Wegener, Dave
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DAVE WEGENER
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BHHS Visual Arts since 1997 (THS Visual Arts in 1996-97)
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| Room#: 75 in "A" (Main) Building | |
| Phone#: 360-709-7847 | |
| Email: dave.wegener@tumwater.k12.wa.us | |
| Favorite Artists: Wayne Thiebaud, Richard Diebenkorn, Paul Cezanne, Jim Dine, Elizabeth Murray, Claes Oldenburg... | |
| Favorite Foods: Whole Grain Starches, Spuds, Apples, Berries, Bananas, Melon, Asian, Italian, Indian, South Central & Native American |
Welcome to STUDIO ART!
Earn credit (and a grade) by producing the following during a 90-day (18-week) semester:
- SKETCHBOOK... an engaging, quality page of sketching every day for 80 days. (mixed media in a book no larger than 8x10" and no smaller than 4x6") This assignment is highly portable and can be done ANYWHERE - at home, at work, on weekends, on vacation, etc.
- ART HISTORY... a quality rendition with display information every 2 weeks for 16 weeks. (mixed media on 8.5x11", 90-160# watercolor paper in a portfolio provided by the course fee) This assignment should be done IN CLASS, not at home or elsewhere.
- PROJECT... a grid-made self-portrait from a printed photograph, painted one piece at a time throughout the semester. (acrylic on 16x20" canvas) This assignment should be done IN CLASS, not at home or elsewhere.
This course emphasizes two things: process and presentation.
Let your work show how it was made (process), and take care to respect your viewers (presentation).
The course assignments, criteria, standards, etc. in Studio Art are the same each semester. What changes with each semester are the art students’ choices – the quality and content of their sketchbook, the artists they choose to learn from and the quality of their studies, the subject of their grid-made project and their degree of adherence to its process.
Repeat art students who have already earned more than a year (two semesters) of credit in Studio Art, may request modifications to assignments that are tailored to their artistic interests and/or academic goals. Assignment (work load) modifications must be discussed and agreed upon in writing by the instructor and student before midterm.
Repeat art students who have already earned more than a year (two semesters) of credit in Studio Art, may request alternate course titles for their transcript, such as Advanced or Studio Art II, if such titles are available. Such requests should be made known to the registrar and to the instructor before midterm.
the SKETCHBOOK assignment
VIDEO EXAMPLES:
SAMPLE SKETCHBOOKS
PRACTICE 3-D Subjects: 8 PRACTICE FORMS
PRACTICE Grid Images: 8 GRIDDED PHOTOS
Examples of Sketchbook Grid Practice: INK COLOR PENCIL CRAYON WATERCOLOR OIL PASTEL COLLAGE MIXED MEDIA
SAMPLE Portfolios of ART HISTORY Renditions
THE LIST of Artists for Renditions from ART HISTORY: 240707THELISTofArtistsforARTHISTORYRenditions.pdf
Display Info Format for Renditions from ART HISTORY
SAMPLE of Display Info for Individual Renditions
SAMPLE of BASIC / MINIMAL Cover Page for Page 1 of Portfolios
SAMPLE of STRONGER Cover Page for Page 1 of Portfolios
How to Safely Remove Tape from Mounted Artworks
BLANK GRID in MSWord that might be useful for digitally "gridding" an 8x10" cropped photo before printing it. If not, grids can be measured and drawn directly onto each printed photo with accurate measuring and a fine-tipped permanent pen. (See demo videos below.)
PRINTABLE 8x10" BLANK GRID of 80 one-inch squares that can be printed onto transparency film and secured over an image
VIDEO DEMO: How to Make the Photo & Canvas Grids
VIDEO DEMO: How to Draw a Grid onto an 8x10 inch Photo
VIDEO DEMO: How to Draw a Grid onto a 16x20 inch Canvas
WAYS TO HELP YOUR BRAIN with the grid system and get a good resemblance to your source photo
VIDEO DEMO: How to Make the Window/Blinder Tools
VIDEO DEMOS: How to Paint One Square at a Time: Sq#1D Sq#1E Sq#5 Sq#12
VIDEO DEMO of an ALTERNATIVE "LATTICE" GRID (just the PHOTO) Little or No Measuring Required
VIDEO DEMO of an ALTERNATIVE "LATTICE" GRID (just the CANVAS) Little or No Measuring Required
EXTRA VIDEO DEMOS (OPTIONAL / NOT REQUIRED) - How to Combine Collage w/ Acrylic: PART 1 & PART 2
PROJECT EXAMPLE by Laura Schopfer, 2003, 16x20" (eighty 2-inch squares)
STUDIO ART PLAY - PRACTICE - PRODUCE - PRESENT
GRADES EARNED in 2nd Semester (S2) STUDIO ART 2023-24:
10 students earned a grade of "F" in Studio Art.
43 earned a grade of “D”
22 earned a “C”
25 earned a “B”
18 earned an “A”
Failing grades were due to missing assignments and/or the absence of assignment-related work/activity observed in class.
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 consideration of others, 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.
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 consideration of others, 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.
...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).
...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.
...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.
...create uncomfortable, tense and/or hostile environments with the inappropriate use of their devices.
a solution for parents of kids addicted to smartphones:
the CEO of a major computer corporation chooses not to own a cell phone:a Seattle-based rehab center for internet, gaming & technology addiction:
a documentary and a website that explore the gains & losses of technological tools: