Exploring tools and ideas
Students get their hands on cameras, tablets, microphones, and drawing apps for the first time. They play with the buttons, take pictures of things they like, and start sharing ideas for what they want to make.
What does a student learn in
This is the year students discover that pictures, sounds, and videos are things they can make, not just watch. Students try out simple tools like cameras, tablets, and recorders to capture ideas from their own lives. They share what they made and talk about what they see and hear in other people's work. By spring, they can use a basic tool to make a short picture or sound piece and explain what it shows.
- Making media
- Cameras and tablets
- Sharing work
- Talking about art
- Personal ideas
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 short pieces
Students put their ideas into small projects, like a photo of a family pet, a quick video of a block tower, or a recorded song. They practice planning a little before they make.
- 3
Fixing and finishing work
Students go back to what they made and change things to make it better. They might retake a blurry photo, add a new sound, or pick the take they like most before calling a project done.
- 4
Sharing with others
Students show their photos, videos, or recordings to classmates and family. They say a little about what their piece is about and listen as friends talk about what they noticed.
- 5
Looking and talking about art
Students watch short videos, look at pictures, and listen to sounds made by others. They point out what they see and hear, guess what the maker meant, and connect it to their own lives and families.
Mastery Learning Standards
The required skills a student should display by the end of Pre-Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students use things they know and moments from their own life to make art. A favorite animal, a trip to the park, or a family memory can all become the starting point for something they create.
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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, and why. That connection helps the image mean more than just what they see on the page.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students use things they know and moments from their own life to make art. A favorite animal, a trip to the park, or a family memory can all become the starting point for something they create. | MA:Cn10.pk |
| 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, and why. That connection helps the image mean more than just what they see on the page. | MA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students explore ideas for making art by drawing, moving, or building anything they can imagine. This is the beginning of the creative process.
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Organize and develop artistic ideas and work
Students pick an idea and decide how to show it, choosing materials like crayons, paint, or paper to make something they have in mind.
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Refine and complete artistic work
Students finish a media art project by looking it over and making small fixes before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students explore ideas for making art by drawing, moving, or building anything they can imagine. This is the beginning of the creative process. | MA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick an idea and decide how to show it, choosing materials like crayons, paint, or paper to make something they have in mind. | MA:Cr2.pk |
| Refine and complete artistic work | Students finish a media art project by looking it over and making small fixes before calling it done. | MA:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students pick which of their media art projects to share with the class. They think about what they made and choose the piece they want others to see.
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Develop and refine artistic techniques and work for presentation
Students practice a media art project (like a photo or short video) more than once to make it better before sharing it with others.
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Convey meaning through the presentation of artistic work
Students share a drawing, song, or story they made and explain what it means to them.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their media art projects to share with the class. They think about what they made and choose the piece they want others to see. | MA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a media art project (like a photo or short video) more than once to make it better before sharing it with others. | MA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share a drawing, song, or story they made and explain what it means to them. | MA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at photos, videos, and digital images and talk about what they notice. This is the beginning of learning to read pictures the way they will later learn to read words.
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Interpret intent and meaning in artistic work
Students look at a piece of art, a photo, or a short video and say what they think it shows or how it makes them feel. There are no wrong answers.
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Apply criteria to evaluate artistic work
Students look at a drawing or project and say what they like about it and why. They start to notice what makes a piece of work interesting or well made.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at photos, videos, and digital images and talk about what they notice. This is the beginning of learning to read pictures the way they will later learn to read words. | MA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a piece of art, a photo, or a short video and say what they think it shows or how it makes them feel. There are no wrong answers. | MA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a drawing or project and say what they like about it and why. They start to notice what makes a piece of work interesting or well made. | MA:Re9.pk |
Common Questions
What is media arts at this age?
Media arts means making things with cameras, tablets, microphones, and simple drawing or video apps. At this age, students explore what these tools do, like snapping a photo of a block tower or recording themselves telling a story. It is mostly play with a purpose.
What should students be able to do by the end of the year?
By spring, students can use a tablet or camera with help to capture a picture, sound, or short video about something they care about. They can share it with a small group and say a sentence or two about why they made it.
How can families support this at home?
Let students take photos or short videos of things they notice, like a pet, a snack, or a drawing. Then sit together and ask what they wanted to show. Five minutes of looking and talking does more than a long lesson.
Does a child need a tablet or fancy camera at home?
No. An old phone in airplane mode, a kid camera, or even paper flipbooks work fine. The point is noticing, choosing, and sharing, not the device.
How much screen time does this involve?
Very little. Most of the work happens off-screen: looking, talking, drawing, acting out a story, and picking what to capture. Screens come in for short bursts to record or play something back.
How should media arts be sequenced across the year?
Start in fall with noticing and describing pictures, sounds, and short videos from books and daily life. Move into guided making with one tool at a time in winter. By spring, students can plan a small piece, capture it, and share it with a partner or group.
Which skills usually need the most reteaching?
Holding a device steady, framing what they actually want to show, and waiting before tapping record. Slowing down the capture step is where most of the work happens. Model it often and keep recordings short.
What does meaningful feedback look like at this age?
Ask students what they wanted people to notice and what they would change next time. Two simple questions in a one-minute conversation give plenty to work with. Written rubrics are not needed yet.
How does this connect to other parts of the day?
Media arts pairs well with story time, science walks, and family or community themes. A photo of a leaf can lead into a science chat. A recorded retelling can support reading and speaking.
How do I know students are ready for kindergarten media arts?
Students are ready when they can pick a subject, capture it with a tool, and say something about their choice. They should also be able to look at a classmate's piece and say one thing they noticed. That foundation is enough.