Exploring tools and materials
Students get comfortable with crayons, markers, paints, glue, and scissors. They learn how to hold tools, share supplies, and clean up so making art feels familiar instead of overwhelming.
What does a student learn in
This is the year art becomes a way to share what students notice and feel. Students try out crayons, paint, paper, and clay, and they learn that making art takes a few tries. They also start talking about their own pictures and looking carefully at art made by others. By spring, they can finish a piece they planned, explain what it shows, and point out something they like in a classmate's work.
- Drawing and painting
- Art materials
- Sharing ideas
- Looking at art
- Talking about art
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 their world
Students draw and build from what they know: family, pets, home, favorite foods. They start to see that their own experiences and ideas are worth putting on paper.
- 3
Planning and finishing a piece
Students move past quick scribbles and stick with a piece a little longer. They try an idea, add details, and decide when a drawing or sculpture is done.
- 4
Looking at and talking about art
Students notice colors, shapes, and lines in their own work and in pictures by other artists. They share what they see and guess what a piece might be about.
- 5
Sharing finished work
Students pick a piece to show, tell what it means to them, and see their work displayed in the classroom or hallway. They begin to feel like artists with something to say.
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 what they know and what they've lived through to make their artwork. A picture of a pet, a memory from home, or something they wonder about can all become the starting point for a piece.
-
Relate artistic ideas and works with societal, cultural
Art connects to the world around it. Students look at artwork and talk about where it came from, who made it, and what was happening in that place and time.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on what they know and what they've lived through to make their artwork. A picture of a pet, a memory from home, or something they wonder about can all become the starting point for a piece. | VA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Art connects to the world around it. Students look at artwork and talk about where it came from, who made it, and what was happening in that place and 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 art before they start making anything. This is the thinking-and-imagining step that happens before the drawing or building begins.
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Organize and develop artistic ideas and work
Students pick colors, shapes, and materials to turn a simple idea into a piece of art. They make choices about what goes where before the work is finished.
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Refine and complete artistic work
Students look at their own artwork, decide what to fix or finish, and make 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 anything. This is the thinking-and-imagining step that happens before the drawing or building begins. | VA:Cr1.k |
| Organize and develop artistic ideas and work | Students pick colors, shapes, and materials to turn a simple idea into a piece of art. They make choices about what goes where before the work is finished. | VA:Cr2.k |
| Refine and complete artistic work | Students look at their own artwork, decide what to fix or finish, and make 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 art pieces 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 drawing, coloring, or building until a piece looks the way they want it to look, then get it ready to share with others.
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Convey meaning through the presentation of artistic work
Students pick a drawing or artwork to share and explain what it means or how it makes them feel. Showing their work to others is part of making it.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or art pieces to share with others, and explain why they picked it. | VA:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice drawing, coloring, or building until a piece looks the way they want it to look, then get it ready to share with others. | VA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students pick a drawing or artwork to share and explain what it means or how it makes them feel. Showing their work to others is part of making it. | 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 say what they think the artist was feeling or trying to show. There are no wrong answers, as long as students point to something in the artwork that gave them that idea.
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Apply criteria to evaluate artistic work
Students look at their own drawings or artwork and decide what they like about it and what they might change, using simple questions like "Does it show what I wanted?"
| 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 say what they think the artist was feeling or trying to show. There are no wrong answers, as long as students point to something in the artwork that gave them that idea. | VA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at their own drawings or artwork and decide what they like about it and what they might change, using simple questions like "Does it show what I wanted?" | VA:Re9.k |
Common Questions
What does a year of art look like at this age?
Students try out drawing, painting, cutting, gluing, and building with simple materials. They make art from things they know, like family, pets, and favorite places. They also look at art other people made and talk about what they see.
How can I support art at home without buying a lot of supplies?
Keep paper, crayons, markers, scissors, and glue in one spot students can reach. Save scraps like cardboard, buttons, and old magazines for building and collage. Ten quiet minutes a few times a week does more than one big project.
My child says I can't draw. What should I say back?
Praise the choices, not the result. Ask what the lines, shapes, and colors are showing, and what might come next. At this age the goal is trying ideas out, not making something that looks real.
How should I sequence art skills across the year?
Start with the basics of holding tools, mixing colors, and filling a page. Move into shape, line, and pattern, then into building and collage. Save longer projects for later in the year, once routines for cleanup and sharing are steady.
What does looking at and talking about art look like in kindergarten?
Show one image at a time and ask what students notice, what colors stand out, and what they think is happening. Keep responses short and accept different answers. The point is slow looking and using words to describe what they see.
Does my child need to know art words like line, shape, and texture?
Students start picking up these words by hearing them in context. Name them while making things at home: a wavy line, a round shape, a bumpy texture. No flashcards or memorizing needed.
How do I plan a simple display of student work?
Pick one piece per student and let them choose between two of their own when possible. Add a short caption with the student's words about the work. A hallway, a bulletin board, or a folder sent home all count as presenting.
How do I know students are ready for first grade art?
By spring, students should pick a subject, make it with a few materials, and finish without giving up halfway. They should talk about their own work and respond to someone else's with more than just liked it or didn't like it.