Welcome to Visual Art at

Ball's Bluff Elementary School!

 Mr. Russell
Art Educator

(click on my name to send me an email)

Where Today's Hands Make Tomorrow's Masterpieces!

I am very excited to have your children in my class this year at BBES!

Students in Loudoun County in grades K-5 receive art education once a week for 50 minutes.

.  During that time they are instructed on art making, art history, art criticism and personal expression.

 "The aim of art education in the public schools is not to make more

professional artists but to teach people to live happier, fuller lives; to

extract more out of their experience, whatever that experience may be."

  -- Grant Wood --
"Art in the Daily Life of the Child"

"The aim of art education in the public schools is not to make more professional artists but to teach people to live happier, fuller lives; to extract more out of their experience, whatever that experience may be."

~Grant Wood~

  Why did I become a visual art educator? 

I became a visual art educator because I discovered at a young age the value of the visual arts in my daily life.  The act of creating art helped me to create my own identity.  The process of developing an idea and seeing that idea come to fruition by my own hand gave me a sense of accomplishment unequaled in any other educational experience I recall.  The lessons I learned through art I find applicable within every other aspect of my life and learning.

 What do I believe about visual art education?

I believe that visual art education is an integral part of a student's complete education.  I have come to believe through personal experience that the arts teach a student to make decisions and problem-solve.  The arts harbor a sense of value and accomplishment.  The arts help foster an individual sense of identity which in turn helps a student develop as an individual.

What will a student in my class come to experience and learn?  

A student in my classroom will encounter a multitude of art media from 2-dimensional to technology.  They will participate in the artistic process from an idea's inception to creation through reflection and critique to exhibition.  My students will explore the history of art and its impact on the contemporary.  They will "learn to say what cannot be said" and have an "experience we can have from no other source" which will enable them to "discover the range and variety of what we are capable of feeling."  The artists that develop in my class will leave with an appreciation of the arts that transcends skills but infuses itself into aspects of their everyday life.

 What impact will my class have on the life of a child?

I endeavor to provide a foundation for my students that will help them as they mature as artists and as individuals.  Through their experiences as an artist, critic and reflective observer they will learn many lessons that will aid them in their development.  It is my belief that through experiences in my class they will come to know the importance of the visual arts in today's society and how it contributes to every aspect of our daily life.

 "How important are the visual arts in our society? 

I feel strongly that the visual arts are of vast and incalculable importance. 

Of course I could be prejudiced. 

I am a visual art."

~Kermit the Frog~

Eisner, E. (2002). The Arts and the Creation of Mind. Yale Univercity Press.

Wood, G. (1940). Art in the Daily Life of the Child. Rural America , 7-9.

The Loudoun County Public Schools Art Curriculum provides an instructional framework following the artistic processes of Creating, Presenting, Responding and Connecting.  This framework, along with the Virginia State Standards of Learning for Art and the National Standards for Arts Education, are used to design lessons for the art instruction of your child. 

How is my child graded in art?
It is important to know and understand that everyone is an artist!

Before you talk about the grade, talk to your child about their art. 

Here is a great article to help guide, click the image to take you to the article.

Below are the assessment descriptors and an explanation of the assessment you will find on your student's report card. 

The assessment descriptors on the report card are:
4-(E) Exceeds Standard
3-(M) Meets Standard
2-(P) Progressing to Standard
1-(B) Below Standard

Here is a
Student Self Assessment for Daily Art Achievement

Each art exploration involves a defined set of skills.  Individual assessments for each product are based on a rubric. Students are made aware of individual expectations through daily project goals statements and other methods of instruction and assessment throughout the production of the artwork.  The report card grade indicates a summary of all the skills taught within that quarter.

4 - (E) Exceeds Standard                              

Your child consistently takes the lesson skill(s) and goes creatively further in their expression. A mastery of skills, concepts and/or media has been demonstrated.

The student is able to independently demonstrate and describe:

• All Skills

• A Level of Risk-taking/Personal Challenge

• Excellent Craftsmanship

• High Level of Personal Aesthetics (artistic sensibility & decision-making)

• An Ability to Accept, Apply and Interpret Constructive Criticism from Teacher, Peers & Self

3 - (M) Meets Standard                               

Your child is able to demonstrate the lesson skill(s). An understanding of skills, concepts and/or media is being demonstrated.

The student is able to independently demonstrate and/or describe:

• Most Skills Independently

• Good Craftsmanship

• A Knowledge of Personal Aesthetics (artistic sensibility & decision-making)

• An Ability to Accept and Apply Constructive Criticism from Teacher & Peers

2 - (P) Progressing to Standard                        

Your child is able to demonstrate the lesson skill(s) but needs instructional support to complete some or all of the desired skill(s).

The student (with support) is able to demonstrate or describe:

• All or Most Skills

• Developing Craftsmanship

• A Developing Knowledge of Aesthetics (artistic sensibility & decision-making)

• An Ability to Accept Constructive Criticism from Teacher or Peers

1 - (B) Below Standard                                

Your child is not yet able to demonstrate the lesson skill(s) with significant instructional support; the skill(s) requires further practice.

The student (with support) is not able to demonstrate or describe:

• Most Skills

• A Concern of Craftsmanship

• A Knowledge of Aesthetics (artistic sensibility & decision-making)

• An Ability to Accept Constructive Criticism                        

(Even artists have a sense of humor!)

How do you know when you're Baroque? 
When you're out of Monet!
~
Have you met Van Gogh's extended family?
His dizzy aunt - Verti Gogh
His brother who ate prunes - Gotta Gogh
The cousin from Illinois - Chica Gogh
His magical uncle - Wherediddy Gogh
The ballroom dancing aunt - Tang Gogh
The bird lover uncle - Flamin Gogh
The fruit loving cousin - Mang Gogh
His motivational speaker aunt - Way-to Gogh
The bouncy little nephew - Poe Gogh
His disco loving sister - Go Gogh
His cross country traveling niece - Winnie-Bay Gogh
~
Did you hear about the two little boys who found themselves in a modern art gallery by mistake?
"Quick," said one, "Run ! Before they say we did it !"
~
Why was the art dealer in debt?

He didn't have any Monet

~

What did the artist say to the dentist?

Matisse hurt