Resource Classes
Music

CHES is extremely proud of its music program. Knowledge and skills that students acquire through music instruction include the abilities to think critically, solve problems creatively, make informed judgments, work cooperatively within groups, appreciate different cultures, imagine, and create.

The state of Virginia provides for Standards of Learning in Music. These standards are to be used as guidelines and benchmarks for student achievement and to provide a variety of music experiences throughout the different grade levels and grade clusters. The four strands—Performance and Production, Cultural Context and Music Theory, Judgment and Criticism, and Aesthetics—provide the basis for all instructional strategies that are appropriate to each category. The standards provide the framework for students to learn ways in which the content of disciplines within and outside the arts are interrelated with the content of music. The strands are integrated through a variety of classroom and performance activities. Through individualized instruction and the provision of multiple educational opportunities, students will obtain valuable music skills and knowledge to prepare them for future educational, occupational, and personal endeavors.

Each year CHES students perform in a variety of venues for students, parents, and the community. For a listing of upcoming performances please refer to the Clover Hill Elementary School Calendar.

Art

Visual Arts in elementary school asks students to produce and respond to works of art while learning about its history and various artists. Art encourages students to open their minds and release their creative side. Students are pushed to express themselves through their art as well as through critiques. At the end of each school year, students (grades K-5) will have learned various art techniques, art vocabulary, and how to engage in art critiques.

Examples of Vocabulary for grades K-5:

  • Kindergarten: artist, color, portrait
  • First grade: sculptor, kiln, subject matter
  • Second grade: contour line, monochromatic, abstract
  • Third grade: cool/warm colors, printing plate, architecture
  • Fourth grade: radial pattern, realistic, value, shade
  • Fifth grade: textile, complimentary colors, focal point
Physical Education

Students exercise their spirits, minds and bodies through PE activities in all the grade levels.  Activities include physical fitness, sports skills such as volleyball, soccer and basketball, and individual sports such as tennis, gymnastics, and dance. Health learning experiences are also included that help them acquire current health information and the skills necessary to make healthy decisions.

A Special Biking program called Bike Smart is offered for fourth- and fifth-graders.  The school also has a climbing wall and academic exercise which reinforces core concepts in the fitness arena, for few examples geography, constellations, and aerospace.

Kindergarten:

Developing fundamental movement patterns is the primary focus of the kindergarten physical education curriculum.  While children at this level vary in maturity across all movement skills, they should demonstrate continuous improvement in movement under very simple conditions.  While developing fundamental skill patterns, students begin to learn key movement concepts that help them perform in a variety of educational games, dances, and gymnastics.  They learn how their bodies react to vigorous physical activity.  Students learn to use safe practices, cooperate with and respect others, and follow classroom rules.  Experiences in physical education help them develop a positive attitude for leading a healthy, active lifestyle.

First Grade:

Students in first grade begin to refine locomotors skills and further develop fundamental non-locomotors and manipulative skills in educational games, dance and gymnastics.  They continue to develop understanding of key concepts and principles and to link these concepts and principles to their movement.  Students relate participation in vigorous physical activity to changes in the body, to enjoyment, and to improving their health and wellness. They further their understanding of the importance of physical activity in their lives.  As students increase their understanding of movement, they gain a deeper understanding of how the body moves. Students continue to develop socially as they work safely alone and in a group.  The natural enjoyment of physical activity should be reinforced and complemented by a variety of educational game, dance, and gymnastic activities in which students learn and are successful.

Second Grade:

Students in second grade begin their progression toward locomotors skill patterns.  They vary movement patterns and begin to combine skills in educational game, dance, and gymnastic activities.  Progress is apparent in skill development and in understanding key elements of fundamental movement skills, including understanding movement concepts, health-related fitness concepts, and the benefits of physical activity.  Students work cooperatively and responsibly in groups and are capable of resolving conflicts.  They participate in physical activities at school and identify opportunities to participate in regular physical activity outside of school.

Third Grade:

Skill development remains a central focus for students in grade three.  Students refine, extend, and combine skills in more complex situations and demonstrate more proficient movement patterns in educational game, dance, and gymnastic activities. Students identify critical elements (small, isolated parts of the whole skill or movement) and apply them in their movement.  They develop fitness knowledge and can relate regular physical activity to health benefits.  They know safe practices, rules, and procedures and apply them with little or no reinforcement. Students work cooperatively with peers and understand that there are many differences in movement skill and ability levels among members of their class.

Fourth Grade:

In grade four, students make continuous progress across all fundamental motor patterns.  Proficient movement patterns are possible as students combine locomotors and manipulative skills in increasingly complex situations.  Students create sequences in educational dances and gymnastics.  They apply movement concepts and principles in individual movement performances, and tactical

Fifth Grade:

Students in fifth grade apply movement principles and concepts to enhance their movement performance, personal fitness, and game strategy and tactics.  They develop proficiency in games, dances, and educational gymnastics.  Students demonstrate specialized skills alone, with a partner, or in a small group.  They access and use resources to improve personal fitness as they exhibit a physically active lifestyle.  Students continue to develop responsible personal and social behaviors as they work with others in safe and respectful ways.