Looking closely at art
Students start the year by noticing what is in a picture. They talk about colors, shapes, and what they see happening, and share what the artwork reminds them of.
What does a student learn in
This is the year art class starts to feel like real making. Students get their own ideas for what to draw, paint, or build, then practice the steps to finish a piece they are proud of. They also start talking about art, sharing what they notice in their own work and in pictures by other artists. By spring, students can pick a finished piece to show others and explain what it means.
- Making art
- Sharing ideas
- Talking about art
- Finishing a piece
- Art display
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
Trying out tools and materials
Students practice using crayons, paint, paper, scissors, and clay. They learn how to handle each tool with care and try different ways to make marks, shapes, and textures.
- 3
Making art from ideas
Students come up with their own ideas for pictures and sculptures. They plan what they want to make, work on it over more than one sitting, and make changes as they go.
- 4
Art from other times and places
Students look at art made by people in their family, community, and around the world. They talk about why someone might have made it and what it shows about that place.
- 5
Sharing finished work
Students pick pieces they are proud of and get them ready to show. They talk about what their art means and listen to what classmates notice in each other's work.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect something from their own life, like a memory or a place they know, to make a piece of art that means something to them.
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Relate artistic ideas and works with societal, cultural
Students look at a piece of art and talk about where it came from: who made it, when, and why. That context helps them understand what the art means.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life, like a memory or a place they know, to make a piece of art that means something to them. | VA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students look at a piece of art and talk about where it came from: who made it, when, and why. That context helps them understand what the art means. | VA:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas for making art, deciding what to draw, paint, or build before they start.
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Organize and develop artistic ideas and work
Students take a rough idea for a drawing or artwork and figure out how to make it work, choosing colors, shapes, and materials before they start.
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Refine and complete artistic work
Students look at their own artwork, decide what to change or finish, then make those improvements before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas for making art, deciding what to draw, paint, or build before they start. | VA:Cr1.1 |
| Organize and develop artistic ideas and work | Students take a rough idea for a drawing or artwork and figure out how to make it work, choosing colors, shapes, and materials before they start. | VA:Cr2.1 |
| Refine and complete artistic work | Students look at their own artwork, decide what to change or finish, then make those improvements before calling it done. | VA:Cr3.1 |
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 artworks to share with others and think about why that piece is ready to show.
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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 with others.
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Convey meaning through the presentation of artistic work
Students choose where and how to display their artwork so it tells a story or shares a feeling. Presentation is part of the art, not just an afterthought.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or artworks to share with others and think about why that piece is ready to show. | VA:Pr4.1 |
| Develop and refine artistic techniques and work for presentation | Students practice and improve a piece of artwork until it is ready to share with others. | VA:Pr5.1 |
| Convey meaning through the presentation of artistic work | Students choose where and how to display their artwork so it tells a story or shares a feeling. Presentation is part of the art, not just an afterthought. | VA:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a piece of art and describe what they notice, such as the colors, shapes, or lines the artist used.
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Interpret intent and meaning in artistic work
Students look at a piece of art and explain what they think the artist was trying to say or show. They use details they can see in the work to back up their ideas.
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Apply criteria to evaluate artistic work
Students look at their own or a classmate's artwork and decide what makes it work well, using a simple set of questions or rules to explain their thinking.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a piece of art and describe what they notice, such as the colors, shapes, or lines the artist used. | VA:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a piece of art and explain what they think the artist was trying to say or show. They use details they can see in the work to back up their ideas. | VA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at their own or a classmate's artwork and decide what makes it work well, using a simple set of questions or rules to explain their thinking. | VA:Re9.1 |
Common Questions
What does art class look like this year?
Students try out drawing, painting, cutting, gluing, and building with simple materials. They come up with their own ideas, talk about what they made, and look closely at art made by other people. The goal is comfort with materials and confidence sharing ideas.
How can I support art at home if I'm not artsy?
Keep crayons, markers, scissors, glue, and scrap paper somewhere easy to reach. Ask students to tell the story of what they drew instead of guessing what it is. Five quiet minutes of drawing after school is plenty.
My child says they can't draw. What should I do?
That worry is normal at this age. Skip praise like "that's beautiful" and ask questions instead: what is happening here, why did you pick that color, what part was tricky. Talking about choices builds confidence faster than praise.
Does the art have to look like the real thing?
No. At this age, students are still learning to hold tools and plan on a page. A purple sun or a square dog is fine. What matters is that students can explain their choices and finish what they start.
How should I sequence the year?
Start with short projects that build tool habits: pencil grip, scissor control, glue amounts, cleanup. Move into projects that ask for planning and revision by winter. Save longer projects with personal meaning and a small class display for spring.
What usually needs the most reteaching?
Two things. First, finishing work instead of abandoning it when it gets hard. Second, talking about art using specific words like line, shape, and color instead of just "good" or "bad." Both improve with short, repeated practice.
How do I help students talk about other people's art?
Use the same three prompts every time: what do you see, what do you think is happening, what does it remind you of. Repetition gives quieter students a way in and builds the habit of looking before judging.
How do I know students are ready for next year?
By spring, students should pick an idea, gather materials, work through a rough patch, and share the finished piece with a sentence or two about it. They should also point out lines, shapes, and colors in someone else's work.