Getting ideas for art
Students start the year by coming up with their own ideas to draw and paint. They pull from things they know, like family, pets, and favorite places, and learn that art begins with a plan.
What does a student learn in
This is the year art shifts from making marks to making choices. Students try out different tools and materials, then talk about why they picked one over another. They start to notice what other artists are doing and tie it back to their own drawings and projects. By spring, students can finish a piece, hang it up, and explain in a few sentences what it means to them.
- Drawing and painting
- Art materials
- Making choices
- Sharing artwork
- Talking about 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 and finishing artwork
Students try out crayons, paint, paper, and clay. They learn to stick with a piece, fix parts that need work, and call it done when it matches the idea they started with.
- 3
Looking closely at art
Students slow down and notice details in pictures and sculptures. They talk about colors, shapes, and what the artwork might mean, and start to share what they like and why.
- 4
Sharing art with others
Students pick pieces they want to show, get them ready for a hallway display or classroom gallery, and explain the story behind their work to family and classmates.
- 5
Art from other places and times
Students look at art from different cultures and parts of history. They connect what they see to their own lives and notice that people have always made art to share ideas.
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 use things they know and moments they remember to make artwork. A drawing might come from a family meal, a favorite place, or something that surprised them.
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Relate artistic ideas and works with societal, cultural
Students look at a painting, sculpture, or drawing and talk about when it was made, who made it, and what was happening in that place and time. Connecting art to real life helps students understand both better.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students use things they know and moments they remember to make artwork. A drawing might come from a family meal, a favorite place, or something that surprised them. | VA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students look at a painting, sculpture, or drawing and talk about when it was made, who made it, and what was happening in that place and time. Connecting art to real life helps students understand both better. | VA:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas for art before they start making anything. They think about what to draw, paint, or build and why.
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Organize and develop artistic ideas and work
Students arrange their art ideas into a finished piece, making choices about colors, shapes, and where things go on the page.
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Refine and complete artistic work
Students look at their own artwork, decide what to change or finish, and then make those improvements before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas for art before they start making anything. They think about what to draw, paint, or build and why. | VA:Cr1.1 |
| Organize and develop artistic ideas and work | Students arrange their art ideas into a finished piece, making choices about colors, shapes, and where things go on the page. | VA:Cr2.1 |
| Refine and complete artistic work | Students look at their own artwork, decide what to change or finish, and then make those improvements 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 with others and explain why they picked it.
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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 display a drawing or artwork so the idea behind it comes across to anyone who sees it.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or artwork to share with others and explain why they picked it. | 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 display a drawing or artwork so the idea behind it comes across to anyone who sees it. | VA:Pr6.1 |
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: the colors, shapes, and how the whole thing makes them feel.
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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 was trying to say or show. They use what they see in the colors, shapes, and images to back up their thinking.
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Apply criteria to evaluate artistic work
Students look at their own artwork or a classmate's and decide what works well and what could be stronger, using simple questions like "Does the color fill the space?" or "Is the shape clear?"
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a piece of art and talk about what they notice: the colors, shapes, and how the whole thing makes them feel. | VA:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a piece of art and explain what they think the artist was trying to say or show. They use what they see in the colors, shapes, and images to back up their thinking. | VA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at their own artwork or a classmate's and decide what works well and what could be stronger, using simple questions like "Does the color fill the space?" or "Is the shape clear?" | VA:Re9.1 |
Common Questions
What does art class look like this year?
Students draw, paint, cut, glue, and build small projects using their own ideas and things they have seen or done. They also start talking about art, looking closely at pictures and sharing what they notice and what they think it means.
How can I help with art at home?
Keep crayons, paper, scissors, and glue somewhere students can reach them, and let them make things without a finished product in mind. When they finish, ask what part they like best and why. That little conversation does more than any art lesson.
My child says they are bad at drawing. What should I do?
At this age, the goal is making and trying, not making it look real. Praise specific choices, such as the colors they picked or the way they filled the page, instead of saying it looks good. Avoid drawing over their work to fix it.
Do students need to learn famous artists?
Students start to notice that art comes from real people in different times and places. Looking at a few picture books with strong illustrations, or art from family traditions, is plenty at home. The point is that art has a story behind it.
How should I sequence the year?
Start with mark-making, color, and shape so students build confidence with the basic tools. Move into projects that ask for a choice or an idea, then add short conversations about finished work near the middle of the year. Save longer multi-step projects for spring.
What usually needs the most reteaching?
Two things: slowing down to plan before grabbing materials, and talking about art with more than one word. Short routines, such as a quick sketch before painting or a sentence starter for sharing, help more than reteaching a whole project.
How do I know a student is ready for next year?
By spring, students should be able to come up with their own idea for a project, stick with it through a few steps, and say something specific about a finished piece beyond liking it. Neat work is nice but not the bar.
Should art connect to what students are learning in other subjects?
Yes, when it fits. Drawing a scene from a class read-aloud, making a shape collage during a math unit, or painting something from a science walk all count. Forced connections water down both subjects, so use them when the link is real.