• 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
     

     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 for 2nd Semester 2019-20 (a Week 1 assignment)

         SUPPLY LIST for 2nd Semester 2019-20  ITEMS NEEDED for successful completion of course assignments
     
    At the time of the school closure (March 13, 2020) due to Coronavirus/COVID-19, art students were current with the following two assignment categories: pages filled in their SKETCHBOOK (w/o the use of graphite or "lead"), and 6 weekly ART JOURNAL assignments completed/submitted.  Students' semester (S2) grades were based on the completion of assignments in these two categories.
     
    Students interested in improving their current semester (S2) grade re-did existing or made up missing assignments, evaluated their finished work with assessments/rubrics provided (below), and reported/submited evidence of completion to the instructor by email (with "good" photos) and/or by dropping off work at BHHS on Wednesdays between 11AM and 1PM until Wednesday, June 17.  Mr. Wegener was at the front entrance of the school to receive the work on each of those Wednesdays (except for Wednesday, June 10, due to a family medical emergency).  
     
           25.00%     SKETCHBOOK       daily page assignment to draw/paint/experiment with media other than graphite
                                                             Periodic ASSESSMENT SHEET used throughout the semester
                                                             MODIFIED ASSESSMENT for LATE or MISSING sketchbooks submitted after March 13, 2020                                                             (during the school closure)
     
           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 Federal Republic (United States of America)
                                                              Week #1  Federal (Iowan)
                                                              Week #2  Federal (falls)
                                                              Week #3  Federal (mother)
                                                              Week #4  Federal (fog)
                                                              Week #5  Federal (banjo)
                                                              Week #6  Federal (fight)
     
                                                              Scale Model Quiz & Help Sheet
     
    At the time of the school closure (March 13, 2020) due to Coronavirus/COVID-19, some art students had begun work on the following PROJECT assignment: a 16x20-inch acrylic painting based on their choice of three assigned themes.  This assignment was given on Monday, Februay 10 (Day #11) and was originally scheduled to be due the week of Monday, March 30 (Days #44 - 48). 
     
    This PROJECT assignment did not affect semester (S2) grades, and was turned off (marked "No Count") in the grade book.  Because school was cancelled for the remainder of the year, this assignment was optional (i.e. not required) and credited/counted only if it improved the student's semester grade.  Without it, just the SKETCHBOOK and ART JOURNAL assignment categories determined students' final semester (S2) grades.
     
           25.00%     PROJECTS             bi-onthly thematic assignment in acrylic paint on canvas, panel or board
                                                               Project #1 - Choose from 3 Assigned Themes
     
           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 2019-20:

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

         0 earned a grade of “D”

         14 earned a “C”

         36 earned a “B”

         72 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: