Getting started with art tools
Students try out crayons, markers, paint, and scissors. They learn how to use supplies safely and start sharing ideas for what they want to make.
What does a student learn in
This is the year art becomes a way of telling stories about their own lives. Students draw and build from things they know, like a pet, a family meal, or a favorite place. They learn to use materials with more care, fix what isn't working, and talk about what a picture might mean. By spring, they can finish a piece of art and explain why they made it the way they did.
- Drawing from life
- Using art materials
- Talking about art
- Finishing artwork
- Art and stories
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
Looking closely at art
Students study pictures and notice colors, shapes, and lines. They talk about what they see and what they think the artist was showing.
- 3
Making art from real life
Students draw and build from their own experiences, like family, pets, or favorite places. They also see how art connects to people from different times and cultures.
- 4
Finishing and sharing work
Students go back to pieces they started, add details, and decide which ones to show. They explain what their art means and listen to what classmates think of theirs.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Connecting
Connecting
-
Synthesize and relate knowledge and personal experiences to make art
Students pull from what they know and what they've lived through to make their artwork. A drawing might come from a memory, a feeling, or something learned in class.
-
Relate artistic ideas and works with societal, cultural
Students look at a painting or artwork and talk about when it was made, who made it, and what was happening in that place and time. That context helps the artwork make more sense.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students pull from what they know and what they've lived through to make their artwork. A drawing might come from a memory, a feeling, or something learned in class. | VA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students look at a painting or artwork and talk about when it was made, who made it, and what was happening in that place and time. That context helps the artwork make more sense. | VA:Cn11.1 |
Creating
Creating
-
Generate and conceptualize artistic ideas and work
Students come up with ideas for their own artwork, deciding what to make and why before they start drawing or building.
-
Organize and develop artistic ideas and work
Students arrange shapes, colors, and lines to turn a simple idea into a finished piece of art.
-
Refine and complete artistic work
Students look at a drawing or craft they made, 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 ideas for their own artwork, deciding what to make and why before they start drawing or building. | VA:Cr1.1 |
| Organize and develop artistic ideas and work | Students arrange shapes, colors, and lines to turn a simple idea into a finished piece of art. | VA:Cr2.1 |
| Refine and complete artistic work | Students look at a drawing or craft they made, decide what to fix or finish, and then make those changes before calling it done. | VA:Cr3.1 |
Performing/Presenting/Producing
Performing/Presenting/Producing
-
Analyze, interpret, and select artistic work for presentation
Students pick which of their drawings or artwork to share and explain why they chose it.
-
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.
-
Convey meaning through the presentation of artistic work
Students choose how to display a drawing or artwork so viewers understand what it means. The way a piece is shown, framed, or arranged is part of the art itself.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their drawings or artwork to share and explain why they chose it. | 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 how to display a drawing or artwork so viewers understand what it means. The way a piece is shown, framed, or arranged is part of the art itself. | VA:Pr6.1 |
Responding
Responding
-
Perceive and analyze artistic work
Students look closely at a drawing or painting and describe what they notice, from the colors and shapes used to how the whole piece makes them feel.
-
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 thinking.
-
Apply criteria to evaluate artistic work
Students look at their own drawings or a classmate's work and decide what makes it strong, using simple questions like "Does this show what I meant to make?"
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a drawing or painting and describe what they notice, from the colors and shapes used to how the whole piece makes them feel. | 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 thinking. | VA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at their own drawings or a classmate's work and decide what makes it strong, using simple questions like "Does this show what I meant to make?" | VA:Re9.1 |
Common Questions
What does art class look like this year?
Students make art from their own ideas and experiences, try out tools like crayons, paint, scissors, and clay, and talk about what they see in other people's art. They also learn to share their work and explain what it means.
How can I help my child enjoy art at home?
Keep simple supplies within reach: paper, markers, glue, and scrap materials. Ask what the picture is about and what part was tricky to make. Skip the urge to fix it or draw on it. The goal is for students to feel like their ideas belong on the page.
My child says they are bad at drawing. What should I do?
At this age, art is about ideas and effort, not realistic drawing. Praise specific choices, like the colors picked or the story behind the picture. Try open prompts such as drawing a favorite meal or a pet, where there is no right answer.
How should I sequence the year?
Start with short making projects that build comfort with basic tools and shapes. Move into projects where students plan first, then make, then revise. Save responding and presenting work for later in the year, once students have pieces they feel proud to talk about.
What usually needs the most reteaching?
Two things tend to stall first graders: planning before they start, and going back to add detail once they think a piece is done. Short think-alouds and a quick midway check often do more than another full lesson on technique.
Do students need to learn art vocabulary?
Yes, but keep it light. Words like line, shape, color, texture, and pattern are enough to anchor most conversations. Use the words while students are working so the meaning sticks to something they can see and touch.
How can families talk about art outside of class?
Point out art in everyday places: a mural, a book illustration, a cereal box, a museum visit. Ask what the artist might have been thinking or feeling. These short conversations build the same skills practiced in class.
How do I know a student is ready for second grade art?
By spring, students should be able to come up with an idea, make a piece using more than one material, and say a sentence or two about what it means. They should also be able to point out something they notice in a classmate's work without judging it.