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Learning Standards Standards

What does a student learn in ?

This is the year art becomes a way to share ideas, not just a fun activity. Students try out crayons, paint, paper, and clay to make pictures that come from their own lives and imaginations. They start talking about what they see in their own work and in other people's art, using simple words like colors, shapes, and lines. By spring, students can finish a piece of art, pick one to display, and say a sentence or two about what it means.

  • Drawing and painting
  • Art materials
  • Sharing ideas
  • Talking about art
  • Finishing a piece
Source: Connecticut Connecticut Core Standards
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. 1

    Exploring tools and materials

    Students get comfortable holding crayons, markers, paintbrushes, and scissors. They learn how to use art supplies safely and how to keep their workspace tidy while they try things out.

  2. 2

    Making art from their own ideas

    Students turn personal experiences into pictures. A trip to the park, a family pet, or a favorite snack becomes the starting point for a drawing or painting.

  3. 3

    Looking at and talking about art

    Students notice colors, shapes, and lines in pictures by other artists and by classmates. They share what they see and what a picture might mean.

  4. 4

    Finishing and sharing artwork

    Students pick pieces they want to show, add finishing touches, and explain what their art is about. By the end of the year they are presenting work they feel proud of.

Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Connecting

  • Synthesize and relate knowledge and personal experiences to make art

    VA:Cn10.k

    Students draw on things they already know and moments from their own life to make artwork that feels personal to them.

  • Relate artistic ideas and works with societal, cultural

    VA:Cn11.k

    Students look at a piece of art and talk about where it came from: who made it, when, and what was happening in that place and time.

Creating

  • Generate and conceptualize artistic ideas and work

    VA:Cr1.k

    Students come up with their own ideas for drawings, paintings, and other art before they start making something.

  • Organize and develop artistic ideas and work

    VA:Cr2.k

    Students pick colors, shapes, and materials to build a picture or object they imagined. This is the hands-on making part of art class.

  • Refine and complete artistic work

    VA:Cr3.k

    Students look at their own artwork, decide what to fix or finish, and make changes before calling it done.

Performing/Presenting/Producing

  • Analyze, interpret, and select artistic work for presentation

    VA:Pr4.k

    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

    VA:Pr5.k

    Students practice a drawing or craft until it looks the way they want, then get it ready to share with others.

  • Convey meaning through the presentation of artistic work

    VA:Pr6.k

    Students share their artwork with others and explain what it means to them. The picture, sculpture, or collage becomes a way to show something they felt or imagined.

Responding

  • Perceive and analyze artistic work

    VA:Re7.k

    Students look closely at a piece of art and talk about what they notice, such as colors, shapes, or what the picture shows.

  • Interpret intent and meaning in artistic work

    VA:Re8.k

    Students look at a piece of art and say what they think the artist was trying to show or how it makes them feel.

  • Apply criteria to evaluate artistic work

    VA:Re9.k

    Students look at a drawing or artwork and explain what they like about it and why, using simple reasons like color, shape, or how it makes them feel.

Common Questions
  • What does art class look like this year?

    Students try out drawing, painting, cutting, gluing, and building with simple shapes and colors. They talk about what they made and why they picked those colors or shapes. The focus is on exploring materials and sharing ideas, not on making pictures look realistic.

  • How can I support art at home in just a few minutes?

    Keep crayons, paper, scissors, and glue somewhere students can reach them. Ask questions like what is happening in the picture or why a certain color was chosen. Open-ended questions matter more than praise about how pretty something looks.

  • Should students be able to draw recognizable people and animals yet?

    Not really. Most five and six year olds draw people as circles with stick arms and legs, and that is exactly where they should be. What matters more is that students can talk about what they drew and add details when asked.

  • How should art be sequenced across the year?

    Start with line, shape, and color exploration in the fall so students get comfortable with tools and routines. Move into mixing media and simple themes by winter. Save group projects and any presentation work for spring once students can listen, share materials, and talk about choices.

  • What if a child says they are bad at art or refuses to draw?

    This is common at this age and usually means a student is comparing their work to someone else's. Sit with them, draw something silly together, and avoid fixing their lines. The goal is to keep them willing to try, not to produce a nice picture.

  • Which skills tend to need the most reteaching?

    Holding scissors correctly, using a reasonable amount of glue, and cleaning up brushes are the routines that need the most repeated practice. Talking about artwork using simple words like line, shape, and color also takes steady modeling all year.

  • Do students need to learn about famous artists?

    A little exposure goes a long way. Show one or two artworks at a time and ask students what they notice and how it makes them feel. Picking artists from different times and places helps students see that art comes from many kinds of people.

  • How do I know a student is ready for first grade art?

    By spring, students should be able to pick a topic, make something on purpose, and say a sentence or two about it. They should handle crayons, scissors, and glue with some independence and clean up their space when finished.

  • How should finished artwork be shared at home?

    Pick a spot like the fridge or a hallway wall and rotate pieces every few weeks. Ask students to tell the story of the picture before it goes up. Taking a photo before recycling older work is an easy way to keep memories without drowning in paper.