Electives/Specials

Visual literacy relates to all aspects of becoming “art literate,” including an understanding of how the Elements of Art and Principles of Design are used for personal expression and communication through art. Visual literacy also encompasses the application of critical and creative thinking skills to artistic expression and solving artistic problems, as well as using a variety of tools, media, and processes safely and appropriately while creating art.

GRADES K-2

In grades K-2, students will understand the language of art. Young children are developing fine motor skills and are learning to manipulate various art materials and tools. Since it is the first time that some children will be correctly using many of the materials and tools, they will need to be given specific instruction. Students will begin to recognize how symbols, subjects, themes, and other commonalities among different pieces of art are used to communicate. As they create art, students recognize the Elements of Art in their own work, such as shape, color, line, and texture, and work towards explaining why they made certain decisions about their work. Their choices of subject matter reflect their own lives, and they realize that art can tell a story.

Students will use creative and critical thinking skills. Students are often given the same art assignment which may have specific guidelines, but which is open-ended in terms of artistic choices. They learn that there are multiple solutions and are challenged to reach original solutions by drawing upon their senses and their environment. Rather than copying images or symbols, students come up with their own ideas and use their imaginations for subject matter.

Students use a variety of tools, media, and processes (e.g. drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics) safely and appropriately when creating art. Students use art materials safely and take care of tools and materials, such as putting lids back on paints, washing brushes correctly, and closing lids on markers. They learn which media to use for art projects, the processes for using the media, and how to manipulate the media.

GRADES 3 & 4

In grades 3-4, specific terminology to discuss their works of art, as well as works of art throughout history and different art movements are introduced. Students will use such terms such as cubism, photo-realism, foreground, and proportion. Students begin to express their own ideas in art using experiences that only they have had, reflecting their own personal perspectives of the world in which they live. Students will understand different voices in art, and they will also understand differences in works of the masters and determine the differences between realistic and non-objective art. Students’ knowledge of the elements and principles expands, and they can accurately depict different types of lines and correlate groups of colors with the moods of works of art. They will demonstrate the ability to compose a picture effectively incorporating the Principles of Design.

The Musical Literacy Strand incorporates all aspects of music that lead to development of literacy, that is, the ability to read, write, interpret, create, and perform music. Musical literacy includes the ability to sing and play instruments, to read and notate music, and to improvise, compose, and arrange music.

GRADES K-2

Students apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. At the early elementary level, students should be able to match two- to three-pitch melodies and imitate what the teacher sings or plays. Students will understand changes in music, such as soft-loud, high-low, fast-slow and are able to apply changes in music to the elements of dynamics, tempo, melody, and form.

Students will also interpret the sound and symbol systems of music. At the early elementary level, students interpret rhythm patterns using standard notation for half and quarter notes, half and quarter rests, and beamed eighth notes. For example, students may read 4-beat rhythm patterns from iconic or standard notation and perform through clapping or playing unpitched percussion instruments such as drums, sticks, etc. Students will use the voice and/or a melodic instrument (melody bells, glockenspiel, etc.) to interpret three-pitch songs from traditional notation. Students move from simple identification of quarter notes and quarter rest durations when they are clapped, chanted, or played on unpitched instruments by the teacher to using iconic notation (popsicle sticks, pictures, symbols, etc.) and traditional music notation to notate simple rhythmic patterns using half and quarter notes, half and quarter rests, and beamed eighth notes.

Students also focus on the creation of music using a variety of sound and notational sources. At the early elementary level, students improvise to create simple rhythmic and melodic variations on a known tune such as, “Twinkle, Twinkle, Little Star.” Students select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.

The K-2 music program is designed to encourage children's natural enthusiasm for music. For many children, this is their first experience with any type of structured music class. Through singing, playing instruments, creating, moving, guided listening, and other experiential involvement, young children discover and develop their musical abilities. Many young children are creatively uninhibited, and tend to be eager to perform their accomplishments in front of a willing audience. The creative process motivates students to share, analyze, and evaluate their own work and the work of others.

GRADES 3 & 4

The music program for grades 3 and 4 is designed to reinforce the experiential learning of the primary grades and to create a foundation for additional music study as children progress to middle school. Performing, composing, improvising, and listening are supported by discussion and reflection to enhance musical understanding. In addition to participating in general music class, students may have the opportunity to begin band, orchestral, choral, or other specialized music studies.

Presentation of work is a natural outcome in the study of music. Students will have opportunities to demonstrate their work in many venues at the elementary school level; however, the final product should not be the primary emphasis in the music class. Performances are simply a culmination of the process of studying and/or creating music. Presentations may take place through informal or formal sharing within the classroom for individuals, small groups, the entire class, or for various other audiences. The learning experience is the focus of these presentations, even though a final product may be produced.

GRADES K-2

Children learn fundamental movement skills and begin to understand how the muscles, bones, heart, and lungs function in relation to physical activity. Students begin to develop a vocabulary for movement and apply concepts dealing with space and body awareness. Students are engaged in activities that develop basic levels of strength, endurance, and flexibility. In addition, students learn to work safely in group and individual movement settings. A major objective is to present activities that complement their natural inclination to view physical activity as challenging and enjoyable. The focus for kindergarten students is on learning basic body control while moving in a variety of settings. Students also become aware of strength, endurance and flexibility in different parts of their bodies and begin to learn ways to increase health-related fitness.

GRADES 3 & 4

Students continue to develop strength, endurance, and flexibility. Students can demonstrate mature form in fundamental locomotor and manipulative skills and can often maintain that form while participating in dynamic game situations. Identifying personal fitness goals for themselves and beginning to understand how exercise affects different parts of the body is an important part of the instructional process. Students begin to learn game strategies, rules, and etiquette. Students learn to identify the components of health-related fitness. Students combine locomotor and manipulative skills in dynamic situations with body control. Students begin to identify sources of health fitness information and continue to learn about appropriate clothing and safety precautions in exercise settings.

STEM Education is an infusion of Science, Technology, Engineering, and Mathematics through project-based learning to understand complex problems and to prepare our next generation of innovators.

GRADES K-2

Students will learn to collaborate within groups to come up with solutions to problems. They will become higher level thinkers as they come up with these solutions. Coding will be exposed to students beginning in the kindergarten level in easy to use programming apps and will get more difficult as the years progress. Science skills will be reinforced in STEM and engineering will be part of the learning process as students are asked to construct many tasks. In STEM, the incorporation of literature into the lessons reinforces the importance of reading and make the lesson come to life. STEM is a fun way to have students use their hands, minds, and communication skills all at one time.

GRADES 3 & 4

Continuing to build on our higher level thinking skills, students will complete their project-based learning activities focusing on real world problems by researching on iPads and coming up with their own solutions in small groups. Students will also carry on with their coding skills by learning new Apps and moving on to higher levels in the Apps already learned. Science skills wills be reinforced in STEM as the teacher collaborates with their grade level teachers. Lastly, students will create structures as they engineer new and exciting projects throughout the school year.

Books are windows into other worlds. They guide and allow for exploration. They can transform readers for a few hours... or possibly for the rest of their lives. The goals of the elementary school media center are to foster a deep love and appreciation for literature while strengthening student understanding of the written word and to get the right book into the hands of the right child.

But media isn't limited to books. According to Webster, media is the main means of mass communication... which allows the media center to focus on HOW to locate, process, and distribute information. Students will work on basic research skills while learning to collaborate and communicate with peers. They will learn to think, create, share, and grow through inquiry, inclusion, collaboration, curation, exploration, and engagement.

Follow along with our year by visiting Ms. Whitfield's website: https://whitneydwhitfield6.wixsite.com/mysite.

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