume
/Weight
TOTAL
2 Health and Safety in the Arts Classroom

SECTION 1:
STEP 1: INVENTORY
1) B. Product Ex: pen and ink, pencil, charcoal, Brand Color/ Quantity
Drawing graphite, pastels, oil pastels, felt tip markers and Code/
spray fixatives to protect drawings. Size
TOTAL

SECTION 1:
STEP 1: INVENTORY
2) Product Ex: Silk screen printing, Relief Brand Color/ Quantity

Print printing, Intaglio, Lithography, Photo Techniques Code/
making Size
TOTAL

SECTION 1:
STEP 1: INVENTORY
3) Product Ex: Black and White processing, Brand Color/ Quantity

Photo color processing, photo print making, polymer Code/
graphy plate etching and non-silver photo processes. Size/
Volume
TOTAL

SECTION 1:
STEP 1: INVENTORY
4) Product Ex: clays, glazes and colorants Brand Color/ Quantity

Ceramics and materials needed during firing process. Code/
Size/
Weight
TOTAL

SECTION 1:
STEP 1: INVENTORY
5) Product Ex: Stone: quartz, granite, Brand Style/ Quantity

Sculpture sandstone, slate and soapstone; Cement; Plaster; Code/
Wood; Plastics and Metals Weight
TOTAL

SECTION 1:
STEP 1: INVENTORY
6) Product Ex: Alcohols, Aromatic Brand Style/ Quantity

Solvents hydrocarbons, Chlorinated hydrocarbons, Code/
Aliphatic hydrocarbons, Ketones and Aerosol Volume
Sprays
TOTAL

SECTION 1:
STEP 1: INVENTORY
7) Product Ex: Inorganic pigments and Brand Color/ Quantity

Pigments organic pigments and dyes, Benzedrine Dyes and Code/
and Dyes Pigments, Anthraquinone Dyes and Pigments, Weight/
Natural Dyes and Aniline Dyes Volume
TOTAL

SECTION 1:
STEP 1: INVENTORY
8) Product Ex: Alloys and metals- Brand Style/ Quantity

Metals & blending silica and carbon forms alloys. Code/
Metal Casting metals, solders, welding and brazing Volume
Compounds rods as well as sheet metals are alloys. /Weight
TOTAL

SECTION 1:
STEP 1: INVENTORY
9) Product Ex: Natural minerals and Brand Code Quantity

Minerals synthetic minerals
TOTAL

SECTION 1:
STEP 1: INVENTORY
10) Product Ex: Textiles (Interfacing, Brand Style/ Quantity/

Sewing Lining, Muslin) Notions (ribbon, zippers, lace, Code/ Yardage
buttons, snaps, Velcro, thread) Machinery Volume
(domestic/industrial-straight-stitch, /Weight
embroidery, serger, blind-hemmer, cover-
seamer) Pattern-making and other sewing tools
and accessories
TOTAL

13
Assessment of Condition of Art Supplies Art Supplies Key
Missing M
This checklist will help you record and determine the quality of your art supplies from
Good condition G
the beginning up until the end of the semester. Using the key below, fill in the letter
that best describes the condition of your art supplies at the beginning of the semester Great condition GR
then at the end of the semester. Give a copy of this checklist to your department Damaged D
head in order to replenish you art supplies and/or to be filed. Your department head Broken B
will have the opportunity to make additional comments. (Quantity to Orders etc.) The Needs Replacement R
teacher also has the ability to replenish additional art supplies when necessary
Beginning
End of
Art Supplies of Teacher Comments
Semester
Semester
Pencils
Charcoal Pencils
Markers
Paint Brushes
Pencil Crayons
Pastels
Acrylic Paint
Watercolours
Clay
Newspaper
White Glue
Clear Glue
Masking Tape
Kiln
Textbooks
Other
Page 1 of 2

14
Beginning
End of
Art Supplies of Teacher Comments
Semester
Semester
Page 2 of 2

SECTION 1:
STEP 2: INSPECTION OF THE CLASSROOM
! Task Completed by: Date

Inventory (Step 1)
Spills
Empty bottles
Replenishing (Fill-out forms)
Organization of storage
Clean-up
Damages- documented (Request for repairs)
Check Safety Stations
Fist Aid-Kit: replenishing (Include in inventory)
Ventilation system (Request for verification)
Machinery (Request for maintenance)
Tools (Collect to be sent for servicing)
For ex.: sharpening scissors/blades

Place orders

SECTION 1:
STEP 3: REVIEW SAFETY AND PROCEDURES & REVIEW RESPONSE

PROCEDURES SHOULD PROBLEMS/ACCIDENTS ARISE

Review safety procedures of machinery
Enrol for refresher course- First Aid and CPR
Check safety stations and review manuals
Request for safety stations to be inspected
- First Aid-Kit: replenishing (Include in

inventory)
- Fire extinguisher(s) – verify expiration date
- Eyewash fountain
- Emergency shower
- Safety cans for solvents
- Oily waste disposal can
- Machine guards for machinery
Review Media Safety Sheets (Section 2 of Binder)

SECTION 1:
STEP 4: INFORM STUDENTS ABOUT SAFE USE OF VARIOUS PRODUCTS/

EQUIPMENT, SAFETY STATIONS, ETC.

Photocopy notes prepared for students regarding:
1) The art studio/classroom floor plan

2) The supplies/materials/products found in
the classroom
3) The guidelines to safe use of the
supplies/materials/products that will be
used during the semester
4) The DO’s and DON’Ts in the studio (rules)
5) How and when to use the safety stations
Safety Stations
First Aid Kit
Locate fire extinguisher(s)
Review Media Safety Sheets (Section 2 of Binder)
Plan for students to be certified in First Aid and
CPR (Request and obtain approval from
department head/administration)
Prepare a series of interactive lessons about safety
in the art studio. For example:
• tour of the art-room including safety-

stations,
• prepare case-studies for students to solve,
• identification activities for products to be
used in the classroom
• identification activities of safety symbols
Prepare and administer a series of formative

evaluations and one summative evaluation on
safety (Parents will sign these evaluations)
Plan and prepare demonstrations regarding safe
use of equipment (before each activity/unit):
1) Machinery
2) Tools
3) Products
E R G R O U P # 5

Section 1B: Health and Safety Program and Organization Checklists
Health and Safety Program Organiza5on

The following checklist is a self-‐evalua4on tool for art schools and art department to determine the effec4veness of their
health and safety program. This checklist also includes basic ques4ons about precau4onary measures. It is not intended
to be comprehensive or to ensure compliance with OSHA regula4ons. Answers in the nega4ve indicate a program
deficiency.
Is a principal or comparable official responsible for the program?
Has the principal issued a health and safety policy statement?
Is there a health and safety official responsible for implementa4on of the program?
Is there a budget for correc4ng health and safety hazards?
Is there a health and safety (H&S) commiJee?
If so, does the H&S commiJee have representa4ves of the following groups?
• Administra4on
• Teaching staff
• Technicians
• Maintenance staff
• Students
Health and Safety Program Elements
Are there regular inspec4ons of all studios?
Is there an approval mechanism for introducing new chemicals and processes into a given studio?
Is there an inventory of hazardous chemicals?
Are there material safety data sheets (MSDSs) for all hazardous art materials?
Are MSDSs stored centrally and in studios where they are used.
Is there a procedure for repor4ng and inves4ga4ng health and safety problems?
Is there a procedure for repor4ng and inves4ga4ng accidents, illnesses and spills of hazardous chemicals (including
near misses?
Are deadlines established for correc4ng hazards?
Source: Michael McCann, Art Hazards News, vol. 20, no. 2, 1997.

E R G R O U P # 5

Health and Safety Program Elements cont’d
Are there emergency procedures for the following?

• Fires in a studio.
• Spills of flammable and toxic substances.
• Evacua4on of buildings (including regular fire drills).
• Medical emergencies.
Is there educa4on and training in the hazards and precau4ons of art materials and processes for the following
groups?
• Staff
• Students
Is there a medical surveillance program for staff and students?
Is there a health and safety manual for staff and students?
Are there procedures for monitoring and evalua4ng the effec4veness of the H&S program?
Student Supervision
Are students forbidden to bring in their own art materials?
If not, are they required to buy from an approved list?
Do teachers and technicians enforce the above procedures?
Are open studios supervised during regular hours?
Is there a wriJen procedure for students working unsupervised?
Is there a wriJen contract specifying permiJed materials and penal4es for noncompliance for students in individual
studio spaces?

E R G R O U P # 5

Studio Procedures
Are the least toxic chemicals available being used?
Are water-‐based products used whenever possible?
Are liquid products used when possible to replace

powders?
Are chemicals purchased in the smallest prac4cal

quan44es?
Is there proper storage of art materials? (e.g., flammable

storage cabinets, compressed gas storage, separate storage of oxidizers, concentrated acids, etc.)
Are all art materials properly labeled with contents and hazards, including student containers?
Is there adequate ven4la4on for art processes producing airborne contaminants?
Is food, drink, and smoking banned in all studios?
Are all containers covered when not in use?
Are sources of igni4on (e.g., flames, sparks, sta4c electricity, etc.) eliminated around flammable and combus4ble
materials?
Are all floors, storage rooms, etc. kept clear of combus4ble materials and rubbish?
Are fire ex4nguishers or exits blocked?
Are combus4ble materials, waste materials, and rubbish stored in approved containers and emp4ed daily?
Are oily rags, paint rags, and similar materials subject to spontaneous combus4on placed in approved oily waste cans
which are emp4ed daily?
Is welding done in a properly equipped and approved area which is free of combus4ble materials?
Are dusts wet mopped or vacuumed, not swept?
Are spills cleaned up immediately?

E R G R O U P # 5

Studio Procedures cont’d
Are electrical machinery and power tools properly grounded?
Is electrical wiring installed according to the electrical code and maintained in good condi4on?
Is fixed wiring used instead of flexible cords?
Is there a lockout / tagout program for maintenance of machinery?
Is personal protec4ve equipment (e.g., goggles, respirators) supplied by the school?
Are there procedures for determining the need for and proper selec4on of personal protec4ve equipment?
Is there training in the proper selec4on, filling, use and maintenance of personal protec4ve equipment?
Is there a hearing conserva4on program in noisy areas?
Are there proper procedures for disposal of waste hazardous art materials?
Are old art materials and equipment removed and disposed of properly?
Do studios have the following standard equipment?

• Hand washing facili4es
• Appropriate fire ex4nguisher
• Emergency communica4ons system
• First aid kits
Do studios have the following approved equipment where

needed?
• Eyewash fountain.
• Emergency shower.
• Safety cans for solvents.
• Oily waste disposal can.
• Machine guards for machinery
• Ground fault circuit interrupters.

E R G R O U P # 5

Section 1C: Mid-Semester / Mid-Year Replenishing Checklist
Senior Art Classroom Checklist
The following checklist is to help art teachers for mid year/semester replenishing of art supplies.
Drawing
Pencils
Charcoal Pencils
Markers
Paint Brushes
Pencil Crayons
Pastels
Acrylic Paint
Other:_____________________________________________________________________
Painting
Watercolours
Acrylic Paint
Brushes
Other:_____________________________________________________________________
Sculpture
Clay
Newspaper
White Glue
Clear Glue
Masking Tape
Other:_____________________________________________________________________
Drawing/Painting
Bristol Board
Construction Paper
Magazines
Newspapers
Textbooks
Art kit for Students
Other:_____________________________________________________________________

E R G R O U P # 5

Section 1D: End-of-Semester / End-of-Year Checklist
SECTION 1:
C) End of year/semester
BEFORE NEXT SEMESTER/NEXT SCHOOL YEAR, THE FOLLOWING

TASKS MUST BE COMPLETED:

Inventory (Use forms completed in Section 1A-
Step 1 and change entries in a contrast coloured-
pen)
Spills (Safely dispose of product)
Safe disposal of empty bottles/ other hazardous
wastes (Contact your municipal waste
management to find out an upcoming “drop-off”
date for these chemicals)
Replenishing (Fill-out forms)
Re-organization and condensing of storage
Major clean-up:
• Dusting using damp-cloth

• Clean-up of shelves, counters, desks, tables,
etc.
• Wash brushes, containers, paint palettes
• Safely store all products, tools and supplies
Damages- documented (Request for repairs)

Check Safety Stations (Request for verification)
Fire extinguisher(s) – verify expiration date
(May need to request for a new one)

Fist Aid-Kit: replenishing (Include in inventory)
Ventilation system and lighting (Request for
verification)
Machinery (Request for maintenance)
Tools (Collect to be sent for servicing)
For ex.: sharpening scissors/blades

Place orders (Submit and obtain approval by
department head/administration)

H E A L T H & S A F E T Y I N T H E A R T S C L A S S R O O M

Section 2: Materials, Organization and Safe Storage
Monona Rossol is an ar4st-‐turned-‐industrial hygienist, make sure students wash up carefully before
and the author of The Ar4st’s Complete Health and leaving class
Safety Guide (2001). One of Rossol’s main concerns is
the "iner4a and old habits" that prevent ar4sts from insist that Materials Safety Data Sheets (MSDS) are
taking appropriate ac4on to protect health and ensure provided by manufacturers
safety in spite of having the knowledge and resources
to do so. "We are all infected
terminally with the desire to do the Rossol also offers five 4ps for using less
familiar," she writes, "even if it is toxic art materials.
not in our best interest"-‐-‐ or in the •Know what the hazards are of the
best interest of our students.
materials being used.
Because children and young adults
frequently lack the knowledge and •Use water-‐based materials when
self-‐monitoring skills to iden4fy possible, but be aware that they, too,
hazardous materials and situa4ons, may contain hazardous solvents
they are at high risk for exposure to •Avoid dusts and powders.
chemicals through skin contact,
inhala4on or inges4on, and for •Choose the safest process.
injury due to dangerous equipment
or machinery. •Be pa4ent as you learn to use safer
subs4tutes
Among Rossol’s recommenda4ons
for safe material use and
organiza4on:
Media and Poten5al Hazards
use products with no hazard statements and no Solvents: We use solvents in many areas of art (paints,
precau4onary statements for children in grades six and thinners, adhesives and degreasers for cleaning up).
under Solvents can be dangers if they come in contact with
the skin or respiratory system, so impermeable gloves
use products labeled "non-‐toxic", but be mindful should be worn at all 4mes, and solvents should be
that this term is "misleading and limited" (Rossol used in a well ven4lated areas only. When not in use,
recommends trea4ng all art materials as poten4ally keep containers closed, and do not leave brushes in
toxic and handling them with appropriate precau4ons) the solvent because the alcohol content makes it
evaporate quickly.
follow the same hygiene prac4ces you would if the Paints and Pigments: Some paints and ceramic glazes
product were toxic can include metals such as: lead, cadmium, arsenic,
chromium, mercury and manganese. Avoid skin
choose materials that do not create dusts, vapors, contact, and work in well ven4lated areas. It’s
fumes, or result in excessive skin contact important to read the labels to find out what pigments
you are using.

do not allow food use in the art classroom

E R G R O U P # 5

Section 2: Materials, Organization and Safe Storage
Media and Poten5al Hazards cont’d Product Safety Labels
Acids and Alkalis (corrosives): When handling The teacher could make copies of some of the labels
corrosives, impermeable gloves, protec4ve clothing, and found on art materials and have students match the
safety glasses are essen4al. Proper footwear is also a label to the defini4on:
must (i.e. no sandals). If skin contact with corrosives
ACMI Art and CraJ Materials InsEtute. Independently
occurs, be sure to wash the area with large amounts of
cer4fies materials for toxicity.
water. Finally, when dilu4ng acids, be sure to always add
the acid to the water, and to do it slowly in order to AP Non Toxic -‐ Cer4fied non toxic by an independent
avoid splashing. toxocological medical expert. No specific quality
standards have been established. Non-‐toxic even if
ingested. Example: Ross White
Glue, Crayola Markers
Helping Students Recognize and
Avoid Hazards ASTM D4236: Conforms to labelling
for Chronic Health Standards.
In addi4on to working diligently Example: Kinger Acrylic Paint
to create a safe classroom
environment, teachers also have ASTM 5098: Performance standards
a responsibility to ensure for acrylic paints
students can recognize hazards in
their developing ar4s4c lives CP non-‐toxic : Cer4fied non-‐toxic by
both inside and outside of the an independent toxicological
classroom, preparing them for a medical expert. Meets or exceeds
life4me of safe and effec4ve studio work. specific quality standards of material, workmanship,
working quali4es and colour. Non-‐toxic even if ingested.
Monona Rossol observes, "Teachers must be so well Example: Kinger Tempera Paint
trained in hazard communica4on that they can put
relevant aspects of the training into their students' HL: Health Label. Product has health hazard associated
lessons". Teachers must teach and confirm through with it and carries health warnings. HL seal cer4fies that
observaEon and evaluaEon that each student knows the the product should be properly labelled.
rules of safety and follows them. The teacher may hang
student-‐created decora4ve safety slogans around the Ques5ons for Students About Health and Safety
classroom to remind everyone to follow the rules.
How do you know if paint is toxic?
Using the ac4vi4es and ques4ons for students that Why is it important to understand this?
follow may be a prac4cal and effec4ve step to helping What does ASTM stand for?
students recognize health hazards independently. Why are solvents hazardous?
Iden4fy three possible hazardous substances that could
be found in an art room.
Iden4fy two precau4ons an ar4st can take while using
thinners or solvents.

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E R G R O U P # 5

Section 3: Local and Provincial Health and Safety Resources
Canadian Centre for Occupa4onal Health and Ontario Ministry of Labour
Safety
135 Hunter Street East Occupa4onal Health and Safety Inquiries
Hamilton, Ontario L8N 1M5 Province-‐wide: 1-‐800-‐268-‐8013
Central Region: 416-‐314-‐5421 or 1-‐800-‐991-‐7454
Phone: 905-‐572-‐2981 Western Region: 905-‐577-‐9774 or 1-‐877-‐202-‐0008
Fax: 905-‐572-‐2206 Web site: www.labour.gov.on.ca
Web site: www.ccohs.ca
Ontario Poison Center
Canadian Standards Associa4on
24-‐hour poison advice
The Canadian Standards Associa4on (CSA) is a Toll free: 1-‐800-‐268-‐9017
not-‐for-‐profit membership-‐based associa5on Web site: www.ontariopoisoncentre.com
that help people understand standards through
educa5on and informa5on products and
services. Each year, thousands of people benefit The Workplace Safety and Insurance Board
from the training materials, workshops and Phone: 416-‐344-‐1000
seminars offered by the CSA Learning Center. Toll free:1-‐800-‐387-‐0750
Web site: www.wsib.on.ca
Phone: 416-‐747-‐4000
Toll free: 1-‐800-‐463-‐6727
Fax: 416-‐747-‐2473
Web site: hJp://www.csa.ca/cm/ca/en/home
Health Canada / WHMIS
M. David A. Bideshi

Chief, Na4onal Office / Na4onal WHMIS
Coordinator
123 Slater Street; A.L. 3504D
OJawa, Ontario K1A 0K9
E-‐mail: WHMIS_SIMDUT@hc-‐sc.gc.ca
Web site: www.hc-‐sc.gc.ca/ewh-‐semt


Section 4: Manufacturers, Suppliers and Retailers
3M Canada Kodak Canada Inc.

1840 Oxford Street East, Post Office Box 5757 6 Monogram Place, Suite 200
London, Ontario N6A 4T1 Toronto, Ontario M9R 0A1
Emergency call: 519-‐451-‐2500, Ext. 2222 Phone: 416-‐766-‐8233.
For Emergency Health, Safety & Environmental
Artbeads.com Informa4on, call: 1-‐800-‐363-‐1024.
www.artbeads.com
Online only (shipping to Canada only $1.00) Krylon
Product info: 1-‐800-‐832-‐2541
Crayola Regulatory Info: 216-‐566-‐2902
1100 Church Lane Web site:www.paintdocs.com
Easton, PA 18044 USA
Toll free:1-‐800-‐535-‐5053 Liquitex
E-‐mail:support@crayola.com 11 Cons4tu4on Avenue
PO Box 1396
Curry’s Art Store Piscataway, NJ 08855 USA
www.currys.com 1 -‐888-‐4ACRYLIC (1-‐888-‐422-‐7954)
Loca4ons: Barrie, Hamilton, Kitchener, Markham, Emergency phone: 1-‐800-‐628-‐3385
Mississauga, Oakville, Toronto, Whitby
David Guthrie Custom Framing & Supplies

www.davidguthrie.com
Loca4on: London
DeSerres
www.deserres.ca
Loca4ons: Oakville, OJawa, Toronto, Vaughan
Dixon-‐Ticonderoga Company
195 Interna4onal Parkway
Heathrow, FL 32746-‐5036
Toll free: 1-‐800-‐824-‐9430
Emergency call: 1-‐800-‐824-‐9430
Elmer’s Products Inc.

1 Easton
Columbus, OH 43219 USA
Toll free: 1-‐888-‐435-‐6377

E R G R O U P # 5

Section 4: Manufacturers, Suppliers and Retailers
Made 4 You Winsor & Newton

www.made4youcollec4ve.com 11 Cons4tu4on Avenue
Loca4on: Kingston Piscataway, NJ 08854 USA
Phone: 800-‐445-‐4278
Mercury Art & CraWs Supershop Fax: 732-‐562-‐0941
www.mercuryartsupplies.ca E-‐mail: ustechhelp@winsornewton.com
Loca4on: London
Michaels Arts and CraWs __________________________________

www.michaels.com
Loca4ons: across Ontario __________________________________
The Sassy Bead Co. __________________________________
www.thesassybeadco.com
Loca4ons: OJawa, Toronto __________________________________
Spectrum Educa5onal Supplies Ltd.
Arts & CraWs Division
www.spectrumed.com __________________________________
Loca4on: Newmarket
__________________________________
STAEDTLER Mars GmbH & Co. KG
phone +49 911 93 65 -‐ 888 __________________________________
fax +49 911 93 65 -‐ 769
Web site: www.staedtler.de __________________________________
E-‐mail: service@staedtler.de
Wallack’s
hJps://www.wallacks.com __________________________________
Loca4ons: OJawa, Kingston, Hull, Ga4neau
__________________________________
Windham Art Supplies
www.windhamartsupplies.com __________________________________
Loca4on: Guelph
__________________________________

E R G R O U P # 5
Contacts
This guide was produced by Visual Arts AQ Educational Rounds Group 5,
University of Western Ontario, Winter 2010:
Natasha Charpen5er, Cornwall, Ontario

Board: Upper Canada District School Board and the
Catholic District School Board of Eastern Ontario in Enrico Sartor-‐Seguin, OJawa, Ontario
a joint partnership with the youth jus4ce system. School: Centre professionnel et technique Minto
E-‐mail: natasha.charpen4er@ucdsb.on.ca (Building J within ‘La Cité collégiale’)
Board : Conseil des écoles catholiques du centre-‐est
E-‐mail: seguine@ecolecatholique.ca
Brad Hughes, Waterloo, Ontario
School: Lester B. Pearson Public School
Board: Waterloo Region District School Board Jocelyn Thorpe, Hamilton, Ontario
E-‐mail: brad_hughes@wrdsb.on.ca Board: Hamilton-‐Wentworth District School Board
E-‐mail: Jocelyn.thorpe@hwdsb.on.ca
Laurie Hume, Brockville, Ontario
School:TR Leger Adult and Alterna4ve Educa4on
Board: Upper Canada District School Board
E-‐mail: laurie.hume@ucdsb.on.ca
Kerry Krolewski
School:
Board:
E-mail:
Holly Ratcliffe, London, Ontario

Board: Thames Valley District School Board
E-‐mail: h.ratcliffe@tvdbs.on.ca
Photo Credits
All photos featured in this guide are available under a Creative Commons (CC) Attribution-Noncommercial License:
Pencil crayons (CC) 2007 merlinprincesse on flickr

Art room (CC) 2008 David Shankbone on flickr
Inks and rag (CC) 2008 jpeterson on flickr
Linocut supplies (CC) 2009 tweelass on flickr
Paint pots (CC) 2008 Chuck Walker on flickr
Paints and brushes (CC) 2008 Ujwala Prabhu on flickr
Bottles of paint (CC) 2010 Tittan Kittelsaa on flickr
Keyboard (CC) 2008 Amancay Maahs on flickr

Health and Safety in The Arts Classroom

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Health and Safety in The Arts Classroom

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E R G R O U P # 5

Health and Safety

student willingly breaks the rules,” she cautions, “if

To provide a safe studio or classroom. "No amount

healthy ventilation, the project must be eliminated from the

classroom? Children frequently lack the knowledge and

Health and Safety in the Arts Classroom 1

Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

1) A. Product Ex: oil, tempera, ecaustic, water Brand Color/ Quantity

2 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

3 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

2) Product Ex: Silk screen printing, Relief Brand Color/ Quantity

4 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

3) Product Ex: Black and White processing, Brand Color/ Quantity

5 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

4) Product Ex: clays, glazes and colorants Brand Color/ Quantity

6 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

5) Product Ex: Stone: quartz, granite, Brand Style/ Quantity

7 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

6) Product Ex: Alcohols, Aromatic Brand Style/ Quantity

8 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

7) Product Ex: Inorganic pigments and Brand Color/ Quantity

9 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

8) Product Ex: Alloys and metals- Brand Style/ Quantity

10 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

9) Product Ex: Natural minerals and Brand Code Quantity

11 Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

Date of Inventory: _________________ Completed by: _________________________

10) Product Ex: Textiles (Interfacing, Brand Style/ Quantity/

12 Health and Safety in the Arts Classroom

Health and Safety in the Arts Classroom

Health and Safety in the Arts Classroom

A) Beginning of year and/or semester

STEP 2: INSPECTION OF THE CLASSROOM

! Task Completed by: Date

Replenishing (Fill-out forms)

Damages- documented (Request for repairs)

Check Safety Stations

Fist Aid-Kit: replenishing (Include in inventory)

Ventilation system (Request for verification)

Machinery (Request for maintenance)

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Date of Inventory: _ Completed by: _________

Are water-‐based products used whenever possible?