Exploring art materials
Students get comfortable with crayons, markers, paint, paper, and clay. They learn how to hold tools, mix colors, and make marks on purpose instead of by accident.
What does a student learn in
This is the year art becomes a way for students to share what they see and feel. Students try out crayons, paint, paper, and clay, and start talking about what they made and why. They notice colors, shapes, and pictures in the world around them. By spring, they can finish a piece of art, name what it shows, and point out something they like in a classmate's work.
- Drawing and painting
- Colors and shapes
- Art materials
- Talking about art
- Sharing artwork
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
Drawing from real life
Students start drawing things they know, like family members, pets, and favorite toys. Their pictures begin to show ideas from home and the world around them.
- 3
Looking at and talking about art
Students notice colors, shapes, and lines in pictures and sculptures. They share what they see, what it reminds them of, and what they think the artist meant.
- 4
Finishing and sharing work
Students pick a piece they are proud of, decide when it feels done, and show it to others. They practice talking about their choices and listening to what classmates made.
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 on things they know and moments they remember to make artwork. A picture might come from a favorite animal, a trip to the park, or something they saw at home.
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Relate artistic ideas and works with societal, cultural
Young students look at a painting or craft and talk about who made it, where they came from, or what was happening in their world. Art becomes a window into other people's lives and times.
| 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 artwork. A picture might come from a favorite animal, a trip to the park, or something they saw at home. | VA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Young students look at a painting or craft and talk about who made it, where they came from, or what was happening in their world. Art becomes a window into other people's lives and times. | VA:Cn11.pk |
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 something. This is the earliest step in thinking like an artist.
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Organize and develop artistic ideas and work
Students pick up art materials and make something on purpose. They start to plan what they want to create before they start making it.
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Refine and complete artistic work
Students finish a drawing or craft by looking it over and making small changes 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 something. This is the earliest step in thinking like an artist. | VA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick up art materials and make something on purpose. They start to plan what they want to create before they start making it. | VA:Cr2.pk |
| Refine and complete artistic work | Students finish a drawing or craft by looking it over and making small changes 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 pick which of their drawings or projects to show others and start to think about why that piece feels ready to share.
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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, take another look, and make small improvements.
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Convey meaning through the presentation of artistic work
Students share their drawings or creations and explain what they made and why it matters to them.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their drawings or projects to show others and start to think about why that piece feels ready to share. | 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. They learn to slow down, take another look, and make small improvements. | VA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share their drawings or creations and explain what they made and why it matters to them. | VA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at pictures, sculptures, and other artwork and start noticing details like color, shape, and what they see happening in the piece.
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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 trying to show or how it makes them feel.
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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 to notice what makes a piece of artwork feel finished or interesting.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at pictures, sculptures, and other artwork and start noticing details like color, shape, and what they see happening in the piece. | VA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a piece of art and talk about what they think the artist was trying to show or how it makes them feel. | 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 to notice what makes a piece of artwork feel finished or interesting. | VA:Re9.pk |
Common Questions
What does visual art look like at this age?
Art is mostly about exploring. Students try paint, crayons, clay, paper, and glue, and talk about what they made. The goal is curiosity and confidence with materials, not finished pieces that look like grown-up art.
How can I support art at home in a few minutes a day?
Keep a basket of crayons, markers, scrap paper, and safety scissors where students can reach them. Ask open questions like what is happening in your picture or why did you pick that color. Hang the work somewhere visible so the effort feels valued.
My child says I cant draw. What should I do?
Take the pressure off the picture looking real. Draw side by side and narrate your own messy attempts out loud. Praise specific choices, like the wavy line or the bright yellow, instead of saying the whole drawing is good.
How should art be sequenced across the year?
Start with open exploration of one material at a time so students learn how crayons, paint, and clay behave. Mid-year, add simple prompts tied to stories, seasons, or family. By spring, students should be making choices on purpose and talking about why.
What does mastery look like by the end of the year?
Students pick a material, make something on purpose, and say a sentence or two about it. They notice details in their own work and in a classmate's, and they can name a few colors, shapes, and lines they used.
Does art at this age connect to reading and math?
Yes, quite a bit. Talking about a picture builds vocabulary and sentence length. Sorting shapes, counting brush strokes, and noticing patterns all show up in early math too.
How do I handle the student who says they are done in two minutes?
Ask one specific question about the work, such as what could go in this empty corner or what happens next in the story. A short prompt usually restarts the thinking without forcing more time at the table.
Should art projects always look like the example?
No. Matching samples teaches copying, not art. Show a few different finished pieces, or none at all, and let students make their own choices about color, shape, and subject.
How do I know if a student is ready for kindergarten art?
They can hold a crayon or brush with some control, name basic colors and shapes, and stick with a piece for several minutes. They can also share something about their work and listen while a classmate shares theirs.