Exploring tools and ideas
Students get their first hands-on time with cameras, tablets, drawing apps, and recording tools. They try things out and come up with simple ideas for pictures, sounds, and short videos they want to make.
What does a student learn in
This is the year students start making simple media art, like a drawing on a tablet, a short video clip, or a photo, and begin to see it as something they created on purpose. Students come up with ideas, try them out, and share the result with classmates. They also look at pictures and videos made by others and talk about what they notice. By spring, students can make a small piece of media art and explain what it shows.
- Making media
- Sharing artwork
- Talking about art
- Creative ideas
- Photos and videos
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 a first project
Students turn an idea into something they can show, like a photo, a drawing on a screen, or a short recorded story. They practice the small steps of putting pieces together to make one finished thing.
- 3
Sharing work with others
Students pick a piece they are proud of and get it ready to share with the class or family. They learn that the choices they make help others understand what the work is about.
- 4
Looking at art together
Students notice what other people make, in class and in the world around them. They talk about what they see and hear, what they think it means, and what they like about it.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
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 a feeling, to make a piece of media art. The work reflects what they already know and who they are.
-
Relate artistic ideas and works with societal, cultural
Students look at a photo, drawing, 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 a feeling, to make a piece of media art. The work reflects what they already know and who they are. | MA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students look at a photo, drawing, or short video and talk about where it came from or what was happening in the world when it was made. | MA:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas for media art projects, like deciding what a picture, video, or simple animation should be about before making it.
-
Organize and develop artistic ideas and work
Students choose colors, shapes, or sounds and arrange them into a simple piece of media art, like a drawing made with a camera or a short moving image.
-
Refine and complete artistic work
Students look at a piece of media art they made, decide what to fix or finish, and then make those changes before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas for media art projects, like deciding what a picture, video, or simple animation should be about before making it. | MA:Cr1.k |
| Organize and develop artistic ideas and work | Students choose colors, shapes, or sounds and arrange them into a simple piece of media art, like a drawing made with a camera or a short moving image. | MA:Cr2.k |
| Refine and complete artistic work | Students look at a piece of media art they made, decide what to fix or finish, and then make those changes before calling it done. | MA:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which of their media projects to share with the class and explain why they picked it.
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Develop and refine artistic techniques and work for presentation
Students practice and improve a media project (like a drawing, photo, or short video) until it is ready to share with others.
-
Convey meaning through the presentation of artistic work
Students share a drawing, photo, or short video with an audience and explain what they made and why.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their media projects to share with the class and explain why they picked it. | MA:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice and improve a media project (like a drawing, photo, or short video) until it is ready to share with others. | MA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students share a drawing, photo, or short video with an audience and explain what they made and why. | MA:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a short video, photo, or digital image and talk about what they notice, such as colors, shapes, sounds, or movement.
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Interpret intent and meaning in artistic work
Students look at a photo, video, or drawing and say what they think the artist was trying to show or express.
-
Apply criteria to evaluate artistic work
Students look at a piece of media art and say what they like about it and why. They practice using simple reasons to judge whether something works.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a short video, photo, or digital image and talk about what they notice, such as colors, shapes, sounds, or movement. | MA:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a photo, video, or drawing and say what they think the artist was trying to show or express. | MA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a piece of media art and say what they like about it and why. They practice using simple reasons to judge whether something works. | MA:Re9.k |
Common Questions
What is media arts in kindergarten?
Media arts is making and sharing art using tools like cameras, tablets, drawing apps, audio recorders, and simple video. Students try out these tools, make small projects, and talk about what they made and why.
What should my child be able to do by the end of the year?
Students should be able to come up with an idea, use a simple tool like a camera or drawing app to make something, and share it with others. They should also be able to say what their piece is about and what they like about someone else's work.
How can I support media arts at home in 10 minutes?
Hand over a phone or tablet and let students take three photos of something they care about, like a pet or a drawing. Ask them to pick a favorite and say why. That tiny choice is the heart of this subject.
Does my child need a fancy device or app?
No. A basic phone camera, a free drawing app, or a voice memo recorder is plenty. The skill is choosing what to capture and talking about it, not the tool itself.
How should I sequence media arts across the year?
Start with exploring one tool at a time, such as photos, then simple drawings on a tablet, then short audio or video clips. Build toward small projects where students plan an idea, make it, and share it with the class.
What does mastery look like at this age?
Mastery is light. Students should generate an idea, follow through on a short project, present it, and say something simple about their work and a classmate's work. Polished products are not the point.
Which skills usually need the most reteaching?
Talking about meaning is the hardest part. Students can make things long before they can explain why they made them. Build in short sharing routines after every project so students practice saying what a piece is about.
How do I know students are ready for first grade?
They are ready when they can pick a tool, make a small piece on purpose, present it to classmates, and offer a simple reaction to someone else's work. Comfort with the process matters more than any single project.