Susan Clonch

sclonch@alleghany.k12.va.us

 

Mrs. Clonch teaches Art at Mountain View Elementary and Callaghan Elementary.

Welcome to ART!

Here at Callaghan Elementary School, we artists are busy creating!  Many of the art concepts and skills are revisited at each grade level.  This approach allows the students to work within familiar art concepts, art elements and/or art mediums at more sophisticated levels.  Students are also introduced to a variety of famous artists through books, online images, videos, and many prints.  We make connections to art history as well as how the art concepts utilized by this specific artist relates to our work in class.  Students will also be able to make connections to what they are learning in their classrooms within the art lessons.

Experience with art and the creative process provides students with a sense of accomplishment and pride.  Not only are students learning the basics and fundamentals of art, but they are also gaining valuable experiences through thoughtful and imaginative explorations...which I LOVE to be a part of!

What goes on in the art room...

On a weekly basis, students are learning valuable and grade-level appropriate concepts that comply with the Art Curriculum and the Virginia Visual Arts Frameworks.   Along with traditional lessons and assignments, students are responsible for designing, creating, implementing and occasionally assessing their own artwork. Proper maintenance and cleanup of supplies is also part of this program.  

The art room is set up with a smart board in the front and there are 6 tables that seat up to 4 students maximum.  The tables are labeled by color; there is a red table, orange table, yellow table, green table, blue table, and purple/violet table.  Everything that the students need will either be put out on their tables before they come in, or they can find what they need throughout the class period on the counter under the windows or on the back shelves.  

Students know to wait in their class line outside the art room door until I invite them in (sometimes I am still setting up the classroom and the materials, depending on the art lesson). While they wait they are reading a greeting from me that instruct them on the lesson for the day. I will either direct them to find a seat on the rug or to go sit at their assigned color table.  To start and end every art class I ring a bell 3 times, taking note from the Responsive Classroom methods.

 

How the art room is structured...

The elementary program consists of art teachers who provide each elementary student (grades JK-5) with a 40 - 45 minute formal art class every week. All elementary art lessons are specifically designed to correlate with the Standards of Learning in the other disciplines in the elementary curriculum. The elementary art class becomes a vehicle for expanding math, science, history, and reading in visual terms. Simultaneously, the young student also learns the vocabulary and techniques basic to the visual art discipline.

The Virginia State Visual Arts Standards of Learning, adopted October 2013, by the Virginia Board of Education, provide the (K-12) foundation for the Callaghan and Sharon Public Schools art program. The Virginia Visual Arts SOL and Callaghan and Sharon Schools' art program are both based upon discipline-based art education (DBAE) principles. The following description off DBAE is from the Getty Institute normal website-- www.artsednet.getty.edu .  Discipline-based art education (DBAE) is a comprehensive approach to art education that takes advantage of art's special power to educate. DBAE is an effective means by which to help students experience the visual arts in a variety of ways.

The Getty Institute adopted the ideas of art educators who had been calling for a more holistic, comprehensive, and multifaceted approach to art education. The creation of artworks and inquiry into the meaning of the arts are the primary means through which we understand human experiences and transmit cultural values, hence, the visual arts should be an essential part of every child's education.

Educators who take the DBAE approach integrate content from the four disciplines that contribute to the creation, understanding, and appreciation of art. These disciplines of art provide knowledge, skills, and understandings that enable students to have a broad and rich experience with works of art.

Visual Arts ‘I Can” Statements...

 

 

Content descriptors for Kindergarten

 

Exploring ideas and improvising with ways to represent Visual Communication and Production

 

Students will use the art-making process to develop and communicate ideas, images, and themes in works of art. They will develop fluency in visual communication, as well as verbal and written communication, using art vocabulary and concepts. Through art production, students will express meaning and values in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students will demonstrate safe and ethical practices when using art materials, tools, techniques, and processes.

I can create works of art that represent personal responses to art-making problems.

I can create works of art that express feelings and ideas.

I can follow a sequence of steps used in creating works of art.

I can create works of art that commemorate personal or community events.

I can create works of art that connect to everyday life.

I can create works of art that include the human figure as subject matter.

I can identify and use the following in works of art:

Color—red, blue, yellow, green, orange, violet, brown, black, white

Line—straight/curved, thick/thin, long/short, up/down/across

Shape—circle, square, triangle, rectangle, oval

Texture—visual, tactile

Pattern—occurring naturally, made by people

I can recognize that objects occupy space.

I can identify spatial relationships—left, right, top, bottom, side, center, front, back, over, and under.

I can create drawings from observation.

I can use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and three-dimensional works of art.

 

 

 

 

Appling Analysis, Evaluation, and Critique

 

Students will examine works of art and make informed judgments about them based on established visual arts criteria. Through the understanding of visual arts concepts and processes, students will be able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works of art. They will also employ critical evaluation skills in creating and exhibiting their works of art.

I can describe and respond to works of art.

I can classify objects in the environment by their visual qualities (e.g., color, texture, line, shape, pattern).

 

 

 

 

 

 

 

 

Developing understanding of Art History and Cultural Context

 

By investigating works of art from different times and places, students will develop an understanding that art and culture shape and reflect each other. Through the study of works of art and the people who created them, students will understand the role of visual arts in communicating diverse cultural beliefs and ideas.

I can identify people who make art as “artists.”

I can identify purposes for creating works of art.

I can describe the concept that people in all cultures create works of art.

 

 

Responding to and interpreting artworks Aesthetics

 

Students will analyze and reflect on their personal responses to the expressive and communicative qualities of works of art. They will understand that their personal backgrounds, knowledge, and experiences influence their perceptions of works of art. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on their dual roles as creators and viewers of art. They will learn to recognize the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.

I can select a preferred work of art and explain why it was chosen.

I can describe ideas, experiences, and feelings expressed in personal and other works of art.

 

 

Content descriptors for 1st Grade

 

Exploring ideas and improvising with ways to represent Visual Communication and Production

 

Students will use the art-making process to develop and communicate ideas, images, and themes in works of art. They will develop fluency in visual communication, as well as verbal and written communication, using art vocabulary and concepts. Through art production, students will express meaning and values in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students will demonstrate safe and ethical practices when using art materials, tools, techniques, and processes.

I can examine a variety of solutions to art-making problems.

I can describe steps used in the creation of works of art.

I can use the senses of sight, touch, and hearing as inspirations for works of art.

I can create works of art inspired by stories or poems, ideas, and themes.

I can create art from real and imaginary sources of inspiration.

I can depict personal experiences in works of art.

I can identify and use the following in works of art:

Color—primary

Line—zigzag, dotted, wavy, spiral

Shape—geometric, organic

Pattern—alternating, repeating

I can arrange shapes in space within the picture plane.

I can identify and use figure-ground relationships in works of art.

I can demonstrate the use of size relationships in works of art.

I can create observational drawings of people and objects in the environment.

I can use motor skills (e.g., cutting, modeling, molding, tearing, weaving) to create two- and three-dimensional works of art.

 

 

Developing understanding of Art History and Cultural Context

 

By investigating works of art from different times and places, students will develop an understanding that art and culture shape and reflect each other. Through the study of works of art and the people who created them, students will understand the role of visual arts in communicating diverse cultural beliefs and ideas.

I can describe the visual qualities and content of works of art.

I can describe similarities and differences among works of art.

I can explain why viewers may have different responses to works of art.

 

 

 

 

Appling Analysis, Evaluation, and Critique

 

Students will examine works of art and make informed judgments about them based on established visual arts criteria. Through the understanding of visual arts concepts and processes, students will be able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works of art. They will also employ critical evaluation skills in creating and exhibiting their works of art.

I can describe how art is an integral part of one’s culture.

I can identify American cultural symbols and events depicted in art.

I can describe similarities and differences among various careers in the visual arts.

 

 

 

Responding to and interpreting artworks Aesthetics

 

Students will analyze and reflect on their personal responses to the expressive and communicative qualities of works of art. They will understand that their personal backgrounds, knowledge, and experiences influence their perceptions of works of art. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on their dual roles as creators and viewers of art. They will learn to recognize the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.

I can describe how feelings, ideas, and emotions are communicated in works of art.

I can explain why works of art have value.

I can express a point of view regarding what art is and what purposes it serves.

 

 

 

 

Content descriptors for 2nd Grade

 

Exploring ideas and improvising with ways to represent Visual Communication and Production

 

Students will use the art-making process to develop and communicate ideas, images, and themes in works of art. They will develop fluency in visual communication, as well as verbal and written communication, using art vocabulary and concepts. Through art production, students will express meaning and values in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students will demonstrate safe and ethical practices when using art materials, tools, techniques, and processes.

I can generate a variety of solutions to art-making problems.

I can incorporate unanticipated results of art making into works of art.

I can depict imaginary experiences in works of art.

I can create works of art inspired by a variety of concepts, themes, and literary sources.

I can will identify and use the following in works of art:

Colorsecondary

Form—three-dimensional (cube, cylinder, sphere, pyramid, cone)

Line—vertical, horizontal, diagonal

Shape—geometric, organic

Pattern—complex alternating and repeating

I can use foreground and background in works of art.

I can depict objects according to size and proportion within works of art.

I can use observational drawing in preparation for creating works of art.

I can create works of art from observation.

I can create three-dimensional works of art, using a variety of materials to include clay.

 

Developing understanding of Art History and Cultural Context

 

By investigating works of art from different times and places, students will develop an understanding that art and culture shape and reflect each other. Through the study of works of art and the people who created them, students will understand the role of visual arts in communicating diverse cultural beliefs and ideas.

I can identify symbols from various cultures.

I can identify works of art and elements of architecture of other cultures.

I can compare works of art, elements of architecture, and artifacts of other cultures with those of their culture.

I can recognize careers related to the art media used in instruction.

 

 

 

 

 

Appling Analysis, Evaluation, and Critique

 

Students will examine works of art and make informed judgments about them based on established visual arts criteria. Through the understanding of visual arts concepts and processes, students will be able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works of art. They will also employ critical evaluation skills in creating and exhibiting their works of art.

I can categorize works of art by subject matter, including the genres of portrait, landscape, and still life.

I can express opinions with supporting statements regarding works of art.

I can interpret ideas and feelings expressed in personal and others’ works of art.

 

 

 

Responding to and interpreting artworks Aesthetics

 

Students will analyze and reflect on their personal responses to the expressive and communicative qualities of works of art. They will understand that their personal backgrounds, knowledge, and experiences influence their perceptions of works of art. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on their dual roles as creators and viewers of art. They will learn to recognize the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.

I can distinguish between objects that occur naturally and objects made by people.

I can identify public art and its value to the community.

I can describe the meanings communicated and feelings evoked by works of art.

I can explain ways that the art of a culture reflects its people’s attitudes and beliefs.

 

 

 

 

Content descriptors for 3rd Grade

 

Exploring ideas and improvising with ways to represent Visual Communication and Production

 

Students will use the art-making process to develop and communicate ideas, images, and themes in works of art. They will develop fluency in visual communication, as well as verbal and written communication, using art vocabulary and concepts. Through art production, students will express meaning and values in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students will demonstrate safe and ethical practices when using art materials, tools, techniques, and processes.

I can identify innovative solutions used by artists to solve art-making problems.

I can describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art.

I can identify craftsmanship in works of art.

I can use imaginative and expressive strategies to create works of art.

I can develop ideas inspired by a variety of sources, including print, nonprint, and contemporary media, for incorporation into works of art.

I can create works of art that communicate ideas, themes, and feelings.

I can use the following in works of art:

Color—intermediate, warm, cool

Space—positive, negative

Balance—symmetry, asymmetry, radial

Contrast

Pattern—motifs

I can use organic and geometric shapes in observational drawing.

I can identify and use foreground, middle ground, and background in two-dimensional works of art.

I can use subtractive and additive processes in various media, including clay, to create sculptures.

 

 

Developing understanding of Art History and Cultural Context

 

By investigating works of art from different times and places, students will develop an understanding that art and culture shape and reflect each other. Through the study of works of art and the people who created them, students will understand the role of visual arts in communicating diverse cultural beliefs and ideas.

I can identify how works of art and craft reflect times, places, and cultures.

I can identify distinguishing characteristics of genres of art, including landscape, seascape, and cityscape.

I can identify how history, culture, and the visual arts influence each other.

I can identify common attributes of works of art created by artists within a culture.

I can examine the relationship between form and function in the artifacts of a culture.

I can compare and contrast art and architecture from other cultures.

I can identify common characteristics of various art careers.

 

 

 

 

Appling Analysis, Evaluation, and Critique

 

Students will examine works of art and make informed judgments about them based on established visual arts criteria. Through the understanding of visual arts concepts and processes, students will be able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works of art. They will also employ critical evaluation skills in creating and exhibiting their works of art.

I can analyze and interpret portrait, landscape, still life, and narrative works of art.

I can analyze personal works of art, using elements of art and principles of design.

I can express informed judgments about works of art.

 

 

 

Responding to and interpreting artworks Aesthetics

 

Students will analyze and reflect on their personal responses to the expressive and communicative qualities of works of art. They will understand that their personal backgrounds, knowledge, and experiences influence their perceptions of works of art. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on their dual roles as creators and viewers of art. They will learn to recognize the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.

I can describe the difference between art and non-art objects.

I can determine reasons why art has quality and value.

I can will develop and describe personal reasons for valuing works of art.

 

 

 

 

Content descriptors for 4th Grade

 

Exploring ideas and improvising with ways to represent Visual Communication and Production

 

Students will use the art-making process to develop and communicate ideas, images, and themes in works of art. They will develop fluency in visual communication, as well as verbal and written communication, using art vocabulary and concepts. Through art production, students will express meaning and values in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students will demonstrate safe and ethical practices when using art materials, tools, techniques, and processes.

I can use steps of the art-making process, including brainstorming, preliminary sketching, planning, and reflecting, to generate ideas for and create works of art.

I can demonstrate craftsmanship in personal works of art.

I can use imaginative and expressive imagery to create works of art.

I can create works of art that connect ideas, art forms, or cultural themes to personal experiences.

I can use the following to express meaning in works of art:

Color—hue, tint, shade, intensity

Texture—actual, implied

Value—shading

Pattern—repetition to imply movement

Variety—to create interest

I can analyze how line choices affect the intent of a work of art and make selections accordingly.

I can make artistic choices to create compositional unity in works of art.

I can create the illusion of depth on a two-dimensional surface, using overlapping, size variation, and placement on the picture plane.

I can use contour drawing and shading techniques to create observational drawings.

I can describe and use hand-building techniques to make a ceramic work of art.

I can use craft techniques in works of art.

 

 

 

Developing understanding of Art History and Cultural Context

 

By investigating works of art from different times and places, students will develop an understanding that art and culture shape and reflect each other. Through the study of works of art and the people who created them, students will understand the role of visual arts in communicating diverse cultural beliefs and ideas.

I can describe the roles of crafts and artisans in various cultures.

I can describe artists and their work.

I can compare and contrast characteristics of diverse cultures depicted in works of art.

I can identify a variety of artists and art careers.

 

 

 

Appling Analysis, Evaluation, and Critique

 

Students will examine works of art and make informed judgments about them based on established visual arts criteria. Through the understanding of visual arts concepts and processes, students will be able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works of art. They will also employ critical evaluation skills in creating and exhibiting their works of art.

I can identify ways that works of art from popular culture reflect the past and influence the present.

I can compare and contrast abstract, representational, and nonrepresentational works of art.

I can analyze works of art based on visual properties and contextual information.

I can interpret works of art for multiple meanings.

 

 

Responding to and interpreting artworks Aesthetics

 

Students will analyze and reflect on their personal responses to the expressive and communicative qualities of works of art. They will understand that their personal backgrounds, knowledge, and experiences influence their perceptions of works of art. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on their dual roles as creators and viewers of art. They will learn to recognize the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.

I can describe how personal beliefs influence responses to works of art.

I can formulate questions about aesthetic aspects of works of art.

I can explain how criteria used to assess the value of art may vary from one culture to another.

I can explain preferences for works of art by responding to aesthetic questions.

 

 

Content descriptors for 5th Grade

 

Exploring ideas and improvising with ways to represent Visual Communication and Production

 

Students will use the art-making process to develop and communicate ideas, images, and themes in works of art. They will develop fluency in visual communication, as well as verbal and written communication, using art vocabulary and concepts. Through art production, students will express meaning and values in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students will demonstrate safe and ethical practices when using art materials, tools, techniques, and processes.

I can use steps of the art-making process, including brainstorming, preliminary sketching, planning, and reflecting, to generate ideas for and create works of art.

I can demonstrate craftsmanship in personal works of art.

I can use imaginative and expressive imagery to create works of art.

I can create works of art that connect ideas, art forms, or cultural themes to personal experiences.

I can use the following to express meaning in works of art:

Color—hue, tint, shade, intensity

Texture—actual, implied

Value—shading

Pattern—repetition to imply movement

Variety—to create interest

I can analyze how line choices affect the intent of a work of art and make selections accordingly.

I can make artistic choices to create compositional unity in works of art.

I can create the illusion of depth on a two-dimensional surface, using overlapping, size variation, and placement on the picture plane.

I can use contour drawing and shading techniques to create observational drawings.

I can describe and use hand-building techniques to make a ceramic work of art.

I can use craft techniques in works of art.

 

 

 

Developing understanding of Art History and Cultural Context

 

By investigating works of art from different times and places, students will develop an understanding that art and culture shape and reflect each other. Through the study of works of art and the people who created them, students will understand the role of visual arts in communicating diverse cultural beliefs and ideas.

I can describe the roles of crafts and artisans in various cultures.

I can describe artists and their work.

I can compare and contrast characteristics of diverse cultures depicted in works of art.

I can identify a variety of artists and art careers.

 

 

 

Appling Analysis, Evaluation, and Critique

 

Students will examine works of art and make informed judgments about them based on established visual arts criteria. Through the understanding of visual arts concepts and processes, students will be able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works of art. They will also employ critical evaluation skills in creating and exhibiting their works of art.

I can identify ways that works of art from popular culture reflect the past and influence the present.

I can compare and contrast abstract, representational, and nonrepresentational works of art.

I can analyze works of art based on visual properties and contextual information.

I can interpret works of art for multiple meanings.

 

 

Responding to and interpreting artworks Aesthetics

 

Students will analyze and reflect on their personal responses to the expressive and communicative qualities of works of art. They will understand that their personal backgrounds, knowledge, and experiences influence their perceptions of works of art. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on their dual roles as creators and viewers of art. They will learn to recognize the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.

I can describe how personal beliefs influence responses to works of art.

I can formulate questions about aesthetic aspects of works of art.

I can explain how criteria used to assess the value of art may vary from one culture to another.

I can explain preferences for works of art by responding to aesthetic questions.

 

 

 

 

Grading in the art room...

*Our grading scale is as follows:
          O= Outstanding
          S= Satisfactory
          N= Needs improvement
          U= Unsatisfactory

Grades in Art are based on student name on work, effort, behavior and participation, and craftsmanship and the 5 requirements for the day. Every day in art, I have 5 requirements for the artwork, such as turn the paper tall or draw large.  Each of these things is worth 1 point. I remove points in the weak areas of the work/ behavioral skills. 

If all of those are followed, the student was well behaved, on task, and used good craftsmanship, etcetera, they receive 10 points for the lesson that day.  If 2 of the areas were not followed or weak or not completed then I remove 2 points.

All Grades may be view through the Parent Portal.

 

**Please Read**

Picture

The art room can get messy!  Please do not send your child to school with their best clothes on art day. 
Some materials we will be using may stain clothing.  We talk about using materials safely and responsibly, but sometimes accident happen.

If you wish for your child to wear a smock, please send them in with one that they can leave in their classroom or backpack, I will not be storing and washing these.  You don't need to go out and purchase a smock; it can be an old, over-sized t-shirt.  We do not supply smocks to students. 

Art Room Wish List
Here are some suggestions of things you might like to donate.  Please remember, you do not need to go out and buy these items.  These are things that you might have around the house or no longer need. Thank you in advance for your generosity!

Picture

~ plastic yogurt containers
~ paper towel tubes
~ toilet paper tubes
~ egg cartons paper type

~ empty cereal boxes
~ paper plates
~ clean Styrofoam plates/trays
~ yarn
~ ribbon
~ fabric 
~ felt

~ calendar pictures (animals, places, etc.)
~ beads/buttons
~ scrapbook paper
~ wrapping paper

The Benefits associated with children learning art while they are young.
An Article from the Museum of Children’s Art, in Oakland California

Picture

1. Art stimulates both sides of the brain.

 2. 33% of kids are visual learners.

 3. There are studies that show that kids, who make art, read better and get better grades in science and mathematics.

 4. Kids learn by using their senses and art is ideal in this process.

 5. Kids need a place to express themselves at school.

 6. Art promotes self-esteem.

 7. Art encourages kids to give more attention to the physical space that surrounds them.

 8. Art develops hand eye coordination.

 9. Art stimulates perception.

 10. Art teaches to think openly. It represents a culture of questioners more than a culture of responders.

 11. Art teaches that there is more than one solution for a problem.

 12. Art teaches kids to think creatively to solve problems.

 13. Kids can share and reflect on their work of art and learn something about the world they’re in.

 14. When art is integrated with the other subjects in the curriculum, kids commit more to the learning process.

 15. In the process of doing art, the child is exposed to different possibilities, to discover and to freedom, this way they avoid falling into the control and predictability of the conventional education in the United States of today.

16. Art nourishes the human soul. 

 17. Art brings the culture resources of the community into the classroom.

 18. Art involves parents and others in the school, inviting them to participate as volunteers in diverse activities.

 19. Art provides a common ground across racial stereotypes, barriers and prejudices.

 20. Art is valuable all by itself.