Exploring tools and materials
Students get hands on with crayons, paint, paper, and clay. They learn how to hold a brush, share supplies, and try out marks and colors without worrying about a finished product.
What does a student learn in
This is the year art class becomes a real way to share ideas. Students try out crayons, paint, paper, and clay to make pictures of things they know, like family, pets, and the playground. They start talking about what they see in their own work and in art made by other people. By spring, students can make a piece of art, explain what it shows, and pick one to put on display.
- Drawing and painting
- Art materials
- Talking about art
- Sharing artwork
- Ideas from 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 turn their own experiences into pictures. A drawing of a pet, a family trip, or a favorite meal becomes a starting point for what they want to show.
- 3
Looking at art together
Students study pictures and objects made by other people, including artists from different places and times. They notice colors, shapes, and what the artwork might be about.
- 4
Finishing and sharing work
Students decide when a piece feels done, fix small parts, and choose work to display. They practice talking about what they made and why.
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 artwork. A picture of home, a feeling, or something that happened to them can be the starting point for what they create.
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Relate artistic ideas and works with societal, cultural
Art tells stories about people and places. Students look at artwork and talk about where it came from, who made it, and what was happening in the world at the time.
| 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 artwork. A picture of home, a feeling, or something that happened to them can be the starting point for what they create. | VA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Art tells stories about people and places. Students look at artwork and talk about where it came from, who made it, and what was happening in the world at the time. | VA:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas for drawings, paintings, and other art before they start making anything.
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Organize and develop artistic ideas and work
Students arrange shapes, colors, and images to turn an early idea into a finished piece of art.
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Refine and complete artistic work
Students look at their own drawings or projects, decide what to fix or finish, and make changes before calling the work done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas for drawings, paintings, and other art before they start making anything. | VA:Cr1.k |
| Organize and develop artistic ideas and work | Students arrange shapes, colors, and images to turn an early idea into a finished piece of art. | VA:Cr2.k |
| Refine and complete artistic work | Students look at their own drawings or projects, decide what to fix or finish, and make changes before calling the work 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 making their artwork look the way they want it to before sharing it with others. They learn to slow down, look closely, and make small improvements.
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Convey meaning through the presentation of artistic work
Students choose a drawing or artwork to share and explain what it means to them or what they wanted to show.
| 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 making their artwork look the way they want it to before sharing it with others. They learn to slow down, look closely, and make small improvements. | VA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students choose a drawing or artwork to share and explain what it means to them or what they wanted to show. | VA:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a picture or sculpture and talk about what they notice, from colors and shapes to how the whole thing makes them feel.
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Interpret intent and meaning in artistic work
Students look at a piece of art and talk about what they think the artist was feeling or trying to show.
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Apply criteria to evaluate artistic work
Students look at their own drawing or a classmate's and say what they like and why, using simple words to explain what works.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or sculpture and talk about what they notice, from colors and shapes to how the whole thing makes them feel. | VA:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a piece of art and talk about what they think the artist was feeling or trying to show. | VA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at their own drawing or a classmate's and say what they like and why, using simple words to explain what works. | VA:Re9.k |
Common Questions
What does kindergarten art look like this year?
Students try out drawing, painting, cutting, gluing, and building with simple materials like clay or paper. They make art from what they know, talk about what they made, and look at art made by others. The focus is on noticing, trying, and finishing a piece.
How can I help my child enjoy art at home?
Keep crayons, paper, scissors, and glue somewhere they can reach. Ask what their drawing is about instead of guessing, and let them tell the story. Saving a few favorites in a folder shows that the work matters.
Does my child need to draw realistic pictures?
No. At this age, a person can be a circle with two lines for legs, and that is fine. What matters is that students can explain what they drew and try again with a new idea.
How do I sequence the year if art is only once a week?
Start with line, shape, and color through drawing, then add cutting and gluing, then painting, then a short clay or building unit. Looping back to drawing between units gives students a familiar starting point. End the year with a small piece they choose and talk about.
What should I do when a student says I can't draw it?
Offer a smaller step: draw the head first, or pick one shape to start with. Show two or three picture book examples so they see different ways artists draw the same thing. The goal is to get unstuck, not to fix the drawing.
How much should I talk about famous artists or other cultures?
A little, often. One picture, one sentence about who made it and where, then a making activity connected to it. Students remember the art when they get to try something like it themselves.
What can I ask about my child's artwork without saying it's pretty?
Try what is happening here, what part took the longest, or what you might change next time. These questions show interest and help students notice their own choices. It also gets past the quick that's nice response.
How will I know students are ready for first grade art?
By spring, students should pick a subject, make the piece, and say a sentence or two about it without much prompting. They should handle scissors, glue, and a paintbrush with some care. They should also be able to point to something they like in another student's work.