Resource Classes

Art Teacher: Mrs. Blackwood
Itinerant Art Teacher: Mrs. Ellington
Follow me at @ArtisticAtEcoff

“Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes, and having fun.”
– Mary Lou Cook

The standards for Kindergarten Visual Arts serve as the foundation for further visual arts instruction. These standards place emphasis on cognitive, affective, sensory, and motor development, using a problem solving approach. Students learn that art is a means for personal expression, has value, teaches about other times and places, and connects in important ways to other areas of learning. Students come to understand that their works of art are unique and valuable as forms of self- expression.

The standards for Grade One Visual Arts continue to emphasize that the visual arts are about ideas. Development continues in cognitive, affective, sensory, and motor domains. The standards continue to emphasize the language of art. Art production focuses on increased communication, self-expression, and the depiction of stories and events. Students learn that people have different responses to works of art.

The standards for Grade Two Visual Arts focus on the acquisition of a reservoir of ideas for art making. Students acquire ideas from their own experiences, their schools, their communities, the environment, and the art of other cultures. Students express these ideas, using an increasing variety of art materials, skills, techniques, and processes.

The standards for Grade Three Visual Arts emphasize learning through inquiry. Students examine aspects of the artistic process: idea generation, problem solving, and self-assessment. Students investigate the integral role of art and architecture within various cultures, and they combine knowledge of art and architecture, effective artistic processes and skills, and a variety of ideas to produce works of art.

The standards for Grade Four Visual Arts continue to emphasize the elements of art (color, form, line, shape, space, texture, value) and the principles of design (balance, contrast, emphasis, movement, pattern, proportion, rhythm, unity, variety) as the basic building blocks for art appreciation and production. Students explore a range of art materials, subject matter, and ideas in their personal works of art. Students examine the influence of art of the past on contemporary culture.

The standards for Grade Five Visual Arts enable students to use their knowledge and skills to synthesize information, thus allowing them to produce and respond to works of art. Emphasis is on communication of personal values and beliefs in art appreciation and production. Students gain fluency in using and understanding the elements of art (color, form, line, shape, space, texture, value) and the principles of design (balance, contrast, emphasis, movement, pattern, proportion, rhythm, unity, variety) as they relate to artistic expression and communication.

Grades K-5 art will include the following media experiences: drawing (including observational drawing), printmaking, painting, sculpture, ceramics, crafts, and mixed media All grades are expected to use oral and written language and art related vocabulary when discussing artworks and art making processes.

Music Teacher: Mrs. Mort
Itinerant Music Teacher: Mrs. Jordan

Follow Mrs. Mort on Twitter to see great activities that students do in music!
@MauraLMort

3rd, 4th and 5th Grade Students need to order a recorder to start the Recorder Unit in February. Click here for the order form.

The standards for Kindergarten General Music serve as the foundation for further music instruction. Students are introduced to basic musical concepts through singing, playing instruments, listening, and moving. Emphasis is placed on beginning to obtain musical knowledge, skills, and understanding as performers, composers, and listeners. Students investigate personal feelings and preferences evoked by musical experiences.

The standards for Grade One General Music emphasize the language and production of music. Instruction focuses on the development of skills in singing, playing instruments, listening, moving, and responding to music. Emphasis is placed on performing simple rhythms and developing aural skills related to pitch, musical form, and instrument identification. Students investigate the purpose of music and how people participate in music in everyday life.

The standards for Grade Two General Music enable students to continue developing musical skills and concepts in singing, playing instruments, listening, performing, responding with expression, creating/composing, and moving with a focus on fine motor skills. Emphasis is placed on ensemble playing, notating pitches and rhythms, and identifying orchestral instruments. Students investigate the roles of music in various world cultures and explore how music evokes personal ideas and emotions.

The standards for Grade Three General Music enable students to continue building mastery in the areas of music literacy, including singing, playing instruments, listening, moving, and creating/composing music. Students also develop skills and understanding through the study of rhythm, musical form, and melodic notation. Students investigate the roles of music in various cultures and reflect on their personal motivations for making music. Students will also be exposed to ensemble playing by playing the recorder.

The standards for Grade Four General Music emphasize a deeper understanding of musical concepts, including singing, playing instruments, listening, creating, composing, and performing. Students continue to expand their knowledge of orchestral instruments and music from various cultures. Students gain understanding of music styles and listen to, analyze, and describe music. Students will explore further ensemble playing by playing the guitar, recorder and autoharp.

The standards for Grade Five General Music enable students to use their music knowledge and skills to synthesize information and create music. Students continue to read, write, and compose music, using increasingly complex rhythms and meters. They begin to develop choral skills, including singing in two- and three-part harmony. Students explore and perform a variety of music styles and develop personal criteria to be used for describing and analyzing musical performances. Students will have one final ensemble playing experience by playing the guitar, recorder and autoharp. They will also be introduced to middle school music elective options of band, orchestra and chorus.

Feel free to visit the Virginia Department of Education website to see a breakdown of the Music SOL’s

http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/index.shtml

P.E. Teacher: Ms. Anderson
Itinerant P.E. Teacher: Mrs. Rogers

In P.E., we are always moving and grooving!

Healthy Habits: 5210

5– fruits and veggies each day
2– or less hours of recreational screen time
1– or more hours of activity
0– sugary drinks and more water/lowfat milk

Please send students to school with tennis shoes and ready to goal set.

Follow us on Twitter!  @MsAnderson4PE
Visit our PE Blog!

STEAM Teacher: Mrs. Russell
Itinerant STEAM Teacher: Dr. Bumgarner

Now in its 2nd year, STEAM is a brand new resource to Chesterfield County Public Schools. In STEAM, students focus on the 4 C’s: Communication, Creativity, Critical Thinking, and Collaboration through hands-on engineering challenges.

Each month, students will complete challenges that align to the Standards of Learning as well as explore future careers in STEAM education and Computer Science standards (such as digital citizenship, coding, and cyber security.)

By the end of fifth grade, students will master integrating STEAM (science, technology, engineering, arts, and mathematics) content and skills through relevant, hands-on learning experiences to investigate and solve real world problems.