• 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#:  360-709-7847
    Google Classroom Code: hinoh2a
    Google Meet Link: https://meet.google.com/lookup/euopxaulnz
    Favorite Artists: Wayne Thiebaud, Richard Diebenkorn, Paul Cezanne, Claes Oldenburg...
     
     

    Welcome to STUDIO ART!

    The goal in this course is to produce the following within the 90-day semester:

    • one PROJECT painting   (acrylic paint on a 16x20-inch canvas that uses a printed photograph and grid system)
    • eight renditions from ART HISTORY in a portfolio   (mixed media on 8.5x11-inch heavy mixed-media/watercolor papers)
    • eighty 30-minute pages in a SKETCHBOOK   (mixed media on pages no larger than 8x10" and no smaller than 4x6") 
    • a complete display of the above items for an "open house" ART EXHIBITION   (near the end of the semester)

            TIP: Leaving graphite ("lead") out of out of all assignments in this class will help them earn more credit.  Use something else.

    Studio Art SYLLABUS for 1st Semester 2021-22

    Studio Art SUPPLY LIST for 1st Semester 2021-22
     
    So far in Studio Art... Week of October 11 and HOW ARE YOU DOING?  (A few tips and reminders.)
     
        a brief summary/overview of the SKETCHBOOK assignment  (also see slide shows in left margin)
         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

        a brief summary/overview of the ART HISTORY assignment  (also see slide shows in left margin)

    List of Artists for Renditions from ART HISTORY

    Display Info Format for Renditions from ART HISTORY

        a brief summary/overview of the PROJECT assignment  (also see slide shows in left margin)

                  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 on the printed photo.

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

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

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

         EXTRA DEMOS (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

     
    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 projectes 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 categores indicates a missing assignment.)
     
    WHAT KIND OF INSTRUCTOR IS MR. WEGENER?    THE GOOD.  THE BAD.  THE UGLY.
     

    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”

     
     Classroom Policy on the Use of Personal Electronic Devices in the Visual Arts Room 
     
    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 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. 
     
    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: