Exploring tools and ideas
Students try out cameras, drawing apps, and recording tools. They get comfortable pressing buttons, taking pictures, and noticing how a screen can hold a picture or a sound.
What does a student learn in
This is the year students start making art with cameras, tablets, and recordings instead of only crayons and paper. Students come up with their own ideas, try them out, and decide what to keep or change. They look at pictures, videos, and sounds others made and say what they notice. By spring, students can put together a short photo, drawing, or recorded piece and explain what it means to them.
- Making digital art
- Sharing ideas
- Photos and video
- Talking about art
- Trying and improving
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 with pictures and sound
Students start small projects like a photo of something they love or a short voice recording. They add their own ideas and choices instead of copying a model.
- 3
Sharing the finished piece
Students pick which version of their work to share and clean it up before showing it. They practice saying what their piece is about so a viewer understands it.
- 4
Looking and talking about media
Students watch short videos, look at photos, and listen to recordings made by others. They say what they notice, what it might mean, and what they like or would change.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect something from their own life to what they make. A drawing, a video, or a photo becomes a way to share what they know or have seen.
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Relate artistic ideas and works with societal, cultural
Students look at a piece of media art and talk about where it came from: who made it, when, and why. That context helps them understand what the art means.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to what they make. A drawing, a video, or a photo becomes a way to share what they know or have seen. | MA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students look at a piece of media art and talk about where it came from: who made it, when, and why. That context helps them understand what the art means. | MA:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for media art projects, like deciding what picture or story to make and how to make it.
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Organize and develop artistic ideas and work
Students arrange pictures, sounds, or simple movements into a short piece they create on purpose. They make choices about what goes first and what comes next.
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Refine and complete artistic work
Students look at their finished media art project and decide if anything needs fixing before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for media art projects, like deciding what picture or story to make and how to make it. | MA:Cr1.k |
| Organize and develop artistic ideas and work | Students arrange pictures, sounds, or simple movements into a short piece they create on purpose. They make choices about what goes first and what comes next. | MA:Cr2.k |
| Refine and complete artistic work | Students look at their finished media art project and decide if anything needs fixing before calling it done. | MA:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which of their media art pieces to share with others, and explain why they picked it.
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Develop and refine artistic techniques and work for presentation
Students practice a media art project (like a photo or drawing on a screen) more than once, making small improvements 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 show what they were thinking or feeling when they created it.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their media art pieces to share with others, and explain why they picked it. | MA:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a media art project (like a photo or drawing on a screen) more than once, making small improvements before sharing it with others. | MA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students share a drawing, song, or story they made and show what they were thinking or feeling when they created it. | MA:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look at photos, videos, or simple animations and talk about what they notice. They describe what they see before deciding what they think it means.
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Interpret intent and meaning in artistic work
Students look at a photo, video, or drawing 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 a drawing, photo, or video and say what they like about it and why. They start building the habit of giving a reason for their opinion.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at photos, videos, or simple animations and talk about what they notice. They describe what they see before deciding what they think it means. | MA:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a photo, video, or drawing and say what they think the artist was trying to show or how it makes them feel. | MA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a drawing, photo, or video and say what they like about it and why. They start building the habit of giving a reason for their opinion. | MA:Re9.k |
Common Questions
What is media arts in kindergarten?
Media arts means making and sharing things like simple videos, photos, sound recordings, drawings on a tablet, or stop-motion with toys. Students try out tools, tell little stories, and talk about what they made and why.
What does a typical media arts project look like at this age?
Picture a five year old taking photos of leaves on a walk, drawing a character on a tablet, or recording a short voice message about a favorite animal. Projects are short, playful, and usually finished in one or two sittings.
How can I support media arts at home without fancy equipment?
A phone camera and a quiet corner are plenty. Let students take photos or short videos of something they care about, then ask them to tell the story behind it. That conversation is most of the learning.
How much screen time does this involve?
Less than parents often expect. Most of the work is planning, drawing, acting things out, and talking about choices. The camera or tablet usually comes in for short bursts.
How should I sequence media arts across the year?
Start with exploring tools and making marks or sounds with a clear purpose. Move into short story projects in the middle of the year. By spring, students should be planning a little, revising once, and sharing finished pieces with the class.
What usually needs the most reteaching?
Two things: slowing down to plan before pressing record, and going back to improve a piece instead of starting over. Short think-alouds and a simple two-step planning routine help more than extra tech lessons.
How do I know students are ready for first grade media arts?
Students can come up with an idea, pick a tool that fits, finish a short piece, and say one thing they would change next time. They can also look at a classmate's work and name something they notice without just saying they like it.
My child says their project is bad. What should I say?
Ask what part feels off and what they want it to do instead. Then ask if they want to fix that one part or save it and try again tomorrow. Treating the work as something that can be improved matters more than praising the result.