Exploring tools and materials
Students try out crayons, markers, paint, scissors, and clay. They learn how to hold each tool, share supplies, and clean up so they can keep making art all year.
What does a student learn in
This is the year art becomes a way to share ideas, not just a fun activity. Students try out crayons, paint, paper, and clay, and they learn that an artist makes choices on purpose. They start talking about what they see in their own work and in pictures by other people. By spring, students can finish a drawing or painting, hang it up, and say a sentence or two about what it shows.
- Making art
- Talking about art
- Art materials
- Sharing artwork
- Looking closely
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 come up with their own pictures and sculptures, often based on family, pets, or things they saw that day. They learn that art starts with an idea and grows as they work.
- 3
Looking at art together
Students look closely at pictures and sculptures and talk about what they see. They notice colors, shapes, and lines, and guess what the artist might have been thinking.
- 4
Art from other places and times
Students see art made by people from different countries and time periods. They start to notice that art shows up at home, at school, and in their neighborhood for many different reasons.
- 5
Finishing and sharing work
Students pick a favorite piece, add finishing touches, and get it ready to show. They practice talking about what their art means and listening when classmates share theirs.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Connecting
Connecting
-
Synthesize and relate knowledge and personal experiences to make art
Students use things they already know and moments from their own life as the starting point for making art.
-
Relate artistic ideas and works with societal, cultural
Students look at art from different places and times and talk about what it tells them about how people lived. This builds their understanding of why art looks the way it does.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students use things they already know and moments from their own life as the starting point for making art. | VA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students look at art from different places and times and talk about what it tells them about how people lived. This builds their understanding of why art looks the way it does. | VA:Cn11.k |
Creating
Creating
-
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 put that idea to work with materials.
-
Organize and develop artistic ideas and work
Students practice putting their art ideas together by choosing colors, shapes, and materials to make something they pictured in their mind.
-
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 before they start making art. They think about what they want to create, then put that idea to work with materials. | VA:Cr1.k |
| Organize and develop artistic ideas and work | Students practice putting their art ideas together by choosing colors, shapes, and materials to make something they pictured in their mind. | VA:Cr2.k |
| 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.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
-
Analyze, interpret, and select artistic work for presentation
Students pick which of their drawings or projects to share with others, and explain why they chose it.
-
Develop and refine artistic techniques and work for presentation
Students practice a drawing or artwork more than once, making small improvements before sharing it with others.
-
Convey meaning through the presentation of artistic work
Students choose a drawing or artwork to share with the class and explain what they made and why. The act of showing the work is part of the art itself.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their drawings or projects to share with others, and explain why they chose it. | VA:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a drawing or artwork more than once, making small improvements before sharing it 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 they made and why. The act of showing the work is part of the art itself. | VA:Pr6.k |
Responding
Responding
-
Perceive and analyze artistic work
Students look closely at a picture or sculpture and talk about what they notice, like colors, shapes, or how the artwork makes them feel.
-
Interpret intent and meaning in artistic work
Students look at a drawing or painting and say what they think the artist was feeling or trying to show. There is no single right answer, just reasons connected to what they see.
-
Apply criteria to evaluate artistic work
Students look at a drawing or artwork and explain what they think works well and why. They practice using simple reasons to judge what they see.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or sculpture and talk about what they notice, like colors, shapes, or how the artwork makes them feel. | VA:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a drawing or painting and say what they think the artist was feeling or trying to show. There is no single right answer, just reasons connected to what they see. | VA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a drawing or artwork and explain what they think works well and why. They practice using simple reasons to judge what they see. | VA:Re9.k |
Common Questions
What does art class look like this year?
Students try out drawing, painting, cutting, gluing, and shaping clay or playdough. They share what they made and talk about what they see in other artists' work. The year is about exploring materials and getting comfortable making choices.
How can I help my child enjoy art at home?
Keep crayons, paper, and safe scissors where students can reach them. Ask what they made and why they picked those colors or shapes. The point is the talking and trying, not a finished picture on the fridge.
My child says they cannot draw. What should I say?
Try drawing alongside them and making your own messy lines first. Praise the choices they made, like a big sun or a long tail, instead of saying it looks good. Students this age need permission to make ugly art before they make confident art.
How should I sequence the year?
Start with one material at a time so students learn what crayons, paint, scissors, and clay can do. Build toward small projects that ask for a choice, like picking a color or a subject. Save group critiques and gallery walks for the second half of the year once routines are solid.
What does mastery look like by the end of the year?
Students can come up with an idea, pick materials, and finish a piece without giving up halfway. They can point at art and say something they notice or wonder. They can also tell why they made a choice in their own work.
Which skills usually need the most reteaching?
Holding scissors, using just enough glue, and cleaning up paint are the slow ones. Talking about art also takes practice, since students often default to good or bad. Modeling specific words like smooth, bumpy, bright, or dark gives them something to grab onto.
Does my child need to learn famous artists?
A little exposure helps, but memorizing names is not the goal. Looking at one piece of art together and asking what students see, think, and wonder builds the same skill. Library picture books about artists work well for this at home.
How do I know they are ready for first grade art?
Students should be able to plan a simple picture, follow steps to make it, and stick with the work long enough to finish. They should also be able to share one thing they like about their piece or a classmate's piece. Comfort with basic tools matters more than polish.