Exploring art materials
Students get comfortable with crayons, markers, paint, paper, and clay. They learn how each material feels and what marks it can make, and start to share ideas about what they want to create.
What does a student learn in
This is the year art becomes a way for students to share what they notice and feel. Students try out crayons, paint, paper, and clay, and start talking about what they made and why. They look at pictures and objects made by others and share what they see. By spring, they can finish a piece of artwork, point to a favorite part, and tell a parent a little about it.
- Drawing and painting
- Using art materials
- Talking about art
- Sharing ideas
- Looking closely
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 art from ideas
Students turn their own thoughts, memories, and favorite things into pictures and projects. A drawing of family pets or a painting of a rainy day starts to look like the idea in their head.
- 3
Looking at art together
Students slow down and notice colors, shapes, and lines in pictures and objects. They talk about what they see and what they think a piece of art might mean.
- 4
Finishing and sharing work
Students add finishing touches, choose pieces they feel proud of, and show their work to classmates and family. They begin to explain what they made and why they picked it.
Mastery Learning Standards
The required skills a student should display by the end of Pre-Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students draw or make things from their own life, using what they know and what they've seen or felt to shape what they create.
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Relate artistic ideas and works with societal, cultural
Young students look at a painting or drawing and talk about where it came from, who made it, and why. Art connects to people's lives, not just the wall it hangs on.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw or make things from their own life, using what they know and what they've seen or felt to shape what they create. | VA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Young students look at a painting or drawing and talk about where it came from, who made it, and why. Art connects to people's lives, not just the wall it hangs on. | VA:Cn11.pk |
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 it. They might picture a drawing in their head or decide what to build before picking up the crayon or clay.
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Organize and develop artistic ideas and work
Students pick up materials like crayons or clay and decide how to arrange or build their idea. The focus is on making choices, not finishing a perfect piece.
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Refine and complete artistic work
Students finish a drawing or art project, looking it over and making small changes 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 it. They might picture a drawing in their head or decide what to build before picking up the crayon or clay. | VA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick up materials like crayons or clay and decide how to arrange or build their idea. The focus is on making choices, not finishing a perfect piece. | VA:Cr2.pk |
| Refine and complete artistic work | Students finish a drawing or art project, looking it over and making small changes before calling it done. | VA:Cr3.pk |
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 projects to share with the class. Picking a favorite piece and explaining why they like it is the work.
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Develop and refine artistic techniques and work for presentation
Students practice a drawing or artwork more than once to make it better before sharing it with others.
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Convey meaning through the presentation of artistic work
Students share their drawings or creations with others and explain what they made and why. The work itself tells a story, and students learn to stand behind it.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or projects to share with the class. Picking a favorite piece and explaining why they like it is the work. | VA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a drawing or artwork more than once to make it better before sharing it with others. | VA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share their drawings or creations with others and explain what they made and why. The work itself tells a story, and students learn to stand behind it. | VA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a picture or artwork and talk about what they see, such as the colors, shapes, and what is happening in the image.
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Interpret intent and meaning in artistic work
Students look at a piece of art and say what they think it means or how it makes them feel. There are no wrong answers.
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Apply criteria to evaluate artistic work
Students look at their own drawings or a classmate's and say what they notice and what they like. They start learning that art can be talked about and thought about, not just made.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or artwork and talk about what they see, such as the colors, shapes, and what is happening in the image. | VA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a piece of art and say what they think it means or how it makes them feel. There are no wrong answers. | VA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at their own drawings or a classmate's and say what they notice and what they like. They start learning that art can be talked about and thought about, not just made. | VA:Re9.pk |
Common Questions
What does art class look like at this age?
Most of the year is about exploring materials and making choices. Students draw, paint, cut, glue, and build with clay or blocks. The focus is on trying ideas and talking about what they made, not on finished pieces that look a certain way.
How can I support art at home in just a few minutes a day?
Keep crayons, paper, scissors, and tape where students can reach them. Ask questions like what is happening in the picture or why a color was picked. Letting students choose what to draw matters more than buying fancy supplies.
Should the art look like a real object or animal?
No. At this age, a circle with two lines can be a person, a dog, or a house. The goal is for students to share the story behind the picture, not to make it look realistic.
How do I sequence visual arts across the year?
Start with single materials like crayons and torn paper, then layer in paint, collage, and clay as routines settle. Build the year around making, looking, and talking, so students get steady practice with each part instead of one big project at the end.
What usually needs the most reteaching?
Holding scissors, cleaning up paint, and using glue without flooding the paper. Caps off, caps on, and brush-in-water routines often need to be modeled several times across the first months before they stick.
How do I get students to talk about their own art and others' art?
Use short, repeatable prompts: what did you make, what part took the longest, what do you notice. Doing this in pairs or small groups keeps it short and gives quieter students a turn without a full class share.
How can I help if a student says they cannot draw?
Start with shapes instead of objects. Ask for a circle, then a line, then a dot, and let the student name what it became after. Praising the choices, like the colors picked or the size of the shape, builds confidence faster than praising the result.
How do I know a student is ready for kindergarten art?
By spring, students should pick their own subject, use scissors and glue with some control, and tell a short story about what they made. They should also be able to look at a picture and say one thing they notice.