• Wegener by 82 2003
    Wegener by 82 Students,
    2003, charcoal, 26x20"
    DAVE WEGENER
    Visual Arts @ BHHS since 1997 (@ THS in 1996-97)
    Room#:   75 in "A" (Main) Building
    Phone#:  360-709-7838
     
    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

         SYLLABUS and SYLLABUS CONTRACT (a Week 1 assignment)

         SUPPLY LIST for 2019-20  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%     ART JOURNAL       weekly rendition assignments from art history in media other than graphite
                                                             Explore art history on your own and more in depth via KHAN ACADEMY
                                                             American Art History: the Colonies and the United States
                                                              Week #1  Colonial (Freake portrait)
                                                              Week #2  Colonial (court cupboard)
                                                              Week #3  Colonial (history painting)
                                                              Week #4  Colonial (group portrait)
                                                              Week #5 Colonial (boy with squirrel)
                                                              Week #6 Colonial (shark attack)
                                                              Week #7 Federal (declaration)
                                                              Week #8  Federal (president)
                                                              Week #9  Federal (rotunda)
                                                              Week #10  Federal (museum)
     
     
           25.00%     PROJECTS             monthly thematic assignment in acrylic paint on canvas, panel or board
                                                               Project #1 - Family Crest or Matriarch/Patriarch
                                                               Project #2 - My Pile, My Property or My Pet Peeve
                                                               Project #3 - My Sketch, My Photograph or My Concern
     
           25.00%     ART EXHIBITION   (The week before finals...  FAMILIES, PLEASE ATTEND!)
                                                             EXHIBITION PREP CHECKLIST
                                                             SCORE SHEET  (Used by the instructor during EXHIBITION week) 
     
     
         Classroom Policy on the Use of Personal Electronic Devices (and toys, etc.) in the Visual Arts Room 
     
     
    GRADES EARNED in 2nd Semester (S2) STUDIO ART 2018-19:

         12 students earned a grade of "F" in Studio Art.  (Five "F" students were in the smallest class.  The largest class had no "Fs."  Three "F" students did not attend class.)

         14 earned a grade of “D”

         22 earned a “C”

         23 earned a “B”

         26 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 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 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 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," "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: