Exploring art materials
Students get comfortable with crayons, markers, paint, paper, and clay. They learn how each material feels and what it can do, and they start making marks and shapes with purpose.
What does a student learn in
This is the year art becomes a way to share ideas, not just a fun activity with paint. Students try out crayons, markers, paper, clay, and paint, and they learn to talk about what they made and why. They also look at other people's art and share what they notice. By spring, students can draw or build something from their own experience and tell a grown-up what it shows.
- Drawing and painting
- Working with clay
- Talking about art
- Art materials
- Sharing your work
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 experience
Students draw and build from things they know, like family, pets, or a favorite snack. They start with an idea before they pick up a crayon, instead of only scribbling.
- 3
Looking at art together
Students look at pictures, sculptures, and their classmates' work. They point out what they notice, like colors, shapes, and what might be happening in the picture.
- 4
Finishing and sharing work
Students pick a piece they want to show, add finishing touches, and share it with the class or family. They practice saying what their art is about and why 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 use what they already know and things they've done in real life as starting points for making art.
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Relate artistic ideas and works with societal, cultural
Students look at art and talk about where it came from, who made it, and what it means to different people.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students use what they already know and things they've done in real life as starting points for making art. | VA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students look at art and talk about where it came from, who made it, and what it means to different people. | VA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas before they start making art. They think about what they want to create, then get to work.
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Organize and develop artistic ideas and work
Students pick up crayons, paper, and other materials to make something they planned in their head. This is the early practice of turning an idea into actual art.
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Refine and complete artistic work
Students finish a drawing or artwork they started, making small changes until it feels done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas before they start making art. They think about what they want to create, then get to work. | VA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick up crayons, paper, and other materials to make something they planned in their head. This is the early practice of turning an idea into actual art. | VA:Cr2.pk |
| Refine and complete artistic work | Students finish a drawing or artwork they started, making small changes until it feels done. | VA: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 drawings or art pieces to share with the class. Making that choice is part of learning to think about their own work.
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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, adjust, and try again.
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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 were thinking when they made it.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their drawings or art pieces to share with the class. Making that choice is part of learning to think about their own work. | 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, adjust, and try again. | 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 were thinking when they made it. | VA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a picture or object and talk about what they notice, like colors, shapes, or how something makes them feel.
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Interpret intent and meaning in artistic work
Students look at a piece of art and talk about 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 a drawing or painting and say what they like about it and why. They start to notice what makes a piece of artwork feel finished or interesting.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or object and talk about what they notice, like colors, shapes, or how something makes them feel. | VA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a piece of art and talk about 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 a drawing or painting and say what they like about it and why. They start to notice what makes a piece of artwork feel finished or interesting. | VA:Re9.pk |
Common Questions
What does visual arts look like at this age?
Most of the year is hands-on play with crayons, paint, clay, paper, and glue. Students learn to hold tools, mix colors, and talk about what they made. The point is exploring materials and ideas, not making a finished picture that looks like something specific.
How can I help my child with art at home?
Keep crayons, markers, scrap paper, and safe scissors in a spot they can reach. Ask open questions like what is happening in your picture or what did you use to make this. Hang their work up for a few days so they see it matters.
Does my child need to draw recognizable pictures?
No. At this age scribbles, shapes, and blobs of color are exactly right. Drawing a person with a head, arms, and legs usually shows up later, and pushing for it too early often makes students stop trying.
How should art time be sequenced across the year?
Start with one material at a time so students learn what crayons, paint, or clay can do. Add new tools slowly through the fall and winter. By spring, students can combine materials in one project and talk about choices they made.
What should I do when my child says their art is bad?
Skip praise like that is beautiful and instead name what you see. Try you used a lot of blue here or this part has bumpy lines. Naming choices helps students notice their own thinking and keep going when something feels hard.
How do I get students to talk about their work?
Use the same two or three prompts all year so students know what to expect. Ask what they made, how they made it, and what part they like. Short, regular share-outs build more vocabulary than long critiques.
How do I connect art to stories, families, and cultures?
Tie projects to books being read aloud, seasons, or objects from students' homes. Invite families to send in a photo or small item that inspires a drawing. This grounds art in things students already know and care about.
How will I know my child is ready for kindergarten art?
By the end of the year students should hold a crayon or brush with some control, name basic colors and shapes, and say a sentence or two about their work. They should also be willing to try a new material without much worry.