DAVE WEGENERVisual Arts @ BHHS since 1997 (and @ THS in 1996-97)
World Studies (4th period) Room#: 75 in "A" (Main) Building Phone#: 360-709-7847 Email: firstname.lastname@example.org Favorite Artists: Wayne Thiebaud, Richard Diebenkorn, Paul Cezanne, Jim Dine, Claes Oldenburg... Favorite Foods: Rice, Corn, Beans, Potatoes, Apples, Bananas, Asian, Mexican, Italian, Indian, Native American...
Welcome to STUDIO ART!
Earn credit (and a grade) by producing the following within the 90-day semester:
- one labor-intensive PROJECT painting (acrylic paint on a 16x20" canvas using a grid system and an 8x10" printed original photograph)
- a portfolio of eight renditions from ART HISTORY (wet and mixed media on 8.5x11-inch heavy watercolor/mixed-media papers)
- eighty pages of daily 30-minute artworks in a SKETCHBOOK (mixed media in a book no larger than 8x10" and no smaller than 4x6")
Studio Art SYLLABUS (Scroll down to see grades earned by the previous semester or year's art students.)Weekly Daily Sketchbook Suggestions (displayed, offered and/or demonstrated so far...)the SKETCHBOOK assignment (16 ways to "earn points")VIDEO EXAMPLES:SAMPLE SKETCHBOOKS
the ART HISTORY assignment (18 ways to "earn points")
SAMPLE Portfolios of ART HISTORY Renditions
"THE LIST" of Artists for Renditions from ART HISTORY
Display Info Format for Renditions from ART HISTORY
SAMPLE Display Info for Individual Renditions
SAMPLE Cover Page for Page 1 of Portfolios
the PROJECT assignment (19 ways to "earn points")
BLANK GRID in MSWord that might be useful for digitally gridding an 8x10" cropped photo before printing it. If not, a grid can be measured and drawn directly on to the printed photo with accurate measuring and a fine-tipped permanent pen. (See demo videos below.)
VIDEO DEMO of STEP 1: How to Make the Photo & Canvas Grids
Another VIDEO DEMO of STEP 1 (Just a Photo): How to Draw a Grid onto an 8x10 inch Photo
Another VIDEO DEMO of STEP 1 (Just a Canvas): How to Draw a Grid onto a 16x20 inch Canvas
WAYS TO HELP YOUR BRAIN with the grid system and get a good resemblance to your source photo
VIDEO DEMO of STEP 2: How to Make the Window/Blinder Tools
PROJECT EXAMPLE by Laura Schopfer, 2003, 16x20" (eighty 2-inch squares)STUDIO ART PLAY - PRACTICE - PRODUCE - PRESENT"What do the arts teach all of us?" For answers, click HERE.Students earn fine arts course credit by producing and by exhibiting their art.Course credit - a grade of "D" (60%) or higher - is earned by......efficiently using class time - about 90 class periods - to produce daily, weekly and semester-long assignments......and by formally, conventionally displaying those assignments at the art exhibition.Higher grades are earned by completing a higher quantity and/or a higher quality of the assigned work.The instructor facilitates, monitors, documents, assesses, photographs and models productivity in the studio.The $5.00 course fee is small, so that students can provide their own art supplies to work with.
The studio fee helps pay for the provision and maintenance of shared-use studio supplies, tools and furnishings.Art students are expected to use their own art supplies to work on their art when present in their art class.Art supplies and artworks in progress can be stored in studio lockers.Larger projects can be stored on studio shelves.A locker partner is expected, and shared combo-lock is recommended.Final grades are determined by a combination of student and instructor assessments.The main assignment categories - SKETCHBOOK, ART HISTORY, PROJECT and/or ART EXHIBITION - are equal parts of the semester grade.(The main assignment categories remain equal parts of the semester grade, when one or more of them are waived or elimated.)To earn course credit, the average of the combined main assignment categories' must total 60% or more.Scores/grades in the main categories do not go below 50%. (A score of 50% in any of the four main categories indicates a missing assignment.)
GRADES EARNED in 2nd Semester (S2) STUDIO ART 2021-22:
0 students earned a grade of "F" in Studio Art.
36 received a passing grade of 50% (“D”) without submitting assigned work19 earned a grade of “D”
19 earned a “C”
28 earned a “B”
29 earned an “A”Classroom Policy on the Use of Personal Electronic Devices in the Visual Arts Room
People who carry the power of a telephone, camera, stereo, computer, video game system, television, video player, tracking device, e-mail, internet, etc. - all in one - with them at all times, must also exercise the qualities of good judgement, etiquette, and self-control.
When device users do not exercise such consideration, others may step in to exercise it for them.
Device users who lack good judgement, etiquette, self-control and/or consideration tend to...
...say with their body language and conduct, "I'm done with you... I'm not interested... I'd rather be somewhere else."
...miss information, examples, demonstrations, displays, directions, instructions, due dates, appointments, etc....use work/study time poorly and inefficiently (and are often in denial about it).
...claim they do their assigned work at home (so they can spend more time on their devices at work/in class).
...do their work haphazardly and hurriedly (so they can spend more time on their devices).
...accomplish less, as they work one-handed and are often distracted or side-tracked....have a distorted, warped or inflated sense of actual time and effort invested in their work....regard multi-tasking as a virtue, when it is more likely to decrease the quality of their work on any one task....be impatient, procrastinate, fall behind and settle for low-quality work....excuse their lack of effort with quips like, "I'm just no good at this."
...do their work at the last minute and then complain of having too little time....settle for "good enough," instead of their best (i.e. "A" students settle for "Bs," "B" students for "Cs," etc.)
...participate poorly and/or are not fully "present," but disengaged from work, study and conversations.
...decline or refuse help from others (and may later complain that no help was given or offered).
...have heightened anxiety and stress levels due to control issues and fears of missing out (FOMO)....lack civility and good manners when they ignore those who greet or make eye contact with them....develop greater difficulty distinguishing and/or establishing genuine contact and interaction with people....have numerous perceived "emergencies."...show minimal or unsatisfactory progress and earnings at work and/or at school.
...leave the workplace/classroom more often than others....have difficulty making plans ahead of time and sticking with those plans....suddenly change plans without informing others in a timely manner....hide or stash their devices, try to look busy and/or throw red-herrings when a supervisor/teacher approaches....distract individuals or entire groups and hinder their progress as well as their own.
...create uncomfortable, tense and/or hostile environments with the inappropriate use of their devices.a solution for parents of kids addicted to smartphones:a Seattle-based rehab center for internet, gaming & technology addiction:a documentary and a website that explore the gains & losses of technological tools: