Exploring art materials
Students get comfortable with crayons, paint, paper, glue, and clay. They learn how each material feels and what it can do, and they start making marks and shapes on purpose.
What does a student learn in
This is the year art shifts from random scribbles to making something on purpose. Students start with an idea, pick out crayons or paint or clay, and build a picture or sculpture they can talk about. They also begin noticing the art around them, sharing what they see and what they like. By spring, students can show a finished piece and explain what it is.
- Drawing and painting
- Art ideas
- Talking about art
- Using art tools
- 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 begin turning their own ideas into pictures and projects. A drawing might start from a family trip, a favorite animal, or a story they heard at home.
- 3
Looking at art together
Students slow down to notice colors, shapes, and what is happening in a picture. They share what they see and guess what the artist might have been thinking.
- 4
Finishing and sharing work
Students decide when a piece feels done, give it a title or a story, and show it to classmates and families. They start to feel proud of finished work.
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 on things they know and moments they remember to make art. A picture might come from a pet, a trip, or a favorite food.
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Relate artistic ideas and works with societal, cultural
Students look at artwork and talk about where it came from, who made it, and what was happening in that place or time. Connecting a picture or sculpture to its story helps students understand what the artist was trying to say.
| 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 art. A picture might come from a pet, a trip, or a favorite food. | VA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students look at artwork and talk about where it came from, who made it, and what was happening in that place or time. Connecting a picture or sculpture to its story helps students understand what the artist was trying to say. | VA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas before they start making art. This is the thinking and imagining that happens before the drawing, painting, or building begins.
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Organize and develop artistic ideas and work
Students pick up art tools like crayons or clay and start making something on their own. They choose what to create and work through their ideas by doing.
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Refine and complete artistic work
Students finish a drawing or craft by looking it over and deciding if anything needs to be fixed or added before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas before they start making art. This is the thinking and imagining that happens before the drawing, painting, or building begins. | VA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick up art tools like crayons or clay and start making something on their own. They choose what to create and work through their ideas by doing. | VA:Cr2.pk |
| Refine and complete artistic work | Students finish a drawing or craft by looking it over and deciding if anything needs to be fixed or added 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 pick which of their drawings or projects to share with others, and start to explain why they chose it.
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Develop and refine artistic techniques and work for presentation
Students practice making their artwork look the way they want it to before sharing it with others. They try again, adjust, and decide when it feels finished.
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Convey meaning through the presentation of artistic work
Students share their drawings or creations with others and talk about what they made and why. The artwork itself tells a story or shows a feeling.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their drawings or projects to share with others, and start to explain why they chose it. | VA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice making their artwork look the way they want it to before sharing it with others. They try again, adjust, and decide when it feels finished. | VA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share their drawings or creations with others and talk about what they made and why. The artwork itself tells a story or shows a feeling. | VA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a picture or sculpture and talk about what they notice, like colors, shapes, or what the artwork might be showing.
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Interpret intent and meaning in artistic work
Students look at a drawing or painting and talk about what they think the artist was feeling or trying to show. They practice putting their thoughts about art into words.
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Apply criteria to evaluate artistic work
Students look at a drawing or painting and say what they like about it and why. They start to notice what makes art feel finished or interesting.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or sculpture and talk about what they notice, like colors, shapes, or what the artwork might be showing. | VA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a drawing or painting and talk about what they think the artist was feeling or trying to show. They practice putting their thoughts about art into words. | VA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a drawing or painting and say what they like about it and why. They start to notice what makes art feel finished or interesting. | VA:Re9.pk |
Common Questions
What does art class look like at this age?
Students explore crayons, markers, paint, clay, scissors, and glue. They make art about things they know, like family, pets, and what they did over the weekend. The goal is to play with materials and start talking about what they made.
How can I support art at home in just a few minutes?
Keep a small basket of paper, crayons, and safety scissors where students can reach it. When they finish a drawing, ask what is happening in it and write their words on the back. That short conversation builds the same skills used in class.
My child says everything is a scribble. Is that a problem?
Scribbles are how young students figure out how to hold a crayon and control a line. Ask them to tell a story about the scribble instead of asking what it is. Naming and describing matter more right now than making something that looks realistic.
How do I plan a year of art for students this young?
Start with one material at a time so students learn what crayons, paint, and clay actually do. Build in repeated chances to use each one across the year. Tie projects to topics already in the classroom, like seasons, families, or a class read-aloud.
What should I do when a student says they are done in two minutes?
Sit next to them and ask one open question about the work, like what part they want to add to or what color is missing. Often a small prompt sends them back in for another five minutes. Finished early is usually a sign they need a next step, not a new paper.
Does my child need to learn art vocabulary like line, shape, and color?
Use the words in real moments, not as a list to memorize. Point to a thick line in a drawing or a round shape in a photo and name it. Hearing the words in context is enough at this age.
How do I know a student is ready for kindergarten art?
By the end of the year, students should hold a crayon or marker with some control, cut a basic line with safety scissors, and stick with a project for several minutes. They should also be able to say a sentence or two about what they made and why.
Should I correct my child when they color the sky green or the dog purple?
No. Choosing unexpected colors is part of how students show their own ideas. Ask why they picked that color and listen to the reason.