Exploring art materials
Students try out crayons, paint, paper, and clay. They learn how each material feels and what marks it can make. Expect lots of color experiments and messy hands at home.
What does a student learn in
This is the year art becomes a way to share what students notice and feel. Students try out crayons, paint, clay, and collage, and they start talking about why they chose a color or a shape. They look at pictures other people made and say what they see in them. By spring, students can finish a piece of art, show it to a grown-up, and explain what it means to them.
- Drawing and painting
- Working with clay
- Talking about art
- Sharing finished work
- Art and feelings
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 start with their own ideas and turn them into pictures or small sculptures. A drawing of the family dog or a painting of a rainy day shows that art can come from real life.
- 3
Looking at art together
Students notice colors, shapes, and what is happening in a picture. They share what they see and start to guess what the artist might be showing or feeling.
- 4
Sharing finished work
Students pick a piece they want to show and tell others about it. They learn that art is made to be seen, and that their work belongs on the wall or fridge for a reason.
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 what they know and what they've lived through to make their art. A picture of their dog, their home, or something that scared them counts as real artistic thinking.
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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 and time.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on what they know and what they've lived through to make their art. A picture of their dog, their home, or something that scared them counts as real artistic thinking. | 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 and time. | VA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for their own artwork. They decide what to make and think about how to make it before they start.
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Organize and develop artistic ideas and work
Students pick up art materials and start making something, trying out ideas as they go.
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Refine and complete artistic work
Students finish a drawing or craft by looking it over and adding what's missing. The goal is a piece they feel good about, not just a quick first try.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for their own artwork. They decide what to make and think about how to make it before they start. | VA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick up art materials and start making something, trying out ideas as they go. | VA:Cr2.pk |
| Refine and complete artistic work | Students finish a drawing or craft by looking it over and adding what's missing. The goal is a piece they feel good about, not just a quick first try. | VA:Cr3.pk |
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 making their artwork look the way they want it to before sharing it with others. They learn that making something better often takes more than one try.
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Convey meaning through the presentation of artistic work
Students share their drawings or creations with others and explain 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 choose which of their drawings or artwork to share with others, and explain why they picked 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 learn that making something better often takes more than one try. | VA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share their drawings or creations with others and explain 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 artwork and talk about what they see, such as the colors, shapes, or what is happening in the scene.
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Interpret intent and meaning in artistic work
Students look at a piece of art and share what they think the artist was trying to say or show. They practice putting feelings and ideas 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 a piece of art interesting or well made.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or artwork and talk about what they see, such as the colors, shapes, or what is happening in the scene. | VA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a piece of art and share what they think the artist was trying to say or show. They practice putting feelings and ideas 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 a piece of art interesting or well made. | VA:Re9.pk |
Common Questions
What does visual art look like at this age?
Students play with crayons, paint, clay, paper, and glue to make things that matter to them. Most of the learning happens through doing, talking about what they made, and looking at art other people made. Finished products are less important than the choices students make along the way.
How can I support art at home without buying a lot of supplies?
Keep a small bin with crayons, paper, safety scissors, glue sticks, and a few recycled items like cereal boxes or paper tubes. Give students time to make something about their day, their family, or a favorite story. Ask what they made and listen, instead of guessing.
My child says they are not good at drawing. What should I say?
At this age, art is not about looking realistic. Praise specific choices instead of the whole picture: the color they picked, the big shape in the middle, the way they filled the page. That keeps students willing to try again tomorrow.
How should art be sequenced across the year?
Start with open exploration of one or two materials at a time so students learn how crayons, paint, and glue actually behave. Move into projects that connect to themes from read-alouds, seasons, or family. By spring, students can plan a piece, work on it across a few sittings, and talk about it.
What does mastery look like by the end of the year?
Students can pick a subject, choose materials, and stick with a piece long enough to finish it. They can say what their art is about and point to one thing they like in someone else's work. Holding a crayon or brush with some control is part of the picture too.
How much should I step in when my child is making art?
Step in for safety and for help with tools like scissors or tape. Do not fix the picture or draw on it. If students get stuck, ask what they want to add next instead of suggesting what it should look like.
How do I connect art to culture and community in a real way?
Show art from the families in the room first: photos, fabrics, pottery, picture books, and local artists. Ask families to share one object or image that matters to them. Tie classroom projects to those sources so students see their own lives in the work.
What skills usually need the most reteaching?
Using glue in small amounts, cleaning brushes between colors, and finishing a piece instead of starting a new one every few minutes. Short demonstrations right before the activity work better than long instructions at the rug.
How will I know my child is ready for kindergarten art?
Students should be able to hold a crayon or marker with some control, cut a basic line with safety scissors, and stay with a project for about ten minutes. They should also be willing to talk about what they made, even in one short sentence.