Exploring tools and materials
Students get comfortable with crayons, markers, paint, glue, and scissors. They learn how to hold tools, share supplies, and try out what each one can do on paper.
What does a student learn in
This is the year art becomes a way to share what students see and feel. Students try out crayons, paint, paper, and clay, and they learn that a picture can tell a story about their own life. They also start looking at art made by other people and saying what they notice. By spring, students can finish a piece of art, show it to the class, and explain what it means.
- Drawing and painting
- Art materials
- Telling stories through art
- Looking at art
- Sharing finished work
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 things they know, like family, pets, and favorite places, into drawings and paintings. They start picking what to make instead of waiting to be told.
- 3
Finishing and showing work
Students learn to slow down, add details, and decide when a piece is done. They pick favorites to hang up and talk about what they made and why.
- 4
Looking at art together
Students study artwork by classmates and famous artists. They notice colors, shapes, and feelings in a picture and use simple words to say what they see.
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 draw on things they know and moments they remember to make their own artwork. Personal experiences become the starting point for what they create.
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Relate artistic ideas and works with societal, cultural
Art reflects the time and place it came from. Students look at artwork and talk about where it was made, who made it, and what life was like then.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on things they know and moments they remember to make their own artwork. Personal experiences become the starting point for what they create. | VA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Art reflects the time and place it came from. Students look at artwork and talk about where it was made, who made it, and what life was like then. | VA:Cn11.k |
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. This is the thinking-before-drawing step.
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Organize and develop artistic ideas and work
Students practice making art by trying out ideas, arranging shapes or colors, and deciding what looks right before calling a piece finished.
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Refine and complete artistic work
Students look at their own drawings or projects, decide what to change, and finish the work. It's the habit of stepping back and making something better 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. This is the thinking-before-drawing step. | VA:Cr1.k |
| Organize and develop artistic ideas and work | Students practice making art by trying out ideas, arranging shapes or colors, and deciding what looks right before calling a piece finished. | VA:Cr2.k |
| Refine and complete artistic work | Students look at their own drawings or projects, decide what to change, and finish the work. It's the habit of stepping back and making something better before calling it done. | VA: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 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 adjust their artwork before sharing it with others. They learn that making something better often means trying it more than once.
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Convey meaning through the presentation of artistic work
Students share their drawings or artwork and talk about what they made and why. The work itself tells a story, and students learn that what they create can mean something to someone else.
| 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 and adjust their artwork before sharing it with others. They learn that making something better often means trying it more than once. | VA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students share their drawings or artwork and talk about what they made and why. The work itself tells a story, and students learn that what they create can mean something to someone else. | VA:Pr6.k |
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: the colors, shapes, and what the artwork makes them think or feel.
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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 say or show.
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Apply criteria to evaluate artistic work
Students look at a drawing or painting and explain what they like about it and why. They practice using simple reasons, not just "I like it."
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or artwork and talk about what they see: the colors, shapes, and what the artwork makes them think or feel. | 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 say or show. | VA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a drawing or painting and explain what they like about it and why. They practice using simple reasons, not just "I like it." | VA:Re9.k |
Common Questions
What does art class look like this year?
Students draw, paint, cut, glue, and build with clay or paper. They make art about things they know, like family, pets, weather, and stories. They also look at art other people made and talk about what they see.
How can I help my child enjoy art at home?
Keep crayons, paper, scissors, and glue somewhere students can reach on their own. Ask about the picture instead of guessing what it is. A simple question like what is happening here gets a much better answer than is that a dog.
Does my child need to draw realistically yet?
No. At this age the goal is to put ideas on paper and try out materials, not to make things look like a photo. A purple sun or a giant cat is a sign of thinking, not a mistake.
What should I do when my child says I cannot draw?
Sit nearby and draw something simple alongside them, like a shape or a stick figure. Avoid drawing on their paper. The point is to show that grown-ups also start with rough lines and keep going.
How should I sequence the year?
Start with line, shape, and color using crayon and paint, then add cutting and gluing once scissor skills settle in. Save clay and three-dimensional building for later in the year when students can follow a multi-step process and clean up independently.
How do I get five-year-olds to talk about art?
Show one picture and ask what they see, then what else, then what they think is going on. Accept short answers and repeat them back in a full sentence. The looking and talking matters more than using art words.
What does mastery look like by the end of the year?
Students can come up with an idea, pick a material, finish a piece, and say a sentence or two about it. They can also look at someone else's art and point out something specific, like a color choice or a shape they notice.
Which skills usually need the most reteaching?
Holding scissors correctly, using a small amount of glue, and cleaning brushes between colors. Plan short practice moments for these across the year rather than one lesson. Finishing a piece instead of abandoning it also needs steady coaching.