• Dave at his niece, Abby's, wedding in Victoria, BC on July 13, 2019
    DAVE WEGENER
    Visual Arts @ BHHS since 1997 (@ THS in 1996-97)
    Room#:   75 in "A" (Main) Building
    Phone#:  360-709-7838
    Google Classroom Code: xmeuip7
    Google Meeting Link: https://meet.google.com/lookup/dq6cwsub55
    Favorite Artists: Wayne Thiebaud, Richard Diebenkorn, Paul Cezanne, Claes Oldenburg...
     
     

    Video Intro to VISUAL ARTS

    STUDIO ART SYLLABUS for 2nd Semester 2020-21

     
     
         VIDEO EXAMPLES:     
                                          30-Minute Sketch Demo w Black Color Pencil
                                          30-Minute Sketch Demo with Ink Pen
                                          30-Minute Sketch Demo w Color Pencil and Ink
                                          30-Minute Sketch Demo Ink and Watercolor
                                          30-Minute Sketch Demo w Oil Pastel

    the PROJECT assignment 

         VIDEO of STEP 1:     How to Make the Photo & Canvas Grids

         VIDEO of STEP 2:     How to Make the Window/Blinder Tools

         VIDEOS of STEP 3  -  How to Paint One Square at a Time:     Sq#5   Sq#12

         VIDEO EXTRAS (OPTIONAL/NOT REQUIRED)  -  How to Combine Collage w/ Acrylic:    PART 1  &  PART 2

    Laura Schopfer 2003

    PROJECT EXAMPLE by Laura Schopfer, 2003, 16x20" (eighty 2-inch squares)

      Display Info Guide

     
     
     
     (PRE-PANDEMIC INFO BELOW)
     

     STUDIO ART  PLAY - PRODUCE - PRACTICE - PRESENT

    DAILY 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.
           Course credit - a grade of "D" (60%) or higher - is earned by...
                ...efficient use of class time - about 80 class periods - to produce daily, weekly and monthly assignments...
                ...and by formal, conventional display of those assignments at the final exhibition.
           Higher grades are earned with a higher quantity and quality of assigned 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 latter half of each semester).
             The instructor facilitates, monitors, documents, assesses, photographs and models productivity in the studio.
     
     Final grades are determined by a combination of peer-, self-, and/or instructor assessments.      
               Each of these four assignment categories - SKETCHBOOK, ART JOURNAL, PROJECTS and ART EXHIBITION - is one quarter (25%) of the semester grade.
               To earn course credit, the average of these four combined assignment categories' must total 60% or more.
               Scores/grades in these categories do not go below 50%.  (i.e. A 50% in any of these four categores indicates a missing assignment.)
     
    WHAT KIND OF INSTRUCTOR IS MR. WEGENER?    THE GOOD.  THE BAD.  THE UGLY.
     

     COURSE HANDOUTS & INFORMATION from 2019-20

         SYLLABUS and SYLLABUS CONTRACT

         SUPPLY LIST of ITEMS NEEDED for successful completion of course assignments
     
     
           25.00%     SKETCHBOOK       daily page assignment to draw/paint/experiment with media other than graphite
                                                             Periodic ASSESSMENT SHEET used throughout the semester
     
           25.00%     ARTIST STUDIES   semii-weekly rendition assignments from art history in media other than graphite
                                                             Explore art history on your own and more in depth via KHAN ACADEMY
      
                                                              Scale Model Quiz & Help Sheet
     
      
           25.00%     PROJECTS             bi-onthly thematic assignment in acrylic paint on canvas, panel or board
     
     
     
           25.00%     ART EXHIBITION   (The week before finals...  FAMILIES, PLEASE ATTEND!)
                                                             EXHIBITION PREP CHECKLIST
                                                             DISPLAY SCORE SHEET  (Used by the instructor during EXHIBITION week) 
     
     
         Classroom Policy on the Use of Personal Electronic Devices in the Visual Arts Room 
     
     
    GRADES EARNED in 2nd Semester (S2) STUDIO ART 2020-21:

         0 students earned a grade of "F" in Studio Art.

         50 earned a grade of “D

         25 earned a “C

         28 earned a “B

         29 earned an “A

     
     
    PERSONAL ELECTRONIC DEVICES  "Amazing tools require amazing self-control."  - Anon.

    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 these qualities, and when their conduct is an unwelcome distraction or disruption, others may step in to exercise it for them.

    Device users lacking good judgement, etiquette, consideration and/or self-control 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, 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 one-handed and are distracted or side-tracked. 
     
     ...have a distorted, warped or inflated sense of the actual amount of 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 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 real contact and interaction with people.
       ...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 udated 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 read why the CEO of a major computer corportation chooses to not own a cell phone, 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: