Exploring art materials
Students get hands on with crayons, paint, paper, and clay. They learn how to use tools safely and start noticing what each material can do.
What does a student learn in
This is the year art becomes a way of telling someone what you saw, felt, or remembered. Students try out crayons, paint, paper, and clay, and they start talking about why they made what they made. They also look at other people's art and share what they notice. By spring, they can finish a picture or sculpture, hang it up, and tell a parent the story behind it.
- Drawing and painting
- Working with clay
- Telling stories through art
- Looking at art
- Sharing finished work
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Making art from their world
Students draw and build art based on things they know, like family, pets, and places they have been. Each piece starts with their own idea.
- 3
Looking closely at art
Students study pictures and objects made by artists and classmates. They point out colors, shapes, and what they think the art is about.
- 4
Finishing and sharing work
Students take a piece from rough start to finished work. They pick favorites, get them ready to display, and explain what their art shows.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students draw on things they know and moments they remember to make their own art. A drawing might come from a pet, a favorite food, or something that happened at home.
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Relate artistic ideas and works with societal, cultural
Students look at artwork and talk about where it came from, who made it, and what was happening in the world at the time. That context helps the picture make more sense.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on things they know and moments they remember to make their own art. A drawing might come from a pet, a favorite food, or something that happened at home. | VA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students look at artwork and talk about where it came from, who made it, and what was happening in the world at the time. That context helps the picture make more sense. | VA:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas for art before they start making anything. That might mean thinking about what to draw, what to build, or what story a picture could tell.
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Organize and develop artistic ideas and work
Students make choices about what to put in their artwork and how to arrange it. They try out ideas, make changes, and turn a simple plan into a finished piece.
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Refine and complete artistic work
Students look at their artwork, decide what to fix or finish, and make it better before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas for art before they start making anything. That might mean thinking about what to draw, what to build, or what story a picture could tell. | VA:Cr1.k |
| Organize and develop artistic ideas and work | Students make choices about what to put in their artwork and how to arrange it. They try out ideas, make changes, and turn a simple plan into a finished piece. | VA:Cr2.k |
| Refine and complete artistic work | Students look at their artwork, decide what to fix or finish, and make it better before calling it done. | VA:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which of their drawings or projects to share with others, and explain why they picked it.
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Develop and refine artistic techniques and work for presentation
Students practice and improve a piece of artwork until it is ready to share with others.
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Convey meaning through the presentation of artistic work
Students choose a drawing or artwork to share with the class and explain what it means to them.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or projects to share with others, and explain why they picked it. | VA:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice and improve a piece of artwork until it is ready to share with others. | VA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students choose a drawing or artwork to share with the class and explain what it means to them. | VA:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a piece of art and talk about what they notice, such as the colors, shapes, or what the picture seems to show.
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Interpret intent and meaning in artistic work
Students look at a piece of art and explain what they think the artist was feeling or trying to say.
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Apply criteria to evaluate artistic work
Students look at a drawing or painting and say what they notice, then explain what they think works well and why.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a piece of art and talk about what they notice, such as the colors, shapes, or what the picture seems to show. | VA:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a piece of art and explain what they think the artist was feeling or trying to say. | VA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a drawing or painting and say what they notice, then explain what they think works well and why. | VA:Re9.k |
Common Questions
What does visual arts look like this year?
Students draw, paint, cut, glue, and build with clay or recycled materials. They learn to come up with their own ideas, talk about what they made, and look closely at art other people made. The point is exploring, not producing finished masterpieces.
How can I help my child get more out of art at home?
Keep simple supplies within reach: crayons, paper, scissors, tape, and a few old magazines. When students finish a drawing, ask what is happening in it and why they picked those colors or shapes. That conversation matters more than the drawing itself.
My child says they cannot draw. What should I do?
At this age, no drawing is wrong. Sit next to them and draw something simple together, like a house or a pet. Praise specific choices, such as the color of the roof or the size of the ears, instead of saying the whole picture is good.
How should art be sequenced across the year?
Start with open exploration of basic materials so students learn how crayons, paint, scissors, and clay actually behave. Move into making art from personal experiences and stories, then add looking at and talking about other artists' work. Save group critiques and small presentations for later in the year.
How much time should students spend looking at art versus making it?
Most of the time should be hands-on making. Build in short looking sessions of five to ten minutes a few times a week, using one picture or object at a time. Ask what students see, what they think is happening, and what it reminds them of.
Does my child need to learn the names of famous artists?
Not really. Knowing a few names is fine, but the bigger goal is learning to look carefully and talk about what they see. Pointing out colors, shapes, and feelings in a picture at the library or museum does more than memorizing names.
What usually needs the most reteaching?
Two things: using scissors and glue with control, and talking about art using more than one word. Plan short, repeated practice with cutting straight and curved lines, and model sentence starters like I see, I think, and it reminds me of.
How do I know my child is ready for first grade art?
They can come up with an idea on their own, choose materials, and stick with a project long enough to finish it. They can also point to something in their own art or someone else's and say one or two things about it.