Resource Classes

Kindergarten

Visual Arts in kindergarten serves as a building block for further visual arts instruction. Students learn that art is a personal experience and expression of who they are as individuals. Students grow to understand that their artwork is unique and valuable.

Vocabulary:

portrait; self-portrait; artist; color; clay; draw; drawing; line; paint; painter; painting; direction; shape; size; texture

First Grade

Visual Arts in first grade stresses the importance of individual ideas. Artwork focuses on communication, self-expression, and depiction of stories and events. Students learn we all have different opinions and responses to visual stimuli such as paintings, sculptures, and drawings.

Vocabulary:

sculptor; sculpture; illustrator; illustrate; clay; collage; color; line; kiln; texture; forms; symmetrical; overlapping

Second Grade

Visual Arts in second grade challenges students to pull from personal experiences, their school, their communities, their environment, and art of other cultures. Increasing use of art mediums and techniques are explored.

Vocabulary:

printmaker; photographer; medium/media; still-life; mural; shape; intermediate colors; two-dimensional; perspective; foreground/middle ground/background; horizon line; symbol; pattern

Third Grade

Visual Arts in third grade introduces students to the process of making art. Process includes ideas, problem solving and self-assessment. Ancient cultures are investigated through their art and architecture which reveals how a variety of ideas and skills are needed to produce artwork.

Vocabulary:

architect/architecture; artifact; printing plate; asymmetrical; neutral colors; cool and warm colors; repetition; proportion; subject matter; positive/negative space; three-dimensional

Fourth Grade

Visual Arts in the fourth grade emphasizes the elements of art and principles of design. History and art join together to enlighten students to events and environment in Virginia from colonial times to the present.

Vocabulary:

visual artist; genre, contour line; value; tint; shade; monochromatic; radial pattern; realistic; abstract; picture plane

Fifth Grade

Visual Arts in the fifth grade asks students to produce and respond to works of art. The concept of critiquing art is explored as to how personal values and beliefs impact an artist’s work. Students are pushed to find their own artistic expression and communicating this expression to the art viewer.

Vocabulary:

textile/ fiber artist; artistic intent; originality; complementary colors; analogous colors; loom; sculpture-in-the-round; (bas) relief sculpture; glaze; focal point

Art teacher poses for a photo

Winslow Hobbie

Kindergarten

We spend most of the year demonstrating knowledge of the steady beat during songs, dances, and using instruments. We move a lot in kindergarten doing various partner dances, free space dances, and circle dances. Focus will also be spent on music opposites such as high/low, fast/slow, long/short, and soft and loud. Students will also begin to identify rhythm patterns using the terms ta and ti-ti and shh. Throughout the year we will also incorporate various holiday and seasonal songs and chants to correlate with the time of year.

First Grade

We continue to build on curriculum learned in kindergarten such as keeping the steady beat and music opposites. We will also focus on distinguishing between music having a beat or no beat and music being accompanied or unaccompanied. Students will know which classroom instruments are pitched and non-pitched by sight and sound. Students will also continue to identify rhythm patterns using the terms ta and ti-ti and shh. Throughout the year we will also incorporate various holiday and seasonal songs and chants to correlate with the time of year. First-grade students will also present their very own program in the spring for friends and family!

Second Grade

Throughout the year, we use our very own music books and begin to read music and lyrics containing more than one verse. We continue doing various partner dances, free space dances, and circle dances. Students will use various classroom instruments to play the steady beat or specified rhythm patterns. Throughout the year, students will identify and recognize sudden and gradual changes in expressive qualities in music such as tempo and dynamics. Students will also be introduced to orchestral instruments through the book “Carnival of the Animals.” Throughout the year we will also incorporate various holiday and seasonal songs and chants to correlate with the time of year.

Third Grade

Students will do a short study on the ballet The Nutcracker in which we talk about orchestra instruments, form of music, and discuss the story of The Nutcracker. Students will explore the music of world cultures through song, dance, and movement. We will also do a long unit about the four instrument families of the orchestra. Students will also begin to recognize and explain functions of musical symbols using music terminology for rhythm, pitch, and measures.

Fourth Grade

We begin our year working on our beloved Veterans’ Day Program. Students will begin the year reviewing the functions of musical symbols using music terminology for rhythm, pitch, and measures. We also discuss and identify different forms in music including ABA and rondo. Students spend the majority of the year playing the recorder instrument. Students will learn how to play various songs using the notes B,A,G,E,D, and C. The last quarter of the year we do a group jazz project were students research on the computer a specific topic in jazz and then present their findings to the class.

Fifth Grade

Students begin the year reviewing music terminology and working on their program that we present in December. We will also discuss their options for middle school and are visited by the middle school music teachers. During this time, we review orchestral instruments and are introduced to some instruments from around the world. After the unit, students will design their own instruments using household materials! The students will review musical form and do a unit on theme and variations. Composers such as Beethoven and Mozart will be discussed and listened to. We end the year discussing some terms for tempo and performing our last song at the fifth-grade ceremony.

Jordan Edwards

Jordan Edwards

Physical education is an ever changing field that strives to give each child an opportunity to grow and mature in fundamental skill patterns to more complex movement concepts and principles. As the child grows, they learn to use safe practices, cooperate with and respect others, and follow general classroom rules. They learn how their bodies react to vigorous activity; ranging from educational games, dances, gymnastics,and or sport related skills/movements. Physical education provides each student at every level an opportunity to self-evaluate, and as they grow, an opportunity to assess and interpret results to set personal goals for themselves. Having positive experiences in physical education is essential in promoting physical health and well-being, now and in the future. The ultimate goal is for students to enjoy movement and to apply skills and practices learned at an early age to lifelong activities.

Matt Capehart

Matthew Capehart

Welcome to STEAM! STEAM education refers to the areas of science, technology, engineering, arts, and mathematics. The purpose of STEAM education is to expose students to engaging opportunities to explore and be creative while preparing our youth for careers in STEAM-related fields. Daily activities will be hands-on, inquiry-based, and embed Chesterfield County’s 4 C’s: critical thinking, creativity, communication, and collaboration. Our goal is to motivate and empower students to grow their 21st century skills.

Come see what STEAM is all about at my STEAM website and portaportal!

Website
​https://sites.google.com/a/ccpsnet.net/mrs-benson-woolridge-steam

Portaportal
https://guest.portaportal.com/bensonsteam17
Guest access: BensonSTEAM17

Jennifer Benson

Jennifer Benson