Exploring tools and materials
Students get hands on with crayons, paint, paper, glue, and clay. They learn how each material works and start making marks, shapes, and simple pictures of things they know.
What does a student learn in
This is the year art class becomes a real habit. Students try out crayons, paint, paper, and clay, and learn that an idea can turn into something they made with their own hands. They start talking about what they see in their work and other people's pictures, using simple words like color, shape, and line. By spring, students can come up with an idea, finish a piece they feel proud of, and share what it means.
- Drawing and painting
- Colors and shapes
- Making art from ideas
- 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
Drawing from life and imagination
Students turn ideas into pictures. They draw family, pets, and made-up creatures, and start choosing colors and shapes on purpose instead of by accident.
- 3
Looking at art and talking about it
Students study pictures by other artists and share what they notice. They point to parts of an artwork, guess what is happening, and say what they like.
- 4
Finishing and sharing work
Students slow down to add details, fix what they want to change, and decide which pieces to show. They learn that art is made for someone to see, not just to throw in a backpack.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Connecting
Connecting
-
Synthesize and relate knowledge and personal experiences to make art
Students draw on things they know and moments they have lived through to make their own artwork.
-
Relate artistic ideas and works with societal, cultural
Students look at artwork and talk about where it came from, who made it, and why. That helps them see art as something people have always made to share what matters to them.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on things they know and moments they have lived through to make their own artwork. | VA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students look at artwork and talk about where it came from, who made it, and why. That helps them see art as something people have always made to share what matters to them. | VA:Cn11.k |
Creating
Creating
-
Generate and conceptualize artistic ideas and work
Students come up with their own ideas for making art, deciding what to draw, paint, or build before they start.
-
Organize and develop artistic ideas and work
Students practice arranging colors, shapes, and materials to build a piece of art from start to finish.
-
Refine and complete artistic work
Students look at their own artwork, decide what needs fixing or finishing, and make changes before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas for making art, deciding what to draw, paint, or build before they start. | VA:Cr1.k |
| Organize and develop artistic ideas and work | Students practice arranging colors, shapes, and materials to build a piece of art from start to finish. | VA:Cr2.k |
| Refine and complete artistic work | Students look at their own artwork, decide what needs fixing or finishing, and make changes before calling it done. | VA:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
-
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.
-
Develop and refine artistic techniques and work for presentation
Students practice a drawing or project more than once to make it better before sharing it with others.
-
Convey meaning through the presentation of artistic work
Students choose a drawing or artwork to share and explain what it means or shows. Picking how to present the work is part of making 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.k |
| Develop and refine artistic techniques and work for presentation | Students practice a drawing or project more than once to make it better before sharing it with others. | VA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students choose a drawing or artwork to share and explain what it means or shows. Picking how to present the work is part of making it. | VA:Pr6.k |
Responding
Responding
-
Perceive and analyze artistic work
Students look closely at a picture or artwork and talk about what they notice, such as colors, shapes, or what the artwork might show.
-
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.
-
Apply criteria to evaluate artistic work
Students look at a drawing or artwork and say what they notice, then explain what makes it work well or what could be different.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or artwork and talk about what they notice, such as colors, shapes, or what the artwork might show. | VA:Re7.k |
| 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.k |
| Apply criteria to evaluate artistic work | Students look at a drawing or artwork and say what they notice, then explain what makes it work well or what could be different. | VA:Re9.k |
Common Questions
What does art class look like this year?
Students draw, paint, cut, glue, and build with simple materials. They come up with their own ideas, talk about what they made, and look at art by other people. The focus is on trying things, not on making everything look real.
How can I help my child enjoy art at home?
Keep crayons, paper, scissors, and glue somewhere students can reach them. Ask what they are making and let them tell the story. Praise the effort and the choices, not whether a tree looks like a real tree.
My child says 'I can't draw.' What should I do?
Sit down and scribble together so it feels normal to make messy lines. Suggest drawing from something real, like a shoe or a banana, and let them go slowly. The goal at this age is comfort with the materials, not skill.
Does my child need to know color names and shapes?
Yes. Students should be able to name basic colors and shapes like circle, square, triangle, and rectangle. Point them out on signs, food packages, and clothes during the week so the words stick.
How should I sequence the year?
Start with line, shape, and color through short drawing and painting tasks. Move into mixed materials like collage and clay in the middle of the year. End with small projects where students plan an idea, make it, and share what it means.
What does mastery look like by the end of the year?
Students can think of an idea, pick materials, and finish a piece without a lot of prompting. They can name a few things they see in their own work and in someone else's, and explain what their art is about in a sentence or two.
Which skills usually need the most reteaching?
Scissor control, glue amounts, and cleanup routines take the longest to settle. Talking about art is also new, so sentence starters like 'I see' and 'I made this because' help students share without freezing up.
How is art connected to what students learn in other subjects?
Art reinforces shapes, colors, patterns, and storytelling, which all show up in reading and math. Looking at art from different places and times also builds background knowledge students will use later in social studies.
How will I know my child is ready for first grade art?
They can hold a crayon and scissors with control, follow a short set of steps, and stick with a project long enough to finish it. They can also point at a piece of art and say something they notice or something they like about it.