Wegener by 82 Students,
2003, charcoal, 26x20"DAVE WEGENERVisual Arts @ BHHS since 1997 (@ THS in 1996-97)Room#: 75 in "A" (Main) BuildingPhone#: 360-709-7838STUDIO ART PLAY - PRODUCE - PRACTICE - PRESENTDAILY sketch your world. WEEKLY study art history. MONTHLY paint your life. EACH SEMESTER present your work.Be observant/perceptive. Experiment. Take risks. Engage with your work. Inform your audience."What do the arts teach all of us?" For an answer, click HERE.Students earn fine arts course credit by producing and by exhibiting their art.Credit (i.e. a grade) is earned by......using class time productively - about 80 class periods (about 4 hrs. per week or 60 hrs. per semester)......and by conventional presentation of the semester's of work at the final exhibition.Higher grades are earned with a higher quantity and quality of work completed.The course fee is small, so that art students can provide their own art supplies to work with.
Art supplies and works in progress can be stored in the studio lockers. Large art projects can be stored on the studio shelves.A locker partner is expected, and a shared combo-lock is recommended (especially during the last few weeks of class).The instructor facilitates, monitors, assesses and sometimes photographs student productivity in the studio.Each one of these assignment categories - SKETCHBOOK, ART JOURNAL, PROJECTS and ART EXHIBITION - is worth one quarter (25%) of the final semester grade.To earn course credit, these four assignment categories' combined average must be 60% or more.Students cannot earn less than 50% on assignments in these four assignment categories.(Grades of 50% in these four assignment categores indicate missing assignments.)
COURSE HANDOUTS & INFORMATION
SYLLABUS and SYLLABUS CONTRACT (a Week 1 assignment)SUPPLY LIST ITEMS NEEDED for successful completion of course assignments25.00% SKETCHBOOK daily page assignment to draw/paint/experiment with media other than graphitePeriodic ASSESSMENT SHEET used throughout the semester.25.00% ART JOURNAL weekly rendition assignments from art history in media other than graphiteExplore art history on your own and more in depth via KHAN ACADEMYClassroom Policy on the Use of Personal Electronic Devices (and toys, etc.) in the Visual Arts RoomGRADES EARNED in 2nd Semester (S2) STUDIO ART 2017-18:
9 students earned a grade of "F" in Studio Art. (Six "F" students did not attend class.)24 earned a grade of “D”
36 earned a “C”
21 earned a “B”
34 earned an “A”PERSONAL ELECTRONIC DEVICES "Amazing tools require amazing self-control." - Louis C.K.
People with the power to carry a telephone, camera, stereo, computer, video game system, television, video player, tracking device, crystal ball, magic wand, etc. with them at all times, must also exercise good judgement, etiquette, and self-control.
When device users do not exercise these qualities, and their conduct is an unwelcome distraction or disruption, others may step in to exercise it for them.
Device users who lack good judgement, etiquette, consideration and/or self-control...
...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, dates, etc....use work/study time poorly and inefficiently (and are often in denial about it).
...claim they are doing their work at home (so they can use their devices more at work/in class).
...do their work haphazardly and hurriedly (so they can get back to their devices).
...accomplish less, as they work with one hand and are distracted or side-tracked....have a distorted, warped or inflated sense of the actual time and effort invested in their work....regard multi-tasking as a virtue, when it is more likely to decrease their quality of work on any one task....are 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" etc.)
...participate poorly and/or are not fully "present," but disengaged from work, study and conversations.
...decline or refuse help from others, and 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)....have numerous perceived "emergencies."...show minimal or unsatisfactory progress and earnings at work and/or at school.
...leave the room often when there is a "no device" policy in place....have difficulty making plans ahead of time and sticking with those plans....suddenly change plans without others knowing, then fault the others who didn't get the electronic message....hide or stash their devices, try to look busy, or throw red-herrings when a supervisor approaches....distract individuals or entire groups and hinder their progress as well as their own.
...create uncomfortable, even tense or hostile, environments with inappropriate use of their devices.To read a solution for parents of kids addicted to smartphones, click this link:To hear/read about a Seattle-based rehab center for internet, gaming & technology addiction, click this link:To view a documentary and website that explore the gains & losses of technological tools, click this link: