Getting started with art tools
Students learn how artists come up with ideas and try out tools like crayons, paint, scissors, and clay. They start small projects from their own experiences at home and school.
What does a student learn in
This is the year art becomes a way to share ideas, not just play with materials. Students come up with their own pictures, talk about why they made certain choices, and try again when something isn't working. They look closely at art made by other people and say what they notice. By spring, students can finish a piece of art, explain what it means, and pick one to show off.
- Making art
- Talking about art
- Art ideas
- Finishing artwork
- Sharing artwork
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 slow down and notice details in pictures, sculptures, and their classmates' work. They talk about what they see and start guessing what the artist wanted to share.
- 3
Planning and finishing a piece
Students stick with a project from start to finish. They sketch a plan, choose colors and shapes on purpose, and make small fixes before calling a piece done.
- 4
Sharing artwork with others
Students pick pieces they are proud of and get them ready for a hallway display or class show. They practice explaining why they made the choices they made.
- 5
Art from other times and places
Students look at art from different cultures and time periods and connect it to their own lives. They notice how art can tell a story about people, places, and traditions.
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 the art they make. A memory, a feeling, or something they noticed can shape what they draw or build.
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Relate artistic ideas and works with societal, cultural
Students look at a piece of art and talk about when it was made, who made it, and what was happening in that place and time. That context helps them understand what the artwork means.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to the art they make. A memory, a feeling, or something they noticed can shape what they draw or build. | VA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students look at a piece of art and talk about when it was made, who made it, and what was happening in that place and time. That context helps them understand what the artwork means. | VA:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for their own artwork, choosing what to make and why before they pick up a crayon or paintbrush.
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Organize and develop artistic ideas and work
Students pick an idea for their artwork and make choices about colors, shapes, and materials before they start. Planning comes first.
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Refine and complete artistic work
Students look at their own artwork, decide what to change or improve, and finish the piece. They practice the habit of stepping back and making their work better before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for their own artwork, choosing what to make and why before they pick up a crayon or paintbrush. | VA:Cr1.1 |
| Organize and develop artistic ideas and work | Students pick an idea for their artwork and make choices about colors, shapes, and materials before they start. Planning comes first. | VA:Cr2.1 |
| Refine and complete artistic work | Students look at their own artwork, decide what to change or improve, and finish the piece. They practice the habit of stepping back and making their work better before calling it done. | VA: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 drawings or artwork to share, and explain why that piece feels ready to show others.
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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.
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Convey meaning through the presentation of artistic work
Students choose how to share a drawing or artwork and think about what message it sends to the people looking at it.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or artwork to share, and explain why that piece feels ready to show others. | 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 share a drawing or artwork and think about what message it sends to the people looking at it. | VA:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a picture or sculpture and talk about what they notice, such as the colors, shapes, or lines the artist used.
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Interpret intent and meaning in artistic work
Students look at a piece of art and explain what they think the artist meant. They describe the mood, story, or idea they see in the work.
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Apply criteria to evaluate artistic work
Students look at a piece of artwork and decide what makes it good or not so good, using simple questions like "Does the color help tell the story?" or "Is the shape clear?"
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or sculpture and talk about what they notice, such as the colors, shapes, or lines the artist used. | VA:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a piece of art and explain what they think the artist meant. They describe the mood, story, or idea they see in the work. | VA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at a piece of artwork and decide what makes it good or not so good, using simple questions like "Does the color help tell the story?" or "Is the shape clear?" | VA:Re9.1 |
Common Questions
What does art class look like this year?
Students make their own artwork using ideas from their lives, like family, pets, or favorite places. They also learn to talk about art, including their own pieces and works by other artists. The year balances making art with looking closely at art.
How can I support art at home without buying fancy supplies?
Keep crayons, markers, scissors, glue, and scrap paper in one spot students can reach. Ask students to draw something that happened that day or a place they love. Hang the finished pieces somewhere visible so students see that the work matters.
How should I sequence the year?
Start with generating ideas from personal experience, then move into organizing those ideas using basic tools and materials. Spend the middle of the year on refining and finishing pieces. End with presenting work and responding to art from other artists and cultures.
My child says they are bad at art. What do I do?
At this age, the goal is not realistic drawing. Praise specific choices instead of the final picture, such as the color mix, the shape of a face, or the story behind the scene. Students who feel safe trying will keep trying.
What skills usually need the most reteaching?
Refining and finishing work is the hardest part. Many students rush, declare a piece done, and resist going back in. Build short revision routines, such as adding one more detail or one more color, so refining becomes a normal step rather than a punishment.
How should students talk about other artists' work?
Students should describe what they see first, then guess what the artist might have been thinking or feeling. Simple prompts work best: What is happening here? What colors stand out? Why might the artist have made it this way? Avoid right-and-wrong language.
Should every project end with a finished piece on display?
Not every piece needs a frame, but students should regularly choose one piece to present. Picking which work to show is itself a skill. A simple gallery wall, a class slideshow, or a folder sent home all count as presentation.
How do I know students are ready for next year?
By spring, students should be able to come up with an art idea on their own, use basic tools with some care, and finish a piece instead of abandoning it. They should also be able to say something specific about a piece of art beyond liking or not liking it.