Exploring tools and materials
Students get comfortable with crayons, markers, paint, and paper. They learn how to use art supplies carefully and start noticing lines, shapes, and colors in the world around them.
What does a student learn in
This is the year art class moves from playing with materials to making pictures on purpose. Students think up an idea, pick the colors and shapes that fit, and stick with a piece until it feels finished. They also start talking about art, sharing what their own work means and noticing what they see in a classmate's drawing or a painting from long ago. By spring, students can finish a piece, hang it up, and explain in a sentence or two what it is about.
- Drawing and painting
- Art ideas
- Colors and shapes
- Talking about art
- Finishing 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
Making art from ideas
Students turn their own ideas and experiences into pictures. A trip to the park, a pet at home, or a favorite story can all become art on the page.
- 3
Looking at art together
Students study artwork by classmates and famous artists. They talk about what they see, guess what the artist meant, and learn that art can come from many places and times.
- 4
Finishing and sharing work
Students slow down to add details, fix parts they want to change, and decide which pieces to display. They practice talking about their finished art and what it shows.
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 from their own life as the starting point for making art.
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Relate artistic ideas and works with societal, cultural
Students look at a painting or craft and talk about who made it, where they lived, or when they made it. That context helps explain why the work looks the way it does.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students use things they know and moments from their own life as the starting point for making art. | VA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students look at a painting or craft and talk about who made it, where they lived, or when they made it. That context helps explain why the work looks the way it does. | 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 might sketch a quick plan or just think through what they want to create.
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Organize and develop artistic ideas and work
Students arrange shapes, colors, and materials to build a picture or artwork from their own ideas. They make choices about what to add, move, or change as they go.
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Refine and complete artistic work
Students look at a drawing or craft they started, decide what to fix or improve, and finish it. The goal is a piece they feel good about, not just one that's 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 might sketch a quick plan or just think through what they want to create. | VA:Cr1.1 |
| Organize and develop artistic ideas and work | Students arrange shapes, colors, and materials to build a picture or artwork from their own ideas. They make choices about what to add, move, or change as they go. | VA:Cr2.1 |
| Refine and complete artistic work | Students look at a drawing or craft they started, decide what to fix or improve, and finish it. The goal is a piece they feel good about, not just one that's 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 artworks 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 before sharing it with others. They learn that making something better often takes more than one try.
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Convey meaning through the presentation of artistic work
Students choose where and how to display their artwork so that the idea or feeling behind it comes through to the viewer.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or artworks 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 before sharing it with others. They learn that making something better often takes more than one try. | VA:Pr5.1 |
| Convey meaning through the presentation of artistic work | Students choose where and how to display their artwork so that the idea or feeling behind it comes through to the viewer. | VA:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a piece of art and describe what they notice, like colors, shapes, and how the parts fit together.
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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. There is no single right answer, just reasons to back up what students see.
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Apply criteria to evaluate artistic work
Students look at a piece of art and decide what makes it good. They use simple questions like "Does the color work?" or "Does it tell a story?" to explain what they think.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a piece of art and describe what they notice, like colors, shapes, and how the parts fit together. | 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. There is no single right answer, just reasons to back up what students see. | VA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at a piece of art and decide what makes it good. They use simple questions like "Does the color work?" or "Does it tell a story?" to explain what they think. | VA:Re9.1 |
Common Questions
What does art class look like this year?
Students make art, look at art, and talk about what art means. They draw, paint, cut, and build with simple materials. They also start to share why they made something a certain way and what they notice in other people's work.
How can I support my child's art at home?
Keep paper, crayons, markers, and scissors somewhere easy to reach. Ask students to tell the story behind a picture instead of guessing what it is. Saving a few favorites in a folder helps students see their own growth over the year.
Does my child need to be good at drawing?
No. The point is making choices and trying ideas, not making things look real. Stick figures, scribbles, and shapes are all fine at this age. What matters is that students keep trying and can talk about what they made.
What should students be able to do by the end of the year?
Students should come up with their own idea for a picture or sculpture, finish it, and explain what it shows. They should also be able to look at another piece of art and say something they notice and something they wonder about.
How should I sequence the year?
Start with short making activities that build comfort with basic tools and shapes. Move into projects where students plan an idea, make it, and revise one part. Save reflection and gallery-style sharing for later in the year once routines are steady.
Which skills usually need the most reteaching?
Finishing a piece and revising it are the hardest. Many students want to start over instead of fixing one part. Short prompts like add one more detail or change one color give students a way to refine without scrapping the whole thing.
How do students learn to talk about art?
Give students simple sentence starters such as I see, I think, and I wonder. Use one piece of art at a time and keep conversations short. Over the year, students move from naming colors and shapes to guessing what the artist was trying to show.
How can I tell if my child is on track?
Listen for the story behind the art. A child on track can point at a part of their work and tell what it is, why they chose that color or shape, and what they might change next time.