Exploring tools and ideas
Students get hands on with cameras, tablets, microphones, and drawing apps. They notice what each tool can do and start dreaming up little projects of their own, like a quick photo or a silly sound.
What does a student learn in
This is the year students first try making little media projects, like snapping a photo, recording their voice, or arranging pictures into a story. Students play with simple tools and share what they made with the class. They start to notice how a picture or sound can tell something about their day or family. By spring, they can take a photo or record a short message and explain why they made it.
- Taking photos
- Recording sounds
- Telling stories
- Sharing work
- Family and culture
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 and shaping projects
Students turn ideas into small media pieces. They take pictures, record voices, or arrange pictures on a screen, then tweak their work to make it look or sound the way they want.
- 3
Sharing work with others
Students pick a piece they are proud of and show it to classmates and family. They practice telling what the work is about and why they made it that way.
- 4
Looking and talking about media
Students watch short videos, listen to recordings, and look at pictures made by others. They share what they notice, what it reminds them of, and what they think the maker was trying to say.
- 5
Connecting art to life
Students link their projects to family stories, holidays, books, and places they know. They see how media art shows up at home and in the community, and they bring those connections into new work.
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 draw or build things connected to places they've been, people they know, or feelings they've had. Their own experiences become the starting point for what they make.
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Relate artistic ideas and works with societal, cultural
Students look at simple art, photos, or videos and talk about what they see people doing or celebrating. Connecting art to everyday life helps students understand that people make things to share stories and ideas.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw or build things connected to places they've been, people they know, or feelings they've had. Their own experiences become the starting point for what they make. | MA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students look at simple art, photos, or videos and talk about what they see people doing or celebrating. Connecting art to everyday life helps students understand that people make things to share stories and ideas. | MA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students explore materials like crayons, paint, or clay and come up with their own ideas for what to make. The focus is on imagination, not a finished product.
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Organize and develop artistic ideas and work
Students pick a simple idea, like a color, a shape, or a sound, and use art tools to turn it into something they made on purpose.
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Refine and complete artistic work
Students pick a media arts project they've been working on, look it over, and make changes to finish it.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students explore materials like crayons, paint, or clay and come up with their own ideas for what to make. The focus is on imagination, not a finished product. | MA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick a simple idea, like a color, a shape, or a sound, and use art tools to turn it into something they made on purpose. | MA:Cr2.pk |
| Refine and complete artistic work | Students pick a media arts project they've been working on, look it over, and make changes to finish it. | MA:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students pick which of their media art projects to share with the class and explain why they chose it.
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Develop and refine artistic techniques and work for presentation
Students practice a media art project more than once, making small improvements before sharing it with others.
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Convey meaning through the presentation of artistic work
Students share their media art (a drawing, a photo, a short video) and talk about what they wanted it to say or show.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their media art projects to share with the class and explain why they chose it. | MA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a media art project more than once, making small improvements before sharing it with others. | MA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share their media art (a drawing, a photo, a short video) and talk about what they wanted it to say or show. | MA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at images, videos, or sounds and talk about what they notice. This is the beginning of learning to slow down and really see what's in front of them.
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Interpret intent and meaning in artistic work
Students look at a picture, video, or sound and say what they think it means or how it makes them feel.
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Apply criteria to evaluate artistic work
Students look at a picture, song, or video and say what they like about it and why. They practice sharing a simple reason for their opinion.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at images, videos, or sounds and talk about what they notice. This is the beginning of learning to slow down and really see what's in front of them. | MA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a picture, video, or sound and say what they think it means or how it makes them feel. | MA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a picture, song, or video and say what they like about it and why. They practice sharing a simple reason for their opinion. | MA:Re9.pk |
Common Questions
What is media arts at this age?
Media arts means making things with cameras, microphones, and simple devices like a tablet or phone. Students take photos, record sounds, draw on a screen, and watch short videos. The goal is to play with these tools, not to produce polished work.
How can families practice media arts at home?
Hand over a phone or tablet and let students snap photos of things they love, like a pet or a favorite toy. Record short voice memos of them telling a story. Watch the photos and videos back together and ask what they like about each one.
What should the year look like in a classroom?
Plan short, playful sessions where students try one tool at a time, such as a camera, a recorder, or a drawing app. Spend most of the year exploring and talking about what students made. Save longer projects for the spring once students know the tools.
Do students need their own devices?
No. One shared tablet or camera is enough for a small group. Students take turns and watch each other, which is part of the learning. Stickers, paper, crayons, and props still play a big role at this age.
How do students share what they make?
Pick a few photos, drawings, or sound clips and show them on a screen or a bulletin board. Ask the artist to say one thing about the piece. Keep the audience small, like a few classmates or family members, so students feel comfortable talking.
What questions help students talk about their work?
Ask what they made, why they picked that subject, and what part they like best. Then ask what they might try next time. These questions build the habit of looking closely and making choices, which is the heart of the year.
How do families know students are ready for the next year?
By spring, students should be able to use a camera or recorder with a little help, pick a favorite piece from a small group, and say one thing about it. They should also connect what they make to their own life, like a family trip or a holiday.
Which skills usually need the most practice?
Finishing a piece and talking about choices are the hardest parts. Students often want to start over rather than refine. Build in short revisit sessions where students look at yesterday's photo or drawing and add one small change.