Exploring art materials
Students get hands on with crayons, paint, paper, and clay. The focus is play and curiosity, learning how each material feels and what it can do.
What does a student learn in
This is the year art becomes a way of telling stories about their own lives. Students draw, paint, and build with clay or paper to share what they see at home and outside. They start to talk about their work and notice what other people made too. By spring, they can finish a piece of art, point to a favorite part, and explain why they chose it.
- Drawing and painting
- Building with clay
- Telling a story through art
- Talking about art
- Sharing finished work
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 real life
Students draw and build from things they know, like family, pets, and favorite places. A scribble becomes a person, and a blob of clay becomes a snack.
- 3
Planning and finishing a piece
Students start to plan before they create and stick with a project until it feels done. Parents may see more details added and fewer pieces abandoned halfway.
- 4
Sharing and looking at art
Students pick favorite pieces to display and talk about what they made and why. They also look at other artwork and notice colors, shapes, and what it might mean.
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 or make art from what they know and what has happened to them. A pet, a family meal, or a favorite place can become the starting point for a piece.
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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 or time. A painting or sculpture can tell a story about the people and world behind it.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw or make art from what they know and what has happened to them. A pet, a family meal, or a favorite place can become the starting point for a piece. | 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 or time. A painting or sculpture can tell a story about the people and world behind it. | VA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for art before they start making it. They think about what they want to draw, build, or create.
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Organize and develop artistic ideas and work
Students pick up art supplies and make choices about what to put on the page. This is where an idea turns into an actual drawing, painting, or collage.
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Refine and complete artistic work
Students finish a drawing or artwork they started, making small changes until it looks the way they want it to look.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for art before they start making it. They think about what they want to draw, build, or create. | VA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick up art supplies and make choices about what to put on the page. This is where an idea turns into an actual drawing, painting, or collage. | VA:Cr2.pk |
| Refine and complete artistic work | Students finish a drawing or artwork they started, making small changes until it looks the way they want it to look. | VA: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 drawings or art projects to share with the class and start to explain why they chose 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 look before sharing it with others.
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Convey meaning through the presentation of artistic work
Students share a drawing or artwork and talk about what they made and why. Showing their work to others is part of making it.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their drawings or art projects to share with the class and start to explain why they chose 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 look before sharing it with others. | VA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share a drawing or artwork and talk about what they made and why. Showing their work to others is part of making it. | VA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a piece of art and talk about what they see, such as colors, shapes, or what the picture might show.
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Interpret intent and meaning in artistic work
Students look at a drawing or sculpture and talk about what they think the artist was trying to say or show.
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Apply criteria to evaluate artistic work
Students look at a drawing or sculpture and say what they notice and what they like about it. They start to explain why some work feels finished or interesting to them.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a piece of art and talk about what they see, such as colors, shapes, or what the picture might show. | VA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a drawing or sculpture and talk about what they think the artist was trying to say or show. | VA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a drawing or sculpture and say what they notice and what they like about it. They start to explain why some work feels finished or interesting to them. | VA:Re9.pk |
Common Questions
What does visual arts look like at this age?
Students draw, paint, build with clay, and cut and glue paper. The focus is on trying materials and talking about what they made, not on finished pictures that look a certain way. A scribble of a family is real art at this age.
How can families support art learning at home?
Keep crayons, markers, paper, and safe scissors where students can reach them. Ask open questions like what is happening in your picture or why did you pick that color. Save a few favorite pieces on the fridge so students see that art matters.
Is it okay if drawings do not look like real objects yet?
Yes. At this age, a person might be a circle with two lines for legs, and a house might float in the sky. That is normal and healthy. Pushing for realism too early can make students stop drawing.
How should art time be set up in the classroom?
Plan open studio blocks where students choose from a few materials, plus shorter guided lessons that introduce one tool or idea at a time. Rotate materials every couple of weeks so students keep noticing something new. Build in cleanup as part of the lesson.
How do I talk with students about their art without judging it?
Describe what you see instead of saying good job. Say things like you used a lot of blue here, or these lines go all the way across the page. Then ask the student to tell you about it.
How do I sequence skills across the year?
Start with one material at a time, such as crayons, then thick paint, then clay, then collage. Add tools like scissors and glue once students are comfortable holding and controlling each one. By spring, students can combine two or three materials in one piece.
How do students share and talk about their work?
Set up a small gallery wall or a sharing circle where students point to one thing they tried. Practice simple words like line, color, shape, and smooth or bumpy. The goal is to give language to what they already notice.
What should students be able to do by the end of the year?
Students should pick a material, make something on purpose, and say a sentence or two about it. They should also be able to look at another piece of art and notice colors, shapes, or what is happening. Neat lines and accurate drawings are not the goal yet.