Exploring art materials
Students get their hands on crayons, paint, paper, and clay. Early in the year, the focus is play and discovery. Parents may see lots of scribbles, dots, and color mixing come home.
What does a student learn in
This is the year art becomes a way to tell stories about real life. Students try out crayons, paint, paper, and clay to make pictures of people and places they know. They start to talk about their own work and what they see in other kids' art. By spring, students can finish a drawing or painting, share what it shows, and point out one thing they like in a classmate's piece.
- Drawing and painting
- Working with clay
- Talking about art
- Sharing your work
- Art from real life
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 ideas
Students start drawing and building from their own ideas, like a pet, a family trip, or a favorite story. The pictures begin to look like something on purpose, not just by accident.
- 3
Sharing and talking about art
Students show their work to classmates and talk about what they made and why. They also look at pictures by other kids and famous artists, and say what they notice.
- 4
Finishing and displaying work
Students choose pieces they are proud of, add finishing touches, and help put them up on the wall or in a folder to bring home. They begin to see themselves as artists with a story to tell.
Mastery Learning Standards
The required skills a student should display by the end of Pre-Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students make art that connects to something real in their own life, a memory, a feeling, or something they have seen or touched.
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Relate artistic ideas and works with societal, cultural
Students look at drawings, paintings, or objects and talk about where they came from or what they mean to the people who made them.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students make art that connects to something real in their own life, a memory, a feeling, or something they have seen or touched. | VA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students look at drawings, paintings, or objects and talk about where they came from or what they mean to the people who made them. | VA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas before they start making art. They think about what they want to create, then pick up the crayon, paintbrush, or clay and begin.
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Organize and develop artistic ideas and work
Students pick colors, shapes, and materials to make a piece of art on purpose, not by accident. They start to understand that making art involves real choices.
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Refine and complete artistic work
Students finish a drawing or craft by looking it over and deciding if anything needs fixing or adding before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas before they start making art. They think about what they want to create, then pick up the crayon, paintbrush, or clay and begin. | VA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick colors, shapes, and materials to make a piece of art on purpose, not by accident. They start to understand that making art involves real choices. | VA:Cr2.pk |
| Refine and complete artistic work | Students finish a drawing or craft by looking it over and deciding if anything needs fixing or adding before calling it done. | VA:Cr3.pk |
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 creations to show others, starting to think about why one piece feels more finished or special than another.
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Develop and refine artistic techniques and work for presentation
Students practice making their artwork look the way they want it to before sharing it with others.
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Convey meaning through the presentation of artistic work
Students share their drawings or creations with others and talk about what they made and why. The artwork itself becomes a way to show feelings, ideas, or stories.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or creations to show others, starting to think about why one piece feels more finished or special than another. | VA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice making their artwork look the way they want it to before sharing it with others. | VA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share their drawings or creations with others and talk about what they made and why. The artwork itself becomes a way to show feelings, ideas, or stories. | VA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a picture or artwork and talk about what they notice, like colors, shapes, or what the image makes them think of.
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Interpret intent and meaning in artistic work
Students look at a painting or drawing and say what they think it means or how it makes them feel. There is no single right answer.
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Apply criteria to evaluate artistic work
Students look at a drawing or painting and say what they like about it and why. They start learning that opinions about art can have reasons behind them.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or artwork and talk about what they notice, like colors, shapes, or what the image makes them think of. | VA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a painting or drawing and say what they think it means or how it makes them feel. There is no single right answer. | VA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a drawing or painting and say what they like about it and why. They start learning that opinions about art can have reasons behind them. | VA:Re9.pk |
Common Questions
What does visual arts look like at this age?
Students draw, paint, cut, glue, and build with simple materials like crayons, paper, and clay. The goal is exploring ideas and tools, not making finished pictures that look like something specific. A scribble of a family or a blob of clay shaped like a dog both count as real art.
How can I support art at home without buying a lot of supplies?
Keep paper, crayons, markers, safety scissors, and glue sticks in one spot students can reach. Recycled boxes, junk mail, and old magazines work well for cutting and building. Ten minutes of free drawing after dinner does more than any structured project.
My child says I can't draw. What should I say?
Try praising what students actually did instead of how it looks. Say things like you used a lot of blue, or tell me about this part. That keeps the focus on their choices and ideas, not on whether the picture matches real life.
How do I plan a year of art for four-year-olds?
Rotate through a small set of materials over the year: crayons, paint, collage, clay, and simple printmaking. Revisit each one several times so students get more confident, not just more exposed. Tie a few projects to books, seasons, or class topics so art connects to the rest of the day.
What should students be able to do by the end of the year?
Students should pick a material, make something on purpose, and say a sentence or two about it. They should also look at a piece of art, their own or someone else's, and share what they notice. Neatness and realism are not the goal yet.
How do I get students to talk about their art?
Ask open questions like what is happening in your picture, or what part did you work on the most. Avoid guessing what it is, since a wrong guess can shut the conversation down. Write a short sentence of their words on the back so families can read it later.
Should art class connect to other subjects?
Yes, and it does not have to be forced. After reading a story, students can draw a favorite part. During a unit on weather or animals, they can paint what they saw outside. These small links help students use art to think about everything else.
How do I know if my child is on track?
Watch for growing focus and intention. Early in the year a student might scribble for two minutes and walk away. By spring, the same student should stay with a project longer, choose colors on purpose, and talk about what they made.