Coming up with ideas
Students start the year exploring what media art is, from videos to photos to digital drawings. They share ideas from their own lives and pick ones they want to try.
What does a student learn in
This is the year students start making little media projects of their own, like a short video, a slideshow, or a drawing on a tablet. Students come up with an idea, try out the tools, and share the finished piece with the class. They also talk about what they see in other people's work and what they like about it. By spring, students can plan a simple media project, finish it, and explain what it is about.
- Making media
- Using digital tools
- Sharing work
- Talking about art
- Connecting 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
Building and shaping projects
Students learn the tools and steps that go into a simple media project. They organize their ideas, try things out, and start putting pieces together into something they can show.
- 3
Polishing work to share
Students pick which projects they want to present and make small changes to improve them. They think about what they want the viewer to notice or feel.
- 4
Looking at art and talking about it
Students watch and respond to media made by themselves, classmates, and others. They notice choices the artist made and connect the work to stories, traditions, or events they know.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect something from their own life to a media arts project, using what they know and what they've experienced as the starting point for creating.
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Relate artistic ideas and works with societal, cultural
Students look at a photo, video, or drawing and talk about what was happening in the world when it was made. That connection helps them understand why it looks or feels the way it does.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to a media arts project, using what they know and what they've experienced as the starting point for creating. | MA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students look at a photo, video, or drawing and talk about what was happening in the world when it was made. That connection helps them understand why it looks or feels the way it does. | MA:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with original ideas for media art projects, like a short video, a photo, or a digital drawing, before they start making them.
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Organize and develop artistic ideas and work
Students pick the images, sounds, or movements they want to use and arrange them into a short media project, like a simple slideshow or short video clip.
-
Refine and complete artistic work
Students look back at a media project they started, make small changes to improve it, and decide when it feels finished.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with original ideas for media art projects, like a short video, a photo, or a digital drawing, before they start making them. | MA:Cr1.1 |
| Organize and develop artistic ideas and work | Students pick the images, sounds, or movements they want to use and arrange them into a short media project, like a simple slideshow or short video clip. | MA:Cr2.1 |
| Refine and complete artistic work | Students look back at a media project they started, make small changes to improve it, and decide when it feels finished. | MA:Cr3.1 |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which of their media projects to share and explain why that piece shows their best work.
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Develop and refine artistic techniques and work for presentation
Students practice and improve a media project (like a drawing, photo, or short video) until it is ready to share with others.
-
Convey meaning through the presentation of artistic work
Students share a finished media project, like a drawing, photo, or short video, and explain what idea or feeling they wanted it to show.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their media projects to share and explain why that piece shows their best work. | MA:Pr4.1 |
| Develop and refine artistic techniques and work for presentation | Students practice and improve a media project (like a drawing, photo, or short video) until it is ready to share with others. | MA:Pr5.1 |
| Convey meaning through the presentation of artistic work | Students share a finished media project, like a drawing, photo, or short video, and explain what idea or feeling they wanted it to show. | MA:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a photo, video, or digital image and describe what they notice, like colors, shapes, or how the picture makes them feel.
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Interpret intent and meaning in artistic work
Students look at a piece of media art, such as a photo, video, or digital image, and explain what they think the artist was trying to say or show.
-
Apply criteria to evaluate artistic work
Students look at a piece of media art and explain what they like or notice about it, using simple reasons like color, sound, or story.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a photo, video, or digital image and describe what they notice, like colors, shapes, or how the picture makes them feel. | MA:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a piece of media art, such as a photo, video, or digital image, and explain what they think the artist was trying to say or show. | MA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at a piece of media art and explain what they like or notice about it, using simple reasons like color, sound, or story. | MA:Re9.1 |
Common Questions
What is media arts in first grade?
Media arts means making things with cameras, recordings, drawings on a screen, and simple animations or videos. Students tell short stories and share ideas using pictures, sound, and basic digital tools. It is closer to playful storytelling than to formal computer class.
What should students be able to do by the end of the year?
Students should come up with a small idea, make it using pictures, sound, or a short video, and share it with others. They should also talk about what they like in someone else's piece and what they would change in their own.
How can families help at home without fancy equipment?
A phone camera and a quiet room are enough. Ask students to take three photos that tell a tiny story, or record a 20 second voice memo about their day. Then watch or listen together and ask what they would do differently next time.
Does screen time for media arts count as too much screen time?
Making something on a screen is different from watching. Ten to fifteen minutes of creating a photo story, a drawing, or a short recording is plenty at this age. The goal is for students to be the maker, not the audience.
How should the year be sequenced?
Start with looking and talking about simple media like picture books, short clips, and photos. Move into making single images and sound clips, then combine them into very short stories near the middle of the year. End with small presentations where students explain their choices.
Which parts usually need the most reteaching?
Refining work is the hardest part. Most students want to finish on the first try and move on. Build in a short revision step every project, even if it is just retaking one photo or rerecording one line.
How do students respond to other people's work at this age?
Keep it concrete. Ask what students notice, what they think the maker was trying to say, and one thing that worked. Skip rating or ranking. The goal is noticing details and connecting them to choices the maker made.
How can a parent help a student who feels stuck on a project?
Ask three questions: what is the story, who is it for, and what is the first small piece. Then walk away for five minutes. Most students get unstuck once the idea is small enough to start, like one photo or one sentence of narration.
How can families connect media arts to family life and culture?
Invite students to make a short piece about something real, like a family recipe, a pet, or a grandparent's story. Looking at old family photos and talking about them also counts. This builds the habit of using personal experience as material.
How do teachers know students are ready for second grade?
Students can plan a small project, make it with simple tools, revise one part, and talk about why they made the choices they made. They can also say something specific about another student's work beyond liking it or not liking it.