Sparking ideas for media
Students start the year noticing media all around them, from cartoons to family photos. They share their own ideas for things they want to make, like a short video, a drawing on a tablet, or a sound clip.
What does a student learn in
This is the year students start making media projects on purpose, not just by accident. Students come up with an idea, pick the pictures, sounds, or video clips that fit, and put them together to share something. They also look at media made by others and talk about what they notice and what it means. By spring, students can plan a short media piece, finish it, and explain what they were trying to show.
- Making media
- Sharing ideas
- Pictures and sound
- Planning a project
- Talking about media
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
Building simple media pieces
Students try out tools like cameras, drawing apps, and recorders. They organize their pictures, sounds, or clips into a small project with a clear beginning and end.
- 3
Polishing and sharing work
Students pick a favorite project and clean it up before showing it. They think about what they want viewers to feel or notice, then present it to classmates or family.
- 4
Looking at media together
Students watch, listen to, and talk about media made by classmates and by other artists. They share what they think a piece means and what makes it work well.
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 connect something from their own life, like a memory or feeling, to make a media arts project. Personal experience is the starting point for the work.
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Relate artistic ideas and works with societal, cultural
Students look at a piece of media art, like a photo or short video, and talk about where it came from or what was happening in the world when it was made.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life, like a memory or feeling, to make a media arts project. Personal experience is the starting point for the work. | MA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students look at a piece of media art, like a photo or short video, and talk about where it came from or what was happening in the world when it was made. | MA:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for a media project, like a drawing, photo, or short video, and start shaping what they want to make before they begin.
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Organize and develop artistic ideas and work
Students pick the tools, images, or sounds they want to use and arrange them into a simple media project, like a photo, drawing, or short video.
-
Refine and complete artistic work
Students look at their media art project again, make small fixes, and decide when it is finished.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for a media project, like a drawing, photo, or short video, and start shaping what they want to make before they begin. | MA:Cr1.1 |
| Organize and develop artistic ideas and work | Students pick the tools, images, or sounds they want to use and arrange them into a simple media project, like a photo, drawing, or short video. | MA:Cr2.1 |
| Refine and complete artistic work | Students look at their media art project again, make small fixes, and decide when it is finished. | MA:Cr3.1 |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students pick a piece of media work they made, such as a drawing, photo, or short video, and explain why they chose it to share with others.
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Develop and refine artistic techniques and work for presentation
Students practice and improve a media arts project (like a drawing, photo, or short video) until it is ready to share with others.
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Convey meaning through the presentation of artistic work
Students share a drawing, video, or other media project and explain what they want it to say or show. The choice of colors, sounds, or images all work together to get that message across.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick a piece of media work they made, such as a drawing, photo, or short video, and explain why they chose it to share with others. | MA:Pr4.1 |
| Develop and refine artistic techniques and work for presentation | Students practice and improve a media arts project (like a drawing, photo, or short video) until it is ready to share with others. | MA:Pr5.1 |
| Convey meaning through the presentation of artistic work | Students share a drawing, video, or other media project and explain what they want it to say or show. The choice of colors, sounds, or images all work together to get that message across. | MA:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a short video, photo, or digital image and describe what they notice, like colors, sounds, or movement, before saying what they think it means.
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Interpret intent and meaning in artistic work
Students look at a piece of media art, such as a photo or short video, and explain what they think the creator was trying to say or show.
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Apply criteria to evaluate artistic work
Students look at a piece of media art and decide what makes it good, using simple questions like: Does it tell a clear story? Does it catch your eye?
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a short video, photo, or digital image and describe what they notice, like colors, sounds, or movement, before saying what they think it means. | MA:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a piece of media art, such as a photo or short video, and explain what they think the creator was trying to say or show. | MA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at a piece of media art and decide what makes it good, using simple questions like: Does it tell a clear story? Does it catch your eye? | MA:Re9.1 |
Common Questions
What is media arts in first grade?
Media arts means making and sharing simple projects using tools like cameras, tablets, recorders, or basic drawing apps. Students might take photos, record a short voice clip, make a quick stop-motion video, or build a slideshow about something they know. The focus is on telling a small story or sharing an idea using sound, pictures, or short video.
How can I support media arts at home with no fancy equipment?
A phone camera is more than enough. Ask students to take three photos that tell a story, record a 20-second voice memo about their day, or make a short video introducing a stuffed animal. Then watch or listen together and ask what they would change next time.
What should students be able to do by the end of the year?
By spring, students should be able to come up with a small idea, make a simple media project about it, and share it with someone. They should also be able to say what they like about their work, what a classmate did well, and one thing they want to try next time.
How do I plan a year of media arts for first graders?
Start with short, low-tech projects like sound recordings and photo stories, then move into simple video or slideshow work once routines are solid. Build in time for students to revise one project rather than rushing through many. End the year with a small showing so families can see what students made.
My child just wants to play with the camera. Is that okay?
Yes, exploring the tool is part of the learning at this age. After some free play, give a tiny prompt like take a picture of something red or record the sound of the kitchen. That turns play into practice without making it feel like a test.
Which skills usually need the most reteaching?
Slowing down to plan before pressing record is the hardest habit to build. Students also need repeated practice holding a device steady, speaking clearly into a microphone, and giving useful feedback to a classmate instead of just saying it was good.
How do I help my child talk about media they watch?
After a short video or show, ask what the maker wanted them to feel and how the music or pictures helped. Keep it to two questions so it stays fun. This builds the same thinking students use when they look at their own projects at school.
How do I know a student is ready for second grade in this subject?
A ready student can plan a small project, use a basic tool with some independence, and finish a piece they are willing to share. They can also point to one choice they made on purpose, like picking a quiet background or a happy song, and explain why.