Exploring art materials
Students get hands on with crayons, paint, paper, and clay. They learn how to hold a brush, share supplies, and try out what each material can do.
What does a student learn in
This is the year art class becomes a habit of making, looking, and talking about pictures. Students try out crayons, paint, paper, and clay, and they learn that their own life gives them ideas worth drawing. They start sharing finished work with the class and saying what they see in someone else's picture. By spring, students can make a piece of art about something that matters to them and tell a parent what it is about.
- Drawing and painting
- Art materials
- Sharing artwork
- Talking about art
- 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 ideas and memories into pictures. A trip to the park or a family pet becomes a drawing or painting they planned themselves.
- 3
Looking at art together
Students notice colors, shapes, and what is happening in a picture. They talk about what they see and guess what the artist might have been thinking.
- 4
Sharing finished work
Students pick a favorite piece, add finishing touches, and get it ready to show. They learn that art is made to be seen by other people.
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 already know and moments from their own life to make art. A picture of a pet, a memory of a birthday, or a feeling they had can all be starting points.
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Relate artistic ideas and works with societal, cultural
Art tells stories about people and places. Students look at paintings, sculptures, and other artwork to understand where it came from and what it meant to the people who made it.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on things they already know and moments from their own life to make art. A picture of a pet, a memory of a birthday, or a feeling they had can all be starting points. | VA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Art tells stories about people and places. Students look at paintings, sculptures, and other artwork to understand where it came from and what it meant to the people who made it. | 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 materials to build a picture or object they had in mind. This is the hands-on making part of art class.
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Refine and complete artistic work
Students look at their own drawing or project, decide what to fix or finish, and then make those changes before calling it 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 materials to build a picture or object they had in mind. This is the hands-on making part of art class. | VA:Cr2.k |
| Refine and complete artistic work | Students look at their own drawing or project, decide what to fix or finish, and then make those changes before calling it 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 artwork 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 and improve a piece of artwork until it is ready to share. That might mean adjusting colors, lines, or shapes so the work looks the way they intended.
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Convey meaning through the presentation of artistic work
Students choose a drawing or artwork to share and think about what it shows or says to others. Presenting artwork is how students begin to communicate their ideas beyond the classroom.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or artwork to share with others, and explain why they picked it. | VA:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice and improve a piece of artwork until it is ready to share. That might mean adjusting colors, lines, or shapes so the work looks the way they intended. | VA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students choose a drawing or artwork to share and think about what it shows or says to others. Presenting artwork is how students begin to communicate their ideas beyond the classroom. | VA:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a piece of art and talk about what they notice: the colors, shapes, and 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 trying to say or show. They explain what the artwork means to them.
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Apply criteria to evaluate artistic work
Students look at a drawing or painting and explain what they like about it and why, using simple reasons like color, shape, or how it makes them feel.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a piece of art and talk about what they notice: the colors, shapes, and 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 trying to say or show. They explain what the artwork means to them. | VA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a drawing or painting and explain what they like about it and why, using simple reasons like color, shape, or how it makes them feel. | VA:Re9.k |
Common Questions
What does art class look like this year?
Students draw, paint, cut, glue, and build with clay or paper. They come up with their own ideas, try out tools, and talk about what they made. They also look at art by other people and share what they notice.
How can I help my child enjoy making art at home?
Keep crayons, paper, scissors, and glue somewhere easy to reach. Let them choose what to draw instead of giving them a topic. When they finish, ask what they made and why they picked those colors or shapes.
Does my child need to be good at drawing?
No. At this age the goal is trying ideas and using tools, not making things look real. A scribble of a family or a lumpy clay dog both count as real art if students can talk about what they made.
How should I sequence the year?
Start with simple tools and short projects so students learn to hold a crayon, use scissors safely, and clean up. Build toward longer projects that mix two or three materials. Save group sharing and looking at famous art for later in the year, once students can sit and talk about what they see.
What should I ask when my child shows me a picture?
Skip guessing what it is. Try asking what part they like best, what they made it out of, or what is happening in the picture. This gets students talking about their choices instead of waiting for praise.
Which skills usually need the most practice?
Cutting on a line, gluing without flooding the paper, and finishing a project instead of starting a new one. Short practice stations help more than long lessons. Many students also need practice talking about art without saying it is good or bad.
How do I know my child is ready for next year?
Students can come up with an idea on their own, pick materials to match it, and stick with a project long enough to finish. They can also point to one thing they like in another student's work and say why.
How much should I focus on famous artists and art history?
A little goes a long way. Show one or two pictures a week and ask what students notice, then connect it to a project. The goal is for students to see that real people make art for real reasons, not to memorize names or dates.