Developing an Art Safety Program

1. Developing an Art Safety Program Robin Izzo Assistant Director for Laboratory Safety Princeton University

2. Visual Arts at Princeton • Undergraduate Visual Arts • Creative Writing • Theater and Dance • Mostly adjunct faculty - high turnover • Students have 24 hour access • Majors have studios

3. Why an Art Safety Program? • Health and safety issues • Environmental concerns • Fire safety issues • Hazard Communication • Right to Know • Many artists are not familiar with most of these issues

4. Art Hazards • Painting • Sculpture • Photography • Ceramics • Lithography • Theater

5. Painting • Pigments • “hues” • Thinners • Linseed Oil • autoignition • Adhesives • sensitizers • Oil-based paints • Turpentine • sensitizer - odorless thinner is better alternative

6. Paint Pigments

7. Precautions for Painters • Know the what is in your pigments. Use the least toxic. • Avoid mixing dry pigments. • Avoid hand to mouth contact. • Don’t use your mouth to point your brush. • Avoid using turpentine - use thinner • Use least dusty forms of chalk, pastels, etc.

8. Photography • Developer • alkaline • Stop Bath • acetic acid • Fixers • Disposal problems • Reducer • Mix with concentrated acid or high heat, can release cyanide gas Many photochemicals are sensitizers

9. Precautions for Photographers • Use liquid chemistry • Avoid skin exposure • Cover baths when not in use. • Use pre-mixed chemicals • Rinse with water between acid bleach step and fixing steps. (sulfur dioxide gas) • Use good ventilation.

10. Ceramics • Silica - silicosis • sand, perlite, grog, vermiculite • Mold - wet clay • Musculo-skeletal problems • Glazes - metals • Skin irritation • clay, glazes • Kiln - fumes, CO, IR

11. Precautions for Ceramics • Use pre-mixed clay. • Use good ventilation. Clean daily. • Moisturize hands. • Avoid lead glazes • Use gloves when handling glazes • Use good ventilation and CO for kiln • Wear IR goggles when looking into kiln • Electrical safety and good material handling

12. Sculpture • Wood shop - same hazards and concerns as maintenance, etc. • Plasters, silica, etc. • Spray Paint • Clay • Paints • Mold-makingResins

13. Precautions for Sculptors • Use eye and face protection • Choose the least hazardous woods and stones • Do not use plaster for casting body parts • Use good lifting techniques • Protect hands against vibration of hand tools • Use machining tools under supervision

14. Precautions for Sculptors • Take breaks to avoid carpal tunnel syndrome • Avoid chlorinated waxes • Protect against electrical hazards • Wear gloves when applying epoxy glues and hardeners, formaldehyde glues or solvent-based adhesives

15. Lithography/Printmaking • Linseed Oil • Solvents • Sharp Tools • Hot Plates • Inks • Nitric acid • contamination with solvents • disposal

16. Environmental Concerns • Waste disposal • solvents, oils • oily rags • photochemicals • acids and bases • sharps • empty chemical containers • glazes

17. Environmental Concerns • Drain disposal • fixers • thinners • Air emissions • paint spray booths • exhaust from woodworking equipment • EPA Initiative • focus on art department • dumpster diving

18. Princeton’s Program • Previously treated generically • general Hazard Communication Program • general Hazard Communication Training • Right to Know Inventories • Respirator Program • Waste Disposal • Relatively good shape

19. Princeton’s Program • EHS Overall Trend • move from broad based programs to specialized programs • common problem - expectations not communicated • identify goals and objectives, work with department to determine how to make it work based on their needs

20. Princeton’s Program • Specialized Training Program • all incoming faculty • all students • review specific issues • quiz • Theater Safety Program • Inspections • Semi-annual EHS inspections • Weekly departmental inspections

21. Getting Started • Meet with EHS to determine expectations and requirements • Ordered and installed needed materials • Mandatory meeting with faculty • White tornado of corrective actions • Meet with students and faculty to explain new procedures and provide specialized training

22. Getting Started • Videotaped meeting and training for those who could not attend. • Began frequent inspections. Notified faculty and students about infractions. • Included building janitor in training, particular attention on waste disposal. • Recruited casual employee to conduct inspections of studios twice weekly.

23. Initiatives • Standardized containers • Pre-printed labels • MSDS proliferation • Signage • Spill Kits • Waste Disposal Improvements • Inspections

24. Standardized Containers • Previously - any available glass container - often food or drink containers • Difficult to identify what was a chemical container vs. a true food container • Pre-labeled mason jars required. Lids available - required when material not in use.

25. Pre-Printed Waste Labels • Color-coded printed labels provided by EHS for regular waste streams • Waste poster with label supply • Sample labels affixed to cabinets.

26. MSDSs • Always good about keeping MSDSs on hand, but accessibility was an issue. • MSDS notebook for every classroom. • Clearly labeled. • Chained to cabinets.

27. Signage • Instructions posted in every room • drain disposal restrictions • MSDS locations • Closing checklist • Spill kit locations • No excuse for not following procedures • Lamination

28. Signage

29. Spill Kits • Increased number of spill kits to ensure all areas covered. • Provided training on how and when to use them.

30. Waste Disposal Improvements • Clarified expectations • Standardized waste containers • Standardized labeling • Inspections

31. Inspections • EHS involved in first rounds • Weekly inspections by department staff • Semi-weekly inspections of student areas by casual employee • Assistance by janitor

32. How Can You Do This? • Learn about the issues • Find out what your art department does. • Familiarize yourself about the issues using reference materials. • Determine which issues apply to your institution.

33. How Can You Do This? • Find the right people • find your champion • may not be the department chair or manager • educate the people with authority about the issues and the potential consequences • people • money • Work with them to find workable solutions

34. Training • Establish a specialized training program. • Find a way to include everyone in the training. • Not just classroom training • faculty pass it onto the students • inspections/problem discussion also help educate people

35. Inspect and Follow Up • Inspections/follow-up absolutely crucial. • Do not drop and dash. Follow it through. • Frequent at first, then taper off as improvements made. • Feedback to faculty and students. Accountability is crucial. • Celebrate successes.

36. Resources • Web Sites • Center for Safety in the Arts • http://artsnet.heinz.cmu.edu:70/0/csa • ACTS: Arts, Crafts and Theater Safety • http://www.caseweb.com/acts/ • Princeton University Theater Operations Manual • http://www.princeton.edu/~ehs/theater/Title.html

37. Books • Artist Beware - Michael McCann, PhD, CIH • The Artist’s Complete Health and Safety Guide, Monona Rossol, MS, MFA • Overexposure: Photography Hazards -Susan Shaw and Monona Rossol • Making Art Safely - M. Spandorfer, D. Curtiss, J. Snyder, MD • Stage Fright: Health & Safety in Theater - Monona Rossol, MS, MFA • Health Hazards Manual for Artists - Michael McCann, PhD, CIH

38. Questions??? • Robin M. Izzo • Assistant Director for Laboratory SafetyEnvironmental Health and SafetyPrinceton University609-258-6259rmizzo@princeton.eduwww.princeton.edu/ehs