Robin Izzo
Assistant Director for Laboratory Safety
Princeton University

 Undergraduate Visual Arts
 Creative Writing
 Theater and Dance
 Mostly adjunct faculty - high turnover
 Students have 24 hour access
 Majors have studios

 Health and safety issues
 Environmental concerns
 Fire safety issues
 Hazard Communication
 Right to Know
 Many artists are not familiar with most of these issues

 Painting
 Sculpture
 Photography
 Ceramics
 Lithography
 Theater

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

Antimony
Arsenic
Cadmium
Chromium
Lead
Manganese
Mercury
True Naples Yellow Resp and GI Irritation
Cobalt violet
Emerald Green
All cadmium pigments
Chromium green, strontium yellow, viridian, chrome yellow, zinc yellow
Flake white, mixed white,
Naples or chrome yellow
Burnt amber, Mn blue, Mn violet, Mars brown
Vermillion
Skin/eye/GI irritation
CNS disorders, Cancer
Lung, kidney, CNS disease
High BP, anemia
Skin, respiratory irritation
Allergies
Lung cancer
CNS disorder, GI problems
Respiratory irritation
CNS problems
CNS disease

 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.

 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

 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.

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

 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

 Wood shop - same hazards and concerns as maintenance, etc.
 Plasters, silica, etc.
 Spray Paint
 Clay
 Paints
 Mold-making
Resins

 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

 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

 Linseed Oil
 Solvents
 Sharp Tools
 Hot Plates
 Inks
 Nitric acid
 contamination with solvents
 disposal

 Waste disposal
 solvents, oils
 oily rags
 photochemicals
 acids and bases
 sharps
 empty chemical containers
 glazes

 Drain disposal
 fixers
 thinners
 Air emissions
 paint spray booths
 exhaust from woodworking equipment
 EPA Initiative
 focus on art department
 dumpster diving

 Previously treated generically
 general Hazard Communication Program
 general Hazard Communication Training
 Right to Know Inventories
 Respirator Program
 Waste Disposal
 Relatively good shape

 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

 Specialized Training Program
 all incoming faculty
 all students
 review specific issues
 quiz
 Theater Safety Program
 Inspections
 Semi-annual EHS inspections
 Weekly departmental inspections

 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

 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.

 Standardized containers
 Pre-printed labels
 MSDS proliferation
 Signage
 Spill Kits
 Waste Disposal Improvements
 Inspections

 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.

 Color-coded printed labels provided by
EHS for regular waste streams
 Waste poster with label supply
 Sample labels affixed to cabinets.

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

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

 Increased number of spill kits to ensure all areas covered.
 Provided training on how and when to use them.

 Clarified expectations
 Standardized waste containers
 Standardized labeling
 Inspections

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

 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.

 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

 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

 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.

 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

 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

 Robin M. Izzo
 Assistant Director for Laboratory Safety
Environmental Health and Safety
Princeton University
609-258-6259 rmizzo@princeton.edu
www.princeton.edu/ehs