Exploring tools and ideas
Students try out cameras, tablets, microphones, and other simple tech tools. They play with sounds, pictures, and short videos to see what each tool can do.
What does a student learn in
This is the year students first try out tools like cameras, tablets, and recorders to tell their own stories. Students mix what they see at home and in the world into simple pictures, sounds, and short videos. They share their work with classmates and talk about what they like in someone else's. By spring, they can take a photo or record a sound and explain what it means to them.
- Photos and video
- Sound recording
- Storytelling
- Sharing artwork
- Talking about art
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 short media projects
Students start turning their ideas into small projects, like a photo, a recorded story, or a quick video. They learn that their own experiences can become something to share.
- 3
Putting pieces together
Students arrange pictures, sounds, or clips in an order that makes sense to them. They notice how changing the order or adding a sound changes the feeling of their work.
- 4
Sharing and talking about work
Students show their finished projects to classmates and family. They talk about what they made, what they like in other students' work, and what the pictures or sounds remind them of.
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 use things they already know and moments from their own life to make art. A memory, a favorite animal, or something that happened at home can become the starting point for a drawing or collage.
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Relate artistic ideas and works with societal, cultural
Students look at pictures, videos, or artwork and talk about what those things tell us about people, places, and how others live.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students use things they already know and moments from their own life to make art. A memory, a favorite animal, or something that happened at home can become the starting point for a drawing or collage. | MA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students look at pictures, videos, or artwork and talk about what those things tell us about people, places, and how others live. | MA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students explore ideas for a media art project, like deciding what a simple photo or drawing should be about before making it.
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Organize and develop artistic ideas and work
Students arrange pictures, sounds, or movements to tell a simple story or share an idea. This is the beginning of learning to plan and shape creative work.
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Refine and complete artistic work
Students finish a media art project, like a drawing or photo, by making small fixes until they feel it's done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students explore ideas for a media art project, like deciding what a simple photo or drawing should be about before making it. | MA:Cr1.pk |
| Organize and develop artistic ideas and work | Students arrange pictures, sounds, or movements to tell a simple story or share an idea. This is the beginning of learning to plan and shape creative work. | MA:Cr2.pk |
| Refine and complete artistic work | Students finish a media art project, like a drawing or photo, by making small fixes until they feel it's done. | MA: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 media projects (a drawing, a photo, a short video) is ready to share with others and explain why they chose it.
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Develop and refine artistic techniques and work for presentation
Students practice a media art project (like a drawing, photo, or short video) 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 drawings, sounds, or movements and explain what they were trying to say with them.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their media projects (a drawing, a photo, a short video) is ready to share with others and explain why they chose it. | MA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a media art project (like a drawing, photo, or short video) more than once to make it better before sharing it with others. | MA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share drawings, sounds, or movements and explain what they were trying to say with them. | MA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look at pictures, videos, or sounds made by others and talk about what they notice. This is the start of learning to pay attention to art and explain what they see or hear.
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Interpret intent and meaning in artistic work
Students look at a picture, video, or performance and talk about what they think the maker was trying to say or show.
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Apply criteria to evaluate artistic work
Students look at a piece of art or a short video and say what they like about it and why. They start to notice what makes something interesting, colorful, or well made.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at pictures, videos, or sounds made by others and talk about what they notice. This is the start of learning to pay attention to art and explain what they see or hear. | MA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a picture, video, or performance and talk about what they think the maker was trying to say or show. | MA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a piece of art or a short video and say what they like about it and why. They start to notice what makes something interesting, colorful, or well made. | MA:Re9.pk |
Common Questions
What is media arts in pre-kindergarten?
Media arts means making and sharing things with tools like cameras, tablets, recorders, and simple drawing apps. At this age, students take photos, record short videos or sounds, and put pictures together to tell a story. It is playful and hands-on.
How can I support media arts at home?
Let students take photos of things they care about, like a pet or a snack, and ask them to tell the story behind the picture. A short voice recording on a phone counts too. Five minutes of looking at the pictures together and talking about them goes a long way.
Does my child need a tablet or fancy camera?
No. An old phone, a basic camera, or even paper pictures arranged in order will work. The point is that students make something, share it, and talk about what they made.
What should I look for by the end of the year?
By spring, students should be able to make a simple piece using a camera, recorder, or drawing app, share it with someone, and say a sentence or two about it. They should also be able to look at a classmate's work and say what they noticed.
How do I sequence media arts across the year?
Start with exploring tools and taking lots of pictures or sounds with no pressure. Move into simple sequencing, like putting three photos in order to tell a story. End the year with small share-outs where students present a finished piece and respond to a peer's work.
Which skills usually need the most reteaching?
Two areas tend to need more time. First, slowing down to plan before grabbing the tool, even if planning is just pointing at what they want to record. Second, talking about someone else's work with specific words instead of just saying they like it.
How does media arts connect to other parts of the day?
Media arts pairs well with storytime, show and tell, and science observations. Students can photograph a plant they are watching, record a retelling of a favorite book, or make a sound collage of the classroom. This keeps the tools tied to real ideas.
My child just wants to take a hundred photos of the floor. Is that a problem?
Not at all. Exploring the tool is part of the learning at this age. After the play, sit down and ask which photo is the favorite and why. That small conversation is where the art skills start to grow.