Exploring art materials
Students get hands on with crayons, paint, paper, and clay. They learn how each tool feels and what marks it makes, and they start sharing ideas about what they want to create.
What does a student learn in
This is the year students learn that making art is its own kind of thinking. Students try out crayons, paint, paper, and clay, and start talking about what they made and why they chose those colors or shapes. They look at pictures and sculptures by other people and share what they notice. By spring, students can finish a piece of art, show it to the class, and say a sentence or two about what it means to them.
- Drawing and painting
- Art materials
- Talking about art
- Sharing artwork
- Looking at 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 life
Students draw and build from things they know, like family, pets, and favorite places. A scribble starts to look like something on purpose, and students can tell a parent what it is.
- 3
Looking at art together
Students slow down to look at pictures and objects made by others. They point out colors and shapes they notice, and they guess what the artist might have been thinking.
- 4
Finishing and sharing work
Students stick with a piece long enough to call it done. They choose work they are proud of, hang it up or hand it over, and say a little about how they made it.
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 draw on things they know and moments they remember to make their own art. A walk in the park, a pet, or a favorite food can become the starting point for a drawing or painting.
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Relate artistic ideas and works with societal, cultural
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 things they know and moments they remember to make their own art. A walk in the park, a pet, or a favorite food can become the starting point for a drawing or painting. | VA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | 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.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for their own drawings, paintings, or sculptures. This is the starting point for all art-making.
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Organize and develop artistic ideas and work
Students pick up crayons, paint, or clay and make something on purpose. They start to plan what they want to create before they begin.
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Refine and complete artistic work
Students finish a drawing or craft by looking it over and making small changes before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for their own drawings, paintings, or sculptures. This is the starting point for all art-making. | VA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick up crayons, paint, or clay and make something on purpose. They start to plan what they want to create before they begin. | VA:Cr2.pk |
| Refine and complete artistic work | Students finish a drawing or craft by looking it over and making small changes before calling it done. | VA:Cr3.pk |
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 start to think about why they picked it.
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Develop and refine artistic techniques and work for presentation
Students practice making their artwork look the way they want it to before sharing it with others. They try again, adjust, and decide when their piece is ready.
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Convey meaning through the presentation of artistic work
Students share a drawing or artwork they made and talk about what it means to them or what they wanted to show.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or artwork to share with others and start to think about why they picked it. | VA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice making their artwork look the way they want it to before sharing it with others. They try again, adjust, and decide when their piece is ready. | VA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share a drawing or artwork they made and talk about what it means to them or what they wanted to show. | VA:Pr6.pk |
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, such as colors, shapes, or what the picture shows.
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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 trying to show or how it makes them feel.
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Apply criteria to evaluate artistic work
Students look at their own drawing or a classmate's and say what they like about it and what could change. They start learning that art can be talked about, not just made.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a piece of art and talk about what they notice, such as colors, shapes, or what the picture shows. | VA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a piece of art and say what they think the artist was trying to show or how it makes them feel. | VA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at their own drawing or a classmate's and say what they like about it and what could change. They start learning that art can be talked about, not just made. | VA:Re9.pk |
Common Questions
What does visual art look like at this age?
Students draw, paint, cut, glue, and build with clay or recycled materials. The focus is on exploring what tools and colors can do, not on making finished pictures that look like something specific. Most of the year is about trying things and talking about what they made.
How can I help with art at home?
Keep crayons, markers, paper, and safe scissors somewhere students can reach them. Ask open questions about their drawings, such as what is happening in the picture or which part took the longest. Avoid asking what it is supposed to be.
Should art look like the real thing by the end of the year?
No. Stick-figure people, floating houses, and purple skies are all fine at this age. Students are learning to plan an idea, pick materials, and finish a piece. Realistic drawing comes much later.
How should art time be sequenced across the year?
Start with open exploration of one or two materials at a time, such as crayons or torn paper. Add new tools slowly so students get comfortable with each one. By spring, students can plan a small piece, work on it across a few days, and talk about it.
What skills usually need the most reteaching?
Holding scissors correctly, using a small amount of glue, and cleaning up paint take the longest to stick. Plan to model these steps many times. Short demos at the start of each art session work better than one big lesson.
How do students talk about art at this age?
Students point out colors, shapes, and what they see happening in a picture. They share what they like and why in simple sentences. Looking at a painting or a picture book together and asking what students notice is enough.
How do I know a student is ready for kindergarten art?
By the end of the year, students can pick an idea, choose materials, and finish a piece without giving up partway through. They can name colors and basic shapes, use scissors and glue with some control, and say one thing about their own work and someone else's.
Does my child need formal art lessons or supplies?
No. A box of crayons, some paper, child scissors, and a glue stick cover most of what students need. Trips to look at murals, statues, or picture book illustrations count as art learning too.